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SHAPING

FUTURE

INNOVATORS THE SST WAY


The SST Experience The SST Programme The Rationale

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04 SST Vision, Mission, Values, Goals 05 The SST Curriculum & Instruction 06 • SST Curriculum Philosophy 06 The SST Programme Framework

• SST Applied • SST

Learning Framework For Learning and Teaching in SST

Curriculum Organisers

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SST Talent Development Programme

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Courses of Study at SST • English

Language

• Mother

Tongue Languages

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• Mathematics • Science • Integrated • Art,

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19

Humanities

Design, Media and Technology

• Sports

and Wellness

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23 • Interdisciplinary Research Studies 25 • Innovation

& Entrepreneurship

• Information • Applied

Communication Technology

Subjects

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• Biotechnology • Design

Studies

• Fundamentals • SST Assessment

of Electronics

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SST Student Development

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The SST Student Development Framework Character, Leadership and Citizenship (CLC) Education • Character

and Citizenship Education (CCE)

• Leadership

Education

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The SST Student Leadership Programme Youth Service Programme (YSP) • Citizenship

Education

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Global Citizenship Programme (GCP) National Education (NE) Programme Digital Citizenship Education

The 10Cs of SST: Developmental Assessment and Qualitative Reporting SST Co-Curricular Programme Facilities at SST SST Information

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THE SST EXPERIENCE The SST Programme The SST Programme aims to nurture promising youths into young men and women of calibre and substance, who will be values-driven and exemplary leaders in their chosen fields, imbued with the spirit of innovation and enterprise in service for the common good of the community and society. The school’s mission to develop world-ready and future-looking leaders versatile in the 21st Century competencies1 and adept in the use of technology will propel our students towards attaining the goals of becoming Thinkers, Innovators and Entrepreneurs. The SST Programme offers a challenging and broadened academic curriculum that develops students in disciplinary ways of thinking and doing, as well as interdisciplinarity of thought and actions necessary for innovative problem solving and decision making. Sound affective, character and leadership education, citizenship, and entrepreneurial programmes serve to equip students with the skills and competencies crucial for success in the 21st Century and nurture the values-driven and community-responsible person and leader.

This concurrent emphasis on non-academic curricular ensures the cultivation of invaluable life-skills and work competences such as resilience, responsible risk-taking, innovation and entrepreneurial mindset, effective teamwork and communication, and dynamic leadership. Most importantly, learning at SST is active and cognitively engaging, and firmly grounded in realworld context to facilitate deep understanding and relevance of learning. Curriculum and instructional pedagogy used in classrooms are customised and adapted from best practice and research in the field of gifted and general education to better cater to student needs. The school-wide leverage on Information Communication Technology (ICT) greatly enhances the learning environment and networks that the digital natives have come to expect. As part of FutureSchools@Singapore, SST aims to be a forerunner in using ICT to support educational programmes and enhance the delivery of its specialised curriculum. Class sizes at SST are deliberately kept small; 20 to 28 students per class, to facilitate students’ development of process skills and learning through inquiry, discovery, and experimentation.

The Rationale SST caters to students who learn best in an active applied learning environment, where conceptual understandings and transference of disciplinary content knowledge and skills are fostered through cognitively demanding hands-on applications set in real-world situations. In this way, learning is made more meaningful, relevant and engaging for the students. The parallel focus of the SST Programme on academic rigour and the explicit nurturing of 21st Century competencies and dispositions1 in our students will prepare them well for a fast and ever-evolving future. 1

SST will be offering all its students talent development opportunities based on the Treffinger Levels of Service Talent Development Model (ref pg. 09 for the LoS Talent Development Framework) as we believe that all students have strengths and talents just waiting to be uncovered and nurtured. The SST Programme also aims to cultivate students in the benefits of a wide range of careers including those in the applied sciences, engineering and technology, to meet the needs of the 21st Century. The goal then is to shape future innovators, the SST way.

21st Century competencies and dispositions are encapsulated within the 10Cs of SST; that of Critical Thinking, Creative Thinking, Intellectual Curiosity and Courage, Confidence in oneself, Commitment to a cause for betterment of self and society, Collaborative and Communication Skills, Citizenship awareness and leadership, as well as Cross-Cultural Understanding.


04 The SST Programme Framework VISION: A Globally Connected Institution of Science and Technology MISSION: To Develop World-Ready and Future-Looking Leaders through Innovative Technology & Applied Learning VALUES: *Forging Excellence *Building an Empowered Community *Expanding Learning Networks GOALS: SST Students as Thinkers, Innovators, and Entrepreneurs SST CURRICULUM AND INSTRUCTION APPLIED LEARNING APPROACH Curriculum Organisers Innovation and Entrepreneurship

Interdisciplinary Research Studies

Information Communication Technology

21st Century Competencies & Dispositions

• Learner-Centred • Active and Relevant • Community-Focused

• Process-Focused • Authentic • Integrated

(21st CENTURY) LEARNING OUTCOMES Intellectual • Critical thinking • Creative thinking • Curiosity

Interpersonal (Social) • Collaborative skills • Communication skills • Citizenship • Cross-cultural understanding

Personal (Affective) • Confidence • Commitment • Courage

SST COURSE OF STUDY Year

Subject

Talent Development

1&2

• English Language • Mother Tongue Languages • Integrated Humanities • Mathematics • Sciences • Sports & Wellness • Interdisciplinary Research Studies • Innovation & Entrepreneurship • Character, Leadership & Citizenship Education • Art, Design, Media & Technology • Information, Communication & Technology

• Global Citizenship Programme (Levels 1,2,3) • Academic Talent Development Programmes (Mathematics, Science, ICT) • Ngee Ann Polytechnic I & E Camp • SST-NTU Science Flagship Programme • Technology and Design Camp • Animation and Games Development

3&4

• English Language • Mother Tongue Languages • Social Studies/History or Geography • Mathematics • Biology • Chemistry • Physics • Innovation and Enterpreneurship Community Project • Interdisciplinary Research Studies • Sports & Wellness • Character, Leadership & Citizenship Education • Biotechnology • Design Studies • Fundamentals of Electronics

• Global Citizenship Programme (Levels 2, 3, 4) • Academic Talent Development Programmes • Adventure Learning Experience • On-line Advanced Academic Courses • Internship Programmes • Mentorship Programmes • Exchange Programmes

SST Assessment


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Our Vision

Our Mission

Our vision, ‘To Be a Globally-Connected Institution of Science and Technology’, stems from our keen awareness of the present realities of Singapore as a global city, and the role that our school could play to live up to our country’s status by realising our (raison d’être) reason for being. SST was started to offer an educational experience that is relevant and authentic to the 21st Century learner, which necessarily means that it has to include borderless learning and use of technology in a significant way. SST also seeks to be globally-connected to benefit SST students and its learning community by contributing as an institution to the education landscape, locally and globally.

Our mission is, ‘To Develop World-ready and Futurelooking Leaders through Innovative Technology and Applied Learning’. Our graduates will be distinctive in the way that they demonstrate the 21st Century skills and competencies articulated as the 10Cs in the SST community. The holistic broad-based programming, platforms, and approaches used to facilitate student learning will equip them to become IT-savvy and creative producers grounded in values that make them worthy digital citizens as well as fully engaged community leaders who are able to seize opportunities to make a positive difference to human lives. The use of applied learning pedagogy in SST seeks to connect the students’ head, heart and hands so that they will also be fully engaged learners in the present and empathetic leaders in the community in the years ahead.

Values Forging Excellence Members of the SST community will embark on every endeavour with passion, commitment, confidence and courage; and, a belief that our best efforts will bring about positive outcomes for the common good, whilst developing excellence in personal work ethics and character. ‘Arête’, the origins of the word, ‘excellence’, is a notion tied up with the fulfilment of a higher purpose and the act of living up to one’s fullest potential. SST is an organisation where people must care about, and work towards being the best they can possibly be, both personally and at the organisational and community levels. Building an Empowered Community In SST, we shall build ourselves and others, in every interaction and decision we make, and through respect and responsibility, live our espoused shared values with a sense of efficacy and desire to improve. We shall empower ourselves and others with positive thoughts to explore what is possible and to bring SST to greater heights. We will take responsibility for constructing the future world that we will inhabit and make it better for generations to come. We will take responsibility and care for the SST and larger community beyond. Expanding Learning Networks SST is an ecological entity unto itself, where individuals with diverse interests, talents and worldviews converge as a learning community, and where everyone is interdependent and needs to actively leverage on the diversity to share knowledge and build collective wisdom. As part of FutureSchools@ Singapore, SST is well-positioned to be a forerunner in learning on the ICT platform, and leading the way for learning communities in Singapore and beyond, in recognition of the affordances and efficacy of expanding learning networks in the 21st Century.

Goals At SST, students will be groomed to become personable THINKERS, INNOVATORS, AND ENTREPRENEURS by preparing them to be: • Life-long Learners of Character who are imbued with intellectual curiosity and humility, and intrinsic motivation to continue to learn and grow, whilst squarely anchored in ethical values. • Creative Thinkers and Innovators who possess inquiring and inventive minds with the confidence and courage to seize and transform opportunities for the benefit of society and to improve the human condition. • Collaborative and Independent Problem Solvers who are self-directed individuals, yet value participation and contributions from others, as they recognize the inextricable interdependence of humanity in managing the challenges that abound. • Dynamic Leaders who are movers and shakers who challenge the status quo in service of humanity. • Active Local and Global Citizens who are stewards of their lives and the community beyond; who bridge cultures, beliefs, and international borders to create a better world.


The SST Curriculum and Instruction The SST Programme is a four-year course culminating in the GCE O-Level certification. The distinctive SST curriculum provides a choice of applied subjects not offered in totality in any other secondary school in Singapore, namely; Biotechnology, Design Studies, and Fundamentals of Electronics courses; whilst retaining a fundamental emphasis on core O-Level academic subjects such as English Language, Mother Tongue Languages, the Humanities, the Sciences, and Mathematics. Best practice and research-based curricular and instructional design models and approaches undergird the design of the SST curriculum. The pervasive application of principles from models such as the Wiggin’s and McTighe’s

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‘Understanding By Design’ curriculum design model, the SST ‘Applied Learning’ approach (ref pg. 7), Apple’s ‘Challenge Based Learning’ model, and Treffinger’s ‘Levels of Service’ for Talent Development, as well as Maker’s Model (curriculum differentiation in the classroom), guide our efforts in designing learning experiences to meet the varying needs of students according to their readiness, interests and talents. Specialised laboratories which extend learning experiences add dynamism to the learning at SST. In essence, concept-based teaching and inquiry is the mainstay of SST classroom instruction where higher-order questioning require students to bring their thinking to bear on subject matter being uncovered.

SST Curriculum Philosophy At SST, we subscribe to the belief that all students can learn and that they will learn better when they are emotionally and cognitively engaged in the learning experiences at hand. As such, the strong emphasis on the relevance of what is being learnt to the ‘real world’ and their own lives; and making the connections as immediate and transparent as possible are aimed at holding the attention and motivating students to want to learn. We believe that: • learning experiences should be thoughtfully planned and customised across the four secondary years so that spiraling and ascending cognitive, socioaffective and leadership growth and development of students are nurtured over the years. • learning is about students becoming progressively more conversant in thinking and performing as practitioners and experts in the disciplines and related fields; more specifically in the learners’ increasing competence in the use of the knowledge, processes, skills and tools of the disciplines, in their quest for meaning and a better understanding of the natural and physical worlds around them.

• learning should focus on uncovering big ideas and enduring understandings, principles and concepts that cut to the heart of disciplines as well as across disciplines in order to equip students to construct mental schemas that will help them organise and make sense of the vast information sources so readily available in this age of the internet. • learning should be about developing students for the common good and betterment of self and society. • learning should be a collaborative effort among students, educators and the community in an environment that is safe, caring and conducive for maximum growth and development.


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SST APPLIED LEARNING FRAMEWORK FOR LEARNING AND TEACHING IN SST The Applied Learning approach guides the SST teaching and learning process so that the curriculum is delivered within a relevant real-life context to ensure that learning experiences are coherent, challenging and aimed at developing the full range of student capabilities and talents. In SST, the Applied Learning approach encompasses learning that is active and relevant, authentic, integrated, community-focused, learner-centred, and process-focused. These are explicated in the framework below:

Curriculum Organisers

• Developing stewardship of issues in the community & world at large LEARNER CENTRED • Honouring student talents and interests • Differentiating learning experiences • Developing dispositions for learning while learning

Innovation and Entrepreneurship

• Inculcating respect for diverse ideas

Interdisciplinary Research Studies

• Building a borderless community of learners

Information Communication Technology

COMMUNITY-FOCUSED

21st Century Competencies and Dispositions (10 Cs)

ACTIVE AND RELEVANT • Engaging the learner as co-constructor of knowledge and meaning • Providing challenge through rigorous disciplinary content • Learning by doing and experiencing

AUTHENTIC • Contextualising learning with tasks and resources drawn from and applicable in the real world • Developing multi-modal ways of learning • Learning synchronously and asynchronously

INTEGRATED • Intra & Inter-disciplinary learning and problem solving • Teaching for enduring understanding and transference • Strengthening values, leadership and citizenship

PROCESS-FOCUSED • Fostering higher-order thinking through critical thinking models and creative problem solving strategies • Uncovering the heart of disciplines through inquiry • Teaching disciplines as ways of thinking and doing


SST Curriculum Organisers

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The curriculum organisers serve to bridge disciplines in a shift from a traditional focus on discrete curriculum areas. These undergird the delivery of all academic and non-academic curricular. The organisers are: The 10Cs of SST: 21st Century Competencies and Dispositions Research strongly indicates that exponential changes in the 21st Century demand that school graduates be equipped with the relevant affective, social and intellectual dispositions and competencies to be able to thrive in a borderless world of complex nuances. These are explicitly articulated as the 10Cs and organised in three broad categories. Consciously integrated across all subjects, developmental reports of these are issued alongside academic reports for each student. Information Communication Technology (ICT) SST believes that the 1:1 ICT-enabled learning environment elevates student engagement in learning. Ubiquitous technology use in uncovering core academic principles, and the use of simulation tools, dynamic geometrical software and applets create a classroom that encourages intellectual curiosity, creativity and critical thinking. On-line platforms and tools support an interactive classroom where students learn to strengthen ideas from multiple perspectives. In addition to promoting engaged learning, skills of information retrieval, information management as well as information and knowledge creation are also internalised.

Interdisciplinary Research Studies Interdisciplinary Research Studies enable students to apply their knowledge of academic concepts and principles to conduct research for authentic problem solving and research skills build up. Students will learn various research methods, and are given opportunities to work in collaboration with others, communicate their research findings to authentic audiences and make informed decisions. In the final instance, students will have acquired necessary knowledge and skills to evolve to become independent learners who are able to judiciously draw on resources, knowledge and skills, and tools across disciplines and platforms. Innovation and Entrepreneurship (I & E) The I & E programme aims to imbue in students an innovative and entrepreneurial spirit and mindset, the openness and courage to embrace change and capitalise on opportunities to provide goods and services to improve the quality of life, as well as contribute to the progress of the community and country. The explicit teaching and application of critical and creative thinking models; the exposure to innovation protocols, the opportunities for creative application of interdisciplinary skills and knowledge to authentic problem solving and decision making; the opportunities to interact with practioners; all create a dynamic learning platform for students.


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SST Talent Development Programme “WHERE EVERY STUDENT HAS A TALENT THAT NEEDS TO BE NURTURED, DEVELOPED AND SUSTAINED.” In SST, we believe that each and every student is a talent in some specific area(s) and we have put provisions in place to facilitate the identification and nurturing of each student’s specific talent based on their expressed area(s) of interest that has been coupled with an appropriate and stringent identification process. The SST Talent Development Program is based on the Talent Development’ model by Donald Treffinger. This model involves the collaboration amongst educators, students, parents and the wider community to ensure that each learner’s educational experience is appropriate, challenging and differentiated. The Levels of Service programming model focuses on providing opportunities for uncovering, nurturing, sustaining and celebrating each student’s strengths, talents and interests, starting from where they are currently at in terms of their development, achievement and readiness. LoS 1 - Opportunities are provided for ALL students to develop the foundational skills necessary to discover and build upon their personal strengths, talents and areas of interest. LoS 2 - Opportunities created to invite MANY students to further investigate their talents and to verify areas in which they might demonstrate strengths and talent potential. LoS 3 - Opportunities that involve alternative learning activities that have been created to specifically engage SOME students on rigorous and complex learning based on their demonstrated performance and documented needs in areas of strengths and sustained interest. LoS 4 - Advanced opportunities that cater to the unique needs of a FEW students, who have demonstrated an outstanding ability, expertise, motivation and / or passion to learn in a talent domain or academic area.

TALENT DEVELOPMENT FRAMEWORK IDENTIFICATION PROCESS – (DSA into SST)

LEVEL 1 – Programs for ALL students Programs for ALL students

Based on INTEREST LEVEL 3 − Programs for SOME students Based on ABILITY

SERVICE LEARNING

GCP LEVEL 4 – Programs for a FEW Based on STUDENT INITIATIVES students HUMANITIES MATHEMATICS SCIENCE

LEADERSHIP ICT

LANGUAGES ADMT

ADADEMIC DOMAIN

AFFECTIVE DOMAIN

STUDENT REFLECTION PROCESS

RECOGNITION FRAMEWORK

I&E

TRACKING + REVIEW + REASSIGNMENT

DEVELOPMENTAL

LEVEL 2 – Programs for MANY students


Courses Of Study At SST The holistic and broad-based course of study at SST will not just prepare students well for the O-Level examinations, but equip them with the competencies and dispositions desirable in the 21st Century workplace. The learning experiences in SST will ensure that they have the requisite foundations and mastery of the core disciplines of Mathematics, the Sciences, Languages, and the Humanities, to do well in further education of their choice. ENGLISH LANGUAGE Philosophy Statement Language is functional as it is a meaning-making resource people use strategically to achieve specific purpose, influenced by social and cultural contexts. It not only represents but also actively constructs our worldview, values and culture. It is also an aesthetic tool for imagination and creativity. It must be used responsibly as it can empower or cause destruction. Students must understand that the English Language exists at different levels in Singapore and it is essential to be able to choose to use the appropriate variety according to the context or situation. Locally, English is the common language that facilitates communication and bonding among the different ethnic and cultural groups. Globally, English allows Singaporeans to participate actively and effectively in a knowledge-based economy where it is the lingua franca of the Internet, of science and technology and of world economics. Learning Objectives At the end of four years, a student who has mastered the English Language: 1. Communicates fluently and effectively using appropriate text types to achieve the purpose, context, culture and audience intended 2. Employs critical and creative thinking skills in evaluating arguments and opinions and generating ideas 3. Appreciates the nuances in language as used by writers in varying contexts 4. Understands the relationships between ideas within and across disciplines

5. Uses Information and Communication Technology actively and purposefully to facilitate the understanding, learning and use of the English Language Enduring Understanding • Language is a system that evolves according to the purpose, audience, context and culture

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11 Lower Secondary – Language Arts Programme The lower secondary English Language curriculum is a Language Arts Programme (LAP) which infuses the study of Literature into the teaching of English Language. The LAP in SST is foundational and integrative. Students apply the skills they have learnt across disciplines in accomplishing rigorous and engaging performance tasks through collaborative learning in authentic contexts. Through the study of prescribed novels and plays, SST’s LAP aims to develop students’ language and literary skills in reading, writing, listening and speaking. It also focuses on the appreciation and creation of functional texts, poetry and mass media. Upper Secondary – Foundation for Academic Genres The upper secondary English Language curriculum aims to prepare our students to engage with the world as critical thinkers and effective communicators. It also lays the foundation for academic genres required in tertiary education. Language, critical thinking and logical reasoning skills are explicated through genres such as exposition, reflective writing and review writing. Students are also exposed to a wide variety of reading materials aimed at building up their general knowledge and challenging their worldview.


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13 MOTHER TONGUE LANGUAGES Philosophy Statement The Mother Tongue Languages (MTL) department envisions its students being transformed into “Global Connecting Architects”, effective in the use of a second language to think, plan, create and communicate so that they can confidently venture beyond our shores to connect with other cultures and to frame discourse from foreign perspectives. Mother Tongue Languages (MTL) are useful communication tools that can be applied in many aspects of life, from social bonding, cultural appreciation, to transacting businesses with people from foreign countries. Being bilingual will ensure our people a unique edge in this globalised world, especially as we are located in a region surrounded by countries with people speaking Malay, Indian Languages and Chinese dialects.The rise of major economic powers such as China and India, is also a strong signal for our young learners to be prepared linguistically so that they can better engage these strategic partners in future, through understanding their language and appreciation of their cultures and norms.

1. Attain adequate language proficiency in their Mother Tongue Languages (MTL) so that they can relate and exchange ideas clearly with others and communicate with ease 2. Acquire language skills that are complementary with knowledge gained in other subjects and apply these in the workforce 3. Experience a more holistic education whereby sound moral principles and values are inculcated through the Mother Tongue Languages (MTL) 4. Appreciate the rich culture and wisdom that comes with the learning of the Mother Tongue Languages (MTL) Enduring Understandings • Language serves a wide variety of social functions • Language is a way of expressing emotive and logical thoughts • Language is a vehicle for imagination and creativity • Language transmits identity and culture

Learning Objectives At the end of four years, students should be able to:

LEVEL

Secondary 1

CONTENT Listening Introduction • Basic Listening Skills Speaking Introduction • Basic Oral Communication Skills • Basic Presentation Skills Reading Introduction to Text Types • Narratives • Literary Texts Close Reading Skills Reciprocal Teaching Embedded Critical Thinking Strategies • Revised Bloom’s Taxonomy • Critical Thinking Routines (5W1H) Writing • Text Forms • Recounts (Personal and Stories) • Reflections • News Reports • Emails Creative Thinking (Generative) Tools • Brainstorming using graphic representation tools


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LEVEL

Secondary 2

Listening Introduction • Intermediate Listening Skills (I) Speaking Introduction • Intermediate Oral Communication Skills (I) • Intermediate Presentation Skills (I) • Preparation for ‘O’ Level Oral Communication Skills (I) Reading Extensive Reading Programme Introduction to Text Types • Narratives • Literary Texts • Information Texts Critical Thinking Models, Strategies and Standards • Paul’s Wheel of Reasoning • Critical Thinking Routines • Universal Intellectual Standards Writing Text Forms • News Articles • Formal Letters • Blogs Creative Thinking (generative) Tools • RES (Reason-Effect-Solutions) Model • Morphological Matrix (Treffinger) • ALoU (Treffinger)

Secondary 3

Listening Introduction • Intermediate Listening Skills (II) Speaking Introduction • Intermediate Oral Communication Skills (II) • Intermediate Presentation Skills (II) • Preparation for ‘O’ Level Oral Communication Skills (II) Reading An Intermediate Study of Text Types • Narratives • Literary Texts Introduction to Text Types • Persuasive Texts • Expository Texts Writing Text Forms • Arguments • Critiques

Secondary 4

Speaking Introduction • Speeches Reading An Intermediate Study of Text Types • Narratives • Persuasive Texts • Expository Texts Writing Text Forms • Recounts • Arguments • Critiques • Commentaries


15 MATHEMATICS Philosophy Statement Mathematics is man’s attempt to understand, represent and process the world in which they live in with precision and rigour. The nature of Mathematics serves to conceptualise the world and the relationships contained within, as it searches for patterns to simplify every day life and the issues inherent within – a process made simpler through Multi-Modal Mathematical Representations. Mathematics presents an excellent platform for nurturing students’ tenacity, inquisitiveness and curiosity, risk-taking, critical and creative thinking; for enhancing students’ appreciation, understanding and application of Mathematical concepts for effective problem solving in real-world context and within the structures of formal Mathematics; and for developing individuals who actively seek real-world significance of their learning. Learning Objectives The SST Mathematics programme seeks to nurture innovative individuals able to lead in the forefront of science and technology, and who are able to: 1. Appreciate the beauty and elegance of Mathematics 2. Commit to continual learning of Mathematics 3. Effectively communicate and reason mathematically 4. Make connections between Mathematics and its applications both within the real-world and theoretical context 5. Use Mathematics to effectively contribute to society 6. Use technology to triangulate learning across the three main representations of Mathematics − PROCEDURAL, GRAPHICAL and NUMERICAL Enduring Understandings • Mathematics is a system for organising the world quantitatively • Mathematics gives us tools to describe and predict change in order to make informed decisions in our world • Simplifying expressions and solving equations allows us to take a complex situation and make it simple


16 CONTENT

LEVEL

Secondary 1

• Real numbers • Arithmetic problems • Algebraic manipulations – Linear + Quadratic • Algebraic equations and inequalities – Linear • Linear graphs • Construction and loci • Statistics – Measures of central tendency

Secondary 2

• Quadratic equations and graphs • Indices and standard form • Sets • Matrices • Trigonometry • Probability • Mensuration and similar figures

Secondary 3

• Statistics – Cumulative frequency and standard deviation • Relations and Functions – Quadratic, cubic, exponential, logarithmic, trigonometric • Curve sketching • Trigonometric identities, double angles and R-Formula • Surds • Remainder and factor theorem • Modulus and partial fractions • Ellipses and circles • Binomial theorem • Angle properties of circles • Geometrical proofs • Coordinate geometry

Secondary 4

• Techniques and applications of differentiation • Techniques and applications of Integration • Vectors


17 SCIENCE Philosophy Statement Science furthers the understanding of our natural and physical worlds as well as the wider universe through the process of scientific inquiry; which involves generating ideas, testing hypotheses, gathering evidence through observations, and conducting investigations and modeling. Through the study of Science, we can become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific importance. Learning Objectives By the end of four years, students will be able to: 1. Understand and apply major concepts in Biology, Chemistry and Physics 2. Develop an understanding of the natural and physical worlds, guided by current scientific theories and apply what they have learnt to authentic solutions 3. Engage in the process of scientific inquiry 4. Apply critical and creative thinking to solve problems and create new knowledge 5. Become more aware of ethical and moral issues related to scientific advances Enduring Understandings • Models: Models are simplified representation of phenomena. Models simulate real world processes and facilitate testing and prediction. • Interactions: The living world and the environment interact at various levels: interactions occur within an organism; and between organisms and the environment. There are also interactions between forces and objects, and energy and matter. • Change: The natural world continually changes. Change is inevitable in all systems. Change can be a consequence of spontaneous and/or planned events.


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LEVEL Inquiry in Science • What is Science? • Generating research questions • Formulating hypothesis • Literature review • Experimental design • Writing a research proposal • Data analysis • Drawing conclusions • Research project presentation

Biology

Secondary 1

Secondary 2

Secondary 3&4

Chemistry

Physics

Health Science • Cells • Digestion • Cellular respiration • Transport in humans • Sexual reproduction

Materials Science • Structure of materials • Nature of materials • Classes and properties of materials • Mixtures • Chemical changes

Transportation • Speed • Forces • Pressure • Moments • Energy and work done

Environmental Science • Biodiversity • Flow of matter and energy in the environment • Environmental conservation

Investigative Skills in Science • Project Work

Communications • Electricity • Sound • Electromagnetic waves

• Cell structure and organisation • Movement of substances • Biological molecules • Animal nutrition • Plant nutrition • Transport in flowering plants • Transport in humans • Respiration • Excretion • Homeostasis • Co-ordination and response • Reproduction • Cell division • Molecular genetics • Inheritance • Organisms and their environment

• Experimental chemistry • Particulate nature of matter • Atomic structure • Structure and properties of materials • Bonding • Formulae, stoichiometry and the mole concept • Electrolysis • Energy from chemicals • Chemical reactions • Acids, bases and salts • The Periodic Table • Metals • Air • Organic chemistry

• Physical quantities, units and measurements • Kinematics • Dynamics • Mass, weight and density • Turning effect of forces • Pressure • Energy, work and power • Kinetic model of matter • Transfer of thermal energy • Temperature • Thermal properties of matter • General wave properties • Light • Electromagnetic spectrum • Sound • Static electricity • Current electricity • D.C. circuits • Practical electricity • Magnetism • Electromagnetism • Electromagnetic induction


19 INTEGRATED HUMANITIES Philosophy

Enduring Understandings

The humanities incorporate subjects such as Geography, History, and Social Studies. Humanities scholars explore the myriad ways in which humans interact with each other as well as with their environment. The study of the humanities provides a platform for students to articulate various interpretations of real world issues as well as expose them to a variety of perspectives. Through inquiry in the various subject disciplines, students will be able to address dilemmas and contradictions, recognise ambiguity and tensions, as well as explore areas of common interest.

• Systems are complex

Learning Objectives By the end of four years, students will acquire knowledge about: 1. Ideas fundamental to the discipline. These will include big ideas such as cause and consequence, change and continuity, as well as systems and interdependence 2. Societies and culture - How these are shaped by human behavior and interactions 3. Key personalities and their influence on their community 4. Presentation of their views major events and their interconnections 5. The environment and its interaction with humans Key skills that students will acquire are: 1. Historical and geographical investigation Research skills and data representation 2. Interpretation of primary and secondary sources- Maps, statistics, photographs, and other forms of media 3. Forming different perspectives and evaluating various viewpoints to arrive at a reasoned conclusion 4. Presentation of their views confidently and work independently, as well as collaboratively to achieve optimum outcomes

• Man and environment are interdependent • Spaces and places change over time • Time changes perspectives • Perspectives influence systems


20 CONTENT

LEVEL Secondary 1 Integrated Humanities Secondary 2 Integrated Humanities

• WWII and the Fall of Singapore • Forests and Water as Resources • Ancient Civilisations • Forests and Water as Resources Combined Humanities – Social Studies & Geography/History Electives

Secondary 3 and 4 Combined Humanities

Social Studies

Geography

History

• Singapore as a Nation in the World

• Living with Tectonic Hazards

• The World in Crisis

• Understanding Governance

• Variable Weather and Changing Climate

• Conflict and Harmony in Multi-Ethnic Societies • Managing International Relations • Sustaining Economic Development • Facing Challenges and Change

• Global Tourism • Food Resources

• Bi-Polarity and the Cold War


21 ART, DESIGN, MEDIA AND TECHNOLOGY Philosophy Statement Separately, Art engages the hearts and minds of the creator and the viewer; Design embodies the spirit to innovate and solve problems in order to make our world a better place; Media tells stories and asks questions by engaging all our senses; and Technology is the mover and catalyst of our imagination and creativity. Taken together, Art, Design, Media and Technology (ADMT) crosses traditional boundaries, and nurtures creativity and the spirit of innovation as never before. It provides an interdisciplinary worldview in line with the thrust of the school of promoting integrated learning across subjects.This demands knowledge of the various disciplines as well as fluency of higher-order thought processes to conceptualise authentic artifacts and products from design perspectives. It provides a platform for communication that transcends time, space, cultures and situations. Learning Objectives By the end of Secondary 2, students will be able to: 1. Use generative as well as focusing tools to generate original ideas

2. Apply the Design Process stages iteratively in their design task 3. Use various media tools and technology to conceptualise and design coherent messages, themes, and artifacts to communicate their ideas, thoughts, feelings and solutions effectively to target audiences 4. Visualise, sketch, storyboard, photograph and model their ideas 5. Understand and apply Design Thinking into their design challenges Enduring Understandings • Communication can be a double-edged sword working for or against the common good • Knowing your target audience and leveraging suitable tools help ensure effective communication ADMT lays the foundation for students to pursue Art, Design and Media related courses by building a strong foundation, developing creative processes and visual communication skills, and contextualising the roles of technology, society and culture in the various creative fields.

CONTENT

LEVEL

Secondary 1

Visual Communication: • Sketching 101 • Elements and Principles of Art & Design • Moodboards and Icons • Infographics Product Design: • Understanding the Design Thinking Process • Ergonomics & Anthropometry • Ideation and Creative Problem Solving (CPS) • Digital modeling • Basic prototyping Mediagraphy: • Video Critique • Story ideas and Creation • Video editing

Secondary 2

Architectural Design: • Architecture 101 • Understanding Humanistic Influences • Understanding the Environment • Computer-Aided Design (CAD) modeling • Prototyping - The ADMT Programme ends at Sec 2 in its existing form -


22 SPORTS AND WELLNESS Philosophy Statement The SST Sports and Wellness curriculum is based on the philosophy of education through the physical as well as cognitive, moral, social, ethical and aesthetic domains in order to nurture healthy and active individuals who will be responsible for their personal well-being and health. This provides a multi-dimensional approach to developing the student holistically through sports and games. Physical activity will continue to be the cornerstone of the programme while the curriculum will be broadened to include other aspects targeted at developing students’ critical and creative thinking skills, character and leadership competencies.

1.Perform and enjoy a variety of physical activities with understanding 2. Develop and maintain physical health and fitness through regular participation in physical activities 3. Apply both critical and creative thinking skills in sports and games 4. Demonstrate the spirit of fair play, teamwork and sportsmanship 5. Demonstrate safe practices during physical activities

Learning Objectives

Enduring Understandings

The Sports and Wellness programme’s goal of ‘Living Life with Vigour and Vitality’ envisages a person with a zest for life. It encapsulates an individual’s commitment to lead a healthy and dynamic life, developing the strengths of mind and body and building a capacity for wellness and survival.

• Wellness is the process of achieving one’s potential in being healthy, within the limits of one’s capacity • Wellness is a synergy between systems • Lifelong physical health is determined by the relationship between nutrition and fitness • Total well-being is dependent on the physical, social and emotional aspects of human relationships

CONTENT

YEAR

Secondary 1

By the end of their secondary education, students will be able to:

• Sports Safety 1 – Warm-up, Stretching, Cooling Down • Track and Field • Health and Fitness Management 1 – BMI and Nutritional Status • Health and Fitness Management 2 – NAPFA History, Rationale, Test Items and related muscle groups • Health and Fitness Management 3 - Food, Nutrition, Diet • Health and Fitness Management 4 - Methods and Effects of Cooking • Territorial Invasion Game 1 - Handball • Territorial Invasion Game 2 - Introduction to Basketball • Olympic Education • Fitness Training - F.I.T.T.

Secondary 2

• Territorial Invasion Game 3 - Netball • Net Barrier Game 1 - Volleyball • Outdoor Education and Expedition - Outdoor Cooking, Tent Pitching, Knots and Lashings, First Aid, Planning for Expedition, RAMS • Sports Safety 2 – Prevention of Injuries • Health and Fitness Management 5 – Concepts of Fitness • Fitness Training - Methods of Training

Secondary 3

• Striking and Fielding Game 1 - Softball • Territorial Invasion Game 4 - Floorball • Territorial Invasion Game 5 - Ultimate Frisbee • Health and Fitness Management 7 - Alternative Fitness Assessment • Health and Fitness Management 7 – Principles of Training • Fitness Training - Principles of Training • Outward Bound School

Secondary 4

• Territorial Invasion Game 6 - Football • Net Barrier Game 2 - Badminton • Fitness Training - Strength Training


23 INNOVATION AND ENTREPRENEURSHIP (I & E) Philosophy Statement The (I&E) programme at SST presupposes that innovative and entrepreneurial mindsets can be developed through practice and internalisation of relevant knowledge and skills, which, when acquired, will give students the competitive advantage as well as the necessary aptitudes and attitudes to function optimally and successfully in the real world. We believe that a practitioner with an innovative and entrepreneurial mindset will be instinctively alert to changes in the environment, respond to it and leverage on the opportunities afforded. Learning Objectives The I & E Department’s goal of developing an ‘Active Innovator, Living Entrepreneur’ encapsulates the spirit of lifelong practice of innovation and entrepreneurship by our students.The essence of SST’s innovation and entrepreneurship education is to develop student’s innovative and entrepreneurial mindsets and their capacity to capitalise on change to enhance the quality of life for themselves and the community at large. By the end of Secondary 2, students will be able to: 1. Possess the foundational knowledge and understanding of innovation and entrepreneurship 2. Develop an innovative spirit and the openness to embrace change 3. Understand that innovation is a critical component of the process leading to excellence 4.Demonstrate an entrepreneurial mindset of seeking, recognising and seizing opportunities through change, and being resourceful in their endeavours 5. Take considered risks and face challenges 6. Seize opportunities to practice innovation and entrepreneurship in simulated and authentic contexts Enduring Understandings • Innovation results in positive change • Innovation is a tool of entrepreneurship • Entrepreneurship is a form of social responsibility • Innovation and entrepreneurship impacts lives


24 CONTENT

YEAR

Secondary 1

• Understanding Innovation, Invention, Creativity • Divergent and Convergent Thinking • Generation and Focusing Tools • Creative Problem Solving • Concepts of Entrepreneurship • Attributes of Entrepreneurs

Secondary 2

• Entrepreneurship in Singapore • Nature of Business • Market Research • Essentials of Marketing • Importance of Branding • Writing Business Plans


25 INTERDISCIPLINARY RESEARCH STUDIES (IRS) Philosophy Statement The Interdisciplinary Research Studies Department believes that success - whether professional or personal - is generated from three building blocks: knowledge, critical thinking and curiosity. These building blocks have an enduring cyclical relationship; knowledge helps us to understand the world around us as well as ourselves, critical thinking gives us the ability to incorporate knowledge and apply it endlessly, and curiosity, which is the result of realising the limitations of current knowledge, drives us to acquire additional knowledge. Being able to effectively seek and create knowledge through applying the research process is essential for preparing students for lifelong learning and a life of contribution to the knowledge community. SST believes that students should be equipped with relevant skills and knowledge necessary for research projects from a young age. By having our students conduct authentic research in and out of the classroom, they will be able to continue their search for knowledge in a systematic manner underpinned by ethical and social responsibility in the use, interpretation and generation of new knowledge. The interdisciplinary nature of research done in authentic settings will stir our students’ desire for discovery. The spirit of inquiry will thus aid students in transferring knowledge across disciplines and into the real world, and more importantly, imbue a zest for lifelong learning. SST IRS Overarching Learning Outcomes:

Domains

IRS Overarching Learning Outcomes

Knowledge Application

Students will acquire the ability to make links across different areas of knowledge and to generate, develop and evaluate ideas and information so as to apply these research skills to the real world context.

Communication

Students will acquire the skills to communicate effectively and to present ideas clearly and coherently to specific audience across multi-modal platforms.

Collaboration

CONTENT Students will acquire collaborative skills through working in a team to achieve common goals.

Independent Learning

Students will be able to learn on their own, reflect on their learning and take appropriate actions to improve it.

Habits of the mind

Students will develop lifelong habits with a world view that incorporates different subjects through the spirit of inquiry and zest for learning.


Specific Learning Goals:

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* EU refers to Enduring Understandings

Specific Learning Goals and Objectives of IRS 1. Theory and Content: Demonstrate familiarity with big ideas (major concepts and theoretical perspectives). EU: There are different areas of knowledge and many ways of knowing. • Students will understand and appreciate the historical development of the two major epistemologies of knowledge (Sciences and the Humanities), its contemporary context (including social and political contexts, organisation and self-governance), and interaction with other disciplines. • Students will understand and appreciate the following big ideas/concepts: Systems, Sustainability, Change and Patterns. 2. Research Methods: Understand and apply basic research methods including research design, data analysis, and interpretation. EU: There is a system to inquiry and generating new knowledge. • Students develop testable hypotheses, differentiate research design and/or statistics, evaluate aptness of research conclusions, and generalise them appropriately. • Students design and conduct quantitative or qualitative research studies in laboratory or field settings. • Students adhere to ethical guidelines for collection, storage, and use of data from human or non-human participants. • Students use print and electronic library resources effectively and appropriately. 3. Application: Understand and apply research principles in personal, social, and organisation matters. EU: Generating new knowledge is for the better of the self and society. • Students apply interdisciplinary research skills in laboratory and field settings (e.g. technology, industry, education). • Students articulate how interdisciplinary research skills can further social understanding and public policy. 4. Communication and Collaboration Skills: Communicate and work in groups effectively. EU: Effective communication enables greater impact on its application and benefits to society. • Students demonstrate effective written communication skills and use discipline specific writing conventions and formats. • Students demonstrate effective oral communication skills. • Students work effectively within groups or teams. 5. Critical Thinking Skills: Respect and use critical and creative thinking, skeptical inquiry and the scientific approach. EU: Research requires the use of critical and logical thinking skills. • Students use research data to formulate or evaluate new research questions, using reason and persuasion in a logical argument. • Students summarise and evaluate a body of research including primary literature, and can compare different methodologies. • Students analyse phenomena at multiple levels of analysis including the individual, family, community, & society. 6. Habits of the mind: Shows insight into one’s own and others’ behaviours and mental processes and apply effective strategies for self-management and self-improvement. EU: Self-discovery and self-improvement is part of the research process. • Students apply habits of mind to personal and professional development. • Students are aware of their thoughts, feelings, and behaviours. • Students define personal and professional integrity. 7. Information and Technological Literacy: Demonstrate information competence and the ability to use computers and other technology for many purposes. EU: Effective use of ICT tools will determine the impacts of one’s research. • Students demonstrate competent, ethical, and responsible use of information in academic work. • Students apply software in research reports (e.g statistical). • Students master computer basics such as internet navigation, document and spreadsheet generation. • Students assess web-based sources of information and popular presentations of research in the social media. 8. Values in Research: Weigh evidence, tolerate ambiguity, act ethically, and reflect other values underpinning research. EU: Research must always be guided by ethics. • Students understand the need to behave ethically in personal and professional domains, and appreciate the need to tolerate ambiguity. • Students demonstrate skepticism and intellectual curiosity, attunement to scientific evidence, civic responsibility, and respect for human diversity. 9. Sociocultural and International Awareness. EU: Research is contextual and sensitivities must be taken into account during the research process. • Students respect individual differences. • Students define diversity and its role in theory and research. • Students consider and explain the role of cultural, racial, ethnic and economic factors, privilege, and discrimination, in affecting research process and results. 10. Career Planning and Development: Emerge from IRS with realistic ideas about how to use research knowledge, skills, and values in various occupations, and in further studies. EU: Research is a lifelong skill in cultivating self-mastery. • Students apply principles of research to career decision-making. • Students identify and pursue realistic career paths. • Students identify realistic future education pathways. • Students take practical career steps. • Students value lifelong learning and ongoing professional development.


27 Information Communication Technology (ICT) SST believes that a 1-to-1 ICT-enabled learning environment elevates student engagement in learning. The ubiquitous use of technology is instrumental in uncovering core academic principles. In the classroom, learners use an array of creative tools to bolster their learning, and forge an environment that encourages an intellectual curiosity and critical thinking. Within or outside the classroom, on-line platforms and collaborative tools support an interactive learning space where learners are used to strengthen ideas from multiple perspectives. These technologies promote engaged learning and knowledge creation, as well as greatly enhance the acquisition and internalisation of key skills such as information management.

As such, its effective and efficient use is imperative for all students, especially SST students with their 1-to-1 learning devices. Explicit instructions in ICT knowledge and skills must therefore be a part of the school curriculum for students. Learning Objectives Students will be able to: 1. Use their learning devices, with multimedia and software applications, in effectively enhance and extend their learning in all subject areas 2. Utilise online tools for communication, collaboration and active learning 3. Solve problems by applying computational thinking and using suitable coding skills Enduring Understandings

Philosophy Statement Modern technology has become an inextricable part of our daily lives and has forever changed the way we live, learn, work and play. In particular, ICT is a leveler of the playing field for many in education, businesses, entertainment and politics.

LEVEL

Secondary 1

Secondary 2

• Appropriate use of ICT enhances and extends personal effectiveness • Computer programming requires logical and mathematical thinking and reasoning

CONTENT • Introduction to Google Apps online platforms and tools such as Blogger, Google Sites, Google+ and Google Drive • Basics of Mac OS and Mac applications such as Photobooth, iWork Suite (Keynote, Pages and Numbers) and iLife (iPhoto, iMovie, Garageband) • HTML Programming • Image Editing with Adobe Photoshop • iOS Game Design with GameSalad • Desktop Publishing with Adobe InDesign CONTENT • Arduino Programming • NTU flagship Programme - Game Design • Android Programming with App Inventor


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Applied Subjects

Ngee Ann Polytechnic is offering a number of applied subjects at the upper secondary levels to SST students. The subjects which are designed, conducted and assessed by Ngee Ann Polytechnic, are equivalent in rigour and scope to existing O-level subjects. The applied subject results will be reflected in the GCE O-level Examination Certificate and recognised for admission into Junior Colleges and Polytechnics. The applied subjects include Biotechnology, Design Studies, and Fundamentals of Electronics. Of these, the first two applied subjects are only offered at SST.

BIOTECHNOLOGY

FUNDAMENTALS OF ELECTRONICS

The Biotechnology course introduces students to the study of the use of living organisms or their products, and cellular biomolecular processes, to solve problems or make useful products for the benefit of mankind. The subject uses knowledge from a variety of disciplines, including biology, chemistry, physics, bioinformatics, genetic engineering as well as introduces study to manufacturing processes. The subject of biotechnology is distinct from biology; whilst biology studies basic processes of living organisms, biotechnology is the application of biology to solve problems and improve lives.

The Fundamentals of Electronics course aims to equip students with a sound understanding of basic electronics and provides ample opportunities for students to hone their creative and problem solving skills through practical application of electronics to the design of authentic gadgets and products.

Students will have the opportunity to learn about principles and applications of various areas of biotechnology such as cell culture technology, microbial biotechnology and recombinant DNA technology. This subject helps the students develop good laboratory skills and a research mindset. It also provides students with the foundations for further studies in biotechnology, biomedical science and other related fields. DESIGN STUDIES The Design Studies course equips students with the knowledge of the characteristics of the design field via exposure to design thinking, the design process, and the fundamentals of three design disciplines: that of visual communication design, interior and exhibition space design, and architectural design. The subject aims to nurture an awareness and appreciation of the positive relationships spanning design, humanity, art, technology, business, culture and economic development; and the role of design in shaping one’s experience of visual communication, space, objects and the environment. Students will develop creative and innovative mindsets, critical thinking and analytical skills through design activities; and acquire the ability to critique design works and to generate creative design solutions. Students will also acquire competencies for presenting design concepts and effective oral communication through innovative technology use.

Topics include fundamentals of physics and electricity, types of resistors, voltage and current sources, Network Theorem and analysis, capacitors, light emitting semiconductors, sensors, and output devices, bipolar junction transistors, and project management. Students will experience learning through real-world applications such as building of a transistor organ, rain detector, sound activated ballet dancer, universal electronic timer, heat sensor, line-follower robot, and a two-way electronic intercom system. Students will also get to hone their creative and problemsolving skills through effective training in basic electronics theory and practical electronics.


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SST Assessment The Purpose of Assessment

be reported formally.

Assessment will be used for both formative and summative purposes. Formative assessment, also known as assessment for learning, provides information about student progress and direction for improvement, and/or adjustment to a programme for individual students or for a whole class. Summative assessment refers to assessment of learning, and provides information to make judgments about student achievement at the end of a period of instruction and for determining an achievement grade. Only summative assessment results will

In SST, summative assessments may take the form of the following evaluations that are used to determine a final grade/ mark: Performance Tasks, Practicals, Oral presentations, Viva Journals, and Standardised Pen & Paper Tests such as the Mid-Year Common Test, and End-of-Year Examinations.

SST Student Development The SST Student Development Programme envisions all its students to be dynamic, resilient and ethical 21st Century individuals and leaders, entrepreneurs and innovators, who will make a positive impact on the world around them. A range of values-based character, leadership and citizenship education programmes and activities are offered to complement and support the rigorous academic programme at SST for a well-balanced and holistic education for all. Approach The experiences formalised in the Student Development (SD) Framework facilitate the acquisition of relevant knowledge and

skills for character, leadership and citizenship development, and follows this up by providing a myriad of opportunities for students to apply and internalise the knowledge and skills learnt. The opportunities will be presented through infusion in academic lessons, through Sports and Wellness lesson and Co-curricular activities, specially organised service-learning programmes such as the Youth Service Programmes, Global Citizenship Programmes, Interdisciplinary Research Studies, Innovation and Entrepreneurship Programme as well as leadership platforms such as class executive committees, class committees, Student Council and the Peer Support Board.

The SST Student Development Framework

Community of Inquiry Character & Citizenship Education

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The SST Student Leadership Development

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Creative & Innovative Environment Sports & Wellness Co-curricular Programme

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21st Century Learners

Collaborative and Independent Problem Solvers


The planning of the SD programmes in SST is anchored in the following theoretical underpinnings: • Principles of Character Education (Thomas Lickona) • Social Development Theory (Vygotsky) • Levels of Social Development (David Marshall) • Theory of Moral Reasoning (Lawrence Kohlberg) • Social Emotional Learning derived from Emotional Intelligence (Daniel Goleman) • Habits of Mind (Art Costa) • Experiential Learning (David A. Kolb) • Leadership Theories (John Maxwell) The following pedagogical approaches are incorporated into the SD educational experiences: Process-based Teaching Approaches

Instructional Strategies

Cognitive Development Approach Consideration Approach Modified Values Clarification Approach Narrative Approach Experiential Learning

Clarify, Sensitise and Influence (CSI) questioning process Role playing Thinking routines Dialoguing Cooperative Approach Group work Circle processes

In SST, we believe that “reflection leads to growth of the individual - morally, personally, psychologically, and emotionally, as well as cognitively” (Branch & Paranjape, 2002). Thus, reflection, a form of meta-cognition or “thinking about “thinking”, is an integral part of the SD curriculum as it provides opportunity for students to think about their own thinking and through the process lead to greater self-awareness and growth.

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Character, Leadership And Citizenship (CLC) Education Philosophy Statement At SST, we believe that if students are able to develop the ability to be selfaware and self-regulating they will be able to achieve personal effectiveness for greater self-fulfilment and for the common good. In the same way, if students are able to develop social awareness and to effectively build and manage relationships with others, they will be better able to achieve interpersonal effectiveness that will again bring about benefits for self and the community. We believe too that every student in the school can be a leader in his/her area of strength, and that a leader must first be a person of good character, who possesses the spirit of service to mankind. In essence we believe that personal and interpersonal effectiveness and leadership knowledge and skills can be taught and nurtured and that opportunities for putting these knowledge and skills into practice will help students become better stewards of their own lives; principled and ethical leaders and entrepreneurs who are able to model the way; and individuals who are socially responsible, caring, active and contributing local and global citizens. Enduring Understandings 1. An individual’s character is his/her values in action that transcends over space and time 2. An individual of good character is guided by his/her moral compass which is anchored in sound values and principles, and has the moral courage to make the right decisions 3. An individual must first possess good character before she/he can become a good and responsible leader 4. A leader has good stewardship of his/her own life and lives his/her life in accordance with sound moral values and principles 5. A global citizen is able to connect and collaborate with others around the world, whilst remaining rooted to Singapore Learning Objectives The Character, Leadership and Citizenship Programme aims to prepare students for the 21st Century so that they can realise their potential to become: • Critical and Creative Thinkers and Innovators • Life-long Learners of Character • Collaborative and Independent Problem-Solvers • Dynamic Leaders with an Entrepreneurial Mindset • Active Local and Global Citizens


32 CHARACTER AND CITIZENSHIP EDUCATION (CCE) At the heart of the Student Development Programme is the school-wide Character and Citizenship Education Programme that aims to nurture young ladies and gentlemen at SST into individuals who possess the moral courage to do the right things and make the right decisions in life. In addition, the CCE Programme aims to develop the intellectual dispositions as well as the personal and interpersonal competencies (SST’s 10Cs) to enable students to thrive in the 21st Century. The CCE Curriculum aims to develop SST students to: • Acquire self-awareness and apply self-management skills to achieve personal well-being and effectiveness • Act with integrity and make responsible decisions that uphold moral principles • Acquire social awareness and apply interpersonal skills to build and maintain positive relationships based on mutual trust • Be resilient and have the ability to turn challenges into opportunities • Take pride in our national identity, have a sense of belonging to Singapore and be committed to nation-building • Value Singapore’s socio-cultural diversity and promote social cohesion and harmony • Care for others and contribute actively to the progress of our community and nation. Reflect on and respond to community, national and global issues, as an informed and responsible citizen The scope of the CCE Curriculum includes: • Personal Mastery and Inter-personal Effectiveness • Leadership Education • Sexuality Education • Digital Citizenship Education • Education and Career Guidance The table below provides an overview of the SST CCE Curriculum across the different grade levels.

Character and Citizenship Education (CCE) Domains

Secondary 1

Milestones

• Managing change and transition from Primary School - Adapting to the culture and norms of SST • Working towards personal mastery

• Making decisions about subject combination • Being a good role model

• Managing change • Preparation for future & and transition from keeping motivated and Lower Secondary focussed - Managing • Leaving a legacy Expectations • Leading others

Theme

• Showing care and respect for self and others, and understanding their roles and responsibilities in their immediate environment

• Taking responsibility for their own well-being and influencing and impacting others positively within their means and sphere of influence

• Building their personal resilience and being responsible in contributing towards national resilience by being proactive in promoting harmony within the community and nation

• Being people of integrity and leading and inspiring others to work towards the common good for the nation, now and in the future

• S1 Orientation Camp • S1 Innovation & Entrepreneurship Camp • S1 Social Etiquette Workshops • S1 Service Learning Training • S1 GCP Overseas Trips

• S2 NTU-SST Flagship Camp • S2 Outdoor Education Camp • S2 Leadership Workshop

• S3 Outward Bound School • Post-Secondary Education Fair and Career Talks

• S4 Motivation Camp • Post-Secondary Education Fair and Career Talks

Level Wide Events

Secondary 2

Secondary 3

Secondary 4


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Character and Citizenship Education (CCE) Domains

Personal Mastery and Inter-Personal Effectiveness

Education and Career Guidance

Digital Citizenship Programme

MOE Sexuality Education Programme

Secondary 1

Secondary 2

Secondary 3

Secondary 4

• Habits of the mind • Being a positive influence • Being a good friend and team player • Managing peer influence • Conflict resolution • Understanding the world around me • Understanding the world in Singapore

• Habits of the mind • Being a good role model • Keeping calm • Standing up for what is right • Understanding the importance of law and order • Living together in harmony • Respecting life and the world around me

• Managing change • Managing expectations • Building positive relationships • Maintaining fair play • Moral reasoning • Making ethical decisions • Embracing diversity • Understanding shared responsibilities within the community and Singapore

• Living my aspirations • Professionalism at work • Preparing for the next phase of life • Riding the waves of challenges • Leaving a legacy • Understanding role and the impact each person plays within the community and in Singapore

• Personal goal setting • Learning styles • Time management • How to work in groups

• Personal goal setting • Time management • Career exploration • Exploring career interests • Exploring postsecondary options • S3 course options and applied subjects talk

• Personal goal setting • Time management • What is success? • What’s the future going to be like? • What are my career interests? • Exploring unconventional careers • Exploring postsecondary educational options • Talk on JC education • Talk on polytechnic education

• Personal goal setting • What are my career interests? • Who am I? What are my strengths, personality and values? • Exploring post-secondary educational options • Charting my career path • Writing personal statement • Interview skills • Talk on JC education • Talk on polytechnic education

• Understanding the acceptable use policy • Cultivating good work habits and routines • Netiquette & gaming • Cyber-bullying • Intellectual property rights • Copyright matters • Striving for a balanced lifestyle by managing and prioritizing activities

• Understanding the acceptable use policy • Cultivating good work habits and routines • Netiquette & cybersecurity • Danger of cyber contacts • Intellectual property rights • Handle inappropriate online materials • Striving for a balanced lifestyle by managing and prioritizing activities

• Understanding the acceptable use policy • Cultivating good work habits and routines • Intellectual property rights & legal implications • Appropriate use of digital media and expressions on social platforms • Addiction to cyber activities • Striving for a balanced lifestyle by managing and prioritizing activities

• Understanding the acceptable use policy • Cultivating good work habits and routines • Intellectual property rights & legal implications • Appropriate use of digital media and expressions on social platforms • Addiction to cyber activities • Striving for a balanced lifestyle by managing and prioritizing activities

• The growing years series - “the teenage years” • The real self • Lessons about love • “Familiar” strangers alert

• The growing years series - “the teenage years” • Lessons about love • At the crossroads

• The growing years series - “sense and sexuality” • The real self • Lessons about love • eTeens programme • Decision - making • Assertiveness • Negotiation

• The growing years series “sense and sexuality” • Lessons about love • “Familiar” strangers alert • At the crossroads


34 LEADERSHIP EDUCATION The SST Student Leadership Programme

Youth Service Programme (YSP)

The Student Leadership Programme (SLP) provides leadership opportunities and educational experiences to develop the leadership competencies and skills of students so that they can become dynamic, resilient and ethical leaders who are able to make a positive impact on society. Leadership platforms at school include Class Committees, CCAs, House, Peer Support Board and Student Council.

The Youth Service Programme (YSP) is an integral part of the curriculum in SST. It aims to nurture and develop SST students to become good citizens who are conscious of their responsibilities to family, society, country and beyond. In the YSP, students will apply relevant knowledge and skills in school-organised or selfinitiated community services, and hence make meaningful connections between what they learn and the world they live in. In rendering community service, SST students will meet and work with people of different ages, ethnicity and socio-cultural backgrounds. This allows them opportunity to develop and hone their 21st Century skills like strong civic-mindedness, cross-cultural understanding, effective collaboration, and communication skills.

The SLP is built on the premise that a leader must first be a person of good character. As such, the development of the student’s social-emotional skills is central to development of his leadership skills. Leadership development shall be anchored on universal moral values. The SLP is designed to develop student’s personal competence (self-awareness and self management), social competence (social awareness and relationship management) and responsible decision-making. The scope of the Student Leadership Programme includes: • Knowledge of the attributes and mindsets of effective and ethical leaders • School-wide platforms and opportunities to develop leadership competency skills • Differentiated leadership programmes developed for different student groups


35 CITIZENSHIP EDUCATION SST aims to develop citizens and netizens who possess the mindsets, dispositions and values to transform present and future challenges to opportunities in a borderless global community. It also aims to engage the hearts and minds of SST students so as to develop a sense of emotional belonging and commitment to the school, community and nation. The scope of citizenship education in SST comprises of the following: Global Citizenship Programme, National Education, Digital Citizenship (Cyber Wellness). Global Citizenship Programme (GCP) The Global Citizenship Programme (GCP) plays a pivotal role in developing global citizens in SST. The programme provides platforms for students to observe the world as an interconnected set of systems and to develop empathy towards diversity and difference. The GCP seeks to encourage students to be active drivers of change and contribute to a just and sustainable world. The GCP provides students with a variety of experiences and serves as a key platform for the development of valuable partnerships with several countries, each with its own unique cultures and traditions. Such countries include: • Australia • Brunei • Cambodia • China • Indonesia • Italy • Nepal • Malaysia • South Korea • United States of America • Vietnam Learning Objectives The GCP aims for SST students to: • Develop an interest in local and global issues (Singapore, ASEAN, and the rest of the world) • Develop an understanding of Singapore’s relationships with other countries • Develop self-awareness, self-management, and responsible decisionmaking • Embrace diversity and cultivate respect for people with different perspectives and of different socio-cultural backgrounds • Develop stewardship and leadership by seeking ways to bring positive change to the communities (local, regional, and global) that they are very much a part of • Develop students holistically- Head, Heart, Hands


36 National Education (NE) Programme The NE Programme aims to nurture a community of learners who believe in Singapore and relate strongly with the issues concerning Singaporeans. It aims to develop national cohesion, cultivate the instinct for survival as a nation, and instill in our students confidence in our nation’s future. The programme also seeks to cultivate a sense of belonging and emotional rootedness to Singapore. By developing an awareness of the various opportunities and challenges facing Singapore, SST students will be able to make informed decisions for their future and be active contributors to the nation. Learning Objectives The National Education Programme aims to: • Nurture a community of learners who have a sense of belonging and pride to the school and to the nation • Create challenging and fulfilling experiences in promoting citizenship education and cross-cultural understanding • Develop world-ready and future-looking student ambassadors to represent SST and Singapore • Raise the national and global consciousness of the SST student community


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Digital Citizenship Education The Digital Citizenship Programme plays a key role in educating students to upkeep their well-being in the cyber-environment, which also constitutes to the development of their well-being as a person in this 21st century society. The overarching principles of “Respect for Self and Others” and “Safe and Responsible Use” (under MOE’s Framework) act as a moral compass in guiding students moral character and actions in cyber-space. This translates into students who will: • Exhibit the appropriate on-line behaviour, which reflects honesty, respect and consideration that one would use in face-to-face interaction • Use appropriate platforms for their intended purposes and be constructive in their contribution to the cyber-space • Cultivate good work habits, which includes leveraging on the available resources to be efficient and productive in their course of work Learning Objectives The Digital Citizenship Programme aims to: • Create and heighten awareness and understanding of Cyber Wellness issues • Champion the cause of Cyber Wellness within the SST community in particular as well as the public in general • Optimise the proactive involvement of student leadership in Cyber Wellness by engaging, empowering and harnessing the potential of youths Approach

The scope of the issues covered include: Ethical and Legal Use • Handling inappropriate content • Preventing cyber abuse • Displaying internet etiquette • Respecting intellectual property

Safe and Responsible Use • Protecting private information • Avoiding computer addiction • Managing security risks • Verifying information sources


The 10Cs of SST: Developmental Assessment And Qualitative Reporting SST students will be provided with a qualitative report at the end of each semester. This comprises the individual observations of all their subject teachers on their development in the personal, interpersonal and intellectual domains.

SST Co-Curricular Programme Sports and Games • Badminton • Basketball • Cross-Country • Fencing • Floorball • Football • Taekwondo • Wushu Performing Arts • English Language Drama • Guitar Ensemble • Show Choir (Vocals and Dance) Clubs and Societies • Astronomy • Media Club • Robotics Club • Singapore Youth Flying Club Uniformed Groups • Scouts

Note: The number of CCAs will increase over time as the school enrollment increases.

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Facilities at SST SST students can look forward to specially customised and state of the art facilities at SST’s campus. These facilities support SST’s curricular programming, and services by providing an environment that is conducive for bright young minds to work in. Some of the key features are: Teaching Facilities

Sporting Facilities

Essential teaching amenities include:

The Ngee Ann Kongsi Sports Complex consists of:

• 60 Classrooms with Individual Electronic Lockers • 1 Lecture theatre (100 seats) • 1 Seminar room (100 seats) • 1 Auditorium (400 seats) • 1 Innovation and Entrepreneurship Room • 1 Music room • 1 Dance studio • 2 Art, Design, Media & Technology Studios • 4 Multi Purpose Rooms • 1 Student leader’s room • 2 Learning Collaboration Rooms • 3 CCA rooms Science & Technology Facilities The Science Hub provides opportunities for independent and joint research experimentation. It consists of: • Incubation Space for SST Inc. HQ • 6 Science laboratories (Biology, Chemistry, Physics) • 4 Applied Science laboratories (Biotechnology, Fundamentals of Electronics) • 1 Research laboratory • 1 Tissue culture room • Computer & multimedia studios • 1 Engineering Laboratory

• Gym Works • Superhall I: Indoor Sports Hall • Superhall II: Multipurpose Hall • Roof Top Running Track and Play Court • School field • Outdoor fitness area • Open Concept Space • Project Collaboration • Music Room • Dance Studio Lifestyle Facilities • Canteen • Cafeteria • Bookshop • Visitor’s Centre • Atrium • Info Hub • Our Space@SST An open concept space that can be arranged based on students’ needs • Collaboration Corners • Ecopond • Rooftop Garden

SST Prospectus  
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