Singapore has a highly developed education system focused on developing students holistically through a broad-based curriculum. The system aims to provide students with strong foundations in core subjects like English, math, and sciences, while also developing life skills. At the primary level, students take subjects like English, math, sciences, and moral education, and must pass the PSLE to advance to secondary school. At the secondary level, students are placed in tracks matching their abilities, taking core subjects and electives to prepare for the GCE N or O level exams or an international baccalaureate. The curriculum is regularly reviewed to ensure students develop 21st century skills and a global outlook through subjects like foreign languages and entrepreneurship.

1. Flag
Coat of Arms
Capital: Singapore
(Downtown Core, Central)
Official Language: English, Malay, Mandarin, Tamil
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Legislature: Parliament
Area: 716.1 km sq. (276 sq. miles)
Population: 5, 399, 200
Currency: Singapore Dollars

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Etymology
The English name of Singapore is derived from the Malay word Singapura (Sanskrit:
स हिंपुर, literally Lion City), hence the customary reference to the nation as the Lion City.
However, it is most likely that lions never lived on the island, and the beast seen by Sang Nila
Utama, who founded and named Singapore, was a tiger.
Government and politics
Singapore is a parliamentary republic with a
Westminster system of unicameral parliamentary
government representing constituencies. The country's
constitution establishes a representative democracy as
the political system. Freedom House ranks Singapore
as "partly free" in its Freedom in the World report,
and The Economist ranks Singapore as a "hybrid
regime", the third best rank of four, in its "Democracy
Index".
Executive power rests with the Cabinet of
Singapore, led by the Prime Minister and, to a much
lesser extent, the President. The President is elected
through a popular vote, and has veto powers over a specific set of executive decisions, such as
the use of the national reserves and the appointment of judges, but otherwise occupies a largely
ceremonial post.
The Parliament serves as the legislative branch of the government. Members of
Parliament (MPs) consist of elected, non-constituency and nominated members. Elected MPs are
voted into the Parliament on a "first-past-the-post" (plurality) basis and represent either single-member
or group-representation constituencies.
The legal system of Singapore is based on English
common law, but with substantial local differences. Trial
by jury was abolished in 1970 so that judicial decisions
would rest entirely in the hands of appointed judges.
Singapore has penalties that include judicial corporal
punishment in the form of caning, which may be imposed
for such offenses as rape, rioting, vandalism, and certain
immigration offenses. There is a mandatory death penalty
for murder, as well as certain aggravated drug-trafficking
and firearms offenses.
Geography
Singapore consists of 63 islands,
including the main island, widely known as
Singapore Island, or Pulau Ujong in Malay.
There are two man-made connections to
Johor, Malaysia: the Johor–Singapore
Causeway in the north, and the Tuas Second
Link in the west. Jurong Island, Pulau
Tekong, Pulau Ubin and Sentosa are the
largest of Singapore's smaller islands. The
highest natural point is Bukit Timah Hill at
166 m (545 ft).

3. On-going land reclamation projects have increased Singapore's land area from 581.5 km2
(224.5 sq mi) in the 1960s to 716.1 km2 (276.5 sq mi) presently. The country is projected to grow
by another 100 km2 (40 sq mi) by 2030. Some projects involve merging smaller islands through
land reclamation to form larger, more functional islands, as has been done with Jurong Island.
Close to 10 percent of Singapore's land has been set aside for parks and nature reserves, and the
network of nature reserves, parks, park connectors, nature ways, tree-lined roads and other
natural areas have also enhanced the sense of green space in the city.
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Climate
Singapore has a tropical rainforest climate (Köppen: Af ) with no distinctive seasons,
uniform temperature and pressure, high humidity, and abundant rainfall. Temperatures usually
range from 22 to 35 °C (72 to 95 °F). Relative humidity averages around 79% in the morning
and 73% in the afternoon. April and May are the hottest months, with the wetter monsoon season
from November to January. From July to October, there is often haze caused by bush fires in
neighbouring Indonesia. Although Singapore does not observe daylight saving time, it follows
the GMT+8 time zone, one hour ahead of the typical zone for its geographical location.
Economy
Singapore has a highly developed market economy, based historically on extended
entrepôt trade. Along with Hong Kong, South Korea, and Taiwan, Singapore is one of the
original Four Asian Tigers. The Singaporean economy is known as one of the freest, most
innovative, most competitive, and most business-friendly. The 2013 Index of Economic Freedom
ranks Singapore as the second freest economy in the world, behind Hong Kong. According to the
Corruption Perceptions Index, Singapore is consistently ranked as one of the least corrupt
countries in the world, along with New Zealand and the Scandinavian countries.
Singapore is the 14th largest exporter and the 15th largest importer in the world. The
country has the highest trade-to-GDP ratio in the world at 407.9 percent, signifying the
importance of trade to its economy. The country is currently the only Asian country to receive
AAA credit ratings from all three major credit rating agencies: Standard & Poor's, Moody's, and
Fitch. Singapore attracts a large amount of foreign investment as a result of its location,
corruption-free environment, skilled workforce, low tax rates and advanced infrastructure. There
are more than 7,000 multinational corporations from the
United States, Japan, and Europe in Singapore.
There are also approximately 1,500 companies
from China and a similar number from India. Foreign
firms are found in almost all sectors of the country's
economy. Singapore is also the second-largest foreign
investor in India. Roughly 44 percent of the Singaporean
workforce is made up of non-Singaporeans. Over ten free-trade
agreements have been signed with other countries
and regions.

4. Basic Education Curriculum
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1. INTRODUCTION
The vision of the Ministry of Education (MOE) is “Thinking Schools, Learning Nation”. To
prepare a generation of thinking and committed citizens who are capable of contributing towards
Singapore’s continued growth and prosperity, the Ministry is constantly revisiting its curriculum
to ensure that the skills and knowledge taught in schools meet the challenges of the 21st century.
2. THE SINGAPORE EDUCATION SYSTEM
The Singapore education system aims to provide students with a holistic and broad-based
education. Given the multi-cultural and multi-racial characteristics of Singapore, the bilingual
policy is a key feature of the Singapore education system. Under the bilingual policy, every
student learns English which is the common working language. Students also learn their mother
tongue language (Chinese, Malay or Tamil), to help them retain their ethnic identity, culture,
heritage and values.
2.1 Holistic Development of Students
The Desired Outcomes of Education (DOE) articulates the importance of holistically
nurturing students to become well-rounded persons - morally, intellectually, physically, socially
and aesthetically through a set of eight core skills and values. The eight core skills and values
are:
1. Character Development
2. Self Management Skills
3. Social and Cooperative Skills
4. Literacy and Numeracy
5. Communication Skills
6. Information Skills
7. Thinking Skills and Creativity
8. Knowledge Application Skills
It is envisioned that students at the end of primary education, secondary education and
pre-university would have acquired these eight core skills and values.
2.2 Broad-based Curriculum
Singapore’s national curriculum aims to nurture each child to his full potential, to discover
his talents and to develop in him a passion for life-long learning. Students go through a broad
range of experiences to develop the skills and values that they will need for life. The broad-based
curriculum imparts literacy, numeracy, bilingualism, the sciences, humanities, aesthetics,
physical education, civics and moral education and National Education.

5. Over the years, the curriculum has been reviewed to address the need for a common set
of values, knowledge and competencies and at the same time, allow differentiation to meet the
needs of students with different talents and abilities. To enable students to achieve the learning
outcomes of each specific subject and the DOE, three broad areas are considered, namely, the
curriculum, teaching strategies and assessment (Figure 1)
Teaching Strategies
Classroom management, pedagogy,
teaching & learning resources
Figure 1: Students’ Learning Experiences
The content states the aims and objectives, the content, the skills and competencies required for
the syllabi and the values and attitudes that the syllabi hope to impart to the students.
Appropriate teaching strategies are designed for successful classroom delivery of the syllabi,
using effective teaching and learning materials. To evaluate if students have learned what has
been taught, students are tested through formative and summative assessments.
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Desired Outcomes of Education (DOE)
At the end of primary
education, students
At the end of secondary
education, students
At the end of pre-university
education, students
are able to distinguish right
from wrong
have moral integrity are resilient and resolute
have learnt to share and put
others first
have care and concern for
others
have a sound sense of social
responsibility
are able to build friendships
with others
are able to work in teams and
value every contribution
understand what it takes to
inspire and motivate others
have a lively curiosity about
things
are enterprising and innovative have an entrepreneurial and
creative spirit
are able to think for and
express themselves
possess a broad-based
foundation for further
education
are able to think
independently and creatively
take pride in their work believe in their ability strive for excellence
have cultivated healthy
have an appreciation of
have a zest for life
habits
aesthetics
love Singapore know and believe in Singapore understand what it takes to
lead Singapore
Content
Aims & objectives,
content, skills &
competencies,
values & attitudes
Assessment
Formative and summative
Students ’
Learning
Experiences

6. 3. CURRICULUM FRAMEWORK IN PRIMARY AND SECONDARY SCHOOLS
Every child in Singapore has the opportunity to undergo at least ten years of basic education.
This comprises 6 years of compulsory primary education and 4 years of secondary education.
Students have to sit for major national examinations at the end of their primary and secondary
education.
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3.1 Primary School Curriculum
At the primary level, students go through a six-year course aimed at giving them a good grasp of
the English Language, Mother Tongue Language and Mathematics. In addition, students learn
Science, Social Studies, Civics & Moral Education, Music, Art & Crafts, Health Education and
Physical Education. At the end of Primary 6, students take the Primary School Leaving
Examination (PSLE), which assesses their suitability for secondary education and places them in
the appropriate secondary school course that will match their learning pace, ability and
inclinations.
3.2 Secondary School Curriculum
As MOE focuses on a broad-based education, all students are offered a combination of core and
elective subjects at the secondary level. The core subjects include English Language, Mother
Tongue or Higher Mother Tongue, Mathematics, Combined Humanities, a Science subject.
To inculcate a global outlook in students, MOE offers foreign languages in French, German, and
Japanese to students who have the ability and the aptitude. This allows students to tap on
opportunities beyond Singapore’s shores. This year, MOE has expanded the range of foreign
languages to include Arabic and Bahasa Indonesia. For selected students who do not take
Chinese or Malay as a second language, MOE also provide opportunities for them to offer these
languages though the Chinese or Malay (Special Programme). Going forward, MOE will provide
opportunities for more students to learn conversational Chinese and Malay.
The secondary school curriculum is differentiated according to the abilities and interest of the
students. Students undergo one of four courses designed to match their learning abilities and
interests.
4. LOOKING AHEAD
In order to better prepare students to meet changing national and global needs of the 21st century,
MOE has embarked on a process to review its curriculum, pedagogies and assessments.
4.1 Curriculum
Singapore’s national curriculum will continue to provide students with a strong foundation in the
core areas of literacy, numeracy and scientific literacy as these core areas provide the foundation
for future learning. The study of the humanities will be reinforced as the humanities have the
value in developing students’ ability to understand and appreciate different perspectives, as well
as nurture cultural sensitivities and civic awareness.
The national curriculum structures will be loosened through curriculum decentralization to allow
schools to customize their curriculum to meet their students’ needs. Certain subjects can be
redesigned as a set of learning outcomes to allow schools room to innovate without having to
complete a syllabus. This allows schools greater autonomy and flexibility over curriculum time
allocation. More time will be free up from curriculum for students to develop skills and attitudes.
MOE will allow flexibility of integration of subjects to develop new understanding.

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4.2 Pedagogy
A diverse range of pedagogies will continue to be promoted to meet diverse student needs,
enhance their learning experiences and engage them in learning. There are certain pedagogies
such as inquiry-based and experiential learning that will be more actively promoted to enable
students to find deeper meaning in their learning.
MOE will provide support for schools to use a wider variety of pedagogies through pedagogy
packages to support syllabus delivery. Teachers will also be encouraged to share pedagogical
expertise through participation in learning communities. At various MOE and external platforms,
schools’ efforts and successes in the use of engaging and effective pedagogy will be showcased.
4.3 Assessment
The national assessment will be retained to maintain standards and for benchmarking purposes.
Assessment modes, formats and items will be reviewed regularly. Greater focus will be placed
on the role of assessment in learning through formative assessment. Teachers’ assessment
literacy and expertise in the use of assessment strategies will be built up through the provision of
guides and exemplars in curriculum documents and teaching packages. Assessment items will be
situated in authentic contexts and the greater use of alternative assessment modes to better
prepare students to handle complexities and ambiguous problems that they are likely to face in
the future.
4.4 Professional Development of Teachers
Just as the curriculum evolves to include new learnings that students need for the future,
professional development of teachers becomes critical, as teachers have to strive to equip
themselves with the necessary competencies to guide and facilitate students’ learning. To meet
the needs of distinct groups of students according to their ability and learning styles, teachers
will be equipped with skills of differentiated instruction. Teachers will also continue to develop
their capacity to leverage technology to enhance students’ learning experiences. Teachers will
also develop their abilities to become reflective practitioners, able to enhance their teaching
through research and using research findings to improve classroom practices.
Secondary School Courses
1. Special/Express Course1 is a four-year course leading to the Singapore-Cambridge General
Certificate of Education (GCE) ‘O’ Level Examination. In this course, students learn English
and Mother Tongue2, as well as Mathematics, Science and the Humanities. In addition,
schools have been allowed to offer new GCE ‘O’ level subjects and Applied Grade Subjects
as additional or replacement curriculum offerings to meet the varied choices of students. The
AGS, in particular, expose our students to practice-oriented learning approaches adopted in
the polytechnics.
2. Normal (Academic) Course is a four-year course leading to the GCE ‘N’ Level
Examination. Students who do well at the ‘N’ levels will qualify for an additional year to
prepare for the GCE ‘O’ Level Examination. Selected students may offer up to two3 ‘O’ level
subjects at Secondary 4, or, bypass the ‘N’ levels and progress directly to Secondary 5 to take
the ‘O’ levels. Students learn the same range of subjects similar to those in the Special and
Express courses.
3. Normal (Technical) Course is a four-year course leading to the GCE ‘N’ Level
Examination. In this course, students learn English, Mother Tongue, Mathematics and
subjects with technical or practical emphases. Since 2005, schools have also been offering

8. Elective Modules, which cover a wide range of subjects including nursing, hospitality, digital
animation and precision engineering. To enhance experiential and practice-oriented learning,
a revised Normal (Technical) curriculum that focuses more on practice-oriented learning has
been implemented in all schools from 2007. The teaching approaches focus on group work,
oral presentation, creativity and hands-on activities.
4. The Integrated Programme (IP) is designed for students who are clearly university-bound,
and could do well in a less structured environment, also have the choice of the Integrated
Programme (IP), which spans secondary and junior college education without intermediate
national examinations at the end of secondary school. Time previously used to prepare
students for the GCE ‘O’ Level Examination are used to engage them in broader learning
experiences. Selected schools also offer alternative curricula and qualifications, such as the
International Baccalaureate.
Education Technology in Singapore
Singapore's education institutions are considered among the most advanced in the world
with regard to information technology. Singapore has been faithfully implementing a master plan
since 1997 for integrating technology into education.
Masterplan 1: (1997-2002) started out by aiming to allow students to have computer
usage for 30 percent of their curriculum time in fully networked schools and at a computer to
pupil ratio of 1:2.
Masterplan 2: (2003-2008) moved beyond the provision of Information and
Communication Technologies (ICT) resources to encourage teachers to use ICT profitably in
teaching and learning.
Masterplan 3: (2009-2014) builds on the platform laid by the first two Masterplans to
transform the learning environments of the students through ICT and equip the students with the
critical competencies to succeed in a knowledge economy.
Currently, one could expect wireless internet connectivity in the school compound and at
least a computer with projection equipment in the classroom. But most teachers and students
have their own laptops or other mobile ICT devices. In the future, all Singapore schools will be
connected to the Next Generation Broadband Network (NGBN), which will provide ultra-high
speed wireless connectivity. This is an example of how the MOE has supported schools in using
ICT in education. The MOE also provides a training program to develop a group of competent
practitioners in their ICT-related pedagogies and coaching competencies. With an average of
about 4 such ICT mentors in each school, these ICT mentors champion and mentor teachers on
the effective use of ICT in their respective disciplines.
8
Ministry of Education
The MOE provides our teachers with many professional development opportunities
regarding the use of ICT in classrooms. Schools also have many Professional Learning
Communities (PLCs), and some of these PLCs explore how teachers can use blended technology
in teaching and learning.
However, changing pedagogy is a very personal matter. Therefore, other than
professional development, we use the strategy of exposing our teachers to the technological
possibilities and supporting them in exploring new pedagogies with technology. The focus is not
on technology. It is on using technology to enhance teaching and learning.

9. Two examples of this strategy are the eduLab programme initiated by the MOE, and the
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Classroom of the Future (COTF).
The eduLab showcases experiments trialed in schools. Educators who visit eduLab can
learn more about how certain local schools have infused innovative ICT practices into lessons
and classroom activities.
The COTF showcases what classrooms and learning environments (including homes and
public places) can look like in the future to trigger the imagination of the teacher. Through such
exposure, we hope to spread mature ICT innovations and successful practices and generate
interest among teachers.

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Role of the Singapore’s Teacher
Teachers have to help students make sense of this large volume of information and to
differentiate good information from potential misinformation. Teachers have to facilitate student
discourse in the e-discussion forums and lead students in creating actual usable knowledge.
These learning activities require a high level of facilitative and synthesizing skills. Contact hours
become more valuable and should be focused on higher order thinking and learning, instead of
information transmission. Teachers are encouraged to be change agents of educational processes,
so that new technologies may be harnessed for educational purposes. Senior teachers also play
the role of mentors to beginning teachers in the effective use of ICT in their respective
disciplines and to champion appropriate change.
Technology Impacted Curriculum Design In Singapore
In Singapore, one of the main impacts of technology is a shift in the mindset of educators
to discover how curriculum and the teaching environment can become more learner-centered
through the enabling of ICT. Instead of always relying on the traditional curriculum, we now
have more experiments with modular approaches, flipped classrooms and learning content
beyond the shores of Singapore. One of the advantages of ICT is that it can expand access to
education. Through ICT, students can access online course materials anytime and anywhere,
learning at their own pace. E-discussion forums allow many students to discuss learning content
at the same time. Video clips, audio sounds and graphical presentation bring content to life.
Singapore education minister shares 4 principles on ICT use in education
The Ministry of Education in Singapore is now preparing for the fourth
Education Master Plan. According to Heng Swee Keat, Minister for
Education, education must equip students with the necessary
competencies to race with and not race against technology.
Heng laid down four key principles that he thinks will guide the
Ministry moving forward.
1. Stay Focused
The Ministry will be focused on its commitment to a student-centric
and values-driven education, and ICT can help them do this better. “By staying focused on our
goal to bring out the best in every child, we will use technology to transform learning in every
school and every student, enabling them to develop strong fundamentals for life-long learning,”
he said.
To ensure that all schools and students benefit from ICT-enabled learning, the Ministry is
currently developing an online Student Learning Space to provide all students access to quality
digital teaching and learning resources. The Ministry is also focused on cyber wellness among
students. “We cannot assume that just because our children can handle technology, they know
how to use technology responsibly. There is no roadmap for the digital world. We need to give
every student a compass and to help them develop navigation skills.”
2. Stay Curious
Heng urged educators to innovate and experiment new ways of teaching and learning
using technology. He believes that ICT can enable personalise learning, he said: “This is an
important aspect of our student-centric education. The ultimate goal is customised learning and
differentiated teaching for every child.” New technologies may also improve the way assessment
is done, such as diagnosing a student’s mastery of concepts, or recommending the most useful
digital resources.

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3. Stay Grounded
While ICT promises a world of possibilities, Heng emphasised the importance of sound
pedagogical content knowledge.
“A good technological tool placed in the hands of a skilful teacher can breathe life into lessons,
and lessons into life. Our teachers must be grounded in strong pedagogy and have the knowledge
to use ICT meaningfully and appropriately,” he added.
During the last Master Plan, the Ministry has trained about 1,400 ICT mentors, who were
instrumental in driving ground-up initiatives. Lessons were shared on an online platform called
The ICT Connection, so best practices can be accessed by the wider community.
4. Stay Together
“From parents to industry partners, we need to involve the wider community. Together, we can
play an active role to bring out the best in each child in every school, at every stage, whatever
their starting point,” said Heng.
The Ministry will be working more closely with the industry players, tertiary education and other
key stakeholders to develop a conducive environment to groom young talents.

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