1. A model that makes explicit how effective teaching and
learning is achieved in Singapore schools.
For Curricular Divisions in MOE HQ
The STP provides the directions to develop, implement and
evaluate the national curriculum. It will also be
incorporated into in-service professional development
programmes for teachers and leaders.
2. 3 Key Components of STP
Knowledge Bases
The Singapore
Curriculum
Philosophy
Pedagogical Practices
3. Component 1: The Singapore Curriculum
Philosophy (SCP)
•Presents our core beliefs about learning and learning, and our
students’ role as learners.
•These beliefs guide the design and implementation of our curriculum.
•They underpin our practices, and guide our design and enactment of
learning experiences so that every student is an engaged learner.
•The SCP describes our roles, and those of our students, in the process
of teaching and learning.
4. Summary of the Singapore Curriculum Philosophy
We believe in holistic education, centred on values, social and
emotional well-being and character development.
We believe that every child wants to and can learn. We focus on
children’s learning needs when designing learning experiences.
We believe that learning flourishes
• in caring and safe learning environments,
• when children construct knowledge actively,
• through the development of thinking skills and dispositions, and
• when assessment is used to address children’s learning gaps
5. Component 2: Knowledge Bases
The Knowledge Bases are ‘Understanding Students and Learning’, ‘Understanding Teaching’
and ‘Understanding Subject Matter and Goals’. They strengthen the theory-practice connection
in our daily teaching practices.
• ‘Understanding Subject Matter and Goals’ supports deeper teacher understanding of
the broad goals for individual subject areas, respective subject clusters, as well as
relevant subject content. This knowledge base helps teachers better understand the
subject matter (what to teach) in order to make content knowledge accessible for
learners (how to teach).
• ‘Understanding Students and Learning’ provides understanding of learners’
developmental milestones and individual differences. This knowledge base allows
teachers.
• ‘Understanding Teaching’ acknowledges various dynamics that impact teaching such as
the diverse context of the Singaporean classroom, teacher-student relationship, student
needs, physical and psycho-social environments. This knowledge base helps teachers
become more aware of the factors that can impact the quality of student learning
experiences, as well as acquire management strategies to achieve deeper competence
in teaching.
6. Component 3: Pedagogical Practices (PP)
• The Pedagogical Practices encapsulate the professional experiences and practices of
our Singapore educators.
• They are anchored on the SCP and informed by professional knowledge bases.
• The PP comprise four fundamental Teaching Processes that lie at the heart of good
teaching. These are
1. Positive Classroom Culture
2. Lesson Preparation
3. Lesson Enactment
4. Assessment and Feedback
These 4 Teaching Processes make explicit what
teachers put into practice and reflect on
before, during and after their interaction with the
students in all learning contexts.
Through continuous cycle of application and
reflection, teachers deepen their professional
competencies for quality teaching and learning.
7. When applying and reflecting on
the 4 Teaching Processes,
teachers can look into some or
all the corresponding 24
Teaching Areas.
Each Teaching Area provides
teachers with Teaching Actions
and considerations that they can
use and adapt, depending on
their students’ learning needs.
Component 3: Pedagogical Practices (PP)
8. The 24 Teaching Areas
Positive Classroom
Culture
Lesson Preparation Lesson Enactment Assessment and
Feedback
Establishing Interaction
and Rapport
Maintaining Positive
Discipline
Setting Expectations and
Routines
Building Trust
Empowering Learners
Determining Lesson Objectives
Considering Learners’ Profile
Selecting and Sequencing
Content
Planning Key Questions
Sequencing Learning
Deciding on Instructional
Strategies
Deciding on Teaching Aids and
Learning Resources
Activating Prior Knowledge
Arousing Interest
Encouraging Learner Engagement
Exercising Flexibility
Providing Clear Explanation
Pacing and Maintaining
Momentum
Facilitating Collaborative Learning
Using Questions to Deepen
Learning
Concluding the Lesson
Checking for
Understanding and
Providing Feedback
Supporting Self-Directed
Learning
Setting Meaningful
Assignments
9. An example: Teaching Process – Teaching Area – Teaching Actions
Teaching
Process:
Assessment
and Feedback
Teaching Area Teaching Action*
Checking for Understanding and
Providing Feedback
- Affirm-Question-Suggest
- Share My Learning
- Thumbometer
Supporting Self-Directed Learning - Facilitating Online Forum
Discussions
Setting Meaningful Assessment - Show and Tell
*The suggested Teaching Actions are not exhaustive in themselves. The fraternity is encouraged
to enrich the Pedagogical Practices by contributing to the repertoire of Teaching Actions.
10. Understanding and Applying STP
• The STP is intended to be an enduring and sustainable model that provides a
common foundation of beliefs, principles and practices upon which teachers can
innovate.
• The STP is dynamic and constantly being updated. You are encouraged to explore
and read up further on STP in Singapore Teaching Practice (Official) - OPAL2.0
(moe.edu.sg)
