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For students to learn well, educators must first help to mitigate the fear and anxiety that impede their learning, said Mr Jonathan Sim, National University of Singapore (NUS) Department of Philosophy instructor, when outlining his teaching philosophy. This allows them to build a strong foundation of knowledge by connecting new ideas and experiences with what they already know, thus facilitating the understanding of concepts and the application of what they have learnt to different contexts. Nurturing Early Learners (NEL) Curriculum, How do I know if my child has Special Educational Needs, How do I select the right school for my child, How do I apply for a place in the School for my Child, What Financial Support is Available for SPED School Students, Publicly-Funded Private Arts Institutions, Other Government-Affiliated Educational Institutions, Through-train Pathways for Normal (Academic) Students, Post-Secondary Admissions Exercises Brochure, Frequently Asked Questions on Post Secondary Education, Framework for the 2006 GCE A Level curriculum, From Pre-University to University Education, Edusave Scholarships for Independent Schools (ESIS), Financial Assistance Information for IHLs, Important Dates For Students Taking The National Examinations, Lost Certificates (PSLE, GCE N/O/A-Levels), Collection of Certificate (GCE N/O/A-Levels), Phase 3 Registration for non-Singapore Citizen / non-Permanent Resident Children, Required Documents for Primary One Registration Exercise, Alternative Child-care Arrangement Declaration, Internet Registration for Phase 2C and 2C Supplementary, Considerations When Choosing Schools and Making S1 Options, Support Schemes for Returning Singaporeans, General Information on Studying in Singapore, International Students with at least one parent who is a Singapore Citizen (SC), Admissions Exercise for International Students (AEIS), Supplementary Admissions Exercise for International Students (S-AEIS), MOE Secondary and Pre-University Scholarships, Allied Educator (Learning and Behavioural Support), Adjunct Learning & Behavioural Support [FAJ(LBS)] and Adjunct School Counsellor [FAJ(SC)], 8 things you never knew an MOE Kindergarten Teacher does every day. The Singapore Curriculum Philosophy presents our teaching fraternity’s core beliefs about teaching and learning. We believe that learning takes place in caring and safe environments. To realise the aims of education in Singapore, our curriculum is designed to develop the character, mind and body of our students. when children construct knowledge actively, through the development of thinking skills and dispositions, and. We focus on children’s learning needs when designing learning experiences. The primary curriculum in Singapore has been relatively insulated from the scrutiny . All rights reserved. For learning to be effective, we adapt our teaching pace, approaches and assessment practices to be developmentally appropriate. As Singapore’s only private education institution offering both Primary and Secondary level classes, SYAS administers the Singapore curriculum via an integrated pedagogy. Learn about the school syllabus, subjects and programmes. Assessment is integral to the learning process and helps children become self-directed learners. We believe that every child wants to and can learn. They are encouraged to take risks, learn from their mistakes and from one another, and be confident in expressing their views. The Singapore Curriculum Philosophy presents our teaching fraternity’s core beliefs about learning. in caring and safe learning environments. We also aim to enable our students to develop their interests to pursue their passions and fulfil their aspirations. In doing so, they become aware that they are part of society. Learning takes place individually and collaboratively, as children construct and co-construct meaning from knowledge and experiences. Nurturing Early Learners (NEL) Curriculum, How do I know if my child has Special Educational Needs, How do I select the right school for my child, How do I apply for a place in the School for my Child, What Financial Support is Available for SPED School Students, Publicly-Funded Private Arts Institutions, Other Government-Affiliated Educational Institutions, Through-train Pathways for Normal (Academic) Students, Post-Secondary Admissions Exercises Brochure, Frequently Asked Questions on Post Secondary Education, Framework for the 2006 GCE A Level curriculum, From Pre-University to University Education, Edusave Scholarships for Independent Schools (ESIS), Financial Assistance Information for IHLs, Important Dates For Students Taking The National Examinations, Lost Certificates (PSLE, GCE N/O/A-Levels), Collection of Certificate (GCE N/O/A-Levels), Phase 3 Registration for non-Singapore Citizen / non-Permanent Resident Children, Required Documents for Primary One Registration Exercise, Alternative Child-care Arrangement Declaration, Internet Registration for Phase 2C and 2C Supplementary, Considerations When Choosing Schools and Making S1 Options, Support Schemes for Returning Singaporeans, General Information on Studying in Singapore, International Students with at least one parent who is a Singapore Citizen (SC), Admissions Exercise for International Students (AEIS), Supplementary Admissions Exercise for International Students (S-AEIS), MOE Secondary and Pre-University Scholarships, Allied Educator (Learning and Behavioural Support), Adjunct Learning & Behavioural Support [FAJ(LBS)] and Adjunct School Counsellor [FAJ(SC)], 8 things you never knew an MOE Kindergarten Teacher does every day. When applying and reflecting on the four Teaching Processes, teachers can look into the corresponding 24 Teaching Areas with accompanying Teaching Actions or Considerations. The STP is represented in the form of an orchid to reflect the Singapore context within which we practise our craft. These beliefs, which place every student at the heart of our educational decisions, guide the design and implementation of our curriculum. The Singapore Teaching Practice is a model that makes explicit how effective teaching and learning is achieved in Singapore schools. We believe that every child wants to and can learn. In educating our students in Singapore, we seek to achieve our Desired Outcomes of Education so that our students are future-ready, have a strong sense of national identity, and are equipped to contribute in a globalised world. Singapore's education system has gained a reputation for being highly competitive and overly focused on grades and book smarts. The Singapore Curriculum Philosophy presents our teaching fraternity’s core beliefs about learning. It serves to nurture in them values and to develop their knowledge, skills and dispositions. Teaching is coherent, fit-for-purpose and pragmatic, drawing on a range of pedagogical traditions, both Eastern and Western. We aspire to bring out the best in our students so that they are empowered to live life to the fullest, contribute to, and care for their community and nation. Our children have diverse learning needs and bring with them a wide range of experiences, beliefs, knowledge, and skills. We cultivate positive teacher-student and peer relationships so that there is a culture of care and mutual respect in our classrooms, where children learn to appreciate diversity. Perhaps Singapore’s education system is a rather compact one based on its small size such that the extent to which every educator is well communicated about both the philosophy and the principle on the importance of good communication must not be underestimated nor taken for granted. We believe in developing thinking skills and dispositions in our learners. We believe in holistic education centred on values and character development. These beliefs, which place every student at the heart of our educational decisions, guide the design and implementation of our curriculum. Copyright © 2020 Ministry of Education, Singapore. As such, teaching in Singapore primarily focuses on coverage of the curriculum, the transmission of factual and procedural knowledge, and preparing students for end-of-semester and national hig… We believe that every child wants to and can learn. They underpin our practices and guide our teaching actions so that every student is an engaged learner. We guide learners to activate prior knowledge, and assimilate and accommodate new knowledge through exploration, and interaction with others. To do this, we guide them to construct, interpret, and evaluate knowledge from different perspectives. We value every child as an individual. In general, classroom instruction in Singapore is highly-scripted and uniform across all levels and subjects. They underpin our practices and guide our teaching actions so that every student is an engaged learner. A Singapore Government Agency Website The Singapore Curriculum Philosophy presents our teaching fraternity’s core beliefs about teaching and learning. The four core Teaching Processes at the heart of Pedagogical Practices (PP) make explicit what teachers put into practice and reflect on before, during and after their interaction with students in all learning contexts. Our curriculum provides learning experiences for our students to actively interact and bond with others. All rights reserved. These beliefs, which place every student at the heart of our educational decisions, guide the design and implementation of our curriculum. These beliefs, which place every student at the heart of our educational decisions, guide the design and implementation of our curriculum. As such, we design assessments with clarity of purpose, to provide our learners and us with feedback to address learning gaps and improve teaching practices. When children find meaning in learning, they are motivated and challenged, and take ownership of their learning. We believe in holistic education. The Singapore Curriculum Philosophy describes our roles, and those of our students’, in the process of teaching and learning. We help learners understand that by thinking about their own thinking, they can monitor, assess and improve their learning. when assessment is used to address children’s learning gaps. Through this, they learn to embrace diversity and collaborate with people from different backgrounds. 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