Curriculum Redesign INFORMATION GUIDE - FOR STUDENTS AND PARENTS - Ministry of Education
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DUNMAN
HIGH SCHOOL
Curriculum
Redesign
INFORMATION GUIDE
FOR STUDENTS AND PARENTS
OUR DUNMANIAN ODYSSEY,
YOUR DUNMANIAN EDGE
WHAT IS OUR
Curriculum
Redesign?
2
What is our Curriculum Redesign?
The redesign of our Dunman
High Programme (DHP) consists
of the following:
Subject-based Banding of D1 and
D2 at Upper Secondary –
for differentiation of learning
Elective Modules focusing on Connections, Practice
and Identity from Year 1 to Year 4 –
for student-centric learning
Academies to support the spiral progression of
learning through subject-based banding and
Elective Modules
Leveraging our strengths
Biculturalism
Character Development
Dunmanian
Leadership
STEAM Education
Academy
STEAM Biculturalism
Academy Academy
3
WHY THE
Redesign?
4
External Landscape Changes
Key Points:
• No guarantee that a university degree
will get you a job or high income.
• High youth unemployment and
underemployment rates in many DCs.
• Gig economy: risk of a high-skill,
low-wage future
• Soft skills competency gives graduates
the edge in job market.
5
External Landscape Changes
Convergence of Information
Technology and Operational
Technology, Internet of
Things, Big Data, Cloud,
Advanced Robotics, and
Artificial Intelligence etc.
Prepare students to acquire exposure and
literacy relevant to Industry 4.0 – cyber-
physical systems becoming embedded in our
everyday life and workplace.
10 Most In-Demand Skills
1 Data Literacy 6 Emotional Intelligence
2 Critical Thinking 7 Cultural Intelligence
3 Tech Savviness 8 Leadership Skills
4 Adaptability & Flexibility 9 Judgement & Complex Decision-making
5 Creativity & Innovation 10 Collaborative and Team-working Skills
6
Education Landscape Changes
Key Points:
• Boost independent and curiosity-driven learning – HBL if done • Need for interdisciplinary learning to be ready for a rapidly
frequently, will inculcate these as a life-long learning habit. changing world – need for versatile, adaptable lifelong learners.
Key Points:
• Provide multiple pathways for • Help students develop attitudes • Create more interdisciplinary
students to hone their strengths and skills beyond book knowledge. learning to support career mobility
with subject-based banding, where The way forward is to emphasise for a more dynamic and uncertain
students can take subjects at a our competitive advantage and our future. Nurture the ability to see
higher or lower level based on their human strengths - the ability to the broader connection of things
strengths. This extends beyond build relationships with one another, and to work seamlessly across
schools to tertiary education. to collaborate and work in teams, different disciplines, because often
to be able to think creatively... to it is in the borders or the gaps
brainstorm and challenge one another between disciplines where we find
and develop better solutions together. opportunities for new discoveries,
and we can advance the frontiers of
knowledge.
External Landscape Educational Landscape
Changes Changes
Review & Redesign
Engender Student
Enhance Dunmanian DNA Expand Affordances of IP
Ownership of Learning Enliven the Dunmanian
– values, dispositions and – a more elastic curriculum
– more flexibility in Experience
competencies to be future ready and co-curriculum
learning choices
7
Curriculum Redesign to
Enhance Dunmanian DNA
“…the strengthening of the Dunmanian DNA, to nurture
Dunmanians to be future ready, anchored on sound
values, always be prepared to put their best foot forward,
embrace and adapt to the changing landscape, seize and
create opportunities, and within their chosen field make a
difference to those whom they care about, whom they are
serving and leading.”
“如果你们用昨天的知识面对今天的挑战，
你们可能会失去明天的机会。”
Mr Tony Low, Principal
8
HOW DOES THE
Redesigned
Curriculum
WORK?
9
Our Curriculum Redesign Components
1. Differentiated Subject Options:
2. Elective Module (EM) Choices
D1 and D2 Core Subjects
Upper Secondary Year 1 to Year 4
D1 is the main or default option for students. EMs are differentiated based on their
D2 is for students interested or inclined to deepen their core • areas of focus (Biculturalism, Leadership & STEAM)
learning in (a) particular subject(s). • nature of learning (Connections, Practice & Identity)
• levels of complexity (Exposure & Mastery)
Interest-based application, • duration (from one term to two years).
Merit-based selection
Interest-based application and selection
D2 is optional, and students can choose up to (with exception of MOE, research and competition-based EMs -
two subjects to read D2 option for these will be merit-based selection)
Same GPA Weighting for D1 and D2 No GPA Weighting; Tiers of Achievement
1 Selection of Core Subjects YEAR 3 (2022)
YEAR 4 (2023)
Upper Secondary Biculturalism Academy STEAM Academy Leadership Academy
(BA) (SA) (LA)
Compulsory Subjects English Language Mathematics 1 Active Citizenry Education,
(no differentiated options) Higher Chinese Co-Curricular Activities,
Character and Citizenry Education,
Physical Education
Compulsory Subjects - Mathematics 2 -
(D1 or D2 options) Chemistry
Read at least 1 & up to 2 other Geography Biology -
Subjects per Academy History Physics
(D1 or D2 options) Literature in Chinese
Literature in English
Additional Subjects Art Special Programme (ASP) - -
(Optional) Music Elective Programme (MEP)
Third Language
Note 2: Students can choose to sign up Note 1: Excluding EL, HCL and Math 1 (with no D1/D2 options), students can choose
to read up to two D2 subject options.
Selection is based on merit. • 4 SA and 1 BA D1/D2 subjects (GPA ≥ 2.8)
• 3 SA and 2 BA D1/D2 subjects (GPA ≥ 2.8)
• 3 SA and 1 BA D1/D2 subjects
Note 3: This piece of information will
supersede the information provided in the Maximum 8 subjects from BA and SA, and up to 1 additional subject (ASP/MEP/Third
Student Handbook (Pg. 29). Language)
102 Elective Module Choices
• Read at least 1 EM and up to 2 EMs per year in Upper Secondary
• Choose Top 5 choices from list of 32 EMs or Self-Initiated EM
Students may select the EMs of their choice based on the following interests and considerations:
EM AREAS OF FOCUS EM NATURE OF LEARNING EM COMPLEXITY
Biculturalism Academy (BA) Practice EMs Exposure EMs
• EMs pertaining to the Aesthetics, •E
Ms that relate more to application in • EMs that seek to expose students to
Humanities and Languages real-world and/or academia context selected topics, skills and/or concepts
•F
or students who prefer experiential • Serves as a form of “teaser” introduction
STEAM Academy (SA) learning for students to learning beyond D1 and/
• EMs pertaining to the Mathematics and or D2.
Sciences Connections EMs
•E
Ms that have interdisciplinary links Mastery EMs
Leadership Academy (LA) across subjects or Academies • EMs that seek to increase students’
• EMs pertaining to student leadership, •F
or students who prefer to draw and mastery in skills or knowledge.
CCA, VIA and careers and higher connect the dots between subjects • Usually linked to talent development
education programmes and competitions
Identity EMs
Self-Initiated EMs •E Ms that relate to growing and
• EMs proposed by students, and sharpening the sense of self-identity
approved by school •F or students who prefer to explore and
reflect on their growth as well as in
relating to others
BASA - Collaboration between Biculturalism Academy and STEAM Academy
BALA - Collaboration between Biculturalism Academy and Leadership Academy
LASA - Collaboration between Leadership Academy and STEAM Academy
3 Elective Modules Classification
Examples of how students can understand the EM classification:
BA-C303E: BALA-I301E: SA-P312M:
BA: BALA: SA:
Offered by a subject in Biculturalism Collaboration between Biculturalism and Offered by a subject in STEAM Academy
Academy e.g. Chinese or History Leadership Academies e.g. Math or Chemistry
C: I: P:
Nature of learning is “Connections” Nature of learning is “Identity” Nature of learning is “Practice”
E: E: M:
Complexity of learning is “Exposure” Complexity of learning is “Exposure” Complexity of learning is “Mastery”
3: Year 3 3: Year 3 3: Year 3
03: numbering of EM 01: numbering of EM 12: numbering of EM
11WHAT
Options Choices
OR
DO YOU HAVE?
12REDESIGNED
CURRICULUM –
Upper Secondary
Subjects
13Biculturalism Academy
English
Critical Thinking and Effective Communication for Life
Areas of Learning: Language Skills:
- Listening and Viewing
Students listen to and view multimodal texts like podcasts, videos, movies and plays to gain multiple perspectives and
knowledge.
- Reading and Viewing
Students read and view a range of print and non-print texts in multiple genres to gain an understanding of text types, how
language is used to create intended effects and also to gain multiple perspectives of current affairs.
- Speaking and Representing
Students present their views and opinions via various platforms like group discussions, oral presentations, debates,
Socratic Seminars and TEDTalks. Through different ways of representing their views, students learn to effectively engage
in civic discourse and critically evaluate multiple perspectives.
- Writing and Representing
Students also present their views in writing of informative, discursive and argumentative texts by presenting their views
logically, considering arguments and counter-arguments and resolving issues and presenting recommendations to
problems in a balanced way. Through writing and representing, students learn to think critically and effectively present
their own views in an empathetic manner.
- Grammar and Vocabulary
Grammar and vocabulary underpin all aspects of language learning. These skills are infused into language lessons when
students present their views in both written and spoken form.
Assessment Information Year 3
WA 1 - Persuasive Speech
WA 2 - Analysis of Visual Text
WA 3 - Comprehension
End-of-Year Exam
Year 4
WA 1 - TEDTalk
WA 2 - Mid-Year Examination
WA 3 - Socratic Seminar
End-of-Year Exam
Extension Learning Opportunities - Bicultural Fortnight
Students get to engage in language games, library visits, watch plays and attend assembly talks by invited speakers on a
variety of topics of interest.
Students also get to engage in exchanges with each other through debates and oratorical competitions during the
Fortnight.
- Language Skills Competitions
Students who are interested can sign up for competitions like the Plain English Speaking Awards, The Queen’s
Commonwealth Writing Competition and other writing competitions.
14Higher Chinese
思辨创新，乐学善用
Content Focus 除了重视技能的培养，本课程还注重与生活的联系，力求提高学生的语言能力、人文素养和通用能力，帮助学
生更好地了解自己、融入社会、放眼世界。
Year 3
• 感恩之心
• 科普园地
• 成功的阶梯
• 人生智慧
• 给予和关怀
• 了解自己
• 寓言故事
Year 4
• 生活态度
• 文化探索
• 情系自然
• 感悟哲理
Curriculum Skills 本课程以技能为导向，培养学生：
• 聆听能力
• 口语表达能力（能针对比较复杂的话题，表达看法和感受、能在不同场合与人有效地交流、能发表简短的演
讲）
• 阅读能力 （能阅读复杂的实用性语料、能较深入地欣赏文学性语料）
• 书面表达能力（能写记叙文、说明文和议论文，能综合运用各种表达方式，能写复杂的实用文，并进行简单
的文学创作）
• 语言交际能力（综合以上技能）
• 通用能力（思维能力、自学能力、使用资讯科技进行学习的能力、跨文化沟通技能、批判性思维、社交技能
与情绪管理能力）
Assessment Information 中三
WA 1 - 试卷二
WA 2 - 试卷一
WA 3 - 试卷二
年终考试
中四
WA 1 - 试卷二
WA 2 - 年中考试
WA 3 - 试卷二
年终考试
Extension Learning Opportunities • 双文化双周活动
• 校内各年级华文比赛
• 由专业指导老师开办的华文类工作坊，专家讲座等
• 文化随意门活动，如体验剧场、观赏华文类戏剧表演和活动等
• 学习之旅（如参观“春到河畔”，参与华族文化中心的活动等）
• 考试后华文相关活动，如欣赏多元种族文化和传统习俗等
除了强化口语互动与书面互动能力，本课程还提供真实性语料与情境，让学生有更多机会使用华语交流。调整
中的新课程着重注入更多文学、文化元素，结合新闻、科技进行教学，以帮助学生成为乐学善用的华文学习
者。
本课程大量运用时事性材料进行延伸学习，学生广泛阅读和讨论国内外新闻时事，从而锻炼学生的思辨能力，
扩大学生的国际视野。
中四全级学生还将修读半年的双语课程，以锻炼他们的英汉翻译技能，了解不同的语言和文化之间的异同，培
养跨文化能力。
此外，对于一些华文能力较强的学生，我们会为他提供很多机会，包括提供写作、辩论和翻译培训，参加各类
华文比赛。对兴趣浓厚的学生，还可以在中三和中四修读语文特选课程和双文化课程，甚至有机会获颁教育部
的相关奖学金。
15Geography
D1 is suited for all students, and who are... D2 is suited for students who also want to...
Understanding our Dynamic World through Examining our Complex World through Active
Geographical Lens Geographical Learning
- interested to understand what is changing in our physical and - learn through active engagement in fieldwork and discussions
human environments through experiential learning such as - develop advanced research skills
fieldwork; - conduct independent and collaborative investigative research
- keen to learn why and how our physical and human environments - develop extended writing skills
have been changing and will continue to evolve;
- appreciative of how the human condition and experiences vary
over space and time;
- motivated to learn more about our individual and community
responsibility to the world.
Content Year 3 - Interconnections between Humans & Nature In addition to D1 areas of study, students reading D2 Geography will
Focus Unit 1: The Restless Earth – Significance of the Plate Tectonic have the autonomy to pursue an independent research study topic
Theory of their choice with teacher approval.
Unit 2: Dynamic Coasts – Coastal Geography
Unit 3: Up and Above – Variable Weather & Climatic Phenomenon Examples of independent research study topics include:
- ASEAN countries’ coastal protection measures against sea level
Year 4 - Achieving Sustainable Development rise and assess the effectiveness of these strategies (Year 3)
Unit 1: Are We Heading Towards a Population Crisis? – Population - factors behind the success and failure stories for Covid-19
Geography management (Year 4)
Unit 2: A Matter of Life and Death – The Geography of Health & - changing diets and growing obesity in ASEAN countries (Y4;
Diseases cross-unit)
Unit 3: Feeding 10 Billion by 2050 – The Geography of Food
Curriculum Geographical Inquiry Skills: In addition to D1 skills, students reading D2 Geography will have the
Skills - conduct primary and secondary research methods additional opportunity to extend their:
- data presentation and analysis
- drawing conclusions Geographical Inquiry Skills:
- evaluation and reflection - hypothesis-setting and fieldwork planning
- outdoor fieldwork skills for the Y3 unit on Dynamic Coasts
Data Interpretation Skills:
- interpret and understand a range of data types Writing Skills:
- describe and account for trends, relationships and anomalies - evaluation of different factors or perspectives of an issue, with the
observed in the data use of appropriate weighing criterion and logical reasoning
Writing Skills:
- coherent presentation of balanced arguments that are supported
with evidence
- express viewpoints and insights that resonate with the arguments
and conclusions made
Assessment Year 3 Year 3
Information WA 1 - Aseismic Model Project WA 1 - Aseismic Model Project with Extension Task
WA 2 - Level Test WA 2 - Level Test (same as D1)
WA 3 - Assignment on Open-Ended Questions WA 3 - Independent Research Study
End-of-Year Examination End-of-Year Examination (same as D1)
Year 4 Year 4
WA 1 - Geographical Investigation Task WA 1 - Geographical Investigation Task with Extension Task
WA 2 - Mid-Year Examination WA 2 - Mid-Year Examination (Same as D1)
WA 3 - Assignment on Open-Ended Questions WA 3 - Independent Research Study
End-of-Year Examination End-of-Year Examination (same as D1)
Disciplinary - Guided Concept-Based Inquiry Learning - Open Concept-Based Inquiry Learning (student-led, teacher
Teaching and - Experiential learning through authentic fieldwork for Geograhpical facilitated)
Learning Investigation projects - Experiential learning through authentic fieldwork for typical topics
Approach for learning in general (e.g. coastal fieldwork) and for Geographical
Geography Investigation projects
Extension Students can sign up for local learning journeys (when available). Fieldwork Learning Journeys for D2 students e.g. coastal fieldwork
Learning @ ECP
Opportunities
Students may also sign up for the following (subject to availability):
1. ASEAN Overseas Learning Journey (with Bicultural Studies
Programme)
2. Expert Sharing
3. Local Learning Journeys
16History
D1 is suited for all students, and who are... D2 is suited for students who also want to...
The Making of the Modern World: Understanding History in Practice: A Historical Inquiry into the
Change through Driving Forces of History Making of the Modern World
- interested in the origins and workings of political systems and - conduct historical research collaboratively and independently,
international relations of the 20th century, - participate in historical debates and seminars; and
- motivated to explore their connections to current and future - study how historians work and how the past is being conserved.
political developments in the 21st century,
- interested to carry out inquiries into key historical issues; and
- eager to participate in historical discussion.
Content Year 3: Ideologies, Revolutions and Political Developments in In addition to D1 areas of study, students reading D2 History will
Focus the Modern Era have the autonomy to propose investigation of one issue for
Unit 1: Society, Economy and Ideologies – The Search for Liberty, their independent study module (based on existing scope or to
Equality and Fraternity since 1789: Political Revolutions be proposed by the student with teacher approval) to explore and
Unit 2: Technology, Economy and Society – The Industrial Revolution investigate .
and European Imperialism in Southeast Asia
Unit 3: Power, Ideologies and Society – The Rise of Authoritarian Examples of Independent Study Module are:
Regimes and the Impacts of their Ideologies (Communism, Nazism) - Investigate Mao’s Great Proletarian Cultural Revolution (1966 -
on Societies 1976) and analyse its legacy on party politics within the Chinese
Communist Party (within scope of Unit 3),
Year 4: Power, Conflict and International Relations in the 20th - Investigate the history of the military junta in Myammar and
Century analyse why it was so difficult for democracy to develop in
Unit 4: Power, Economy and War – WWII in Europe and in the Asia- Myammar (beyond Year 3 scope of topics).
Pacific
Unit 5: Ideologies, Economy and Power – Origins of the Cold War
Unit 6: Ideologies, Society and War – Cold War Conflicts in Asia
(Malaya and Vietnam)
Unit 7: Ideologies, Economy and Society – The End of the Cold War
Curriculum Historical Inquiry Skills: - In addition to D1 skills, students reading D2 History will learn
Skills Conduct investigation into key historical issues of the 20th century additional focus on
using primary and secondary sources.
- Find out important facts about the inquiry issue; Research Skills:
- Understand what the sources are telling us about the issue; - craft a historical inquiry, gather resources and analyse the
- Apply their understanding to address the inquiry; evidence to address the inquiry on their own;
- Analyse the implications of the evidence to the inquiry; - critique various viewpoints and construct their own argument
- Evaluate credibility of evidence; based on a balanced and nuanced analysis of evidence available.
- Create a viable hypothesis to the inquiry.
Source Interpretation Skills:
- Inference,
- Compare and contrast,
- Checking reliability,
- Checking utility,
- Making conclusions
Writing Skills
- coherent presentation of balanced arguments that are supported
with evidence
- express viewpoints and insights that resonate with the arguments
and conclusions made
Assessment Year 3 Year 3
Information WA 1 - History Opinion-editorial WA 1 - Independent Study Module (Inquiry Proposal)
WA 2 - Level Test WA 2 - Level Test (same as D1)
WA 3 - History Inquiry Task WA 3 - Independent Study Module (Inquiry Report)
End-of-Year Examination End-of-Year Examination (same as D1)
Year 4 Year 4
WA 1 - History Inquiry Task WA 1 - Independent Study Module (Inquiry Proposal)
WA 2 - Mid-Year Examination WA 2 - Mid-Year Examination (same as D1)
WA 3 - History Centennial Poster WA 3 - Independent Study Module (Inquiry Report)
End-of-Year Examination End-of-Year Examination (same as D1)
Disciplinary - Guided Concept-Based Inquiry Learning - Open Concept-Based Inquiry Learning (student-led, teacher
Teaching and facilitated)
Learning
Approach for
History
Extension Students can sign up for webinars conducted by historians, and to Students may also sign up for the following (subject to availability):
Learning engage in online sharing on selected history topics
Opportunities 1. ASEAN Overseas Learning Journey (with Bicultural Studies
Programme)
2. Learning Journey to Institute of Southeast Asian Studies and/or
National Archives of Singapore
3. Seminars conducted by historians on selected topics
17Literature in English
D1 is suited for all students, and who are... D2 is suited for students who also want to...
The Text and I - The Text and Beyond -
Making Connections Becoming Empathetic Global Thinkers
- holding a love of reading and critical analysis of how words create - engage their strong language ability with texts in different contexts
meaning. - apply strong critical reading and analytical skills with texts.
- motivated to develop perspective-taking from text - explore themes across different genres of writing using parallel
texts
- delve deeper into understanding of Literature through research
Content Genres In addition to D1 areas of study, students reading D2 Literature in
Focus - Local Short Stories using Set Text (Year 3) English will also learn the following:
- Unseen Poetry Analysis (Year 3 and 4)
- Drama (Year 4) Year 3
- Navigating Short Stories from different cultures
Areas of Study (Year 3 and Year 4) - Understanding different plot structures
- Plot, Setting, Style, Themes, Characterisation - Negotiating complexities and ambiguities in perspective-taking
- Literary devices and how meaning is created in poetry
- Understanding the short story and drama genre
- Understanding Poetry: Meaning-making through form and use of Year 4
literary devices - Comparing and analysing poetry
- Understanding concept of Shakesperean Tragedy and Modern
Tragedy (the formula and comparison of Shakespearean vs.
Modern tragedy e.g. Macbeth vs Arthur Miller’s Death of a
Salesman)
- Exploring famous soliloquies from a range of Shakespearean
tragedies
Curriculum - Conventions of prose, poetry and drama In addition to D1 skills, students reading D2 Literature in English will
Skills - Different types of characterisation, use of Points of View also learn and apply the following:
- Synthesis of plot and characterisation for meaning-making (for
appreciation of theme(s)) - Creative writing skills by understanding the craft of writing
- Text comparative and analysis skills
- Text transformation skills (e.g. Macbeth for Kids, From Print to
Screen)
- Unseen poetry debate skills
Assessment Year 3 Year 3
Information WA 1 - A Writer’s Craft: Original Poetry Creation and Presentation WA 1 - Original Spoken Word Poetry Creation, Performance and
WA 2 - Set Text (Prose) Passage Based Question Presentation
WA 3 - The Reader Between: Set Text (Prose) Creative Product and WA 2 - Practical Criticism: Comparative Short Stories
Presentation WA 3 - Original Short Story Creation and Presentation
End-of-Year Examination End-of-Year Examination (Same as D1)
Year 4 Year 4
WA 1 - Poetry Reading and Analysis Presentation WA 1 - Poetry Comparison and Analysis Presentation (Same as D1)
WA 2 - Mid-Year Examination WA 2 - Mid-Year Examinations (Same as D1)
WA 3 - Role Play and Analysis WA 3 - Creative Portfolio (self-selected creative pieces) and Role
End-of-Year Examination Play
End-of-Year Examination (same as D1)
Disciplinary - Use of Creative Artefacts and Role Play In addition to D1 T&L Approach, D2 T&L Approach will also use
Teaching and - Exploratory Talk (making connections to self and Society)
Learning - Inquiry through Dialogue - Literary Circles (students take on different roles within a group
Approach for - Use of Reflection Journals and explore Big Questions Themes in Text Independently before
Literature in Group sharing and teacher debrief)
English
- Extensive use of the Literary Response Framework (LRF) i.e.
using different lenses, making connections to self, society, other
texts, other readers and the World
Extension Students can sign up for literary workshops, plays and In addition to D1 opportunities, D2 students can also sign up to
Learning performances, as well as to participate in the National Schools participate in GEB Research Symposium by submitting a proposal.
Opportunities Literature Festival. They will also create their Creative Portfolio, as well as to initiate
participation in the Enrichment Text Study and Presentation.
18Literature in Chinese
D1 适合以下同学修读: D2 为以下同学特设:
文学乐园 文学伴我行
- 对华文文学有基本兴趣 - 对华文文学有一定的热忱
- 希望提升自身文学素养的同学 - 提升自身文学素养
- 参与更多的文学活动
- 必须参加中学华文语文特选课程（Chinese Language
Elective Programme，简称 CLEP-Sec。有“奖学金类”和“非
奖学金类”供学生选择。)
Content 中三 除了D1所学内容和技能外，D2还包括：
Focus 1. 古代诗词 中三
2. 现当代诗歌 1. 戏剧的时代背景分析
3. 戏剧（基本要素） 2. 课外文学作品的艺术手法分析和鉴赏*
4. 课外文学作品赏析（剖析主题）
中四
中四 1. 戏剧的时代背景与现实意义分析
1. 现当代短篇小说和微型小说 2. 课外文学作品的艺术手法分析和鉴赏*
2. 现当代长篇小说
3. 戏剧（基本要素）
4. 课外文学作品赏析（剖析主题）
Curriculum 【总目标】 【总目标】
Skills 培养学生阅读华文文学作品的兴趣，加强他们对华文文学作品 培养学生阅读华文文学作品的兴趣，加强他们对华文文学作
的赏析能力和批判性阅读能力，提升他们的人文素养，加深他 品的赏析能力和批判性阅读能力，提升他们的人文素养，加
们对华族文化的理解和认同。 深他们对华族文化的理解和认同，并具备基本创作和学术论
文写作能力。
【分项目标】
1. 能领会文学作品的内涵 【分项目标】
2. 能欣赏文学作品的特色 除了D1 课程技能（能领会文学作品的内涵、能欣赏文学作品
3. 能诠释文学作品的主题 的特色、能诠释文学作品的主题、能交流心得）以外，D2 课
4. 能交流心得 程技能还包括以下技能目标：
1. 能实践与运用
2. 能创作文学作品
3. 研究探索能力
Assessment 中三 中三
Information WA 1 - 古代诗词赏析 WA 1 - 古代诗词赏析 (和D1一样）
WA 2 - 现当代诗歌赏析 WA 2 - 现当代诗歌赏析 (和D1一样）
WA 3 - 戏剧赏析论文 WA 3 - 戏剧赏析论文+课外文本分析
年终考试 年终考试 (和D1一样）
中四 中四
WA 1 - 现当代短篇小说和微型小说赏析 WA 1 - 现当代短篇小说和微型小说赏析 (和D1一样）
WA 2 - 年中考试 WA 2 - 年中考试 (和D1一样）
WA 3 - 戏剧赏析 WA 3 - 戏剧赏析论文撰写与口头报告
年终考试 年终考试 (和D1一样）
Disciplinary 1. 差 异教学：学生可在进行论文撰写时，根据指定范围自拟 1. 差 异教学：学生可在进行论文撰写时，根据指定范围自拟
Teaching and 论文题目） 论文题目）
Learning 2. 混合式学习：结合一些线上平台（如：新加坡学生学习平 2. 混合式学习：结合一些线上平台（如：新加坡学生学习平
Approach in 台（SLS）、谷歌教室、Padlet、IG: dhs.casuarina等） 台（SLS）、谷歌教室、Padlet、IG: dhs.casuarina等）
Literature in CL 3. 自主学习 3. 自主学习
4. 协作学习 4. 协作学习
Extension 1. 文学工作坊（学生凭意愿参与） 除了D1学习机会，D2还包括：
Learning 2. 戏剧鉴赏 1. 全国语特营、文艺营、作家讲座等活动。
Activities 2. 沉浸式学习氛围：新厚德轩学习空间
3. “放眼世界 学贯中西” 活动 （Beyond Classroom
Programme）
4. 参与“木麻黄乐园”和“德明早间新闻”的制作或播报活动
19STEAM Academy
Mathematics 1
Mathematics as a Fundamental Tool for the Human Race
Content Focus Year 3
Number and Algebra
1. Simultaneous Non-linear Equations
2. Indices and Surds
3. Quadratic Expressions and Equations
4. Set Theory
5. Graphs of Functions
Geometry and Measurement
6. Congruence and Similarity
7. Coordinate Geometry
8. Geometrical Properties of Circles
9. Circular Measure
Statistics and Probability
10. Probability
Year 4
Number and Algebra
1. Binomial Theorem
2. Matrices
Geometry and Measurement
3. Applications of Trigonometry
4. Equations of Circles
5. Vectors in Two Dimensions
Statistics and Probability
6. Statistics
Curriculum Skills Problem-Solving Skills:
- Numerical Calculation
- Algebraic Manipulation
- Spatial Visualisation
- Data Analysis
- Measurement and Estimation
Mathematical Process Skills:
- Reasoning
- Communication
- Modelling
- Thinking Skills and Heuristics
Assessment Information Year 3
WA 1 - Extended Problems in Real World Context
WA 2 - Level Test
WA 3 - Math Modelling
End-of-Year Examination
Year 4
WA 1 - Math Modelling
WA 2 - Mid-Year Examination
WA 3 - Level Test
End-of-Year Examination
Disciplinary Teaching and Learning -Inquiry-Based Learning for conceptual learning through activities such as in-class discussion, student-and-teacher discourse,
Approach for Mathematics 1 elaboration of concepts via application in problem solving, and evaluation of solutions and error analysis.
Extension Learning Opportunities Learning Festival / STEAM Week
- Exposure to the application of mathematics in STEAM e.g. machine learning
Events organised by Gifted Education Branch
- Math Enrichment Week
- Math Seminar
Competitions
- Singapore Mathematical Olympiad
- American Mathematics Competition
- Australian Mathematics Competition
20Mathematics 2
D1 is suited for all students, and who are... D2 is suited for students who also want to...
Mathematics as the foundation of STEAM Mathematics as the language in STEAM
- interested to build a good foundation in Mathematics to support -learn more advanced mathematics to navigate in Scientific
Scientific investigation, and acquire thinking skills required in the discovery, and apply mathematical problem solving skills in
study of Engineering and Technology. related fields of Engineering and Technology;
- strengthen mathematical skills to understand deeper
mathematical concepts like those in H2 Further Mathematics;
- acquire advanced knowledge and skills for higher education and
careers related especially to STEAM.
Content Year 3 In addition to the areas of study in D1, D2 Mathematics 2 will
Focus Algebra provide opportunities for students to extend the scope of learning
1. Quadratic Functions and Inequalities in breadth and depth. In D2 Mathematics 2, the topics introduced in
2. Polynomials Mathematics 1 and D1 Mathematics 2 would be covered in greater
3. Functions depth. Furthermore, students would learn additional topics to
expand their breadth of mathematical knowledge and skills at a
Geometry and Trigonometry more advanced level.
4. Trigonometric Ratios and Graphs
5. Simple Trigonometric Identities and Equations For example, students would learn:
Year 4 Year 3
Algebra 1. Mathematical Induction
1. Exponential and Logarithmic Functions 2. Conics
2. Partial Fractions
Year 4
Geometry and Trigonometry 1. Advanced Matrices
3. Further Trigonometric Identities and Equations 2. Extension to Differentiation and Integration
4. Linear Law
Calculus
5. Differentiation
6. Applications of Differentiation
7. Integration
8. Applications of Integration
Curriculum Problem-Solving Skills Problem-Solving Skills
Skills - Algebraic Manipulation - Algebraic Manipulation
- Spatial Visualisation - Spatial Visualisation
Mathematical Process Skills Mathematical Process Skills
- Reasoning - Reasoning
- Communication - Communication
- Modelling - Modelling
- Thinking Skills and Heuristics - Thinking Skills and Heuristics
- Metacognition - Metacognition
Assessment Year 3 Year 3
Information WA 1 - Level Test WA 1 - Level Test
WA 2 - Error Analysis WA 2 - Error Analysis
WA 3 - Performance Task WA 3 - Performance Task
End-of-Year Examination End-of-Year Examination
Year 4 Year 4
WA 1 - Error Analysis WA 1 - Error Analysis
WA 2 - Mid-Year Examination WA 2 - Mid-Year Examination
WA 3 - Performance Task WA 3 - Performance Task
End-of-Year Examination End-of-Year Examination
Disciplinary Inquiry-Based Learning for conceptual learning through activities Inquiry-Based Learning for conceptual learning through activities
Teaching and such as in-class discussion, student-and-teacher discourse, such as in-class discussion, student-and-teacher discourse,
Learning elaboration of concepts via application in problem solving, and elaboration of concepts via application in problem solving, and
Approach for evaluation of solutions and error analysis. evaluation of solutions and error analysis.
Mathematics
2 In addition, D2 students engage further in the Mathematics inquiry
process through Constructivist Learning Design inquiry mode
(for example, in the proof of theorems and formula). They would
construct knowledge via deep thinking and application of prior
knowledge to learn new concepts and form new knowledge on their
own.
Extension Learning Festival / STEAM Week In addition to D1 extension of learning opportunities, D2
Learning - Exposure to the application of mathematics in STEAM e.g. Mathematics 2 students will also have opportunities to partake
Opportunities machine learning in the:
- Singapore Mathematics Project Festival
Events organised by Gifted Education Branch - Singapore Science and Engineering Fair
- Math Enrichment Week
- Math Seminar
Competitions
- Singapore Mathematical Olympiad
- American Mathematics Competition
- Australian Mathematics Competition
21Biology
D1 is suited for all students, and who are... D2 is suited for students who also want to...
Biology...Understanding how life works Biology...learn about life.. learn for life
- interested to explore and understand the science of life and living learn how to conduct experiments and investigations to gain
organisms, in particular the workings of plants and human beings. greater depth in understanding of biological processes, and to
- curious to learn about the basic molecular, cellular, tissue, cultivate resilience in the face of ambiguity and failure during the
processes and systems that allows plants and humans to live and conduct of experimental work.
thrive.
- appreciative of real life applications of biology and related diseases
in our daily lives and world
Content Students would demonstrate scientific knowledge and In addition to D1 areas of study, D2 Biology will provide
Focus understanding of the following: opportunities for students to extend their learning in Biology by
building on and extending the knowledge in various D1 topics which
Year 3 Topics would be covered in greater depth. For example, students would
1. Biological Molecules deepen their understanding in the immunology, and extend their
2. E
nzymes appreciation with types of immunity.
3. Cells, Bacteria & Viruses
4. Transport in Cells D2 students would be exposed to more practical work so as to build
5. Human Digestive System strong foundational concepts in Biology to propose hypothesis, plan
6. Plant Nutrition experiments and carry out their own plans and evaluate them.
7. Human Circulatory System
8. Plant Transport
9. Respiration & Respiratory System
Year 4 Topics
1. Homeostasis
2. Nervous System
3. Eye
4. Endocrine System
5. Excretion
6. Human Reproduction
7. Molecular Genetics
8. Cell Division
9. Inheritance and Natural Selection
Curriculum Scientific Process Skills in Experimental Work: In addition to D1 skills, students reading D2 Biology would sharpen
Skills - Observation their scientific process and criical thinking skills during the planning
- Comparison and evaluation of their experiments.
- Organisation
- Prediction Students would:
- Experimentation - propose and plan experiments in groups and individually;
- Evaluation - exercise critical thinking to plan investigations to open ended
- Application problems
- use their practical skills to carry out investigations and process
Data and Information Skills: skills for analysis of data
1. data analysis (analytical thinking skills), - critique their own experiments
2. identification of patterns and trends (critical thinking skills), - demonstrate scientific communications through presentations
3. interpretation (inferring skills),
4. making hypothesis and predictions (predicting and decision-
making skills)
Assessment Year 3 Year 3
Information WA 1 - Written Assessment WA 1 - Written Assessment (Same as D1)
WA 2 - Written Assessment WA 2 - Written Assessment (Same as D1)
WA 3 - Practical Test WA 3 - Experimental Planning Task
End-of-Year Examination End-of-Year Examination (Same as D1)
Year 4 Year 4
WA 1 - Written Assessment WA 1 - Written Assessment (Differentiated)
WA 2 - Mid-Year Examination WA 2 - Mid-Year Examination (Same as D1)
WA 3 - Practical Examination WA 3 - Practical Examination (Same as D1)
End-of-Year Examination End-of-Year Examination (Same as D1)
Disciplinary Guided Inquiry-Based Learning with experimental, hands-on - Inquiry-Based Learning with enhanced experimental, hands-on
Teaching and learning application learning application.
Learning - Greater emphasis on discussion and practical work for Concept-
Approach for based Learning
Biology
Extension - Practical Investigative Tasks - Dissection of Heart and Eye - Practical Investigative Tasks - Dissection of Heart, Eye, Stomach
Learning - Workshops and Learning Journeys and Kidney
Opportunities - Workshops and Learning Journeys
- Talks with Professionals
22Chemistry
D1 is suited for all students, and who are... D2 is suited for students who also want to...
Chemistry, the Central Science Unveiling The Beauty of Chemistry
- interested to explore and understand natural science that deals - learn how to conduct experiments and investigations to gain
with the composition of matter and the changes that it undergoes greater depth in understanding of chemical processes, and to
as a result of chemical reactions; cultivate resilience in the face of ambiguity and failure during the
- curious to learn how to explain various physical and chemical conduct of experimental work.
changes observed around us; and
- appreciative of real life applications of chemistry in our daily lives.
Content Students would demonstrate scientific knowledge and In addition to D1 areas of study, D2 Chemistry will provide
Focus understanding of the following: opportunities for students to extend their learning in chemistry by
building on and extending the knowledge in various D1 topics which
Year 3 Topics would be covered in greater depth. For example, students would
1. Separation Techniques deepen their understanding in the atomic structure, and extend their
2. Elements, Compounds & Mixtures appreciation with more types of chemical bonding and introduction
3. Atomic Structure to molecular structures.
4. Chemical Bonding & Structures
5. Kinetic Particle Theory D2 students would be exposed to more practical work so as to build
6. Acids, Bases & Salts strong foundational concepts in chemistry to propose hypothesis,
7. Qualitative Analysis plan experiments and carry out their own plans and evaluate them.
8. Stoichiometry & Mole concept
9. Energy Changes D2 students can also choose a Chemistry topic of interest to
research on, and to share with his peers the concepts learnt
Year 4 Topics through Show and Tell using a medium of their choice e.g. Power
1. Redox Reactions Point slides, videos, demonstration etc.
2. The Periodic Table
3. Speed of Reactions
4. Metals
5. Ammonia
6. Electrochemistry
7. Atmosphere
8. Organic Chemistry
Curriculum Scientific Process Skills in Experimental Work: In addition to D1 skills, students reading D2 Chemistry would
Skills - Observation sharpen their scientific process and criical thinking skills during the
- Comparison planning and evaluation of their experiments.
- Organisation
- Prediction Students would
- Experimentation - propose and plan experiments in groups and individually;
- Evaluation - exercise critical thinking to plan investigations to open ended
- Application problems
- use their practical skills to carry out investigations and process
Data and Information Skills: skills for analysis of data
1. data analysis (analytical thinking skills), - critique their own experiments
2. identification of patterns and trends (critical thinking skills), - demonstrate scientific communications through presentations
3. interpretation (inferring skills),
4.making hypothesis and predictions (predicting and decision-
making skills)
Assessment Year 3 Year 3
Information WA 1 - Written Assessment WA 1 - Written Assessment (Same as D1)
WA 2 - Written Assessment WA 2 - Written Assessment (Same as D1)
WA 3 - Practical Test WA 3 - Practical Test (Differentiated)
End-of-Year Examination End-of-Year Examination (Same as D1)
Year 4 Year 4
WA 1 - Written Assessment WA 1 - Written Assessment (Differentiated)
WA 2 - Mid-Year Examination WA 2 - Mid-Year Examination (Same as D1)
WA 3 - Practical Exam WA 3 - Practical Examination (Same as D1)
End-of-Year Examination End-of-Year Examination (Same as D1)
Disciplinary Guided Inquiry-Based Learning with experimental, hands-on - Inquiry-Based Learning with enhanced experimental, hands-on
Teaching and learning application learning application.
Learning - Greater emphasis on discussion and practical work for Concept-
Approach for based Learning
Chemistry
Extension - Learning Journey to Chemical Industries - Learning Journey to Chemical Industries
Learning - External Talks by Professionals/Experts - External Talks by Professionals/Experts
Opportunities
23Physics
D1 is suited for all students, and who are... D2 is suited for students who also want to...
Wander upon the fields of Physics Uncovering hidden potentials in Physics
- curious to discover the physical forces, interactions, and properties - learn how to design and conduct experiments and investigations
of matter; to gain verification of physical relationships, and to cultivate
- interested to study mechanics, waves, heat, electricity and resilience in the face of ambiguity and failure during the conduct of
magnetism; and experimental work.
- motivated to collect information from many physical sources such
as heat, light, sound, mechanics, electricity and magnetism to
come to conclusions about the physical world.
Content Students would demonstrate scientific knowledge and In addition to D1 areas of study, D2 Physics will provide
Focus understanding of the following: opportunities for students to extend their learning in Physics by
building on and extending the knowledge in various D1 topics,
Year 3 Topics: which would be covered in greater depth. For example, students
1. Reflection of Light would deepen their understanding in the area of mechanics, and
2. Practical Skills extend their appreciation with more types of motion such as
3. Physical Quantities, Units & Measurements projectile motion and introduction to Modern Physics.
4. Refraction of Light
5. Thin Lenses D2 students would be exposed to more practical work so as to build
6. General Wave Properties strong foundational concepts in Physics to propose hypothesis, plan
7. Electromagnetic Waves experiments and carry out their own plans and evaluate them.
8. Sound
9. Kinematics D2 are also allowed to demonstrate their creativity in designing a
10. Vectors & Scalars Physics toy that demonstrates a physics principle as part of our
11. Dynamics in-house learning activity, Physics Product Challenge.
12. Mass, Weight & Density
13. Turning Effects of Forces
14. Energy, Work & Power
15. Pressure
16. Kinetic Model of Matter
17. Temperature
18. Transfer of Thermal Energy
19. Thermal Properties of Matter
Year 4 Topics:
1. Thermal Properties of Matter
2. Static Electricity
3. Current Electricity
4. DC Circuits
5. Practical Electricity
6. Magnetism
7. Electromagnetism
8. Electromagnetic Induction
Curriculum Scientific Process Skills in Experimental Work: In addition to D1 skills, students reading D2 Physics would sharpen
Skills - Observation their scientific process and criical thinking skills during the planning
- Comparison and evaluation of their experiments.
- Organisation
- Prediction Students would
- Experimentation - propose and plan experiments in groups and individually;
- Evaluation - exercise critical thinking to plan investigations to open ended
- Application problems
- use their practical skills to carry out investigations and process
Data and Information Skills: skills for analysis of data
1. data analysis (analytical thinking skills), - critique their own experiments
2. identification of patterns and trends (critical thinking skills), - demonstrate scientific communications through presentations
3. interpretation (inferring skills),
4. making hypothesis and predictions (predicting and decision-
making skills)
Assessment Year 3 Year 3
Information WA 1 - Written Assessment WA 1 - Written Assessment (Same as D1)
WA 2 - Written Assessment WA 2 - Written Assessment (Same as D1)
WA 3 - Practical Test WA 3 - Practical Test (Differentiated)
End-of-Year Examination End-of-Year Examination (Same as D1)
Year 4 Year 4
WA 1 - Written Assessment WA 1 - Written Assessment (Differentiated)
WA 2 - Mid-Year Examination WA 2 - Mid-Year Examination (Same as D1)
WA 3 - Practical Exam WA 3 - Practical Examination (Same as D1)
End-of-Year Examination End-of-Year Examination (Same as D1)
Disciplinary Guided Inquiry-Based Learning with experimental, hands-on - Inquiry-Based Learning with enhanced experimental, hands-on
Teaching and learning application learning application.
Learning - Greater emphasis on discussion and practical work for Concept-
Approach for based Learning
Physics
Extension - External Talks by Professionals/Experts - External Talks by Professionals/Experts
Learning - Hands-on Workshops and Learning Journeys. - Hands-on Workshops and Learning Journeys.
Opportunities
24REDESIGNED
CURRICULUM –
Elective Modules
(EM)
25Year 3 Elective Module List
BA-C301E BA-P303E
From Print to Screen Radio Show
The module explores works of Literature that have been adapted for the silver screen. If you could decide what goes on radio, how would you choose to fill the airwaves? How
Specifically, students can expect to examine the directorial and adaptational choices would you balance the wishes of the audience, the needs of your advertisers and your
made when translating a work in print to the screen. Students will devise arguments, in own personal tastes? How would you captivate your audience and sustain their interest
dialogue and in writing, for whether these choices are effective and justified or not. in your radio programme? In this module, students will explore these questions and
other aspects of producing a radio show, ranging from writing and reading a script to
In doing so, students will gain a fresh perspective of the literary conventions that talking to co-hosts. Through the production of their very own radio show, students will
govern various literary forms, e.g. the short story, the play, the novel, and poetry. learn to present material with more organisation and confidence as they become more
Furthermore, in examining the directorial and adaptational choices made by directors assured public speakers.
and screenwriters, they will discover what is truly essential about a literary text, namely
story. As students argue for and against these choices, they will hone their persuasive
speaking and writing, and learn to identify and stretch the boundaries of the worldviews
from which they devise their arguments. BA-P304E
我是辩手：华文辩论
“Tug of Words”: Introduction to Chinese Debate
BA-C302E
你是否羡慕别人拥有雄辩的口才？您是否期待在开始辩论之前就已经胸有成竹、
Gods and Ghosts of Southeast Asia 信心百倍？机会来了！该课程通过理解华文辩论的基本要求和方法，为学生提供
体验式和协作式的活动，以发展创造性、独立性和批判性思维能力。学生将学习
Pontianaks, Datuk Gong, ghost child, four-faced Buddha... Have you always been 辩论、说服和反驳的技巧，以提高华语表达能力，增强自己对口头表达的信心。
fascinated by stories of gods and ghosts? Heard or experienced supernatural 在提升组织架构能力之外，学生还将通过运用理性思考、理性并令人信服的证
encounters that you don’t quite understand? Look no further! This EM is an exploratory 据，找出最有效的言语表达方式。这是复杂沟通的基础，是21世纪职场中特别重
module on the spiritual landscape of Southeast Asia focusing on the diversity of 要的技能之一。该课程以华语讲授。
religions and supernatural beliefs. Students will get to learn about the predominant
spiritual and cultural practices in the region and how they have shaped the customs and Ever feel like you lose every argument before you even start one? Well, you don’t have to
environments. This provides the opportunity to learn how about our own local practices, anymore! Through understanding the basic model and principles of Chinese debate, this
and develop a greater sense of appreciation for the intricacies of the neighboring EM provides students with experiential and collaborative activities to develop creative,
cultures. independent and critical thinking. Students will learn the skills of argumentation,
persuasion and rebuttal to improve their rhetorical skills and strengthen their confidence
in oratorical expressions. By enhancing their ability to structure and organize thoughts,
students will also develop effective speech composition through deploying rational,
BA-P301E reasoned arguments and compelling evidence, all part of sophisticated communication,
a skill especially important in the 21st century workplace. This EM is conducted in
The Wonder of Pinhole Photography Chinese.
Rapid advancements in technology have made it so easy for us to forget how simple
(and old) the basic science behind photography really is, and more importantly, how
inexpensive a very basic camera can be. In fact, a shoebox is all that is needed to BA-P305E
create a Pinhole Camera, the first camera ever invented. This module will be focused
on experimenting with the pinhole camera. Students will learn about the history of 魅力舞台：华文剧场
the device and its mechanics, make their own basic pinhole camera with a shoebox,
“Centrestage”: Introduction to Chinese Theatre
be familiar with art and photography fundamentals such as subject and composition
as well as experience developing black and white photographs in a darkroom. To 你喜欢各式各样有趣的表演吗？你希望在轻松娱乐的同时对表演带给人们的意义
further enhance their darkroom experience, students will also experiment creating 有更多的了解吗？快来这里！该课程向学生介绍华文戏剧的组成元素。学生将通
photographic prints without the aid of cameras, known as photograms. 过体验式的活动，学习戏剧的各种表现手法。通过指导性的阅读和讨论，学生还
将学习如何分析并欣赏剧本和舞台效果，并通过在阅读、写作和表演之间建立联
系，来提升自己的批判性和创造性思维能力。这也将增进他们对戏剧的兴趣，发
展他们的情感和认知，拓展他们对美学学习领域的知识，提升个人及协作技能。
BA-P302E 此外，戏剧是一个文化空间，是社会的缩影，因此，了解戏剧有助于学生理解人
生的意义。该课程采用理论和实践相结合的方法，鼓励学生更深入地了解和探索
The Art and Craft of Feature Writing 人类的生存状态。如果通过这门课程发掘到自己在戏剧表演方面的天分或对戏剧
的兴趣，学生还可以加入学校相关的课程辅助活动（英文戏剧、华文戏剧都有）
Are you interested in writing feature articles for magazines but not quite sure where to ，进一步发展自己的兴趣。该课程以华语讲授。
begin? This module gives you one-on-one instruction, prompt feedback, and fun mini-
exercises that get you working on real ideas and articles you could publish. You also Fancy putting up interesting performances, being entertained and gaining greater
receive plenty of tips on how to write effective and engaging feature articles. As feature understanding about what it means to be human? Look no further! This EM introduces
articles focus on an event or a person, and they take readers on a journey, giving them students to the elements of Chinese theatre, and they will learn various approaches
a glimpse into the truth behind a subject, you will leave this course knowing both how in theatre through experiential activities. Through guided reading and discussions,
to organise your ideas for different interesting topics and how to write articles that will students will also learn to analyze and appreciate scripts and stage effects, as well
appeal to today’s readers. as hone their critical and creative thinking skills by drawing links between reading,
writing and performance. Students will also foster enjoyment of theatre and thus
develop their affective, cognitive and aesthetic domains of learning as well as personal
and collaborative skills. Besides, theatre is a cultural space where society examines
itself in a mirror, and therefore understanding theatre helps students understand what
it means to be human. The integration of theatre theory and practice encourages a
deeper understanding and exploration of the human condition. After going through this
EM, students who discover their talent for performing or passion for drama can also
consider joining relevant co-curricular activities, including Chinese Society (Drama)
and English Drama Society, to further develop their interests. This EM is conducted in
Chinese.
26BA-C301M BA-P303M
Moot Parliament Programme Bicultural Studies Programme (MOE)
Want to know what a Member of Parliament does? How does Parliament draft, debate 你是否希望能在未来的世界里，游刃有余地游走于东西方文化间？那就不要错失
and enact laws in Singapore? Look no further! The Moot Parliament Programme (MPP) 良机！教育部双文化课程 (Bicultural Studies Programme (MOE)), 简称BSP，只
is a programme organised by MOE’s Gifted Education Branch (GEB) for IP and IB school 在7所中学开办。该课程始于2005年，旨在培育一批能以跨文化视角深入了解当
students that will help you to better understand Singapore’s model of democratic 代中国发展核心课题，又能同东西方沟通的双文化人才。除了每周的双文化课以
government and its legislation process. Students will learn about the nuances of 外，学生也有机会与其他院校的双文化同学交流并切磋学习。跨校学习的活动包
debating, law-making and bill writing.This is done through multi-disciplinary research 括双文化研讨会与双文化营。
on various social and community issues where you examine a social/community
issue from multiple angles, for e.g heritage, culture, city planning, ageing population, * 符合申请条件的同学也可以申请为期四年（从中三到高二）的双文化奖学金。
discrimination etc. There will be workshops about the impact of government policies 奖学金得主将有机会到中国、亚细安以及西方国家参与浸濡活动（目前为线上活
and legislation, and the finale will be role-playing the government in its decision-making 动），其费用将由教育部资助。非奖学金课程的学生也有机会参与浸濡活动，但
processes (i.e a Moot Parliamentary Debate) at Parliament House itself. You will be 须符合申请条件和依学生人数情况而定。双文化奖学金的申请时间是在10月。欲
mentored by Law students from the law faculty of National University of Singapore 知详情，请参考网站：
(NUS) and/or Singapore Management University (SMU) and also by professional https://dunmanhigh.moe.edu.sg/academic/bicultural-studies-programme/mtl-
lawyers who will be your expert mentors. programme/
While it is not a requirement to participate in MPP Year 2 to participate in this ** 这个课程以华文为主要教学媒介语。
programme, this programme is a step-up from MPP Year 2 and features a more robust
understanding of legislation and students will pick up a more indepth and technical Do you wish to have a headstart in navigating the complexities of the Eastern and
understanding of the process of law-making. Do note that students will be required Western worlds of today and tomorrow? Look no further! Our Bicultural Studies
to submit a proposal at the start of January to GEB. If the proposal is not accepted, Programme (MOE) [BSP] is a comprehensive MOE special programme that is only
students will have to read a different EM (from a list of remaining available EMs available in seven schools. Started in 2005, it aims to develop bilingual and bicultural
provided). talents who can effectively interact with China as well as relate to the West and have
the capacity to engage in key issues relating to contemporary China with cross-cultural
perspectives. Other than the weekly engagements in school, students will also have the
opportunities to interact with BSP students from other schools through platforms such
BA-P301M as the BSP Symposium and BSP Camp.
Scenario Writing * Eligible students may also apply for the 4-year (from Year 3 to Year 6) BSP scholarship
which offers invaluable overseas immersion opportunities in China, Asean and the West
Jules Verne, Aldous Huxley, Isaac Asimov - what do these renowned authors have (through virtual means at the moment). Non-scholarship students may also apply for
in common? Frequently listed as authors who ‘predicted’ the future through their the immersion programmes, subjected to availability of vacancies and selection criteria.
stories, their imagined futures and the warnings that come with it are still discussed Application for the BSP scholarship will be opened in Oct. More information could be
to this very day. Students too could envision our future world through their personal found here:
observations, research and projections of future trends and inventions. Scenario Writing https://dunmanhigh.moe.edu.sg/academic/bicultural-studies-programme/mtl-
is an individual competition in which students develop short stories related to one of programme/
five FPS topics for the year. The story (1500 words or less) is set at least 20 years in
the future and is an imagined, but logical, outcome of actions or events taking place **This EM is conducted in Chinese.
in the world. Students create stories based on one of FPSPI’s annual topics for the
current competition season. Through this module, students will be better prepared for
the challenges of the 21st century as the process encourages them to think critically,
creatively, and futuristically. BA-I301E
Cultural Intelligence Module 2: Plug-n-Play Asia
BA-P302M All over the world, we have differences, just like when you travel, you have to carry
different adapter plugs which differ by shape and number of pins. The question is, can
Humanities and Social Sciences Research Programme you be the one universal adapter plug that can be plugged in anywhere in Asia, to draw
energy and link up with all? This EM aims to hone the cultural intelligence of students to
Do you want a more holistic education? As our world becomes more technologically sharpen your bicultural edge in achieving effective and appropriate communication and
driven and focus is on the STEM subjects, the humanities is needed to provide balance collaboration with our Asian counterparts. Students will be able to have opportunities to
and perspectives. If you want to achieve this, you are at the right place! This elective interact and collaborate with students from other parts of Asia. This EM is conducted in
module will help to develop your creative and critical thinking skills, teaches you to both English and Chinese.
learn independently, problem-solve, communicate clearly and broaden your global view
creating engaged local and global citizens. Opened to only Year 3 and 4 students, the
module provides participants a valuable opportunity to engage in Humanities and Social
Sciences research under the guidance of academic researchers from tertiary institutions
such as NUS, NTU, SMU, SUTD, etc. Participants will then present their research during
the annual HSSRP Symposium. Finally, deserving research papers will also have the
privilege of having their paper published in the annual HSSRP Publication, which is
distributed to participating schools, tertiary institutions and public libraries in Singapore.
Do note that students will be required to submit a proposal in January to GEB. If
the proposal is not accepted, students will have to read a different EM (from a list of
available EMs provided).
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