During the June holidays, 34 students took part in the Singapore Mathematical Olympiad Competition under the Junior section. Our students won a total of 1 Silver, 3 Bronze and 3 Honourable Mention awards.
4 teams have participated in this year Amazing Science X-Challenge 2010 which requires them to create a stand-alone, self-explanatory exhibit that demonstrates a particular scientific concept unique to the physical sciences. One of our teams has emerged as the winners for the Special Mention Prizes of $150 and a medal.
Congratulations to Arthur Lee and Millie Thng from S1-04 for achieving Merit Awards for the Singapore HeritageFest 2010, "Artefactually Speaking" Storywriting Competition!
Singapore VEX Robotics Championship 2010 Our Robotics Club participated in the Singapore VEX Robotics Championship 2010 (3 - 4 June 2010).
The club has obtained Silver for 2 out of 3 categories of the competition, for "Team Alliance" and "Best Programming Skills". The team was also awarded the "Judges Award" trophy for Best Newcomer.
1. The Integrated Humanities(IH) curriculum aims to enable students to:
recognise the purpose and relevance of studying the Humanities;
develop an understanding of people and their actions by examining the political, economic and social contexts in which they live;
develop a sense of respect for and understanding of others’ perspectives, values and attitudes; and
contribute and act upon their ideas for the improvement of their society and the world.
Heart of the discipline
2. The IH framework allows for the exploration of the distinct disciplines of History and Geography. Students will learn the knowledge, skills and values of the disciplines and appreciate their relevance to human society. They will be guided to draw understandings from both disciplines through performance tasks. The IH experience also serves to build the disciplinary foundations for students to pursue History and Geography at the upper secondary level. The Humanities develop an inquiring mind through learning experiences that involve the use of disciplinary tools and skills to analyse and evaluate diverse perspectives on issues and arrive at informed judgment.
3. The strategy adopted for integration is theConstructing Complex Explanations. This strategy involves drawing concepts and findings from a variety of disciplines to construct complex explanations of a phenomenon under study. In particular, this syllabus requires students to inquire into “How have people responded to the opportunities and constraints that they face and the consequences of these responses?” This overarching question threads the entire course of study and specific questions relating to the overarching question will be investigated in the various units of study to reach deeper understanding.
Assessment modes
4. Data / Source Response Questions
This category of questions will focus on students’ ability to interpret, analyze and evaluate data and sources to draw out information so that students will be able to make reasoned conclusions on a particular issue. These data and sources include text, pictorial, statistics and media & sound clips.
5. Structured Questions
The structured questions consist of separate sub-questions related to a particular issue. The sub-questions test students’ ability to select and apply knowledge, provide explanation and analysis or make judgments and draw sound conclusions on the issue.
6. Interdisciplinary Project Work
Interdisciplinary project work allows students to synthesise knowledge from various areas of learning and apply the knowledge to real life situations through independent and collaborative learning. It allows students to conduct research through field studies, critical analysis of internet, media and print resources and extend their learning beyond the classroom context.
7. E-Portfolio
E-portfolios are purposeful and meaningful collections of students’ work online. They provide evidence of students’ thought processes, progress and achievements over a period of time. They are avenues for students to build up their learning of a particular issue and, at the same time, allow for personal, peer, group and teacher reflection and feedback.
8. Oral Presentations
Oral presentations require students to present information and/or research findings to their peers or stakeholders depending on the project task. It requires the students to demonstrate effective communication skills and helps to build their confidence.
Pedagogical Approaches
9. Use of Inquiry-based Teaching and Learning
The inquiry approach to learning will be a key pedagogy adopted in this syllabus. Students will be guided to pose questions into an inquiry, probe using a variety of sources, process the information, create and communicate new understandings. Students will be encouraged to reflect at every stage of the process so as to equip them with the skills for evaluating and analysing information from the various disciplines to construct knowledge.
10. Experiential Learning
Experiential Learning such as the use of field study is a key feature in the teaching of Integrated Humanities. It provides students with the hands-on experience and a chance to construct their knowledge through investigation during visits to areas of study. It helps students to make explicit connections between their classroom experiences and immediate environment. The intent of experiential learning is to move students from understanding history as a body of facts to history as interpretations of the past. In Geography, inquiry-based fieldwork encourages students to ask geographical questions and to carry out an investigation based on them. Through fieldwork, students acquire geographical concepts and knowledge in a challenging and authentic way.
11. Use of ICT
To enrich and deepen the learning experiences of the students, technologywill be used to support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Tools such as the internet, digital media, blogs and Geographic Information System (GIS) add new dimensions to the inquiry process and allow students to construct new knowledge.
Global Citizenry Program (GCP)
12. SST is deeply committed to developing a global perspective and achieving greater cross-cultural understanding among its students through at least one overseas experience. The overseas experiences are identified based on their relevance to the intent of the curriculum, the scope for students to conduct in-depth study and suggest a plan of action.
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