DUNMAN HIGH SCHOOL 德明政府中学 PROSPECTUS 2018 / 2019 CONTENTS 目录

3 The School Crest 26 Humanities & Aesthetics Programme 校徽 人文美学课程

4 Dunman High School in the Words of 30 Knowledge Skills Programme Singapore’s Prime Ministers: 知识研究课程 Past and Present 总理眼里的德明 34 Mathematics & Science Programme 数理课程 5 Dunman High School in the Words of Dunmanians: Past, Present 38 Talent Development Programme and Future 人才培育计划 校友眼里的德明

42 Student Leadership 6 School Milestones 里程碑 Development Programme 学生领袖培育计划

8 School Philosophy 办学理念 44 Co-Curricular Programme 课程辅助活动

9 Dunmanian Outcomes 德明人的素养 51 Why the Dunmanian Edge? 为什么德明精神如此珍贵?

10 Principal’s Foreword 校长献词 52 From our Dunmanians, partners, parents and professors 学生, 校友, 家长和教授们眼里的 12 What is the Dunmanian Edge? 德明 德明的特色是什么? 62 Achievements 14 Dunman High Programme 奖项与成就 德明六年综合课程 64 Be Part of the Dunman High Family 18 Character Development Programme 成为我们德明大家庭的一分子吧! 品格培育计划

20 Bicultural Studies Programme 双文化课程 03

THE SCHOOL CREST 校徽

The school crest was designed by the late school ethos, which is, building on and Mr Chen Jen Hao, a former principal of the fostering traditional values. school and Mr Liu Kang, a former art teacher, who is a well-known pioneer in the local The red symbolises passion and striving art scene. for success. The blue signifies peace and dignity, while the circular border The name De Ming（德明）in Chinese is represents wholeness and unity, and not merely a translation from the name symbolises the pursuit of universality, ‘Dunman’. It also draws meaning from derived from the classic ‘Liji Daxue’ the first line of a Confucian classic, ‘Da 《礼记·大学》. Xue’（大学）which states that the main objective of education is to help people manifest the virtues and morals that are already inherent in them（大学之道， 在明明德）.

The two characters（德明）in the crest written in ‘Zhuan’（篆）calligraphy style is the work of Mr Chen Jen Hao. The Chinese ‘Zhuan’（篆）calligraphy is ornamental in character and has a history of over 2000 years. Thus it embodies the idea of preserving a tradition. This symbolises the DUNMAN HIGH SCHOOL • 德明政府中学 04 Prospectus 2018 / 2019 DUNMAN HIGH SCHOOL IN THE WORDS OF SINGAPORE’S PRIME MINISTERS: PAST AND PRESENT 总理眼里的德明

Dunman High is known for its tradition of excellence as well as its emphasis on character development and sound values.

Prime Minister Lee Hsien Loong 李显龙, 2006

Mastering two languages, English and Chinese, gives a person a great advantage in life.

Late Founding Prime Minister Lee Kuan Yew 李光耀, 2011

It comes as no surprise to see many Dunmanians doing well and giving back to school and society.

This act of giving back ensures continuity of our values and traditions and helps us to sustain our past successes.

Emeritus Senior Minister Goh Chok Tong 吴作栋, 2011 DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 05 DUNMAN HIGH SCHOOL IN THE WORDS OF DUNMANIANS: PAST, PRESENT AND FUTURE 校友眼里的德明

在母校庆祝60周年纪念之际，深盼处于后现代相对 Teachers in Dunman High have taught me that 主义的世界中，做为将来“堂正君子，社稷栋梁。” personality is only skin deep, and what shapes our 的学子们，能以诚信为立身之夲，处世之道，齐家之 destiny is our character.

要，治国之夲。” Sng Chern Wei 孙振炜 (Class of 1987) David Wang Mei Hsiong Deputy Director-General of Education (Curriculum), 王美雄 (Class of 1960) Ministry of Education Retired Cluster Superintendent for School Cluster East Zone 3 at Ministry of Education

THIS SPACE IS RESERVED FOR YOU.

一日德明人，一生德明情。德明的校训 “诚、 I am ever grateful for the warmth 信、勇、忠”，一直是我待人处世的指南针。 and love that Dunman High has given me. Low Yen Ling 刘燕玲 (Class of 1990) Ong Si Hui, Olivia Senior Parliamentary Secretary, 王思惠 (Class of 2015) Ministry of Manpower & President Scholar 2016 Ministry of Education Mayor, South West CDC DUNMAN HIGH SCHOOL • 德明政府中学 06 Prospectus 2018 / 2019

德 明 亭 中 亭 学 松 SCHOOL 影 矗 习 立 MILESTONES 习 加 海 东 里程碑 风 1956 Dunman High was founded on 14th October 1956. As a Chinese secondary school, it provided a safe environment for students to 1957 In December 1957, the school moved to Dunman Road and was continue their studies, amidst the state of political unrest in 1956. renamed “Dunman Government Chinese Middle School (德明政 府华文中学)”. The school first occupied the campus of a newly built primary school at Mountbatten Road and was named “Kallang West Government Chinese Middle School (加冷西政府华文中学)”.

Mr Sun Huan Syn 孙煥新(1956-1959) was the first principal. 1959 Mr Chen Jen Hao 陈人浩 (1959-1969) was appointed principal. 1966 Two new buildings (集思楼 & 格致馆) were completed, adding 1969 a total of sixteen classrooms, 4 Science laboratories, 3 Home Mdm Shu June Mai 许锦美 (1969-78) was appointed principal. Economics rooms and 1 AVA room to the school.

The student population increased to about 2,000 and the number of teaching staff increased to about 100. 1978 Mr Lim Nai Yan 林乃燕 (1978-1993) was appointed principal. 1979 The school was selected as one of the nine Special Assistance Plan (SAP) Secondary Schools in Singapore. 1981 The building of the neighbouring Dunman Primary School was The school was also renamed “Dunman High School (德明政府中学)”, taken over to meet the school’s need for more space. offering both Chinese and English as first languages. 1982 The Music Elective Programme (MEP) was offered.

1990 Upon acquiring the premises of Dunman Secondary School in June 1990, the school began to function as a single-session school. 1994 Mr Cheah Chak Mun 谢泽文 (1994-98) was appointed principal. 1995 The school was one of the 6 schools selected to In June 1995, the school moved to the new become autonomous. premises in Tanjong Rhu Road. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 07

1996 The Gifted Education Programme (GEP) was offered. 1998 Mr Tan Thiam Hock 陈添福 (1998-2004) was appointed principal. 2001 The Hostel was established. 2004 Mr Sng Chern Wei 孙振炜 (2004-2009), an alumnus who was the third student to have received the President’s Scholarship in 1990, was appointed principal.

On 31 July 2004, MOE announced that the school would offer a six-year Integrated Programme (IP) or the Dunman High Programme (DHP) that leads directly to a GCE A-Level certification. Dunman High 2007 School is the first government secondary school to offer IP. From 2007 to 2008, the school underwent PRIME (Programme for Rebuilding and Improving Existing Schools) and was temporarily relocated to a holding school at Mt. Sinai Road. 2009 The school shifted back to Tanjong Rhu Road, where state-of-the-art facilities such as the 850-seater Performing Arts Centre and the Life Science Laboratory were added to the new premises. 2010 Dr Foo Suan Fong 符传丰博士 (2010-2016), an alumnus, was appointed principal.

2011 In July 2011, the school celebrated its 55th Anniversary and the 2012 official Opening of its expanded campus. The school’s sustained excellence in student and staff processes was reaffirmed, as the year saw the revalidation of the school’s School The Centre of Excellence for Teaching and Learning for the East Zone Excellence Award (MOE’s pinnacle award for schools), Outstanding (EZ COE T & L) was established at Dunman High School. Development Award (Character Development) and Best Practice Awards (Teaching & Learning, Student All-Round Development, and Staff Well-Being). 2013 Dunman High School was awarded the 2015 President’s Award for the Environment. The school’s National Arts Education Award (Blaze) was revalidated. 2016 In 10 July 2016, the school celebrated its 60th Anniversary with a Homecoming Dinner with more than 1800 invited guests. The school also launched the DHS e-Heritage portal.

Mr Tony Low Teck Eng 刘德荣 was appointed principal.

2017 Dunman High School was awarded the Lotus Award by the Singapore Environmental Council for our environmental efforts. DUNMAN HIGH SCHOOL • 德明政府中学 08 Prospectus 2018 / 2019

树 模 立 楷 风 范 SCHOOL PHILOSOPHY 教 诲 诚 勇 信 办学理念 忠

VISION 学校愿景 The premier school of Leaders of Honour 培育 “堂正君子、 社稷栋梁”的顶尖学府

MISSION 学校使命 To nurture our students to Care, to Serve, and to Lead 培育 “关怀、服务、领导” 社会 的德明人

MOTTO 校训 Honesty, Trustworthiness, Moral Courage, Loyalty 诚、信、勇、忠 DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 09

树 模 立 楷 风 范 DUNMANIAN OUTCOMES 教 诲 诚 勇 德明人的素养 信 忠

MORAL INTEGRITY PASSION FOR LIFE & IDEALISM 人格高尚 LEARNING 具有崇高理想 热爱生命与学习 Students are guided by Students have the conviction to honesty, trustworthiness, Students are always learning make a difference to the world. moral courage and loyalty. and striving to be their best. 致力于创造美好世界 诚、信、勇、忠 自强不息、好学不倦

21ST CENTURY COMPETENCIES 掌握21世纪技能

Students are proficient in critical and creative thinking, communication and information skills. 具备批判性与创意思维, 掌握沟通、 协作与资讯科技技能

BILINGUALISM & MULTICULTURALISM 通晓双语及多元文化 Students are effectively bilingual in English and Chinese, appreciate different cultures and navigate them with ease. 兼通双语，欣赏不同文化，并游刃其间

ACTIVE CITIZENRY 体现积极的公民意识

Students are global citizens rooted in Singapore who serve the community, both local and beyond. 心系新加坡，回馈社会，服务群众 DUNMAN HIGH SCHOOL • 德明政府中学 10 Prospectus 2018 / 2019

树 模 立 楷 风 PRINCIPAL’S 范 教 诲 诚 FOREWORD 勇 信 忠 校长献词

“The function of education is to teach one to think intensively and to think critically. Intelligence plus character—that is the goal of true education.” – Dr. Martin Luther King, Jr.

Dr. King’s vision about the goal of education It is heartening to see that our aims Serve, and To Lead”. As we prepare students is most relevant in today’s world where of nurturing empathetic leaders are for roles that are yet to be defined and solutions to complex problems must reflected in the growth of our students. challenges that cannot be predicted, stories be guided by humanist values. Over the Bryan Goh from 6C41’16 uses the analogy from students like Bryan instil confidence past 60 years, Dunman High School has of a playground to describe is his six-year in us about their future. Their strength of endeavoured to develop students as critical experience in Dunman High School. He says, character will certainly help them overcome thinkers who uphold the school motto of “Just like a playground, there is endless obstacles in an increasingly complex world. honesty, trustworthiness, moral courage fun and possibilities where it is alright to and loyalty. The sustained efforts to develop fall and where we learn hard and soft skills The Dunman High Integrated Programme our students as Leaders of Honour is further – all under the caring and watchful eyes (IP) strives to chart the six-year journey as manifested in the two classic pillars: 为学 of teachers and seniors.” In addition, he a process where students learn not just to (curriculum) and 为人 (character) that anchor fondly reminisces his experience as Class excel but to care. In the last 60 years, a strong our six-year Dunman High Programme Chairperson in Year 1 when his teacher collaboration among parents, teachers and (DHP). As a premier Special Assistance gently directed his focus on core values and various stakeholders has enabled us to Plan (SAP) school deeply rooted in Chinese principles before developing his leadership achieve “the goal of true education”. Moving culture and values, we envision Dunmanians skills. Not only did Bryan internalise the forward as a united Dunmanian family, we as effectively bilingual students who importance of character as a young student will continue to nurture leaders who lead serve both within and beyond the in Year 1 but he also shaped his leadership with empathy as well as intelligence to school community. style around it. He eventually served both serve the global community. We invite you as Student Councillor and a CCA Leader, to join us in this journey and develop your embodying our school’s mission “To Care, To Dunmanian Edge! DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 11

教育的作用，是教会人们进行有深度的批判性的思考。 智慧加人格，就是教育的真谛。 - 马丁·路德·金

当今世界，解决复杂问题必须以人文主 个游乐场一样，蕴藏着无尽的乐趣和无 德明综合课程着力给学生打造丰富多彩 义价值观为指导，因此马丁·路德·金 限的可能性。在老师和学长们关注的目 的学习之旅。在六年的学习生涯中，学 的上述关于教育目标的愿景尤为关键。 光下，我们跌倒了再爬起来，从中学到 生不仅可以培养学习的能力，而且还学 在过去60年中，德明致力于对学生进行 各种软硬技能。”此外，他还高度重视 会关怀他人，服务大众。 在过去的一个 全方位的培养，使之成为坚持诚、信、 他在中一担任班主席的经历。当时，他 甲子中，家长、老师和各合作伙伴齐心 勇、忠的校训的严肃认真的思考者。 为 的老师在发展他的领导能力之前，引导 协力，使我们能够实现教育的真正目标。 把德明人培养成未来的荣誉领导者，我 他把注意力集中在对核心价值观和纪律 在未来的日子里，德明大家庭将继续培养 们的持续努力进一步体现在两个经典的 的潜移默化的培养上。政纬不但把品德 能够以同理心和智慧服务全人类的领导 支柱上：为学（课程设计）和为人（品 的发展作为中一时的重要内容，而且也 者。 我们诚邀你加入我们的学习之旅， 德培养），形成德明独特的六年制综合 从中形成了自己独特的领导风格。后来， 让德明伴你攀登另一高峰！ 课程。 作为一个深深扎根于华族文化和 他兼任学生理事和课程辅助活动的领袖， 传统价值观的特选中学，我们希望德明 去实践德明人“关怀，服务和领导”的使 Mr Tony Low Teck Eng, Principal, Dunman High School 人都精通双语，且无论在校内还是校外 命。当我们帮助学生准备迎接未知的角 都能以服务大众为己任。 色和未来的挑战时，像政纬这样的学生 刘德荣先生, 的故事一定会鼓舞我们，让我们对未来 德明政府中学校长 德明学生在成长过程中所体现出的同理 充满期待。我们坚信，在将来日益复杂 心，常常令我们倍受鼓舞。2016年毕业 的世界中，德明人无论遇到什么挑战， 的吴政纬同学用游乐场来形容他在德明 在德明培养的的性格力量一定会帮他们 的六年学习生涯。他说：“德明就像一 克服障碍，无往不胜。 DUNMAN HIGH SCHOOL • 德明政府中学 12 Prospectus 2018 / 2019

树 模 立 楷 风 WHAT IS THE 范 教 诲 诚 DUNMANIAN EDGE? 勇 信 忠 德明的特色是什么?

At Dunman High School, our edge is defined by a purposeful educational experience founded on a forward-looking curriculum and a strong emphasis on character education. We are mindful that our students embark on a six-year journey with us. Hence, our teaching and learning processes as well as enrichment programmes are designed to enable our students to experience personal growth academically, emotionally and socially as they move across the six years. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 13

德明的特色，就是帮助每个学生亮出自己的精彩。这个 特色实现的基础，是具有前瞻性的课程设计和对品德 教育的强调。我们清楚了解学生将与我们一起度过六 年的成长之旅，所以，一切教学及相关活动的设计， 都是为了让我们的学生无论在学业上，还是情商和社 交能力等方面，都能拥有六年一贯制的发展。

The Dunmanian Edge is also sharpened by 让德明特色能够发扬光大的，是学校一贯 the school’s dedication towards grooming 秉持的理念，那就是把我们的学生培养成 and nurturing our students into Leaders 能自由游走于东西方文化的未来领袖。 of Honour, who navigate easily between 我们坚信，未来的领袖要能将思想、行 the East and West. Dunman High strongly 动和爱心结合起来。换句话说，他们应 believes that Leaders of Honour balance the use of their heads, hearts and hands. 该是能有效运用各种知识技能的双语精 In other words, they become effectively 英；而且，无论在校期间，还是未来到 bilingual individuals who can apply different 社会上工作，他们都能表现出关怀、服 areas of knowledge. More importantly, they 务和领导的精神。 are willing to care, serve and lead both within and beyond DHS. 尤为重要的是，德明人有共同的信念， Above all, the Dunmanian Edge is shaped 即：我们德明是个大家庭，每个成员都 by a belief that we are a family that moves 应该携手并肩，共同发展。这是德明特 forward together. This advantage is best 色代代相传的根本保证。在家长会和校 illustrated through the support that the 友会的共同努力下，我们德明大家庭相 school has from parents and alumni. Many 互扶持，齐心协力，为学生发展提供了 parents commit their energy and time to 强有力的支援。家长们不遗余力地支持 work with the school to better support Dunmanians, some continuing to serve even 学校，有些家长甚至在孩子毕业后，仍 after their children have graduated. Our 然为学校服务；校友们也在世界各地为 alumni have also contributed tremendously 校争光。这些都是德明家庭凝聚力和影 in representing well the name of Dunman 响力的最好例证。 High not just in Singapore but also all over the world. Such is the strength and 正如每个德明人都耳熟能详的：“ 一日 commitment of the Dunmanian Family. 德明人，一生德明情”，德明精神已经 Aptly captured by the Dunmanian saying 深深植根于每个德明人的血脉之中了。 “一日德明人，一生德明情”, the Dunmanian 让我们大家一起展开这段既精彩又美好 Edge offers an invaluable opportunity 的德明探索之旅吧！ for each student to embark on a lifelong relationship with the school. This will be an exciting journey of discovery, full of memorable learning experiences which bring out the best in each child. DUNMAN HIGH SCHOOL • 德明政府中学 14 Prospectus 2018 / 2019

DUNMAN HIGH PROGRAMME 德明六年综合课程

The Dunman High Programme (DHP) is a six-year integrated programme leading directly to the GCE A-level PHILOSOPHY OF Examination. It provides academically talented students EDUCATION with an enriched curriculum that aims to develop higher In Dunman High School, we view character and cognitive development as fundamental level thinking as well as intellectual depth, to inculcate to the holistic education of our students. active citizenry, develop a global outlook, cultivate an innovative and enterprising spirit, build strong bilingual We seek to equip every Dunmanian with the disposition and competencies needed proficiency and infuse a deep understanding of China to thrive in an increasingly complex world. and Chinese culture. We believe every student should have the ability to collaborate well, think critically and creatively, and communicate effectively The DHP is anchored on our Philosophy of Education, in both English and Chinese. which forms the basis of what we do, how we do and In line with Confucian philosophy and our why we do in Dunman High to provide a forward looking values of honesty, trustworthiness, moral education for our students. courage and loyalty, we strive to nurture Dunmanians with a passion for life and learning. We are committed to developing active citizens who care deeply for others, have a heart to serve, and take the lead to change the world for the better. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 15

The DHP focuses on building a strong and organisations, learning journeys and academic foundation and providing workshops to equip students with important an enriched, inter-disciplinary and 21st century competencies to enhance their differentiated curriculum. It is structured personal effectiveness and gain enriching around the Bicultural Studies Programme, insights into areas of interest beyond the the Humanities & Aesthetics Programme, standard curriculum. Outstanding students the Mathematics & Science Programme and can offer H3 subjects at the GCE A-Level the Knowledge Skills Programme. Through standard as well as research programmes these, the DHP facilitates quality learning such as the Science Research Programme, and prepares students for the GCE A-Level Humanities and Social Sciences Research Examination, by offering a wide range and Programme and Future Problem Solving combination of academic subjects for our Programme. These programmes provide students to choose from. educational experiences that foster a spirit of inquiry and enterprise, further stretch In addition to the challenging curriculum students’ abilities to realise their potential in respective disciplines, students are and bring out the best in our Dunmanians. exposed to enriching programmes such as talent development programme, research work, project work, master classes, mentorships and overseas immersions. These programmes are intended to provide students with an engaging and stimulating environment to deepen their appetite for in- depth academic pursuit. There is also a wide range of attachment opportunities to firms DUNMAN HIGH SCHOOL • 德明政府中学 16 Prospectus 2018 / 2019

德明六年制的综合性课程，让学生在修完课程后直接参 加剑桥‘A’水准考试。该课程为学术能力强的学生提 供内容丰富的学习体验，加强思考的深广度，并发展高 层次的思维能力。除此之外，该课程也为学生灌输公 民意识，开拓世界视野，培养创新和企业家精神，巩 固双语能力，并加强他们对中国和中华文化的认识。

以教育哲学为指引的德明综合课程，本着做什么、怎么 做和为什么做的考量，为学生提供具有前瞻性的教育。

教育哲学 德明政府中学向来把发展学生的品格和 秉持着儒家思想及德明的校训—诚、信、 认知作为全人教育的基础。 勇、忠，我们努力激发德明人对生活和学 习的热情。我们希望每个德明人都拥有积 发展每个德明人的性情和能力，使之能 极的公民意识，关怀他人，以服务民众为 在这个日益复杂的世界里茁壮成长，这 己任，并领导社群创造更美好的世界。 是我们孜孜以求的目标。我们坚信，每 个学生都应该拥有和他人携手合作的能 力，能进行批判性和创造性思考，能以 双语有效沟通。 DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 17

德明综合课程通过内容丰富的跨学科课 除了富挑战性的课程之外，德明学生接 此外，成绩表现卓著的学生也能选修内容 程和差异教学方式，为学生奠定扎实的 触并参与丰富多彩的活动，如人才培育 更具挑战性的剑桥‘A’水准H3课程， 学术基础。该课程以四大学术架构为支 计划，学术研究，专题作业，专家指导 以及参与各类深广辅助活动，如教育部 柱, 包括双文化课程，人文美学课程，数 和海外浸濡活动等。活动为学生提供颇 科学研究计划，教育部人文与社会科学 理课程及知识研究课程，努力为学生提 具启发性和互动性的学习环境，也激发 研究计划和未来问题解决方案设计等。 供高素质的学习活动，让他们可以从广 他们对学术追求的热忱。学校也为学生 这些活动在培养学生的探究与企业家精 泛的学科组合中选科修读，并为他们参 提供多项实习计划，到企业与其他社会 神的同时，也让他们有机会挑战自我并 加剑桥‘A’水准考试做好充分的准备。 机构中进行体验与学习。此外，学校也 充分发掘个人潜能，为他们未来的发展 组织多项校外参访活动与工作坊，以提升 打下坚实的基础。 学生的专业素养，培养他们21世纪技能， 并增广他们对课程以外的知识的认识。 DUNMAN HIGH SCHOOL • 德明政府中学 18 Prospectus 2018 / 2019

树 模 立 楷 风 CHARACTER DEVELOPMENT 范 教 诲 诚 PROGRAMME 勇 信 忠 品格培育计划

Philosophy sincerity in thoughts (Heart) and service in Enablers At Dunman High School, we believe that different capacities Hands( ). Three areas that enable students to adopt a meaningful and rewarding educational the Head, Heart and Hands approach experience is built on character development. The cognitive domain, the “Head”, are the Curriculum, the Culture and the This view of education is strongly influenced appeals to our students through their Community. These represent platforms by Confucius’ “Great Learning”. logical thinking. This means educating from which character can be developed and rationalising with them so that they in every student. Examples of curriculum Outcome know and understand virtues, appreciate include leadership development, higher We strive to nurture Dunmanians to contextual differences and stay grounded in education and career guidance, co- become Leaders of Honour who embody the right values. Students will understand curriculum activities (CCA) and Character the following outcomes: moral integrity things from diverse perspectives and have and Citizenship Education (CCE). (Honesty, Trustworthiness, Moral Courage the knowledge and competencies to make and Loyalty), idealism to advocate positive sound judgements in different contexts. We seek to create a positive culture for change, active citizenry and a global learning. Through the support of a tight outlook while being rooted to Singapore. The emotional side, the “Heart”, appeals community of school leaders, teachers, By internalising and exercising these to our students’ emotions to feel, to alumni and partners from different Dunmanian Outcomes, we believe that our empathise and to show compassion to industries, we seek to enrich our students’ students will desire “to care, to serve and to others, as well as their endeavour to live six-year learning journey. lead”. When Dunmanians cultivate a heart by strong moral values. to care, this will translate into an impetus to With character development as the premise serve as they realise that service to others Nonetheless, the “Hands” is important of our Philosophy of Education, our students is key to making this world a better place. as it propels us to take action. It is not are guided and encouraged to use their sufficient to know what is right and ought Head, Heart and Hands as they develop into Approach to be done. By using their “Hands”, our Leaders of Honour who will care, serve and How do Dunmanians develop character? students translate what they think and lead both within and beyond the Dunman By adopting the Head, Heart and Hands feel into concrete actions and they have High family. approach, which is underscored by “Great the conviction to do so for the betterment Learning”, which states that a cultivated of others around them. person needs to have three elements: knowledge to understand matters (Head), DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 19

CHARACTER DEVELOPMENT PROGRAMME

理念 在认识层面，“认知”代表理解能力，学 落实。通过以上平台，每一位学生均能 在德明，我们秉持着儒家“大学之道， 生以逻辑性思维来：一、认识与了解传统 得到健全的品格发展。其中，课程活动 在明明德”的教育理念，深信品格培育 美德的深层背景; 二、欣赏不同环境对行 包括领导能力的培育、高等教育与职业指 是全面教育之基础，能赋予学生富有意 为标准要求的差异；三、秉持正确的价值 导、课程辅助活动和品格与公民教育等。 义的学习体验。 观。学生学习从多角度去思考问题，并有 知识和能力做出合理的判断。 我校致力于为学生营造一个学习氛围浓厚 成果 的环境。通过学校管理层、教师团队、校 我校品格培育计划旨在培养学生成为堂正 在体验方面，我们要求学生能真诚思考， 友以及各领域的合作伙伴的紧密配合与支 君子：以校训“诚信勇忠”为座右铭，秉 推己及人，有很强的道德价值观，以不 持，我们将竭尽所能，使学生的六年学习 持崇高的道德信念、积极创造与革新， 同的角度来看待事物好坏，判断事件对 历程充实而丰富。 并且心系祖国，放眼世界。这目标也和 错。我们坚信，学生在道德责任感的驱 我校的使命是一致的，即在内化与实践 使之下，必能展现崇高品格，执行正确 品格培育乃我校教育理念之基础，我们以 的同时，使学生成为“关怀，服务，领 的道德判断，并有信心为了世界的美好 此引导与鼓励学生运用“认知、体验、 导”社会的国民。德明人发自内心的关 而坚持不懈。 实践”模式，充分发掘学生潜能，使他 怀，将转化为服务他人的动力，让世界 们成为“关怀、服务、领导”社会的堂 更加美好。 最后，在实践方面，德明学生有机会在不 正君子、社稷栋梁，为学校以及社会做 同领域发挥潜能。通过动手实践，学生 出贡献。 既定方案 可以验证对错，将所思所想化为实际、 德明在培养学生的良好品格方面，依循 具体的行动。 着“认知、体验、实践”的既定方案， 并以《大学》之精神为依归，以“格物” 实践平台 、“诚意”、“治国”的主从顺序，引导 “认知、体验、实践”模式在我校通过 品格培育计划。 三大平台，即环境、社区以及课程加以

DUNMAN HIGH SCHOOL • 德明政府中学 20 Prospectus 2018 / 2019

集 The Bicultural Studies Programme 我 文 BICULTURAL 英 艺 encompasses subjects under the 才 科 Chinese and English Languages. 学 STUDIES Experience the beauty of language 汇 同 于 through our dynamic programme 冶 一 PROGRAMME that incorporates an appreciation of 同 家 culture, the spontaneity of creative 攻 双文化课程 writing, the critical analysis of film and literature, and foundations in philosophical thinking. Go on field trips, act in skits, be a film-maker and engage in intellectually stimulating debates! Our experiential approach to learning makes language learning fun, exciting and relevant for students of the 21st Century. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 21

德明双文化课程是华文与英文课程的有 SUBJECTS OFFERED 机结合，旨在为学生提供富趣味性的优 English Chinese 质语言学习体验。课程本着寓乐于教的 Year 1-2 Language Arts Higher Chinese Language 宗旨，其教学内容包括：文化欣赏、文 Appreciation of Chinese 艺创作、文学与电影的批判性分析、哲 Culture 学思维训练等等。学生亦可通过学习之 Year 3-4 Language Arts Higher Chinese Language Chinese Language 旅、戏剧表演、影片制作、辩论等多元 Literature in English Literature in Chinese 互辅的灵活教学策略，体会语言之美， Bilingual Programme 以及语文学习中的无穷乐趣。德明双文 Bicultural Studies 化课程体验式的教学策略，给二十一世 Programme (Chinese) 纪学生开启的，是生活化与多姿多彩的 Year 5-6 H1 General Paper H1 Chinese Language H1/H2/H3 H1 General Studies in 语文学习之旅。 Literature in English Chinese H2 English H2 China Studies in Language and Chinese Linguistics H2 Translation (Chinese) H2/H3 Chinese Language and Literature DUNMAN HIGH SCHOOL • 德明政府中学 22 Prospectus 2018 / 2019

ENGLISH

Language Arts (LA) Explore the wonderful world of language through an interdisciplinary approach where aspects of film, media literacy, literature, drama, sociology and philosophy are integrated into language learning. Act in plays, draw up storyboards, conduct engaging presentations and participate in intellectually stimulating class debates! The aim of the Language Arts programme in the first four years is to develop students into discerning viewers, eloquent speakers, H2 Literature in English (Senior High) masterful writers and critical thinkers. Word. Thought. Deed. How do words shape CHINESE what we think and do? Find out for yourself Literature in English (Junior High) through ‘A’ Level Literature in English where Higher Chinese Language (HCL) Fall in love with the nuances of language as students deepen their love for literature and At Dunman High, learning Chinese language you explore a wide variety of fiction. Delve sharpen their sensitivity towards the use of is interactive and fun! Participate in debates, deep into the study of characterization, point language through in-depth literary analysis be a news reporter for a day, or even meet of view, setting and plot. Write plays, short of texts, from Shakespeare to contemporary local writers, newscasters, or Chinese stories and poems. Literature in English at authors like Kazuo Ishiguro. radio hosts. Students develop a passion the upper secondary level combines literary for the language because they know that at analysis with creative writing and offers H2 English Language and Dunman High, Chinese is ‘cool’. 华语Cool！ students opportunities to watch theatre Linguistics (ELL) productions, interact with writers and Explore the intricacies of vocabulary, Literature in Chinese participate in various literary workshops. grammar and syntax. Learn about how Learn how Chinese poems, novels and language is used in society to influence how drama have evolved throughout history H1 General Paper (GP) we think and encode identity. Learn about and critique the contemporary literary Why is a urinal placed in a museum language varieties across the world and how works of writers from Singapore, Malaysia, considered art? Should euthanasia or language has changed over the years. ELL China, Hong Kong and Taiwan. Students designer babies be allowed? Through equips one with essential and useful skills. will read works from the classics and questions like these in General Paper, You will never look at the English language those of modern authors like Lu Xun students would be able to think more the same way again! (鲁迅) and Xu Zhimo (徐志摩), appreciating critically about the world around them. the finer nuances of literary expressions To further enhance learning, students get in Chinese. to interact with guest speakers, attend exhibitions and go on field trips to museums! DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 23

Bilingual Programme (BP) H2 China Studies in Chinese (CSC) H2/H3 Chinese Language and Did you know that the Chinese first China is a land of contradictions and her Literature (CLL) translated ‘democracy’ to ‘德莫克拉 economy makes it a force to be reckoned If you think that studying CLL means 西’? Or that ‘Science’ was first called with. Through the study of the political, chanting boring, out-dated texts, think economic, and social makeup of China, again! Students perform in-depth literary ‘赛因斯’? All Year 4 students will spend a and her relations with the rest of the analyses of contemporary Chinese literature, semester doing comparative studies on the world, students taking this subject will from the sword-fighting novels of Louis Cha linguistic and cultural aspects of both the develop insights into the complexities of (Jin Yong), to the classical works of Lu Xun. Chinese and English languages. In addition, this ‘Sleeping Dragon’ which is finally awake They even get to pen their own short stories, this programme also provides students with and set to soar! poems and Chinese pop songs! foundation knowledge in translation.

H2 Translation (Chinese) (TC) H1 General Studies in Chinese (GSC) H2 Translation (Chinese) is a Chinese A subject that focuses exclusively on the medium subject designed to develop socio-political climate and economy of students’ interest and proficiency Singapore as well as the region, GSC is a in practical translation, translation subject through which students acquire strategies as well as critical appreciation of in-depth knowledge on the current issues translations. Students will learn to analyse concerning the little red dot. Through both the Chinese language and the English extensive discussions and discourse, language, and perform translations of texts students analyse and present their unique from Chinese to English, and vice versa. viewpoints on local issues. Language learning will never be the same again once you start learning translation! DUNMAN HIGH SCHOOL • 德明政府中学 24 Prospectus 2018 / 2019

MOE FLAGSHIP PROGRAMMES

Appreciation of Chinese Culture (ACC) and the USA to understand more about at Year 1-2 the political and social makeup of the Immerse yourself in the richness of Chinese superpowers and their relations with culture through ACC! Learn the art of Singapore and the rest of the world. BSP brewing and appreciating a cup of Chinese certainly gives students a head start in tea. Try your hands at Chinese watercolour navigating the complexities of the Eastern painting and Chinese calligraphy. Unravel and Western worlds of today and tomorrow! the mystery behind the coloured faces in Peking Opera. See Chinese history, literature MOE Chinese Language Elective and culture come alive through interactive Programme (CLEP) at Year 5 - 6 and hands-on ACC lessons. If you love Chinese language and literature, then take up the challenge of the CLEP programme. Here, students experience the MOE Bicultural Studies Programme (BSP) beauty of both classical and modern Chinese (Chinese) at Year 3 - 6 literature. Annual immersion programmes The BSP (Chinese) Scholars are probably are held in China or Taiwan, while interactive the most well-travelled students in Dunman talks and workshops by renowned local and High. They embark on immersion trips to overseas literary personalities leave lasting China, Taiwan and the USA, and participate impressions on students. Students also in extended study programmes in China put into practice their writing and editing DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 25

skills by producing Chinese publications at established writer, and have their creative Conversational Malay Programme at a school and national level. works published in the annual publication Year 1 - 2 “Eye on the World”. Did you know that all Dunman High students Creative Arts Programme at can speak at least 3 languages? Through the Year 2, 3 & 5 Malay (Special Programme) at Year 1 - 4 Conversational Malay Programme, all Year If you enjoy the creative process of writing The Malay (Special Programme) takes 1 and Year 2 students have the opportunity your own poems and short stories, the an interactive, hands-on approach in the to learn conversational Malay that will be Creative Arts Programme is perfect for teaching of Malay language and culture. useful in practical, day-to-day life. Learn to you! Jointly organised by the Gifted Besides formal lessons, students take part converse confidently in our multi-cultural Education Branch, Ministry of Education in the Malay Cultural Camp, Essay Writing society through a fun and interactive and the University Scholars Programme and Scrabble Competition organised by approach to studying Malay such as role- (USP), National University of Singapore, the Malay unit in our school. In Year 3, playing! Selamat datang ke Dunman High! it comprises a Creative Arts Seminar and students get the opportunity to go on an a Mentorship Attachment. Students who immersion programme to a top school in are selected have the opportunity to attend Malaysia. This extensive Malay programme writing workshops and plenary sessions with will prepare students for their GCE ‘O’ Level local writers, and performance workshops Malay (Special Programme) examination at under the guidance of professional artistes. the end of Year 4. As part of the Mentorship Attachment, students work under the guidance of an DUNMAN HIGH SCHOOL • 德明政府中学 26 Prospectus 2018 / 2019

集 我 文 英 艺 才 科 HUMANITIES AND 学 汇 同 AESTHETICS PROGRAMME 于 冶 一 同 家 人文美学课程 攻

SUBJECTS OFFERED

Humanities Aesthetics Year Geography General Art Programme 1-2 History General Music Programme Life Skills Programme Music Elective Programme Art Special Programme Year Active Citizenry Music Elective Programme 3-4 Education Geography Art Special Programme History Year H1/H2/H3 Economics H2/H3 Music 5-6 H1/H2/H3 History H1/H2 Art H1/H2/H3 Geography

Adopting the Understanding by Design 人文部的教学采用逆向课程设计模式， (UbD) curriculum design model, the 目的在于完善每个学生对个别人文学科 Humanities Department seeks to 的理解。其教学模式、课程设计与评估 enable each student to have a deeper 方式，以“主要问题”紧密串联。艺术 understanding of the various disciplines. 美学部的教学宗旨，则在于辨认与培养 Teaching is carried out with the use of 艺术资优生，同时灌输学生群体对艺术 essential questions to guide lesson 的更高层次的欣赏。艺术学科完善而全 planning and assessment. The Aesthetics 面的课程，让所有学生得以享有更多的 Department aims to identify and groom 机会发挥创意，欣赏与洞悉不同形式的 potential talents in the Arts and instil in 美术、音乐与文化形式。 students a greater appreciation of the aesthetics. It offers a holistic, structured programme to provide all students with opportunities to be creative and innovative, and acquire an understanding and appreciation of different art forms and culture. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 27

HUMANITIES

History (Junior High) Geography (Junior High) Active Citizenry Education (ACE) History education in DHS adopts an inquiry Geographic education in DHS adopts ACE provides a platform for pupils to approach to understand the societies and the inquiry-based learning approach to consider key issues impacting Singaporean ideas in the 19th and 20th centuries. We examine important issues that affect us society and the world at large. ACE actively also seek to develop critical thinking skills and the environment, ranging from the engages pupils in decision-making, makes through the use of Socratic Seminars and management of key resources like water them think critically about their role in e-dialogic argumentation sessions. In Lower and energy to urban development and society and of their potential as agents Secondary History, we look into the history challenges. Through the completion of for change. ACE aims to develop pupils to of Singapore from its earliest days as a authentic performance tasks in the form become active citizens who can contribute Malay kingdom to its modern beginning of Geographical Investigation, students positively in a globalised world. as a British Colony in the 19th century and learn to gather primary data and secondary its emergence as modern nation state, information, examine and analyse them H1/H2/H3 Economics (Senior High) Singapore, in the latter half of the 20th to construct meaningful knowledge for A-Level Economics aims to equip students century. In Upper Secondary History, we themselves. Our curriculum also connects with an understanding of fundamental explore how various ideologies and major other cross-curricular concepts and skills economic concepts, theories and principles, conflicts in the 20th century shaped the including the development of desirable and develop in students the ability to use the modern world and society. attitudes and values like the concern for tools and methods of economic reasoning the environment and the sustainability of to analyse real-world economic issues our future. from multiple perspectives. Students are DUNMAN HIGH SCHOOL • 德明政府中学 28 Prospectus 2018 / 2019

expected to be engaged in discussions to H1/H2/H3 History (Senior High) arrive at informed and reasoned conclusions A-Level History equips students on contemporary economic issues in with content knowledge, thinking Singapore and beyond. and writing skills critical for the 21st Century. Based on regional and H1/H2/H3 Geography (Senior High) international developments in the 20th A-Level Geography is a study of the Century, students study key forces such physical and human environments with as nation-building, the Cold War and an emphasis on the tropical environments, global economy that explain much of the global economy as well as issues on today’s politics, economics and social sustainable development. The discipline issues. Students will also be expected focuses on teaching a variety of skills, in to apply historical concepts such as particular, emphasis is placed on critical empathy, change and continuity, thinking skills that require students and diversity. Through the reading of to examine geographical issues from both primary and secondary historical multiple perspectives and at various scales. documents, students will stand to gain Increasingly, there is also a need for the 21st a deeper appreciation of multiple century learner to confront and reconcile perspectives over historical issues contradictions and the theme ‘sustainable and trends. development’ presents the best platform to engage students on these issues. Authentic learning experience is also an important component of the discipline and this is achieved through independent student- centred geographical investigative studies in varied geographical settings. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 29

AESTHETICS

General Music Programme (GMP) & Art Special Programme General Art Programme (GAP) The Art Special Programme (ASP) is offered The General Music and Art Programmes aim from Year 1 to Year 4. It aims to expose to engage all Year 1 and Year 2 students in artistically-inclined students to a wide arts and culture. Students get to appreciate range of art forms supported by a deep music and art better, enjoy ethnic and digital understanding and appreciation of the music creations and express themselves visual arts. Students can choose to further through various art forms. their Art education in Senior High with the options of taking Art as a H1 or H2 subject. Music Elective Programme (MEP) The Music Elective Programme (MEP) offers Life Skills Programme (LSP) musically-talented students a choice of either The unique Dunman High Life Skills a four-year GCE O-Level programme (Higher Programme (LSP) is offered to all Year 1 and Music) or a six-year A-Level programme Year 2 students. It focuses on life skills that (Higher Music (MEP)). Immersed in a musically range from cookery, nutrition, food safety enriched and vibrant learning environment, and sewing, to emergency preparedness. It MEP students become independent learners provides engaging hands-on and teamwork in the development of their musical skills learning experiences. and their understanding of and appreciation for music. DUNMAN HIGH SCHOOL • 德明政府中学 30 Prospectus 2018 / 2019

集 我 文 KNOWLEDGE 英 艺 才 科 学 SKILLS 汇 同 于 冶 一 PROGRAMME 同 家 攻 知识研究课程

The Knowledge Skills Programme (KSP) curriculum applies an inquiry-based spiral approach for students to enhance their 21st Century competencies in the fields of thinking skills and research skills. The KSP comprises subjects such as Thinking and Research Skills Programme (TRP) in Junior High and Project Work (PW) in Senior High. The KSP curriculum is 知识研究课程 (KSP) 采用螺旋式教学 informed by thinking approaches such 法让学生在探究式的学习过程中强化自 as Edward de Bono’s Six Thinking Hats, 己的21世纪必备技能，即思维能力与研 Richard Paul’s Critical Thinking Model, and 究能力。KSP的科目包括了初中部的思 Design Thinking. It encompasses activities 考与研习课程（TRP）和高中部的专题 and assignments that scaffold student 作业（PW）。KSP以爱德华·德博诺 learning and provide opportunities for 的六顶思考帽，理查德·保罗的批判性 application and extension of acquired skills 思维模式和设计思维为课程活动设计的 in authentic learning situations. KSP also 理论根据。在渐进式的学习过程中，学 places a heavy emphasis on cooperative 生将有机会化理论为实践，以综合能力 learning and collaborative learning in its 来处理真实性的学习活动。此外，KSP teaching and learning approach, and seeks 也重视培养学生的协作与互助能力，及 to build students’ Growth Mindset. 成长型思维。 DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 31

SUBJECTS OFFERED

Knowledge Skills Programme Year 1 & 2 Thinking and Research Skills Programme Year 1

Thinking and Research Skills Programme Year 2 (Talent Development)

Year 3 & 4 Thinking and Research Skills Programme Year 3

Dunmanian Odyssey Year 4

Year 5 & 6 H1 Project Work DUNMAN HIGH SCHOOL • 德明政府中学 32 Prospectus 2018 / 2019

TRP at Year 1 focuses on critical and creative • Creative Arts Programme THINKING AND thinking skills and research skills in which • Humanities and Social Sciences Research RESEARCH SKILLS students are taught to identify, evaluate Programme arguments, assumptions and sources of • Innovation Programme PROGRAMME information, and in the process, to apply • Mathematics Research Programme principles and put forth their perspectives. • Science Research Programme (TRP) Students are also introduced to the Six • Sports Science Research Programme Thinking Hats to learn various aspects of the TRP aims to build in students a strong thinking skills spectrum. Written assignments Students embark on a service-learning, foundation of critical and creative and participation in Socratic discussions are social innovation or social enterprise thinking skills, and research skills as well part of the programme requirements. research project in groups in TRP 3. Students as positive learning dispositions. It adopts may conduct primary and secondary a developmental approach, empowering TRP at Year 2 targets at furthering the research on contemporary social issues individuals in enhancing students’ ability interests of selected students who have in Singapore. The performance task of to think critically and creatively, research the aptitude to specialise in one of the the programme is a group proposal and on, and present sound and fair arguments, discipline-based research programmes that an individual assignment. Students are and enriching their Intellectual Characters culminates in the submission of a written required to present a group proposal by nurturing thinking dispositions for a report and an oral presentation of their that can meaningfully contribute to the progressive society. Students are engaged in projects. The research programmes include: identified social issue or community. Each experiential learning and perform authentic tasks in TRP. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 33

student applies decision-making skills in Students will choose to do their projects evaluating the pros and cons of their group PROJECT WORK on one of the two broad themes assessed. proposal. Groups are welcome to implement (PW) Group written report, individual write-up their project proposals with school support and oral presentation are the assessment in Year 3 and/or Year 4. PW is a compulsory H1 subject for all products to be submitted. They provide an Year 5 students taking the Singapore- indication of students’ ability to generate, At Year 4, the Dunmanian Odyssey (D.O.) Cambridge GCE A-Level Examination. PW develop and evaluate ideas and to make Week is organised for students to take stock is a learning experience which aims to links across different areas of knowledge. of what they have achieved, reflect on how provide candidates with the opportunity our Junior High core curriculum has shaped to synthesise knowledge from various and nurtured them according to the desired areas of learning, and critically and Dunmanian Outcomes and what they need creatively apply it to real life situations. to do to reach their aspirations or goals in This process, which enhances candidates’ the coming years. This event is a platform to knowledge, and enables them to acquire foster independent learning and thinking, skills like collaboration, communication and and communication skills with a portfolio independent learning, prepares them for presentation. This event is combined with lifelong learning and the challenges ahead an overseas learning journey for the level in today’s dynamic and fast-changing world. for a multi-faceted and enriched experience for Dunmanians. DUNMAN HIGH SCHOOL • 德明政府中学 34 Prospectus 2018 / 2019

集 我 文 英 艺 科 MATHEMATICS & 才 学 汇 同 SCIENCE PROGRAMME 于 冶 一 同 家 数理课程 攻

The Mathematics & Science Programme 数理课程以针对性的学习环境和教学方 tailors teaching environment and 式为学生们营造不同的学习体验。课程 pedagogies to create different learning 的内容覆盖面既严谨又全面,提供深入 experiences for our students. We stretch 及宽广的内容，以发掘学生的潜能。课 our students with content coverage that 程融合课堂以外的学习、研究与专题研 is both rigorous and comprehensive. 习，鼓励学生对现实生活中的课题进行 Integrating out-of-class experiences, 探讨。学生在发掘式学习中探讨如何解 research and project work, our 决问题，从而培养更高阶的思考能力。 programme encourages the investigation of real-life problems, discovery learning SUBJECTS OFFERED and open-ended problem solving, which enable students to develop higher-order Mathematics Science thinking skills. Year 1-2 Mathematics Lower Secondary Science

Year 3-4 Mathematics 1 Biology

Mathematics 2 Chemistry

Physics

Year 5-6 H1/H2/H3 Mathematics H1/H2/H3 Biology

H2 Further H1/H2/H3 Chemistry Mathematics

H2 Computing H1/H2/H3 Physics DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 35

MATHEMATICS

Mathematics (Junior High) H1/H2/H3 Mathematics & Mathematics in Junior High focuses on the H2 Further Mathematics (Senior High) importance of problem-solving, making Mathematics emphasises on the connections across topics and bringing out conceptual understanding and skill the real-life applications of Mathematics. proficiencies. Students learn to conjecture, The curriculum is differentiated and caters discover and reason through Mathematics to students’ learning needs, readiness problem solving. They are also exposed to and interests. Students develop the mathematical modelling, which involves skills to reason logically, communicate making informed assumptions, validations mathematically, and learn cooperatively and predictions. Selected students may through oral presentations and projects. also offer H2 Further Mathematics or H3 Mathematics to further develop their Financial Literacy (Junior High) knowledge and skills. Financial Literacy enrichment lessons are taught in Year 3 and 4. Through these lessons, H2 Computing (Senior High) students are taught good financial habits Computing focuses on problem solving and and simple investment appraisal methods. computational thinking. Students develop The financial literacy knowledge learnt gives project management skills through the our students a head start in managing their planning, design and creation of applications finances and some knowledge of how big in the business, engineering, education or corporations run their businesses. Students entertainment domains. They also gain an could also offer an advanced programme, understanding of the ethical, social and which includes visits to FinTech Companies. economic issues associated with technology.

DUNMAN HIGH SCHOOL • 德明政府中学 36 Prospectus 2018 / 2019

SCIENCE

Lower Secondary Science their horizons, and acquire knowledge and Lower Secondary Science provides skills which enable them to think critically the foundation in developing students and make informed decisions. with scientific knowledge and social responsibility towards our society. Science Chemistry (Junior High) is studied using an inquiry-based and Chemistry helps us understand our world exploratory approach to understanding the through the study of matter and the natural and physical world. Our curriculum interactions of materials. Students think is designed to connect students with critically about the applications of chemical applications of science in their everyday processes in order to discover new solutions life. Students learn to collaborate in group to healthcare issues, environmental issues, projects to construct models and conduct and energy usage in the future. These investigative experiments to enhance their concepts are brought alive through practical learning and appreciation of science. work and group projects using ICT.

Biology (Junior High) Physics (Junior High) Biology is the study of the dynamic Physics explores physical laws governing relationships between living things and the interactions in the world around us. To non-living environment. Students examine enable the deeper learning of the physics the interdependence, interactions and curriculum, many activities are designed to processes which maintain life and ensure illustrate the principles of Physics. Students its continuity. During the course, students are engaged via the use of data-loggers, create models to enhance their learning, activity kits and the toy demonstrations participate in learning journeys to broaden during Physics lessons. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 37

H1/H2/H3 Biology (Senior High) H1/H2/H3 Chemistry (Senior High) H1/H2/H3 Physics (Senior High) In the Biology course, students learn about Students learn basic Chemistry principles in Students acquire basic knowledge of how life works at the cellular and molecular physical, organic and inorganic Chemistry, Physics and its application in the real world, level and also more advanced studies like and progress to more advanced studies as well as more specialised topics in Modern Proteomics, which integrates knowledge in like Pharmaceutical Chemistry, which Physics like the Quantum Theory of Light. By Biology and Chemistry in the study of the delves into drug chemistry. Students will understanding important Physics principles, chemistry of proteins. Students become understand and apply Chemistry concepts students learn how the world around us acutely aware of the applications of Biology and principles in solving problems and works and develop important quantitative and the impact of recent developments appreciate its applicability in other and analytical skills. on society. disciplines and in everyday life. DUNMAN HIGH SCHOOL • 德明政府中学 38 Prospectus 2018 / 2019

集 我 文 TALENT 英 艺 才 科 学 DEVELOPMENT 汇 同 于 冶 一 PROGRAMME 同 家 攻 人才培育计划

The Dunman High School Talent Development Programme (DHS TDP) is one of Dunman High’s key programmes specially tailored for high-ability students to achieve peaks of excellence.

DHS TDP aims to foster high-ability students’ cognitive development and to nurture their affective and character 德明人才培育计划旨在通过各项拓展 development. School-wide enrichment 活动来全面发展资优生的潜能，即认 activities for Talent Development are 知能力、情意发展和品格发展。此计 guided by Renzulli’s School Enrichment 划以Renzulli的全校性充实模式以及 Model and Gagné’s Differentiated Model Gagne的资优与才能区分模式为理论 of Giftedness & Talent (DMGT). DHS TDP 依据，主要包括以下几个方面： consists of: • 校本高材教育 • School-based Gifted Education • 专项人才培育计划 (SBGE) Programme • 部门人才培育计划 • Specialised Talent Development • 课程辅助活动 Programme • Department Talent Development Programme • Academic Co-Curricular Activities DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 39

School-Based Gifted Education (SBGE) Specialised Talent Development The SBGE is a programme for high- Programme ability learners in which their learning Students with the aptitude and passion in experiences are differentiated in terms of the Humanities, Languages or Sciences are curriculum content, teaching and learning also offered the opportunity to participate processes, assessed products and learning in Specialised Talent Development environments (June Maker Model). This Programme (organised by DHS, MOE or platform allows students to maximize external agencies). To learn about the their academic potential in different latest research developments, students subject disciplines. may embark on research projects and participate in competitions that seek to In Year 1 and Year 2, students who were deepen their specialised knowledge and formerly from the Gifted Education increase interaction opportunities with Programme in their Primary Schools experts from the various fields. Through are placed in SBGE classes together with their participation, students deepen their other high-ability students. Students in the disciplinary understanding, and strengthen SBGE classes get to experience a holistic their social and emotional competencies programme that involves varied core- (for example decision-making skills) curricular enrichment activities. In Year 3 and and core values (such as resilience and Year 4, admission to SBGE classes is based responsibility). on merit and teachers’ recommendation. DUNMAN HIGH SCHOOL • 德明政府中学 40 Prospectus 2018 / 2019

Examples of Specialised TDP: Department Talent Development Examples of Department TDP: • Chinese Language Talent Programme Programme • Art Special Programme • Creative Arts Programme TDP is also provided at the departmental • Bicultural Studies • Future Problem Solving Programme level where various departments offer Programme (Chinese) • Humanities & Social Sciences differentiated advanced learning • Music Elective Programme Research Programme opportunities that develop students’ • Competitions training • MakerEd@DHS cognitive capacity, creativity and a (e.g. National Science Challenge) (Computing & Robotics Programme) sense of empathy and appreciation for • Enrichment Programmes or courses at • Moot Parliament Programme the human condition. These learning advanced level of knowledge and skills • Nanyang Research Programme opportunities may form part of the core • H3 academic subjects (Year 5 to Year 6) • Science Mentorship Programme curriculum or co-curriculum and are held • MOE – Local Student • Sports Science Research Programme during or beyond curriculum time for Attachment Programme • Research@Young Defence Scientists selected group of students. • MOE – Overseas Student Programme Attachment Programme DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 41

Academic Co-Curricular Activities (CCA) As part of the TDP, Year 5 and Year 6 students who have special aptitude, capacity and passion for the Humanities, Mathematics or the Sciences have the option to be members of academic-based CCAs, such as International Strategic Affairs Council (Humanities), Mathematics Society and Science Society. Besides being given special training and research mentorship opportunities, they are also involved in organising local and/ or international events such as the ASEAN Plus Summit.

Knowledge Skills Learning Day Our annual Knowledge Skills Learning Day, a school-wide event, provides a key platform to celebrate our students’ achievements in honing their 21st Century competencies as well as to foster students’ interest in participating in the various talent development and research programmes. One other key purpose of the Knowledge Skills Learning Day is for students to participate in various learning sessions to learn from the field experts through the guest speakers segment, research dialogue sessions and hands- on academic workshops. Students who achieve excellence in their research work share their work and learning points with fellow Dunmanians. DUNMAN HIGH SCHOOL • 德明政府中学 42 Prospectus 2018 / 2019 吾 学 师 兮 生 博 共 STUDENT LEADERSHIP 通 陶 镕 吾 浩 DEVELOPMENT PROGRAMME 德 气 兮 干 高 学生领袖培育计划 长 崇 空

Dunman High School aims to develop 德明政府中学旨在培育学生成为“关怀” Dunmanians as Leaders of Honour who 、“服务”与“领导”学校以及社群的未 will Care, Serve and Lead. We believe that 来领袖。我们笃信塑成优良的品德是培 character development is the central tenet 养领导能力的核心，学校以此为理念设 of leadership. With this in mind, a Student 计并推行了一系列学生领袖培育课程， Leadership Development Programme 一方面为每一位德明人提供基础的领导 has been designed to secure the base 能力培训，另一方面鼓励领导能力特出 by providing opportunities for every 的学生肩挑大梁。 Dunmanian to learn about leadership while stretching the most capable of our student leaders through a series of leadership development programmes. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 43

Adopting a spiralled approach, Lower The DHScholars Programme complements 和平台，强化领导能力。此德明领袖培训 Secondary students are introduced the DHLP by supporting our student leaders 计划的目的，是为了确保高素质和有潜 to fundamental leadership skills and in the area of scholarship and higher 能的学生在领导能力上得到最大限度的 knowledge through programmes (e.g. education application. It is a structured 提高，为他们未来迎接德明毕业后的一 Strengths Explorer and Strengths Finder) mentoring programme that aims to provide 切机会做好准备。德明领袖培训计划为 that foster the development of self- participants with more opportunities to awareness and relationship management explore scholarship and higher education 中四及以上年级的学生而设。该计划下 competencies. At the Upper Secondary options, and eventually make an informed 的学生，是学术、社团活动或领导才能 and Senior High, students put their decision about them. Through mentorship 方面的模范学生领袖。学生在完成培训 leadership skills into practice as CCA and a range of developmental activities, the 后，将在高二年级直接进入特设的德明奖 Leaders and Student Body Leaders (e.g. DHScholars Programme aims to strengthen 学金计划（DHScholars Programme） Class Committee and the Student Council). students’ scholarly attributes, and to refine 。这样多管齐下的方式，使学生领袖得到 The Student Council is a cohesive student their relevant skills for scholarship and leadership organisation that works closely higher education applications. 层进式和系统化的培养。 with various stakeholders to enrich the lives of Dunmanians by inspiring positive 我校以循序渐进的方式，首先为初中低年 纳入德明领袖培训计划的学生，在德明奖 changes and fostering a family culture in the 级学生提供入门级的领导培训，以培养学 学金计划下，将能在奖学金和高等教育学 school. Student Councillors are given many 院的申请方面得到有力的帮助。德明奖学 opportunities to develop their leadership 生的自觉意识和人际关系管理能力。到了 金计划是一套系统化的培训辅导计划，旨 abilities and core competencies through 初中高年级以及高中阶段，我校则为学生 the planning of major school events and 提供各种机会，让他们将先前所学，以社 在让学生更了解奖学金和高等教育学院的 student-initiated activities. In caring, serving 团领袖、学生组织领袖的形式付诸实践。 选择，并最终做出明智的决定。该计划通 and leading, student councillors are able 其中，学生理事会便是众学生领袖组织 过辅导和一系列培训活动，培养学生的学 to leverage on their strengths to unleash 中的代表性组织。它通过与校内及校外 者气质，为他们申请奖学金和高等教育学 their potential, experience the fulfilment 院做好相关的准备。 that comes with being a servant leader. 合作伙伴的协作，优化德明学生的学习 The Dunman High Leadership Programme 生活，培养德明校园团队精神。在锻炼 (DHLP) has been developed to enrich 学生理事会成员领导能力和素质方面， 通过上述目标明确、循序渐进的培育方 and value-add to students’ leadership 学校提供机会，让学生参与策划校方重 式，我校期望所有学生都能够成为社稷 experience from Year 4 to Year 5 through 要的活动项目，以及推动学生自发组织 栋梁，日后服务社会，回馈国家。 varied platforms like dialogue sessions, 活动。在“关怀、服务和领导”精神培 workshops and mentoring. The DHLP aims to ensure that students, who are 养方面，学生理事会成员能有机会发挥 high performing and have high potential 自己的优势，发掘自己的潜能，并体验 in their holistic development (academic, 作为一个服务领导者所带来的满足感， character, leadership and CCA), are able 进而得到激励，并继续其领导的征程。 to maximise their capacity in leadership. The DHLP is offered in Year 4 and student 领导能力更强的学生，则可通过参与德明 leaders of the DHLP will graduate into the DHScholars Programme, a programme for 领袖培训计划（DHLP) ，在中四到高一 Year 6 students. 阶段，通过对话会、工作坊、指导等方式 DUNMAN HIGH SCHOOL • 德明政府中学 44 Prospectus 2018 / 2019 吾 学 师 兮 生 博 共 通 陶 CO-CURRICULAR 镕 吾 浩 德 PROGRAMME 气 兮 干 高 课程辅助活动 长 崇 空 DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 45

Co-Curricular Activities (CCAs) are an integral part of life in Dunman High School. Our CCAs place great emphasis on developing skills, inculcating the right values in our students, and providing them with healthy recreation and enjoyment. There are plenty of opportunities for talent development.

At Senior High, students will be given greater room to propose and run their own activities within their CCA to encourage them to take greater ownership, follow their passion and build camaraderie. Senior High CCAs complement the Junior High ones with a greater focus on student- initiated activities.

课程辅助活动是德明校园生活中不可或 缺的一部分。本校的课程辅助活动旨在 培养学生的各项技能、为他们灌输正确 的价值观及培养健全的社交心理，也为 他们提供健康的娱乐和休闲活动。此 外，资优生的培养也是课程辅助活动 的重点项目之一。

在高中部，学生拥有更大的自主权来策 划和执行所属团体的活动。从中，他们 能培养更强的归属感，也能更好地发挥 自我潜能和团队力量。高中部的课程辅 助活动也与初中部的起到相辅相成的作 用，重点开展以学生为导向的活动。 DUNMAN HIGH SCHOOL • 德明政府中学 46 Prospectus 2018 / 2019

JUNIOR HIGH CCA 初中部课程辅助活动

To encourage student participation, Dunman High School provides a wide range of CCAs that includes Sports, Uniformed Groups, Performing Arts Groups, Clubs and Societies for all Junior High students who join Dunman High School in Year 1. Before admission into a CCA, students are required to attend an audition, a trial or an interview for the CCA they have opted for.

本校为了鼓励学生积极参与课程辅助活 动，在体育、制服团体、表演艺术和学 会等多方面，为学生提供了多元化的选 择。每位中一学生都得通过面试选拔才 能成功加入所选的课程辅助活动。

SPORTS AND GAMES*

Offered at Junior High & Senior High Air Weapons Club

Badminton

Basketball

Softball (Girls)

Table Tennis

Track & Field

Volleyball

Wushu

Offered only at Senior High Bowling

Golf

Netball

Outdoor Activities Club

Sailing

Singapore Youth Flying Club

Soccer (Boys)

Taekwondo

Tennis DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 47

PERFORMING ARTS*

Offered at Junior High & Senior High • Chinese Dance (Junior High Only) Chinese Society • Chinese Drama • Beijing Opera

Chinese Orchestra (including Guzheng Ensemble)

Choir

English Drama • International Dance (Junior High) Society • English Drama

String Ensemble

Symphonic Band

Offered only at Senior High • Modern Dance Dance Society • Hip Hop (D’Movement)

Guitar Ensemble DUNMAN HIGH SCHOOL • 德明政府中学 48 Prospectus 2018 / 2019

UNIFORMED GROUPS

Offered at Offered only at Junior High & Senior High Senior High Girls Guides Girl Guides – Young Adult Leaders

National Police Cadet Corps NPCC - Cadet Inspectors (NPCC)

Scouts Scouts – Ventures

St John Brigade (SJB) SJB - Cadet Leaders DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 49

CLUBS AND SOCIETIES*

Offered at Offered only at Junior High & Senior High Senior High Art Club Culinary Club

Infocomm Club Community Service Club (including Environment Club)

Robotics Club International Strategic Affairs Council

Japanese Cultural Club

Only available as 2nd CCA Mass Communication Society in Junior High Chinese Society Mathematics Society • Chinese Calligraphy

Library Society Oratorical Society (Debate & Public Speaking)

Lion Dance (for Scouts only) PA Crew

Oratorical Society (Debate) Photographic Society

Publications

Science Society

* Admission into the CCA is by merit. Only students who have passed the audition/trial and/or interview set by the respective CCA teacher-in-charge will be admitted. * 学生必须通过由活动负责老师安排的面试或甄选，才可获录取。 DUNMAN HIGH SCHOOL • 德明政府中学 50 Prospectus 2018 / 2019

SENIOR HIGH CCA 高中部课程辅助活动

Senior High CCAs serve the needs and In addition, to provide more platforms for 平台，让学生培养领导才能、开阔视野、 interests of the Senior High students. In students to further pursue their passion and 发挥所长，建立长久坚固的友谊。本校 addition to having the option to remain interests, as many as 10 Interest Groups 秉持着让学生培养爱好和兴趣的宗旨， in their current CCA from Junior High, (IGs) have been set up in the past few years. 在多个领域设立了课程辅助活动，以满 where they can further develop their IGs may be interest-driven or event-based 足学生的需求。 talents, students may also consider joining and are guided by teachers. IGs have another CCA. Both options give students undoubtedly added vibrancy and zest to opportunities to plan activities and events, the school. Senior High CCAs have certainly 此外，学校也成立了许多兴趣小组，给 providing them with platforms to develop enriched students’ lives and experiences. 学生提供更多的平台，让他们按自己的 their leadership competencies, deepen 兴趣发挥所长。这些以兴趣或活动为导 their knowledge of their interest areas 高中部课程辅助活动旨在为高中生的学 向的兴趣小组由学校教师督导。兴趣小 and forge lasting friendships with their 习需求与兴趣而服务。他们即可以选择 组活动也为校园增添了不少活力和色彩。 peers. As DHS recognises the importance 继续留在初中的活动团体里学习，以进 of allowing students to pursue their passion, 高中部的各项课程辅助活动，让学生的 一步发展自己的才能，也可以选择参加 whatever they may be, new CCAs were set 校园生活和体验更添姿彩。 up for Senior High students to meet their 一个新的活动团体。这两项选择都能给 needs and varied interests. 予学生策划活动的机会，并提供适当的 DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 51 爱 护 光 我 大 德 我 WHY THE 明 德 明 永 永 DUNMANIAN EDGE? 志 志 乎 乎 五 为什么德明精神如此珍贵？ 五 中 中

In understanding why the Dunmanian Edge 德明精神给每个人都留下了特殊难 provides such a meaningful experience, 忘的回忆。德明人的故事由四组人 the story is best told by four important 为我们讲述： groups of people: 1) 德明学子 1) Our Dunmanians; 2) 德明学子的父母 2) Parents of Dunmanians; 3) 德明的合作伙伴 3) Partners of Dunman High; 4) 大学教授对德明毕业生的评价 4) University Professors of Dunmanians. DUNMAN HIGH SCHOOL • 德明政府中学 52 Prospectus 2018 / 2019

爱 护 光 我 大 FROM OUR DUNMANIANS, 德 我 明 德 明 PARTNERS, PARENTS AND 永 永 志 志 乎 PROFESSORS 乎 五 五 中 学生，校友，家长和教授们眼里的德明 中

OUR DUNMANIANS

HO ZHI HUI 6C22 /2017

Dunman High has defined the moral compass of Dunmanians which guides us to be highly respectable people of tomorrow’s society. Our teachers have no obligation to help me in catching up with the lessons that I have missed due to my performances, and neither do my friends have to sacrifice half a day of their holidays to help me with my campaign banner. But they did anyway, because they care. For that, I am deeply indebted to all my teachers and peers who have given me a unique Dunman High experience that is beyond fulfilling.

TAN SHI QI 5C31 /2018

诚信勇忠。Something all Dunmanians stand for, something unique to Dunman High.

YUNA CHEONG 3I /2018

I am immensely proud and grateful to be a part of the Dunmanian family. 我 一直都紧记着要 “开开心心上学来， 平平安安回家去”。“一日德明人，一生 德明情”，the memories, both joyful and woeful, I have made here will forever be etched in my mind. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 53

TAN YORK YANG 3I /2018

德明是我们的第二个家。Dunman High has really made me feel at home. The teachers have guided and coached me just like my parents. My schoolmates are like my siblings who work and play hard together. Dunman High is not just a school, instead it is a big family and I am truly glad to be part of this Dunmanian family.

CHAN SIU LONG 5C21 /2018

To care, to serve and lead. This is what every Dunmanian aspires to achieve.

FION TAN 3L /2018

校园生活有时候也会比较忙碌，但却很充实。 老师们的支持、学长们的照顾和朋友们的鼓 励，也为我们营造了一个舒适与温暖的学习 环境。德明给了我很多，让我天天都能开心 地度过。这里，是我的第二个家。 DUNMAN HIGH SCHOOL • 德明政府中学 54 Prospectus 2018 / 2019

PARENTS OF DUNMANIANS

Parent : Alvin Lee Student : Lee Sin Yuen Class : 6C35, 2018

Dunman High has provided the perfect Dunman High is not just an education platform for my son to deepen his mastery institution, it is an extended family with of academic subjects and in parallel, caring and high calibre teachers plus enriched his learning journey through CCA school leaders working as one in bringing and leadership initiatives. As a Dunmanian, the best of every student, regardless of the values infused into him by the school background. That is what makes Dunman will anchor his sense of responsibility and High special, and that is why I highly self-consciousness, as he travels on the recommend parents without reservations journey of life long after school days. to choose Dunman High as their school of choice!

Parent : 谢爱玉 Student : 林炯含 Class : 6C24, 2017

昔日矗立在加东的德明，教育了我和 我关注，但不专注于她的学业发展。 我先生。很庆幸如今丹戎禹的校舍， 我深信文凭只能帮你踏出第一步。而 培育了我们的女儿。 德明身教言教中所贯穿的个人品德修 养，却能让你鹤立鸡群，走得更远。

Parent : Beh Siew Kim Student : Liew Jian Wei Class : 5C34, 2018

When we came for the Open House, we felt He enjoys going to school and teachers are the school environment was like a family. truly caring. The school believes in bringing The students and teachers mingled well out the best in each child. In addition, we and looked genuinely happy. After being like the emphasis on biculturalism and in Dunman High for a year, the school has character development by the school as indeed been a second home for my son. these are important elements of education. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 55

Parent : Janet Choy Student : Goh Qing Khang Class : 6C34, 2018

The close knit relationship between time my son has completed the six-year the school management and parents programme in Dunman High School, is something I really am in awe of, he would have the essential life skills especially the efforts to integrate parents and knowledge to benefit the society in in our kids’ lives. I am sure that by the future, Thank you Dunman High!

Parent : Andrew Lim Student : Brandon Lim Chee Yeung Class : 4H, 2018

Dunman High School fosters a caring and in life. As a parent, I believe these skills will warm family environment. The teachers be a very critical part of his success as he are very engaging, passionate and do their gets older, even more important than his utmost in helping my son’s school work and academic skills or intelligence. his personal development. He is now very motivated to acquire more social skills and We are indeed very honoured to be part inspired by his teachers to discover more of the Dunman High family.

Parent : Lily Hwang Lili Student : Jaimie Lim Jiaying Class : 3D, 2018

My child has grown a lot over the past sessions with her peers and seniors year in Dunman High School. She has tremendously. She has also grown to be developed a sense of identify with more mature in her actions and thinking the school and feels a strong sense of as the school consistently emphasises belonging with her friends from the on character building. I believe that she same co-curricular activity, Chinese will continue to develop as a person in Orchestra. She is in the percussion Dunman High School. section and she enjoys the practice DUNMAN HIGH SCHOOL • 德明政府中学 56 Prospectus 2018 / 2019

Parent : Chow Eng Hwee Student : Axl Chow Shi Kai Class : 3J, 2018

身为德明政府中学的校友，我以儿子 孩子的个人发展极重要的一环。我希望 能够成功进入德明就读而感到高兴、 他通过这六年的学习过程，不仅能充分 自豪。这其中除了对母校的那份归属 体现德明校训，诚、信、勇、忠、的传 感以外，更重要的是，德明过去这些年 统价值观，同时也养成优越锐利的逻辑 来在各方面的迅速发展和蜕变，比起当 思维，以备将来能够更好的驾驭自己克 年已经更上一层楼，不可同日而语。 除 服各种挑战，有能力走得更远，从而回 了学校里老师们的谆谆善诱以及优质的 馈社会。自从进了德明，他也体验到并 教学理念和设备之外，其极力弘扬中西 喜欢上了老师关爱，学生恭敬，同学互 双文化价值的求学环境，更是对于今后 助的良好校风。

Parent : Foo Chin Yuin Student : Sophia Ang Yong Zhi Class : 4C, 2018

Dunman High is fun. This is my daughter’s and looks forward to the physical and feedback after spending years in mental challenges during its training. Dunman High. We chose the school for Academically, I believe that the six-year its high academic standards, bicultural Integrated Programme also provides a environment and close proximity. It very stable and supportive environment is also heartening to know that the for the formative teenage years. Dunman school is a fun place. In particular, my High is the place for you if you identify daughter enjoys her CCA, Girl Guides, very with its culture, vibrant environment and much. She treasures the camaraderie holistic approach to education.

Parent : Steven Quek Student : Adelle Quek Jie En Class : 3K, 2018

My daughter was honoured to be admitted school work, CCA and other programmes into Dunman High School through DSA like Music Elective Programme, Talent Table Tennis. She thoroughly enjoys the Development Programme and Young team camaraderie. Quite often, I will hear Writers Programme offered in DHS. I her share how her seniors have helped her can see her progressing very well both in her studies and share their journey in academically and in her character and DHS with her. She can feel the sincerity leadership. She was very happy to serve of the students and teachers, and was as the class Vice-Chairperson in Year 1 particularly impressed how DHS exudes and now she has taken up the Internship a sense of warmth, just like one big family. Programme in the Student Council. DHS Her development and growth is displayed is grooming her to be Leaders of Honour in how she manages her time in her who will Care, Serve and Lead. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 57

ALUMNI & SCHOOL ADVISORY COMMITTEE

Alumnus Honorary Chairman, SAM GOI School Advisory Committee, Dunman High School 魏成辉 CEO, Tee Yih Jia Food Manufacturing Pte Ltd

我能对社会做出一些小贡献，是本着取之社会，用之社会的精神； 借着新加坡给我的这样一个平台。德明“诚、信、勇、忠”的校 训深深地扎根在我心上，使我明白人必须懂得饮水思源。当我有 能力的时候，我就会回馈社会，不遗余力。

Alumnus Senior Parliamentary Secretary LOW YEN LING Ministry of Manpower & Ministry of Education 刘燕玲 Mayor, South West CDC

在德明的日子，是亭亭松影、习习海 春都终将逝去*，母校精神已深植心中， 风的丹戎加东旧校舍孕育了我。当年 永不磨灭！ 参加女童军活动与乒乓校队，让我学 习了生活技能，也锻炼了我的体魄。 （*以此句记录当下中国最卖座的电影-- 校园内的礼堂、集思楼、正心楼、格 赵薇导演的《致我们终将逝去的青春》。 致馆等，都留下了我们成长的足迹， 让我们谨记：我们正值青春时，和青春逝 见证了我们光辉的青春。母校还为我 去时的世界会变得不一样。所以我们正值 掌握双语打下了稳固的基础；母校的 青春时，必须把握时机，为我们青春逝去 校训“诚、信、勇、忠”，也是我 时的世界作最充分的准备--与同学们/校 处世待人的指南针。纵然我们的青 友们共勉之！）

TEO KEK YENG CEO, Teo Tjoe Tjoen & Sons Pte Ltd 张克荣 Alumni President

从同学们走进德明、成为德明大家庭的一员时，我希望大家 能够深刻记得生命中这个宝贵的时刻和时期。今天你以德明 为荣，明天德明为你感到骄傲。

ANG ENG CHOON HOD, Corporate Relations 翁英俊 Dunman High School

在这里，我学到了做人的道理，结识了许多同甘共苦的同事 与朋友。从学生晋升为老师，我心目中的德明依旧不变，永 远是一个温馨的家！ DUNMAN HIGH SCHOOL • 德明政府中学 58 Prospectus 2018 / 2019

PARTNERS WHO WORK WITH AND SUPPORT DUNMAN HIGH

MISS KRISTIN HOO Marine Parade Youth Executive Committee Our Partner since 2013

On behalf of the Marine Parade CC Youth Executive Committee, I would like to thank all of you for your support in making DR CHEONG LEE CHING Enterprise for a Cause a success. Thai Shen Family Clinic, Our Partner since 2012 As an alumnus, I feel extremely proud to have witnessed my juniors conceptualise and execute a relatively large-scale Dunman High students are polite, enthusiastic, cheerful, fast project at such a tender age. I was especially impressed by and keen learners. They show aptitude in being patient and a few students who were particularly vocal and persuasive good listeners; potential to be good physicians. when marketing their goods, as well as the class who sold the earrings - the students managed to communicate to me at the start of the event an estimate of the proceeds assuming all goods were sold. This reflects careful thought and planning on their end. AQRAM, LITTLE ARTS ACADEMY (THE ARTS HOUSE) Our Partner since 2008

PAULA KESAVAN Commitment, hardwork, initiative. DHS students are able National Environment Agency (NEA) to cope with a fast paced environment of work. They are Our Partner since 2006 willing to work as a team to deliver a successful event. They show aptitude setting up the groundwork in order for the production to run smoothly. They have clear expectations The enthusiasm and hospitality shown by the student of the working force and appreciate what happens “on the volunteers from Dunman High School, particularly those from ground”. This is especially needed in industries such as the the Environment Club, have enriched the YED participants’ Arts industry where textbooks cannot help. environmental awareness and experience. The students’ commitment is a reflection of the care and guidance of their teachers and reflects well on Dunman High School’s vision of developing students’ potential to the fullest to enable them to Care, to Serve and to Lead… We look forward to continued SIM KWAN KIAT partnership with Dunman High School as we work together Business Finance and Insolvency, Rajah & Tann to think, care and act for our environment. Our Partner since 2010

Reliable, good attitude in learning. DHS students are respectful and able to follow instructions well. They are also keen and inquiring learners. They are eager to learn about the law and the Singapore legal system. It is a pleasure to have DHS students with us.

The above partners represent part of an extensive network of partnerships cultivated and appreciated over the years. DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 59

DUNMANIANS AROUND THE WORLD 五湖四海的德明人

Many of our students have gone on to 我们校友的足迹，遍布海内外。我们也 pursue Higher Education in Singapore and 通过校友会联络到了来自不同大学的教 around the world. Through our alumni, 授，请他们就我们德明毕业生在大学的 we have asked different professors to pen 表现谈谈看法。从教授们积极的反馈当 a few thoughts on how our Dunmanians 中，我们很高兴看到了德明精神在校友 have stood out during their course work 们身上熠熠生辉。我们以校友们为荣！ at university. The professors all agreed that our students have made a positive impression on them.

KOH LIANG WEI Dunman High School, Class of 2010 许良玮 Fudan University, Shanghai

许良玮同学于2014年选修了我所教授的《宏观经济学》 能进行系统性地学习，逻辑性强，十分适合学习经济学，因 （全英文）课程。我们在一个学期的学习过程中，相处十分 此，他成为很少能在我的课程上拿A的国际学生。而让我印 愉快。我十分庆幸能有许良玮这样优秀的学生来修读我的课 象最深刻的是，相较于他的同学，他对自己未来的职业规划 程，我本人感到非常荣幸。许良玮应该是我在复旦任教七年 有相当清晰的认识，因而学习有更强的目标性，这会让他将 以来教过的最优秀的5%的学生之一。 来在职场上有出色的表现的。

许良玮十分勤奋，每次上课都坐在第一排，凡是我在课堂中提 总而言之，对于贵校能培养出如此优秀的学生，深表钦佩， 出的问题，他都会积极思考，并回答问题。他的课程参与，带 也希望贵校会有更多如许良玮这样优秀的学生选择来我们复 动了其他同学的积极性；他回答问题的视角给其他同学提供思 旦留学。 考问题新的角度，总之，他对我们的课程有着积极的贡献和 正面的溢出效应 （经济学术语：positive externality）。他 李丹 的英文非常棒，沟通技巧非常好，而且组织能力也十分强， 副教授 很成功地带领他的组员完成课堂项目，深受同学的喜欢。他 复旦大学经济学院 DUNMAN HIGH SCHOOL • 德明政府中学 60 Prospectus 2018 / 2019

LIM YAN CHUN 林衍竣 CHRISTOPHER SIANTA 佘东发 Dunman High School, Class of 2009 Dunman High School, Peking University, Class of 2014 Class of 2010 Chulalongkorn University, University of California, Class of 2015 Berkeley

林衍竣的思维批判能力较强，沟通能力较高。曾多次在课堂 I had the pleasure to teach Christopher in a lecture class dedicated 上发言，与同学分享讨论自己的研究学习心得，展示出其有 to contemporary Buddhist traditions in Nepal, Sri Lanka and 效的沟通能力和清晰的思路。另外，林衍竣也多次受邀为其 mainland Southeast Asia. Christopher was an amazing student. He read the extensive readings (some 1500 pages!) with great care 社团和组织的宣讲会进行公开的双语演讲。由此足以证明林 and critical acumen, and he also followed the lectures with close 衍竣的公开演讲能力较强，自信心较高。 attention. More importantly, he not only absorbed and digested the extensive and complex materials but he really thought through 同时，林衍竣热心公益，在课外积极参与北京多家公益机构 the issues and questions and in the process proved himself an 的志愿服务。例如，他长期在VJoin公益咨询组织兼职，为 independent and creative thinker. He richly earned the A+ he 公益机构提供能力建设的服务。 received for this class, a grade I only rarely award. Professor Alexander von Rospatt 身为新加坡政府公派奖学金得主，林衍竣认真学习、刻苦钻 Buddhist and South Asian Studies Director, Group in Buddhist Studies 研、锻炼自我能力，学习毕业后返回新加坡政府部门工作， Department of South & Southeast Asian Studies 必能为新加坡的发展及新中两国的关系作出卓越的贡献。 University of California, Berkeley 韦民 副教授 北京大学国际关系学院

Yan Chun Lim is presently completing his studies on the MA in FOONG KE WEI International Development Studies program in Bangkok, Thailand. On the program, he has proven himself highly motivated and 冯可惟 committed to his studies, and to international development Dunman High School, itself. Yan is a sophisticated writer and articulate speaker. He Class of 2011 has creatively engaged in class debate drawing on his sharp University of Cambridge analytical skills and past experience in Singapore, China and Cambodia. Outside of the classroom, Yan has interned with the I am delighted to write a testimonial for Ke Wei Foong. Ke Wei HomeNet Foundation utilizing his skills to support community is one of the most talented students that I have taught. She is groups promoting labor rights in Bangkok. a highly motivated individual who has shown an enthusiastic and mature approach to all aspects of her studies. She has an For both the staff and his fellow students, it has certainly been outstanding ability to assimilate information and apply this a pleasure to have Yan join the program. He has demonstrated knowledge. This is demonstrated by her exemplary academic a great potential for future leadership through his personal record and well deserved first in BOD Tripos. conduct, academic ability and strategic thinking. I have little doubt that whichever career Yan choses to pursue, he will be I have been very impressed by her inquisitive and insightful highly successful in it. nature and meticulous attention to detail. On a personal note, Dr Carl Middleton I have found Ke Wei to be thoughtful, considerate and a truly International Studies Development Programme delightful individual. It has been an absolute pleasure to supervise Faculty of Political Science, Chulalongkorn University, Thailand her. With these attributes I have no doubt that Ke Wei will be an exceptional, caring and compassionate doctor. Dr Helen Parfrey Consultant Physician at Papworth Hospital DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 61

TAN BAO JIA 陈葆佳 President Scholar 2009 Dunman High School, Class of 2009 Peking University, Class of 2013 Stanford University, Class of 2015

Through my interactions with Bao Jia, she has shown herself to Bao Jia was my Research Assistant for half a year and we co- be a deft thinker, contributing meaningfully to class discussions authored a published paper together. I got to know Bao Jia after with her novel approaches to the questions at hand, backed by strong recommendations from her department and my colleagues, rigorous critical analysis. For example, when we broached the and have been thoroughly impressed. She possesses quick wit, topic of transitional institutions and fiscal federalism in China, excellent communication skills and a healthy sense of humor. Bao Jia stood out from the class by challenging the assumption Her mathematical foundations are very strong, and this has that the central government would not predate on the local complemented her deep understanding of political-socio affairs government simply because of the tax contracts put in place. She and her bilingual abilities to allow her to produce very insightful understood the fickle and realistic nature of contracts made, and research on China affairs. Her work ethic is unsurpassed, and she showed an outstanding ability to grasp concepts quickly when is focused, good-spirited and highly intelligent. Unsurprisingly, she she could point out the dynamics between the central and local has won the hearts of her peers and is not only the top student governments. Despite not being native to China, Bao Jia has shown in the department but also President of the Student Association. a remarkable capacity for adaptation, quickly developing a deep Despite all her achievements, Bao Jia is very humble, and she understanding of China’s complexities rarely found in foreigners. is kind not just to everyone generally, but specifically to those who needed a little extra kindness most. I have been delighted In addition to Bao Jia’s strong intellectual ability, she embodies to work with her, and believe that big things lie ahead for this a deep sense of humility, always being open to alternative exceptional young lady. viewpoints and ready to learn from others. Her willingness and Professor Karen Eggleston ability to connect with other students has made her an invaluable Director of the Asia Health Policy Program at the asset to discussion and project groups, where she has consistently Walter H. Shorenstein Asia-Pacific Research Center been a leader and mentor to other students. These qualities of Center Fellow at the Shorenstein Asia-Pacific Research Center hers will make her an invaluable asset to any academic community Center Fellow at the Center for Health Policy and the she joins. Center for Primary Care and Outcomes Research Faculty Research Fellow of the Professor Tao Ran National Bureau of Economic Research Renmin University Professor for “China’s Economy and Growth” Peking University under the 2011 Peking-Yale Joint Program

GOH JIA YING Dunman High School, Class of 2013 吴佳颖 National University of Singapore

Jia Ying is a resident of King Edward VII Hall at NUS. More than productive committee that pulled off a successful Inter-Hall Games a resident, she is also a student leader of the Junior Common campaign amidst other events in the Hall’s sporting calendar. Room Committee, the Hall’s highest level of authority within the She is a highly valued member of JCRC who is well-liked and student body. During her tenure as the Sports Director of JCRC, respected throughout the hall community. These attributes will I had the privilege of working alongside Jia Ying who impressed set Jia Ying apart and help her go very far in life. upon me as an outstanding leader - committed to the tasks and sure-footed in her decisions. At times when circumstances do Dr Chen Zhi Xiong NUS, King Edward VII Hall, Senior Common Room Committee not go her way, she remains resilient in tackling challenges and nimble in handling evolving situations. All these resulted in a DUNMAN HIGH SCHOOL • 德明政府中学 62 Prospectus 2018 / 2019

爱 护 光 我 大 德 我 CCA ACHIEVEMENTS 明 德 明 永 永 志 (TEAM) 志 乎 乎 五 课程辅助活动奖项与成就（团体） 五 中 中

SPORTS AND GAMES UNIFORMED GROUPS

TEAM AWARDS IN NATIONAL UNIT AWARDS (FOR 2017) SCHOOLS CHAMPIONSHIP 2018 Girls Guides Gold Puan Noor Aishah Award 3rd in National Schools ‘B’ Boys Championship NPCC Gold Unit Overall Proficiency Award Badminton 4th in National Schools ‘B’ Girls Championship SJB Gold Corps Achievement Award 4th in National Schools Sailing ‘A’ Boys Championship Scouts Bronze Frank Cooper Sands Award 2nd in National Schools Shooting ‘A” Girls Championship Ventures Bronze Frank Cooper Sands Award 4th in National Schools ‘A’ Girls Championship Table Tennis 3rd in National Schools ‘B’ Girls Championship 4th in National Schools PERFORMING ARTS GROUPS Wushu ‘B’ Girls Championship SINGAPORE YOUTH FESTIVAL ARTS Note: Badminton, Basketball ‘A’ Division Games still ongoing at time of printing PRESENTATION 2017/2018

TEAM AWARDS IN EAST ZONE Junior High SCHOOLS CHAMPIONSHIP 2018 Chinese Orchestra Distinction Chinese Society (Chinese Drama) Accomplishment 2nd in East Zone Schools ‘B’ Boys Chinese Society (Chinese Dance) Distinction Championship 1st in East Zone Schools Choir Distinction ‘B’ Girls Championship Badminton EDS (International Dance) Accomplishment 2nd in East Zone Schools ‘C’ Boys Championship EDS (English Drama) Distinction 1st in East Zone Schools Guzheng Ensemble Distinction ‘C’ Girls Championship String Ensemble Distinction 4th in East Zone Schools Basketball ‘B’ Boys Championship Symphonic Band Distinction 3rd in East Zone Schools Senior High ‘B’ Boys Championship Beijing Opera Accomplishment 1st in East Zone Schools ‘B’ Girls Championship Chinese Drama Commendation Table Tennis 1st in East Zone Schools ‘C’ Boys Dance Society Accomplishment Championship English Drama Accomplishment 2nd in East Zone Schools ‘C’ Girls Championship String Ensemble Distinction DUNMAN HIGH SCHOOL • 德明政府中学 Prospectus 2018 / 2019 63

CLUBS AND SOCIETIES AWARDED IN 2017

CCA Group Event Position Ong Jia Wei Isaac (6C31) - Grand Prize Winner Google Code-in Emily Ong Hui Qi (3L) - Finalist Top Participating School

Infocomm Club codeXtremeApps: Hackathon First Splash Award First, Second Second (Secondary Schools) Ace of Coders Second (Junior Colleges) Nanyang Technological University Model United Nations (NTUMUN) 2 Best Position Paper Awards Singapore Chinese Model United Nations (SCMUN) 3 Best Improvement Paper Awards 2 Best Representative Awards, Singapore Model Cabinet (SMC) 5 Outstanding Representative Awards, 1 Honourable Mention ISAC 3 Best Delegates, 1 Outstanding Delegate, Sustainable Development Youth Convention (SDYC) 1 Honourable Mention United Nations Association of Singapore Model United Nations 1 Best Delegate, 4 Honourable Mentions, (UNASMUN) 1 Best Position Paper Middle East Summit (MES) 2 Best Position Papers 8 Young Writers Award Library Society 2017 Tales of S eBook Competition 4 Young Illustrator’s Award

Mass Communication School Digital Media Awards (SDMA) Silver Award Society 10th National Chinese Short Film Competition 2nd Prize, Best Poster Design, Best Film Editing 3 Silver Awards, 3 Bronze Awards, Singapore Mathematical Olympiad (Open) 3 Honourable Mentions American Mathematics Competition 3 Distinctions

Mathematics Society Australian Mathematics Competition 1 High Distinction, 2 Distinctions Shanghai TI Cup 2 x 3rd Winner List Design with Graphic Calculator Competition 2 Silver Awards Fastest Fingers Graphing Calculator Competition 2nd (Team) National Schools Individual Chess Championships East Zone - 'C' Division Girls Champion C' Division Champion (Individual) Mindsports Club National Youth Weiqi Championship B’ Div 2nd Place (Team) 2nd GO Academy Cup 1st Place Raffles Debate Academy Under-14s Debating Silver Division: 1 Top 5 Best Speaker, Oratorical Society Championships 2017 Semi – Finalists (Team) (Junior High) Hwa Chong Debate Invitational 2017 Top 3 Individual Speaker (Silver Division)

Oratorical Society Prepared Speech: Champion Tampines Junior College Inter-JC Oratorical Competition rd (Senior High Public Impromptu Speech: 3 Speaking) Plain English Speaking Competition (PESA) Finalist Photography Society Tangs Spring 2017 1 Top 5 List

Robotics Club Singapore Amazing Flying Machine Best Presentation (Junior High) National Air Race Challenge 2nd Place Overall Championship Award (1 Gold, 1 Silver), Best Presentation Award (1 Gold, 1 Silver), Singapore Amazing Flying Machines 2017 Cat C Best Performance Award (1 Gold, 1 Silver), Flight Theory (Silver) Robotics Club Best Team Award (Gold), (Senior High) National Junior Robotics Competition 2017 Tertiary Division Best Engineering Award (Silver), Best Programming Award (1 Bronze) 24th Singapore Robotics Games 2017: Champion Picomouse JC/ITE Category 3 Silver Awards (Team), 1 Silver Award Science Society Singapore Science and Engineering Fair 2017 (Individual), 1 Merit Award (Group) BE PART OF THE DUNMAN HIGH FAMILY 成为我们德明大家庭的一分子吧！

SCHOOL SONG 校歌 罗文轩 词 田鸣恩 曲 冯国峻 编

德明中学 矗立加东

亭亭松影 习习海风 集我英才 汇于一家 文艺科学 同冶同攻 树模楷 教诚信 立风范 诲勇忠 吾学兮博通 吾德兮高崇 师生共陶镕 浩气干长空 爱护我德明 永志乎五中 光大我德明 永志乎五中

DUNMAN HIGH SCHOOL 德明政府中学 10 Tanjong Rhu Rd Singapore 436895 Tel: +65 6345 0533 Fax: +65 6344 2316 Email: [email protected] Website: www.dhs.sg

Scan to visit our website