Glossary of Educational Terms (教育词汇表)

Total Page:16

File Type:pdf, Size:1020Kb

Glossary of Educational Terms (教育词汇表) Glossary of Education Terms (教育词汇表) A. Education System/Education Service (教育制度/教育服务) Associate Teachers Scheme 教师返聘计划 Autonomous School 自治学校 Centralised Institution 高级中学 Compulsory Education (CE) 强制教育 CONNECT PLAN (CONtiNuity, 敬业乐业计划 Experience, Commitment in Teaching Plan) Direction Polytechnic 理工学院直接招生计划 Admissions Edu-Pac (Education Service 教育专业与职业发展计划 Professional Development and Career Plan) Enabling Fund (Niche 支援资金 (专长项目) Programme) Enhanced Performance 强化表现评估制度 Management System (EPMS) General Education Officer 普通级教育官 (GEO) Government School 政府学校 Government-Aided School 政府辅助学校 GROW (for the professional and 教师专业与个人发展配套 personal Growth of education officers, through better Recognition, Opportunities and seeing to their Well-being) package Higher Education 高等教育 Independent School 自主学校 IT Demonstration School 资讯科技重点学校 Junior College 初级学院 Joint Polytechnic Special 理工学院特别联合招生行动 Admissions Exercise Ministry of Education Financial 教育部经济援助计划 Assistance Schemes (MOE FAS) MOE FAS For Government and 教育部经济援助计划 Government-Aided Schools (政府与政府辅助学校) MOE FAS For Independent 教育部经济援助计划(自主学校) Schools National School 国家体系学校 Niche of Excellence 专长项目 Niche Programme School 专长项目学校 Post-Secondary Education 中学后教育 Pre-School Education 学前教育 Professional Development 专业提升假期/ Leave (PDL) / Enhanced PDL / 强化专业提升假期计划/灵活专业 Flexi-PDL 提升假期计划 School Cluster System 校群制度 Senior Education Officer (SEO) 高级教育官 Special Assistance Plan School 特别辅助计划学校 (SAP) B. Education terms (教育术语) Ability-driven education 能 力 导 向 教 育 Broad-based education 广泛性教育 Career grade 职衔等级 Centralised Qualifying Test 统一资格鉴定测验 Co-curricular Programme 课程辅助项目执行员 Executive (CCPE) Continuing education 延续教育 Creative Thinking 创意思维 ExCEL Day 精益求精日 Head of Department 部门主任 Joint Admissions Exercise 联合招生活动 Learning Journey 学习之旅 Life-long learning 终身学习 Masterplan for IT in Education 资讯科技教育总蓝图 National Education 国民教育 Partnership in Education 教育伙伴 Part-Time Teaching Programme 部分时间教职计划 PRIME (Programme for 重建和改善现有学校计划 Rebuilding and IMproving Existing schools) School Cockpit 学校资讯舱 School Excellence Model 卓越学校模式 School Motto 校训 School Ranking 学校排名 Scholastic Assessment Test 学能测验 (SAT) Senior Specialist 高级专科督导 Special Education School 特别学校 (Sped) Special Needs Officer 特殊需要指导员 Student Transfer Exercise For 小学生转校申请与处理 Primary Schools (STEPS) Substantive grade 资历等级 Teachers’ Mass Lecture 教师演讲会 The Desired Outcomes of 理想的教育成果 Education The International Mathematics & 国际数学与科学能力调查 Science Survey (TIMSS) Thinking Schools Learning 重思考的学校,好学习的国民 Nation Valued-added School 增值学校 Work-Life Harmony 工作与生活和谐 C. Awards 奖项 Achievement Awards (AA) 成就奖 Best Practice Award (BPA) 最佳治校奖 Development Awards (DA) 发展奖 Edusave Merit Bursaries (EMB) 教育储蓄优异助学金 Edusave Scholarships 教育储蓄奖学金 Inspiring Chinese Teachers 全国模范华文教师奖 Award MOE Masterplan of Awards for 教育部学校奖励计划总蓝图 Schools National Education 国民教育成就奖 Achievement Award National Physical Fitness Award 全国体能奖 (NAPFA) Outstanding Contribution Award 杰出贡献奖 (OCA) Outstanding Development 卓越发展奖 Awards (ODA) Outstanding Youth in Education 杰出青年教育奖 (OYEA) Award President’s Award for Teachers 卓越教师总统奖 School Distinction Award 优异学校奖 School Excellence Award 卓越学校奖 Sustained Achievement Award 持恒成就奖 (SAA) Teaching Award 教学奖学金 The PARTNERS Award 伙伴奖 (PARents, Teachers and NEighbourhood Resources in Synergy) D. Programmes/Subjects/Activities 课程/科目/活动 Advanced Elective Modules 高级选修单元 Aesthetics 美育 Applied Graded Subjects 应用性计分科目 Character Development 品格发展 Civics & Moral Education (CME) 公民与道德教育 Programme Co-Curricular Activities 课程辅助活动 Community Involvement 社区服务计划 Programme Cross-discipline learning 跨学科学习 Cross-faculty modules 跨院系课程 Diploma in Pre-School 学前教育教学专业文凭 Education for Teaching (for teachers) Diploma in Pre-School 学前教育督导专业文 凭 Education in Leadership (for supervisors) Foundation-level subjects 基础水平科目 General Studies in Chinese 华文理解与写作 Gifted Education Programme 高才教育 High-ability student 高能力学生 Higher 1 level 高级副修科目 Higher 2 level 高级主修科目 Higher 3 level 高级深化科目 Integrated Programme 综合课程 Knowledge & Inquiry 知识与探索 Learning Support Programme 学习支援计划 Life Sciences 生命科学 Merged Stream 合并源流 Mother-tongue language 母语 National Cadet Corps (NCC) 全国学生军 团 National Police Cadet Corps 全国学生警 察团 (NPCC) Physical & Aesthetics 体育及美育 Physical Health 体质 Project Work 专 题 作 业 Singapore Youth Festival 新加坡青年节 Sports 体育运动 Standard-level subjects 普通水平科目 Student All-Round Development 学生的全面发展 Subject-based Banding 科目分班 The Leaders in Education 教育领袖培训课程 Programme Trim And Fit Programme (TAF) 健壮计划 TAF Retreat 体能训练营 Uniformed Group 制服团体 E. TLLM & PETALSTM Framework Engaged Learning 投入型学习 Principles of Engaged Learning 投入型学习的基本原则 PETALSTM Framework PETALS™ 框架 Student-Centred 以学生为中心 Affective Engagement 情感投入 Behavioural Engagement 行为投入 Cognitive Engagement 认知投入 Pedagogy 教学法 Students’ readiness 学生的学习准备度 Students’ learning styles 学生的学习风格 Students’ existing knowledge 学生现有的知识 Experience of Learning 学习体验 Stretch students’ thinking 拓展学生的思维 Promote inter-connectedness 提升相互联系的能力 Enable students to take control 促进学生掌控自己学习进度的能 of their learning 力 Tone of Environment 学习环境的氛围 Emotionally safe 情感上感到安全 Open and respectful 开放和相互尊重 Stimulating, productive and 激励的、富有成效的、目的明确 purposeful Assessment 评价 Formative assessment 形成性评价 Summative assessment 终结性评价 Assessment for learning 促进学习的评价 Assessment of learning 对学习的评价 Aligned with learning and 配合教学的评价 teaching Provide regular, timely and 提供定时的、及时的、有建设性 constructive feedback to 的反馈,以促进学生的学习 improve students’ learning Make clear the assessment 明确的评价标准 criteria Provide students with choice in 让学生有选择不同评价任务的机 selecting the assessment tasks 会 Learning Content 学习内容 Authentic real-world examples 具有真实性的例子 Content is relevant 与学生有关的学习内容 School Ecosystem 学校生态系统 Advocacy 提倡 Backing 支持 Capacity Creation 能力创造 Demonstration 演示 .
Recommended publications
  • SECONDARY SCHOOL EDUCATION Shaping the Next Phase of Your Child’S Learning Journey 01 SINGAPORE’S EDUCATION SYSTEM : an OVERVIEW
    SECONDARY SCHOOL EDUCATION Shaping the Next Phase of Your Child’s Learning Journey 01 SINGAPORE’S EDUCATION SYSTEM : AN OVERVIEW 03 LEARNING TAILORED TO DIFFERENT ABILITIES 04 EXPANDING YOUR CHILD’S DEVELOPMENT 06 MAXIMISING YOUR CHILD’S POTENTIAL 10 CATERING TO INTERESTS AND ALL-ROUNDEDNESS 21 EDUSAVE SCHOLARSHIPS & AWARDS AND FINANCIAL ASSISTANCE SCHEMES 23 CHOOSING A SECONDARY SCHOOL 24 SECONDARY 1 POSTING 27 CHOOSING A SCHOOL : PRINCIPALS’ PERSPECTIVES The Ministry of Education formulates and implements policies on education structure, curriculum, pedagogy and assessment. We oversee the development and management of Government-funded schools, the Institute of Technical Education, polytechnics and autonomous universities. We also fund academic research. SECONDARY SCHOOL 01 EDUCATION 02 Our education system offers many choices Singapore’s Education System : An Overview for the next phase of learning for your child. Its diverse education pathways aim to develop each child to his full potential. PRIMARY SECONDARY POST-SECONDARY WORK 6 years 4-5 years 1-6 years ALTERNATIVE SPECIAL EDUCATION SCHOOLS QUALIFICATIONS*** Different Pathways to Work and Life INTEGRATED PROGRAMME 4-6 Years ALTERNATIVE UNIVERSITIES QUALIFICATIONS*** SPECIALISED INDEPENDENT SCHOOLS** 4-6 Years WORK PRIVATELY FUNDED SCHOOLS SPECIAL 4-6 Years EDUCATION PRIMARY SCHOOL LEAVING EXPRESS GCE O-LEVEL JUNIOR COLLEGES/ GCE A-LEVEL CONTINUING EDUCATION EXAMINATION (PSLE) 4 Years CENTRALISED AND TRAINING (CET)**** INSTITUTE 2-3 Years Specialised Schools offer customised programmes
    [Show full text]
  • The Loss of The'world-Soul'? Education, Culture and the Making
    The Loss of the ‘World-Soul’? Education, Culture and the Making of the Singapore Developmental State, 1955 – 2004 by Yeow Tong Chia A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education University of Toronto © Copyright by Yeow Tong Chia 2011 The Loss of the ‘World-Soul’? Education, Culture and the Making of the Singapore Developmental State, 1955 – 2004 Yeow Tong Chia Doctor of Philosophy Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education University of Toronto 2011 Abstract This dissertation examines the role of education in the formation of the Singapore developmental state, through a historical study of education for citizenship in Singapore (1955-2004), in which I explore the interconnections between changes in history, civics and social studies curricula, and the politics of nation-building. Building on existing scholarship on education and state formation, the dissertation goes beyond the conventional notion of seeing education as providing the skilled workforce for the economy, to mapping out cultural and ideological dimensions of the role of education in the developmental state. The story of state formation through citizenship education in Singapore is essentially the history of how Singapore’s developmental state managed crises (imagined, real or engineered), and how changes in history, civics and social studies curricula, served to legitimize the state, through educating and moulding the desired “good citizen” in the interest of nation building. Underpinning these changes has been the state’s use of cultural constructs such as ii Confucianism and Asian values to shore up its legitimacy.
    [Show full text]
  • Chinese Language Policy in Singapore Author(S) Charlene Tan Source Language Policy, 5(1), 41-62
    Title Change and continuity: Chinese language policy in Singapore Author(s) Charlene Tan Source Language Policy, 5(1), 41-62. http://dx.doi.org/10.1007/s10993-005-5625-7 Published by Springer This is the author’s accepted manuscript (post-print) of a work that was accepted for publication in the following source: Tan, C. (2006). Change and continuity: Chinese language policy in Singapore. Language Policy, 5(1), 41-62. http://dx.doi.org/10.1007/s10993-005-5625-7 Notice: Changes introduced as a result of publishing processes such as copy-editing and formatting may not be reflected in this document. The final publication is also available at Springer via http://dx.doi.org/10.1007/s10993-005- 5625-7 Language Policy (2005) 00: 1–22 Ó Springer 2005 1 DOI 10.1007/s10993-005-5625-7 2 CHARLENE TAN 3 CHANGE AND CONTINUITY: CHINESE LANGUAGE 4 POLICY IN SINGAPORE F 56 7 (Received 20 February 2005; accepted in revised form 17 November 2005) AUTHOR’S PROOF! 8 ABSTRACT. This paper discusses the language policy for Chinese Language or 9 Mandarin in Singapore, with a particular focus on recent policy changes and the 10 accompanying policy statements. The paper identifies and explores three key features 11 in the recent language policy changes: a flexible and customized approach in the 12 teaching and learning of Chinese, a plan to nurture a core groupPROO of bicultural elite, 13 and the emphasis on oral communication and reading for the majority of students. 14 The paper argues that underlying the changes is the affirmation and continuation of 15 the government’s pragmatic approach in language policy and commitment to 16 bilingualism in Singapore.
    [Show full text]
  • Questioning Meritocracy in Singapore
    Volume 5, Issue 1, Sep 2013 | 21 intrinsically tied to the government’s nation-building Questioning Meritocracy project and construction of the country’s ofcial history. Since independence, Singapore has been in Singapore dominated by one political party, the People’s Action Party (PAP). Singapore’s ofcial history is a product of Nur Elysa Sapari the PAP government’s national construction project. Singapore’s frst and longest-serving Prime Minister, Lee Kuan Yew’s personal memoirs, Te Singapore Story, he meritocratic system in Singapore falsely further embeds the idea of his (and a select group of frst generation leaders’) version of events as being one and Tmerit factors such as family background, the same as Singapore’s ofcial history (Barr and Skrbis networks and connections, and ethnicity on 2008, 18). In public schools, National Education and individual prospects of social mobility. This denial, History textbooks help establish and maintain this coupled with continued failure to adequately narrative of Singapore in the public imagination. Social engineering is conducted through government policies and tight control over the mainstream media. segments of society, has led ironically to the In short, Singaporeans are socialized throughout their implicit privileging of certain non-merit attributes lives to play their respective parts in perpetuating over others in societal selection processes. In ‘Te Singapore Story’ (Barr and Skrbis 2008, 35). practice, the government’s deliberate focus on An integral part of national construction has been meritocracy’s elitist selection mechanism over the about successfully controlling and ingraining a principle’s egalitarian underpinning has turned governing ideology into the psyches of Singaporeans.
    [Show full text]
  • Education in Singapore Enabling Students to Have an Equal
    Cabinet B- Education in Singapore Enabling Students To Have An Equal Chance At Succeeding Improving Pre-School Education 1 Table Of Contents ENSURING EQUALITY IN EDUCATION 4 Historical Overview 4 Current situation 7 Previous Solutions 8 Challenges 10 Social Equity Gap 10 Stigmatisation 13 Projecting into the Future 14 Conclusion 16 Questions for Discussion 17 Bibliography 18 IMPROVING PRESCHOOL EDUCATION 23 Background Information 24 Premium 24 Anchor Operators 25 Partner Operators 25 Development of Preschool Education in Singapore 26 The Birth of PAP Kindergartens 26 PCF Kindergartens 26 Nurturing Early Learners Framework 27 Early Childhood Development Agency 27 The Birth of MOE Kindergartens 27 Early Childhood Development Centres Act 2017 28 National Institute of Early Childhood Development 29 Heightened Support for Preschool Education 29 Current challenges 30 Providing the capacity to accommodate diverse needs 31 Resource constraints 31 Standardisation vs. Flexibility 32 2 Conclusion 33 Questions for Discussion 34 Bibliography 35 3 ENSURING EQUALITY IN EDUCATION Singapore has long prided itself on meritocracy. This belief that the brightest perform the best permeates into our world-class education system as well, one that constantly places at the top in overall PISA scores (The Economist, 2018). Singapore's Ministry of Education (MOE) has expressed commitment in ensuring all students get equal opportunities to succeed in the system, from the very start of students’ education journey in kindergarten (MOE, 2017). However, a growing class divide has raised questions on whether all Singaporeans have equal chances to succeed in the current system (Channel NewsAsia (CNA), 2019). Much like the Matthew Principle where the haves will have even more and the have-nots will have even less, the affluent appear to be increasingly going to more ‘elite’ schools, while the less affluent go to so-called regular ‘neighbourhood’ schools, fostering a sense of elitism (CNA, 2019).
    [Show full text]
  • Secondary School Education the Singapore Education Education
    Secondary School Education The Singapore education education. It will also shape his courses available and the steps system offers many choices career aspirations, readiness to you need to take to ensure that for your child’s next phase of take on the responsibilities of your child gets the best out of learning in a secondary school. an adult and a citizen, and his his next phase of education – The choices you and your ability to overcome challenges one that takes into account child make will influence his in life and be successful in his his aptitudes and interests, secondary school experience own way. and is best able to bring out during this crucial period of his strengths. It also highlights adolescence – in developing This booklet is designed important considerations the passion for learning, to help you understand in the secondary school shaping his character and Singapore’s secondary school posting process. preparing him for further education landscape, the Secondary School Education Contents 3 The Singapore Education Landscape 10 Programmes that Match your Child’s Interests 5 An Education that Develops a Broad Range of 14 Scholarships and Financial Assistance Schemes Skills for Life 6 A Fun and Well-Rounded School Life 16 Choosing a School for your Child 7 A Tailored Learning Journey Begins 17 Submission of Options 8 Catering to the Needs and Interests of your Child 18 Final Thoughts The Singapore Education Landscape The diverse education pathways offered aim to develop each child to his full potential. SECONDARY 4-5 years PRIMARY
    [Show full text]
  • Title Obesity Prevention in Singapore
    Title Obesity prevention in Singapore: Collaborative efforts among government, health professionals and the community Author(s) Nidhi Gupta, Ming Kai Chin, Jingzhen Yang, Govindasamy Balasekaran, Michael Chia, Robert N, Girandola, Christopher R. Edginton and Mok, Magdalena Mo Ching Source Asian Journal of Exercise and Sports Science, 7(1), 61-70 Published by Asian Council of Exercise and Sports Science This document may be used for private study or research purpose only. This document or any part of it may not be duplicated and/or distributed without permission of the copyright owner. The Singapore Copyright Act applies to the use of this document. Asian Journal of Exercise & Sports Science 2010 Vol.7 (No. 1) Original Article OBESITY PREVENTION IN SINGAPORE: COLLABORATIVE EFFORTS AMONG GOVERNMENT, HEALTH PROFESSIONALS AND THE COMMUNITY Nidhi Gupta1, Ming Kai Chin2, Jingzhen Yang3, Govindasamy Balasekaran1, Michael Chia1, Robert N, Girandola4, Christopher R. Edginton5 & Mok, Magdalena Mo Ching6 1 Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, 2 HOPSports Training System Inc, USA, 3 Department of Community and Behavioral Health, College of Public Health, University of Iowa, USA, 4 Department of Kinesiology, University of Southern California, USA, 5 School of Health, Physical Education and Leisure Services, University of Northern Iowa, USA, 6 Assessment Research Centre, The Hong Kong Institute of Education, Hong Kong, China Obesity has reached global epidemic proportions over the past 10 years. As countries become more affluent, their populations tend to adopt caloric balance problems that have plagued the USA and Western Europe. Obesity is classified as the second most serious reversible health problem, after smoking in the world today.
    [Show full text]
  • Obesity Prevention and Management: Singapores Experience
    obesity reviews doi: 10.1111/obr.12092 Asia Obesity prevention and management: Singapore’s experience L. L. Foo1, K. Vijaya1, R. A. Sloan2 and A. Ling2 1Youth Health Division, Health Promotion Summary Board, Singapore; 2Adult Health Division, Singapore’s obesity prevalence among adult Singapore residents aged 18–69 Health Promotion Board, Singapore increased from 6.9% (2004) to 10.8% (2010). Among school-going children, the prevalence of overweight and severely overweight (body weight > 120% standard Received 14 August 2013; accepted 15 weight for height) increased from 1.4% (1976) to 12.7% (2006) for primary 1 August 2013 students, and 2.2% to 15.9% for primary 6 students. Fundamentally, obesity is a function of excess energy intake (food consumption) and insufficient energy Address for correspondence: Dr A Ling, Adult expenditure (physical activity). In 2010, about 40% did not have sufficient physi- Health Division, Health Promotion Board, 3 cal activity, and about 60% consumed excess energy. For students in the main- Second Hospital Avenue, Singapore 168937. stream schools, only a fifth consumed at least two servings of fruits and vegetables E-mail: [email protected] every day, and a tenth were physically active for at least 60 min on 5 or more days a week. From a public health perspective, the most powerful levers for influencing population health lie in interventions that make healthy living convenient and an unconscious choice by targeting the social and environmental context. Recogniz- ing this, the Health Promotion Board has in recent years made a strategic shift away from just public education campaigns aimed at individual behaviours, to focus on creating a ground-up social movement to enable and empower individ- uals to live out a healthy lifestyle.
    [Show full text]
  • THE REVIEW the Review Is a Public Policy Journal Publication by Roosevelt Institute@Yale-NUS College
    R THE REVIEW The Review is a public policy journal publication by Roosevelt Institute@Yale-NUS College. A registered student organisation of Yale-NUS, Roosevelt@YNC is a student-run, non-partisan public policy think tank which provides a platform for Yale-NUS students to be exposed to and to engage in local issues thr ough the generation and implementation of progressive policy ideas. This journal is a compilation of policy memos, opinion pieces, essays, and other research our members have written throughout Academic Year 2019/20. Journal Editor and Designer: Yang Pei-wei, Benjamin ('22) Published by Roosevelt Institute@Yale-NUS College, Singapore © 2020 Roosevelt Institute@Yale-NUS College www.roosevelt.commons.yale-nus.edu.sg 2019/20 Leadership Team: President - Yang Pei-wei, Benjamin ('22) Vice President (Organisation) - Giulia de Benedictis ('22) Vice President (Policy) - Ng Yi Ming ('21) Director of Policy - Annabelle Ho Jing Hua ('21), Prairie Soh ('21) Director of Finance and Events - Elizabeth Stepton ('22), Ashley Chan ('22) Head of Economic Development - Heather Cheng Hoi Yeuk ('22) Head of Equal Justice & Human Rights - Claire Phua ('22) Head of Enegy, Technology & the Environment - Esther Um ('21), Alisha Lavendra ('22) Foreword 3 [Economic Development & Inclusion] New SkillsFuture for Women branch to consolidate skills-upgrading programmes for lower-income mothers 5 What is Industry 4.0 and what does it mean for Singapore? 9 Innovation and Inequality: How can the government prepare Singaporeans amidst the Fourth Industrial
    [Show full text]
  • Educational Inequality in the Singaporean Primary School Choice System
    1 Structure-reinforced privilege: Educational inequality in the Singaporean primary school choice system Mira Debs and Hoi Shan Cheung Abstract Prior research on school choice as a global educational policy has emphasized how parents use their privileges to gain advantages. In contrast, we use the theoretical framework of structure- reinforced privilege to highlight how parental advantage can be compounded by complex choice structures, both the number of choices and the complicated selection criteria. We focus on a case study of Singapore’s primary school registration process which has not been previously examined in the academic literature. Using a discourse analysis of newspaper coverage and a Singaporean website for parents, we demonstrate that the primary enrollment system creates confusion among parents, and ultimately allows privileged parents to gain an admissions advantage in perceived elite schools. Numerous admission preferences, while initially intended to strengthen family-school ties, rewards those with resources, furthering the perception and reality of economic inequality. We close with recommendations to simplify school choice systems giving priority to families with limited resources. Key words: Parents, school choice, parent involvement, education policy, segregation, inequality, Singapore 2 Introduction In the last twenty years, school choice has been expanding as a global educational policy (Adamson, Åstrand and Darling-Hammond 2016, Forsey, Davis and Walford 2008). Choosing schools has been promoted as the solution to increasing student achievement, offering educational individualization, introducing competition into the public sector and providing greater access for poor students to quality schools (Chubb and Moe 2011, Dronkers and Robert 2008, Salman 2010, Wu, 2020). Yet this shift from education as a right to a consumer good has shifted the relationship between parents, schools and states (Proctor et al.
    [Show full text]
  • Primary School Education Booklet
    PRIMARY SCHOOL EDUCATION Preparing Your Child For Tomorrow Your Child’s Best Interests at Heart 01 SCHOOLING FOR EVERY CHILD The primary school years are an important phase of your child’s education. During these formative years, the Ministry of 02 NURTURING OUR YOUNG FOR Education (MOE) wants to build every child’s confidence and THE FUTURE desire to learn. Our curriculum aims to provide your child with a broad range of learning experiences that will help him to discover his talents and interests. 03 CURRICULUM FOR WELL-ROUNDED PRIMARY SCHOOL EDUCATION AT A GLANCE LEARNING • Six years of compulsory education. • Subject-based Banding to cater to children with different 05 LANGUAGE MASTERY strengths. • Co-curricular Activities and Values in Action activities to DIFFERENTIATED LEARNING provide a holistic education. 06 ENVIRONMENT • Primary School Leaving Examination (PSLE) at the end of six years. • Singapore Citizens need not pay school fees, but a LEARN THROUGH PLAY standard monthly miscellaneous fee of $6.50, and second- 08 tier miscellaneous fee capped at $6.50 will be payable. For more information on school fees payable for your child, 10 CHOOSING THE RIGHT SCHOOL please visit www.moe.gov.sg/education/primary/ and www.moe.gov.sg/admissions/international-students/ general-info/#monthly-school-fees. 12 FINANCING YOUR CHILD’S SCHOOLING YOUR CHILD’S EDUCATION MILESTONES 15 PARENTS AND SCHOOLS AS Primary PARTNERS Pre-Pri 1 - Choosing a Primary School 17 SINGAPORE’S EDUCATION SYSTEM: Pri 4 AN OVERVIEW - Choosing a Subject Combination Pri 6 SUPPORT AND CONTACT - PSLE 19 - Choosing a Secondary School Secondary The Ministry of Education formulates and implements policies on education structure, Sec 2 curriculum, pedagogy and assessment.
    [Show full text]
  • PRESS RELEASE Ministry of Education
    PRESS RELEASE Ministry of Education 19 March 2007 TRIM AND FIT AND MINDEF PHYSICAL FITNESS PERFORMANCE AWARDS 2006 Trim and Fit Awards The Ministry of Education (MOE) presents the Trim and Fit (TAF) Awards annually to schools in recognition of their efforts in improving physical fitness and reducing obesity in their schools. This year, TAF Awards are presented to 307 schools in recognition of their efforts and achievements in the TAF Programme for 2006. 163 schools will receive the Gold Awards while 144 will receive the Silver Awards (see Annex 1). 2. Each year, schools are banded according to their fitness index, results in the National Physical Fitness Award (NAPFA) test and percentage of overweight students. The TAF banding criteria are given in Annex 2. Schools in Band A will receive the Gold Award while schools in Band B will receive the Silver Award. MINDEF Physical Fitness Performance Award 3. The Ministry of Defence will be presenting the MINDEF Physical Fitness Performance Award (MPFPA) to 11 Junior Colleges (JCs) and Millennia Institute this year. The award is given to JCs and the Centralised Institute (CI) as their final-year students have achieved the qualifying Gold/Silver pass rate in the National Physical Fitness Award (NAPFA). The aim is to recognise their efforts in promoting physical fitness. 4. MPFPA recipients will each receive a monetary award based on the number of final-year students who have achieved the Gold/Silver standard for NAPFA. In addition, the JCs/CI Best Performer Award and Most Improved Award recipients will be given an additional monetary incentive of $3,000 and $1,500 respectively.
    [Show full text]