The Educational Process
Pre-Primary | Primary | Secondary and Post-Secondary

Pre-primary education

As mentioned, kindergartens provide a structured three-year pre-school education programme for children aged 3-6. The three-year programme consists of nursery, kindergarten 1 and kindergarten 2. Kindergartens function daily, five days a week, with schooling hours ranging from 2 ½ to 4 hours each day. Most kindergartens function at least two sessions a day.

Child-care centres also offer kindergarten programmes to children aged 3-6. Kindergartens are registered with the Ministry of Education (MOE) while child-care centres are licensed by the Ministry of Community and Development (MCDS).

Kindergartens are run by the private sector, including community foundations, religious bodies, social organisations and business organisations. There are also foreign system kindergartens that offer pre-school programmes for children of expatriate parents. Except for foreign system kindergartens, MOE-registered kindergartens carry out their programmes in English and a second language. A kindergarten can be considered for registration by the MOE if it fulfils the following requirements: (i) a programme that is assessed to be appropriate by the MOE; (ii) teachers possessing the minimum acceptable academic and pre-school teaching professional qualifications; (iii) suitable premises approved for use as kindergartens and meeting all safety requirements stipulated by the relevant authorities on buildings; and (iv) a properly constituted committee of management to administer and manage the kindergarten efficiently.

The daily programme of each level includes activities that develop language and literacy skills, basic number and simple science concepts, social skills, creative and problem-solving skills, appreciation of music and movement and outdoor play. Children learn in two languages, English as the first language and Chinese, Malay or Tamil as a second language. At the end of pre-school education, children should:

• know what is right and what is wrong;
• be willing to share and take turns with others;
• be able to relate to others;
• be able to to listen and speak with understanding;
• be comfortable and happy with themselves;
• have developed physical co-ordination and healthy habits ;
• love their family, friends, teachers and kindergarten.

In January 2001, the Pre-school Qualification Accreditation Committee was set up to oversee the standards and quality of pre-school teacher training for both the kindergarten and child-care sectors. This is jointly steered by the MOE and the MCDS, which introduced an integrated Pre-school Education framework for teacher training and accreditation. The training route for pre-school teachers is effective from January 2001.               

Academic entry points are specified for the Certificate- and Diploma-level courses. The Specialist Diploma in Pre-school Education is available for polytechnic/degree holders from other disciplines. This programme incorporates both the teaching and the leadership components of both the Diploma in Pre-school Education–Teaching and the Diploma in Pre-school Education–Leadership. The target set is for all principals of kindergartens to be trained at diploma in leadership level. The time frame to achieve this is five years with effect from 2001.

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Primary education

Primary education consists of a four-year foundation stage (Grades I-IV) and a two-year orientation stage (Grades V and VI). The overall aim of primary education is to give children a good grasp of English, the mother tongue and mathematics. 

At the end of primary school, pupils should:

• be able to distinguish right from wrong;
• have learnt to share and put others first;
• be able to build friendships with others;
• have a lively curiosity about things;
• be able to think for and express themselves;
• take pride in their work;
• have cultivated healthy habits;
• love Singapore.

The foundation stage is the first stage of formal schooling. The first four years concentrate on English, the mother tongue (Chinese, Malay or Tamil) and mathematics. Other subjects include: civics and moral education, science, social studies, art and crafts, music, health education and physical education. At the two-year orientation stage, there are three main language streams available–the EM1, EM2 and EM3 streams. An ME3 stream is also available if there is demand for it. At the end of Grade IV, pupils are assessed on their performance in English, the mother tongue and mathematics. Based on this assessment, the school recommends the stream which pupils should attend in Grade V.

In the first four years, pupils focus their attention on the two languages and mathematics. The learning of English in the early years includes the study of general topics such as health education and social studies. The study of the mother tongue includes civics and moral education. On the average, over the four years, 33% of the curriculum time is spent on English, 27% on the mother tongue, 20% on mathematics and the remaining 20% on the other subjects such as art and crafts, music and physical education. Science is taught from Grade III onwards and social studies from Grade IV onwards. The lesson timetable for the first four years of primary education is shown below:

Pupils doing very well in English, the mother tongue and mathematics are recommended for the EM1 stream offering English and the mother tongue as first languages at a higher level (i.e. Higher Chinese, Higher Malay or Higher Tamil, formerly known as CL1, ML1 and TL1). The majority of pupils are recommended for the EM2 stream which teaches English as first language and mother tongue as second language (Chinese, Malay or Tamil, formerly known as CL2, ML2 and TL2). The principals decide if pupils need additional lessons in English in the EM2 (E) sub-stream, or the mother tongue in the EM2 (MT) sub-stream.

If a pupil is less able to cope with languages and mathematics, he/she will be recommended for the EM3 stream, offering English as first language and the mother tongue at basic oral proficiency level. The teaching of the mother tongue emphasizes oral skills, reading and listening comprehension as well as conversation. Parents of children recommended for the EM3 stream may opt for the ME3 stream. Schools provide ME3 classes if there is sufficient demand for them. Pupils in the ME3 stream study the mother tongue as first language (Higher Chinese, Higher Malay or Higher Tamil) and English at basic level, emphasizing oral skills, reading and listening comprehension, as well as conversation. The language of instruction for all school subjects in the ME3 stream is the mother tongue. Transfers between streams are possible at the end of Grade V. These are decided by the principal on the basis of pupil’s progress. The lesson timetable for the orientation staage is shown below:

Primary education (orientation stage, Grades V and VI): weekly lesson timetable by stream

Retention is not generally practiced in Grades I-IV; but, in exceptional cases, such as those which lead a pupil to miss school for a good part of the year, he/she may be retained in a particular class. A pupil in Grade V may be allowed to repeat in the following year if the principal thinks that he/she will benefit from this retention. In particular, a pupil in Grade V in the EM3 stream may be retained in Grade V in the EM2 stream if the principal feels that it will help the pupil to join the EM2 stream.

The Primary School-leaving Examination (PSLE) is a national examination which pupils sit at the end of Grade VI, no matter which stream they are in. Its purpose is to assess pupils’ suitability for secondary education and place them in the right secondary school course, one that matches their learning pace, ability and inclinations.

If a pupil is in the EM1 or EM2 stream, he/she will sit for four subjects at PSLE, namely English, the mother tongue (Chinese, Malay or Tamil), mathematics and science. If he/she is in the EM1 stream, he/she may also sit for an additional paper, the mother tongue (at Higher Chinese, Higher Malay or Higher Tamil level). If a pupil is in the EM3 stream, he/she will sit for three subjects at PSLE, namely English, the mother tongue at basic proficiency level and mathematics. Pupils in the ME3 stream will also sit for three subjects at PSLE, namely the mother tongue (at Higher Chinese, Higher Malay or Higher Tamil level), basic English and mathematics–which will be examined in the mother tongue.
All pupils who sit the PSLE and successfully complete primary education go on to secondary school. Depending on their PSLE results, they will go to the Special course, Express course or Normal course at the secondary level. The Special and Express courses lead to the GCE O-level examination in four years, whereas the Normal course leads to the GCE N-level examination in four years, with a fifth year leading to the GCE O-level examination. There are two course options within the Normal course, the Normal (Technical) and the Normal (Academic) course. The Normal (Technical) course will gear pupils towards technical-vocational education and training in technical or commercial institutes. There may also be appropriate courses at secondary level for pupils from the ME3 stream, if there is sufficient demand.

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Secondary and post-secondary education

Students are placed in secondary school courses according their performance at the PSLE. Students who are within the top 10% in the PSLE can choose to go to the Special course. Other pupils are placed in either the Express course or the Normal course based on their PSLE results. Generally, each school will offer two courses, Special and Express, or Express and Normal. The latter includes both the Normal (Academic) N(A), and the Normal (Technical) N(T) course.At the end of secondary school, students should:

• have moral integrity;
• have care and concern for others;
• be able to work in teams and value every contribution;
• be enterprising and innovative;
• possess a broad-based foundation for further education;
• believe in their ability;
• have an appreciation for aesthetics;
• know and believe in Singapore.

The lesson timetables for lower and upper secondary education are as follows:

Lower secondary education (Forms I and II): weekly lesson timetable by course

Upper secondary education (Forms III and IV): weekly lesson timetable by course

The Special course is a four-year course leading to the Singapore-Cambridge GCE O-level examination. In this course, students study English and Higher Chinese, Higher Malay or Higher Tamil, in addition to the usual humanities, mathematics and science subjects. In Form I (Grade VII) and Form II (Grade VIII) students are taught a common curriculum. In Form III (Grade IX) and Form IV (Grade X), students are offered a core curriculum which includes the two languages and a choice of elective subjects. This course is suitable only for students who are strong in both English and the mother tongue and have a good score in their PSLE (within the top 10%).

The Express course is also a four-year course leading to the GCE O-level examination. In this course, students are taught English and Chinese, Malay or Tamil and follow a curriculum similar to that in the Special course. The Normal course offers a four-year programme leading to the GCE N-level examination. A fifth year is available to students who do well in this examination, in order to prepare them for the GCE O-level examination. Students in this course follow either the N(A) or N(T) curriculum. The N(A) curriculum includes English, the mother tongue, mathematics and a range of subjects similar to those in the Special and Express course. The N(T) course includes English, the mother tongue at the basic level (which emphasizes oral competence and reading comprehension), mathematics, computer applications and subjects with a technical and practical bias, such as technical studies.

Students can move from one course to another at the lower secondary levels. Schools keep records of students’ performance and progress to assure fair and accurate decisions are made regarding the movement of students across courses and levels. Transfer from a less demanding to a more demanding course and vice versa may take place at the end of Form I and Form II, based on the performance of students and the professional assessment of the principal and teachers. Transfer from the N(A) to the N(T) course and vice versa may, however, take place at the end of Form I, based on the performance of students and the professional assessment of the principal and teachers.

In the Special and Express course (Forms I-II) the common curriculum includes: English, the appropriate mother tongue, mathematics, general science, literature, history, geography, art and crafts, design and technology or home economics–which are examination subjects. In addition, the curriculum includes civics and moral education, music and physical education–as non-examination subjects. Students in the top 10 % of the PSLE cohort who are good in languages and are also very good in their other subjects, may be offered a third language (German, French, Japanese or Malay Elective), subject to the availability of places. In Forms III and IV, core subjects are: English, the appropriate mother tongue, mathematics, a science subject, a humanities subject, and up to four elective subjects that best match students’ abilities and interests. Those who are talented in art and music may choose these subjects under the art and music elective programmes, if they meet the selection requirements. Civics and moral education, music and physical education continue to be taught as non-examination subjects.

In general, students take seven or eight subjects at the GCE O-level examination. Those of exceptional academic ability may take a ninth subject.

Students in Forms I and II in the N(A) course follow common curriculum including: English, the mother tongue, mathematics, general science, literature, history, geography, art and crafts, design and technology or home economics as examination subjects. In addition, they are taught civics and moral education, music and physical education, as non-examination subjects. In Forms III-V, the curriculum includes English, the mother tongue and mathematics as core subjects and two to four electives. These electives could be chosen from a range of subjects in the humanities and sciences, and other practical subjects such as food and nutrition, fashion and fabrics, design and technology, principles of accounts and commerce. Civics and moral education, music and physical education continue to be taught as non-examination subjects.

Students in Forms I and II in the N(T) course follow a common curriculum including: English, the mother tongue at the basic level, mathematics, computer applications, science, technical studies and home economics. Social studies, art and crafts, civics and moral education and physical education are non-examination subjects. In Forms III-IV, the curriculum includes: English, the mother tongue at the basic level, mathematics and computer applications as core subjects, and up to three electives. These electives are: technical studies (or design and technology), science, food and nutrition, fashion and fabrics, art and crafts and elements of office administration. Civics and moral education, music and physical education continue to be taught as non-examination subjects.

In general, students in both the N(A) and N(T) course take five to seven subjects in the GCE N-level examination. As already mentioned, students who do well in the GCE N-level examination will have the option of doing a fifth year in school and be prepared for the GCE O-level examination.

For a balanced education, students are required to participate in extra-curricular activities. In general, students participate in one sports and games activity and another activity chosen from the list of uniformed organizations, or cultural activities such as music, dance, art and crafts and drama.

Under-achievers can be retained or laterally transferred to a less demanding course. When deciding on student movements, school principals and teachers exercise their professional judgement in the best interests of their students.

Students who are academically inclined and have the necessary GCE O-level qualifications may apply for pre-university (post-secondary) education at the junior colleges, centralized institutes and pre-university centres. This course of studies leads to the GCE A-level examination. Admission to the universities depends on performance at this examination. Students with technical and commercial inclinations and the necessary GCE O-level grades can apply to the polytechnics. Polytechnic graduates with good grades in their studies will have the opportunity to pursue tertiary education at the universities. Students with GCE O- or N-level certificates can join technical-vocational courses offered by the Institute of Technical Education. Those who do well in these courses will be able to proceed to the polytechnics for diploma programmes.

The first junior college was established in 1969. In the 1970s, another six colleges were established and in the 1980s the remaining seven were established. Today there are fourteen junior colleges spread across the island. In 1997 (end of June), there were 21,273 students enrolled and the total teaching staff was 1,510.

At the end of junior college, students should:

• be resilient and resolute;
• have a sound sense of social responsibility;
• understand what it takes to inspire and motivate others;
• have an entrepreneurial and creative spirit;
• be able to think independently and creatively;
• strive for excellence;
• have a zest for life;
• understand what it takes to lead Singapore.

The junior college offers an advanced curriculum that stresses academic and mental discipline and so prepares a student for university entry. The Singapore-Cambridge GCE A-level examination, for which all junior college students sit at the end of two years of study, acts as a university entrance examination. This is an examination recognized