TEACHERS

TEACHERS:

(Completion of syllabus for academic curriculum): 15.

Mr Lim Biow Chuan asked the Minister for Education whether there have been any studies carried out to ensure that teachers are able to complete the syllabus for the academic curriculum within a year without being overly stressed.

The Minister of State for Education (Mr Gan Kim Yong) (for the Minister for Education): Sir, MOE reviews the curriculum regularly to ensure that knowledge and skills taught are relevant to the needs of the economy and society.

Syllabuses are not designed to be covered in one year, but over a number of years. The lower primary curriculum spans four years and the upper primary curriculum spans two years. Likewise, the secondary curriculum is four years for students in the Express and Normal (Technical) course or five years for those in the Normal (Academic) course.

Teachers have the flexibility to decide on the pacing for each academic year, depending on the needs and abilities of the students. Since 2005, we have also reduced content to provide for 15%-20% white space to allow for customisation based on student profile.

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MOE is mindful that the content covered in the syllabuses is reasonable and within the ability of the vast majority of students and teachers. We set up review committees and hold focus group discussions to gather feedback on whether the syllabus is appropriately pitched for the average student and if it can be completed within the stipulated curriculum time. There is extensive and iterative consultation both before and after the design of every syllabus.

MOE will continue to work closely with our teachers to support them in making learning meaningful and engaging for students.

Dr Lily Neo: May I ask the Minister of State whether it is correct to say that students are examined on syllabus not taught in school and, worse still, not in the curriculum? Would this not lead to more stress on our students and teachers? Therefore, can this be rectified in our schools?

Mr Gan Kim Yong: Mr Speaker, Sir, we want our students to have an enriching experience in their learning process. We want them to have real-life experience in their learning. Therefore, sometimes, the schools do go beyond the syllabus because we have created a white space for them so that they can learn beyond the classroom as well.

Let me give you an example. I visited East Spring last week. There, they have a facility called Discovery Trail. In that Discovery Trail, they learn how to understand nature. In their Discovery Trail, they have facilities like bio-eco system to allow them to understand Science, Mathematics and so on. They also take the opportunity, as part of the Discovery Trail experience, to undertake physical exercises, because it is integrated with sports and games as well. We want our students to have a broad experience in their learning so that they can develop holistically. It is by design that our

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curriculum has created white space to allow the schools to design additional material for their students based on the ability and profile of the students.

Dr Fatimah Lateef (Marine Parade): Sir, I would like to ask the MOS, with the introduction of the "Teach Less, Learn More" concept which was introduced by the Ministry, how has the reception in the schools been and what is the take-up like?

Mr Gan Kim Yong: Mr Speaker, Sir, under our "Teach Less, Learn More" concept, we allow our schools to adopt different models. We gave greater flexibility and autonomy to our schools and we give them resources so that they can evolve concepts, systems and models to suit the needs of their students. So different schools would adopt different models and some of them have been able to explore beyond their classroom. One example that I have given just now is from East Spring Primary School. Other schools have also incorporated the "Teach Less, Learn More" concept to bring their students to gardens and parks so that they can learn outside the classroom. The reception in general has been very positive and we allow the teachers and the school leaders to decide among themselves what would be best suited for each school, based on the profile of their students.