Measurable Indicators in Smaller Class Size Pilot Study

Mr Yip Hon Weng asked the Minister for Education regarding the 2027 smaller class size pilot (a) which measurable indicators will assess gains for disadvantaged students; (b) how changes in teachers' total student loads and working hours will be measured against pre-pilot levels; (c) when findings will be published; and (d) which benchmarks will determine expansion beyond the pilot schools.

Dr Charlene Chen asked the Minister for Education in the Ministry's planned pilot on smaller class sizes, whether mainstream classes with higher levels of learning and support needs, including students with special educational needs (SEN), will be included to assess whether differentiated class sizes and additional in-class support improve teaching and learning outcomes in classrooms with greater complexity.

Mr Desmond Lee: My response will address Question Nos 47 and 48 in today's Order Paper and related questions raised by Mr Kenneth Tiong, Dr Wan Rizal and Ms He Ting Ru in yesterday's Order Paper. [Please refer to "Expected Outcomes from Smaller Class Size Pilot Study", Official Report, 6 October 2026, Vol 96, Issue 38, Written Answers to Questions for Oral Answer not Answered by End of Question Time section.]

To strengthen holistic development and better prepare students for the future, the Ministry of Education (MOE) is embarking on a pilot with six schools to redesign classrooms, to enable us to reimagine learning. We want to explore how teaching and learning can be further strengthened by using more learner-centred pedagogies that support students' holistic development and the acquisition of important life skills. Our schools already use a range of learner-centred pedagogies today. We want to create more opportunities to deepen these practices.

For example, our teachers can devote more time to facilitate collaborative learning, where students work together to tackle authentic problems, exchange perspectives and refine their thinking. Learner-centred approaches can be better supported by smaller classes, more flexible learning spaces, including the use of outdoor spaces and place-based learning, purposeful use of technology alongside hands-on activities, and better recalibration of teachers' work.

On class sizes, MOE's approach has consistently been guided by the learning needs of our students. We already use smaller classes selectively where greater teacher attention is needed, such as for younger learners and students requiring learning support.

The pilot builds on this approach, but goes beyond class sizes. Smaller classes create opportunities for more learner-centred approaches, but also require us to rethink how teaching and learning are organised. The pilot will study how factors, such as teaching loads, timetabling, teachers' responsibilities, technology and learning spaces, can work together to support these shifts. As these elements are closely interconnected, the pilot will allow us to test and refine different approaches before considering broader implementation.

MOE will work with pilot schools to try out how these approaches can be effected in a sustainable manner in Singapore, taking into account different student profiles and operating contexts. This includes classes with higher learning support needs. We will also monitor student outcomes and teachers' workload, and ascertain the resources required accordingly.

These findings will inform whether the approaches are viable, sustainable and applicable to more schools. We will share the findings when ready.