SINGAPORE
Meng Teck Chee, Tan Ying Chin, Mei Yoke Loh, Hui Leng Ng, Chew Leng Poon,
Kim Ho Sin, Suet Yen Tang, Wee Beng Tay, Yeen Peng Yen
Ministry of Education

Introduction
Overview of Education System
A small nation with few natural resources other than its people, Singapore has always placed a high
value on education. The mission of Singapore’s Ministry of Education (MOE) is to mold the future of
the nation by nurturing its people. Nearly all Singaporean students attend publicly funded schools.
Public education in Singapore is balanced and well-rounded, and aims to help children develop
passion and capabilities for learning throughout life so that they may realize their potential, live a full
and satisfying life, and use their strengths gainfully for the good of the self, family, society, and
country.1
The Singaporean education system in the 1960s–1980s was largely efficiency-driven and more
centrally controlled, with the goal of rapidly raising the basic literacy and numeracy rates within its
population. Launched in 1997, “Thinking Schools, Learning Nation” (TSLN) represented an
important inflection point in the transformation of the Singaporean education system into its current
form, which is characterized by flexibility, diversity, and greater school autonomy.2 This fundamental
shift was actualized through changes in education governance and the education landscape over the
past two decades. Due to its small sizea and by design, the Singaporean education system has a very
flat structure of governance, with no intermediary levels of government between the MOE
Headquarters (MOE HQ) and schools. The key design objective, both in the post-TSLN years and
currently, is to create a close nexus between policy and practice through achieving a purposeful
balance between the centralization and decentralization of different elements of the education and
school system.
The MOE HQ is responsible for selected functions within the education system to ensure that
important educational resources are equitably distributed across schools. More specifically, the MOE
HQ is responsible for setting national policies that affect access to education and schools for all
children (e.g., curriculum, school admission criteria, funding rates, and fees payable). For example,
the adoption of a national curriculum ensures that children in all schools have access to the same
core set of important knowledge and skills. Similarly, the MOE HQ is responsible for recruiting
public school teachers, paying for their initial teacher training at the National Institute of Education
(NIE), and deploying them to schools. This ensures that the same high standards are applied

                                                                                                               
a
There were 366 schools across all grade levels in the Singapore education system in 2015.

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consistently in the recruitment of teachers, and that there is equitable deployment of teachers to all
schools.
The MOE HQ devolves significant autonomy and responsibility to individual schools in school
administration and professional matters (e.g., pedagogical approaches for students with different
learning needs). Schools are given the autonomy within broad parameters and, in fact, are highly
encouraged to customize the implementation of national curriculum policies and programs, set and
developed by the MOE HQ, to suit the learning needs of their students. Similarly, schools decide the
local job assignments of teachers centrally posted to them by the MOE HQ (e.g., deployment to grade
level and co-curricular activities).
Central oversight of individual schools is carried out mainly using a holistic school evaluation
and improvement framework. The School Excellence Model, centrally developed by the MOE HQ in
consultation with schools and other key stakeholders, is a self-evaluation framework that all schools
use to guide continual school improvement, in areas such as teaching and learning, student and staff
welfare, and school leadership. School self-evaluation is supported by a process of external validation,
carried out approximately once every six years, whereby schools invite a team of experienced
principals and quality assessors, appointed by the MOE HQ, to provide an assessment of school
strengths and areas for improvement. The validation-based approach of these external evaluations
marks a departure from the previous practice of externally imposed inspections by a team of school
inspectors, reflecting the post-TSLN belief that continual and sustainable school improvement is
most effective when it is initiated and owned by schools themselves. This decentralized but
systematic approach to school improvement allows the MOE HQ to retain a light touch in
monitoring schools and to provide assistance to schools where necessary.
At the same time, the MOE HQ works very closely with schools, both directly through school
visits and consultations with MOE HQ subject specialists, for example, and indirectly through a
school cluster system. The cluster system comprises clusters of 12 to 14 schools located in close
geographical proximity, and serves as a key platform for professional development, communication,
networking, and sharing among schools. The close working relationship between schools and the
MOE HQ is further enhanced through a deliberate centralized personnel posting policy that
systematically rotates education officers, especially those with strong leadership potential, between
practitioner roles in schools (e.g., teachers, heads of departments, and principals) and policymaking
roles in the MOE HQ. This helps to create a coherent system with a tight link between policy and
practice. Shifting between job roles allows educators to gain insight into the policymaking and policy
implementation aspects of the system such that each is continually informed by the other. Socially,
the overlapping networks that follow individual officers as they move from one role to another
organically facilitate a close working relationship between school personnel and HQ personnel.
Overall, this practice contributes to a strong sense of common mission among school and MOE HQ
personnel, and strong alignment between policy and implementation.
New education pathways and curricular options have been introduced progressively and refined
over the past two decades to allow children to discover their interests and develop their strengths in
different domains. Exhibit 1 illustrates the diversity of pathways available to students today,

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including avenues for lateral transfers between courses of study. These pathways are designed to
allow students to discover their individual talents and interests, develop and hone these so that they
may acquire skills in particular domains, and inculcate a passion for learning that will drive the
continual pursuit of new knowledge and skills throughout their lives.
While preschool education is not compulsory in Singapore, early childhood educational
development programs for children under age 3 and preprimary education programs for children age
3 or older (including kindergartens) are widely accessible. Most parents enroll their children in these
programs, with some starting from as early as 18 months of age. Over the past five years, the
government has played a more active role in raising the quality of preschool education through
measures, which include the introduction of national curriculum frameworks for early childhood
educators,3,4 the implementation of a new quality assurance consultancy scheme for kindergartens,5
and the establishment of MOE kindergartens to provide quality, affordable preschool education
directly, while catalyzing improvements in the rest of the preschool sector.6 With the establishment
of the Early Childhood Development Agency in 2013, there have been further concerted efforts by
the government to facilitate the enrollment of 5-year-old children who are not already enrolled in a
preschool program, by reaching out to their families. These efforts have reduced the proportion of
children not enrolled in a preschool program to 1 percent.
Primary school education is compulsory, and formal schooling starts in Grade 1 (Primary 1) in
the year in which children turn age 7. All primary school students learn a common national
curriculum. To build a strong foundation in literacy and numeracy, English (the language of
instruction), mother tongue (Malay, Chinese, or Tamil, depending on the student’s ethnicity), and
mathematics are emphasized in the primary school years. Science is introduced in Grade 3
(Primary 3). The curriculum also includes art, music, character and citizenship education, social
studies, and physical education, as well as a wide range of co-curricular activities that allow students
to explore their interests while imparting values, inculcating life skills, and building character.

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Exhibit 1: Education System in Singapore7

At the end of Grade 6 (Primary 6), all students take the Primary School Leaving Examination
(PSLE), which assesses students in four subjects: English language, mother tongue, mathematics, and
science. For the majority of students, results from the PSLE are used as a measure of academic merit
in the centralized secondary school admission system, which is both merit- and choice-based. Some
students utilize their achievement in other areas (e.g., sports, music, and leadership) to gain direct
admission to specific secondary schools, especially those offering special programs in these areas.
Secondary school is not compulsory, but is completed by nearly all students in Singapore. In
2014, less than 1 percent of the Grade 1 (Primary 1) cohortb did not complete secondary education.8
At the secondary levels, students enroll in Express, Normal (Academic), or Normal (Technical)
courses of study. These four- to five-year academic programs lead to the Singapore-Cambridge

                                                                                                               
b
Henceforth, use of the word “cohort” refers to the Grade 1 cohort.

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General Certificate of Education (GCE) Ordinary or Normal Level (O-Level or N-Level)

qualifications. Currently, approximately 60 percent of each cohort is enrolled in the Express course,
approximately 25 percent in the Normal (Academic) course, and approximately 15 percent in the
Normal (Technical) course. The differentiated curricula are designed to match student abilities and
interests. Students may transfer laterally between courses of study. Recognizing that students’
strengths vary across subjects, students from one course are allowed to take certain subjects from a
more demanding course. For example, Normal (Technical) students are allowed to take Normal
(Academic) subjects, where appropriate, and Normal (Academic) students are allowed to take O-
Level subjects from the Express course of study.
While education at the primary level comprises a broad range of curricula to help students
discover areas of strength and interest, there are opportunities for specialization at the secondary
level. Students with special talent in the arts, sports, mathematics, or science can choose to enroll in
specialized independent schools that offer customized curricula to develop these talents. There also
are specialized schools that cater to students who would benefit from a more customized and
practice-oriented curriculum. In addition, some schools offer the Integrated Program, which
combines secondary and preuniversity education without an intermediate national examination.
Students in the Integrated Program experience an enriched curriculum, which aims to broaden and
deepen their thinking skills, leadership, teamwork, and communication skills.
After secondary school, the majority of students in each cohort matriculate to a course of study at
a preuniversity institution, the Institute of Technical Education (ITE), or a polytechnic institution.
Approximately 30 percent of each cohort enrolls in a preuniversity course of study that focuses on
preparing students for university education, offered by a junior college, a centralized institute, or an
Integrated Program school.9 Students graduate from these courses with a Singapore-Cambridge GCE
Advanced Level (A-Level) or an International Baccalaureate (IB) qualification.
Approximately 20 percent of each cohort enrolls in the ITE, which offers a broad-based,
multidisciplinary curriculum ranging from engineering to technical, business, and service skills.10
Working closely with industry partners, the ITE provides students with enriched learning
experiences, equipping them with industry-relevant technical and professional knowledge and skills.
ITE graduates who perform well and have interest in pursuing further education may progress to a
polytechnic.
Approximately 45 percent of each cohort enrolls in polytechnic education.11 There are five
polytechnics in Singapore, each offering three-year, practice-oriented diploma courses in diverse
disciplines, such as business, chemical and biological sciences, communication, design, digital media,
engineering, and manufacturing. Polytechnic graduates who perform well and have interest in
pursuing further education may progress to university.
Approximately 25 to 30 percent of each cohort enrolls in government-funded, autonomous, local
universities.12 The university landscape continues to diversify with the establishment of new
institutions, including those with different specializations (e.g., design in technology) and different
approaches to tertiary education (e.g., the Yale-NUS Liberal Arts College). In 2015, there were five
government-funded, autonomous universities in Singapore: National University of Singapore,

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Nanyang Technological University, Singapore Institute of Technology, Singapore Management

University, and Singapore University of Technology and Design. A sixth university, SIM University,
is private but receives government funding to subsidize the fees for both part time and full time
degree programs. The rate of student enrollment at local universities is projected to increase to 40
percent for each cohort by 2020.13
In addition to providing pre-employment training, the ITE, polytechnics, and universities also
are key providers of continuing education and training (CET) for working adults. These include full
time courses, and part time skill- and knowledge-building programs that allow employees to
continue to develop useful and industry-relevant skills throughout their working lives. The focus on
lifelong learning and skill development has received a recent boost at the national level with the
launch of SkillsFuture in 2015, which marks the latest phase in Singapore’s investment in CET.14
With an increase in annual government funding in CET, the SkillsFuture movement encompasses a
multitude of initiatives and programs, including (a) helping students discover and develop interests
during their school years, (b) providing various opportunities and support for skill development (e.g.,
the SkillsFuture Study Award, and the SkillsFuture Earn and Learn Program), and (c) actively
engaging industry leaders in systematically grooming and deepening industry relevant skills for both
prospective and current employees.
In addition to academic studies, the development of competencies that are essential for students
to thrive in the 21st century (e.g., socioemotional competencies, critical and inventive thinking,
communication and collaboration, and leadership) and the inculcation of a strong value system are
integral aspects of education across all grade levels in Singapore. Students are provided with age-
appropriate opportunities to engage in activities, both within and beyond the formal curriculum,
which help to cultivate these competencies and values. Regular participation in co-curricular
activities (CCA) and Values-in-Action community projects are integral school experiences that help
to achieve these goals.
The education system in Singapore aims to equip every student with basic numeracy skills and
scientific knowledge and skills necessary in daily life. At the same time, it allows those with special
talent and interest in mathematics and science to pursue further studies in these fields to as high a
level as they are able, and want, to attain.
In Singapore, the study of science is compulsory through Grade 8 and the study of mathematics
through Grade 10, reflecting the country’s focus on mathematics and science education. At the upper
secondary level, students with the inclination and interest have the opportunity to study mathematics
and science on a deeper level by selecting from a wider range of electives. For example, in addition to
general mathematics, students may take an additional mathematics course that delves deeper into the
subject, covers a broader range of topics, and prepares them for advanced mathematics courses at the
post-secondary level. In science, upper secondary students can choose to study physics, biology,
chemistry, or a combination of these subjects.

Languages of Instruction
Singapore has a multiracial and multiethnic population with a diverse language environment. There

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are four official languages in Singapore: Malay, Chinese (Mandarin), Tamil, and English. Malay is the
national language, while English is the language of administration and education. The proportion of
the resident population ages 15 and older who are literate in one or more languages has increased
steadily over the years to 97 percent in 2014.15 Between 2000 and 2010, the proportion of the resident
population speaking English predominantly at home increased from 23 percent to 32 percent.16,17
In school, English is the medium of instruction for all academic subjects at all grade levels
(including mathematics and science), except for the mother tongue language subjects. A fundamental
feature of Singapore’s post-independence education system is its bilingual policy. Students are
encouraged to be proficient in both English and their own mother tongue language (Malay, Chinese,
or Tamil), and to study both languages to the highest level they are able to. In 2010, 71 percent of the
literate resident population in Singapore was literate in two or more languages, an increase from 56
percent in 2000.18

The Mathematics Curriculum in Primary and Lower Secondary

Grades
The Singapore Mathematics Curriculum Framework (Exhibit 2) is used at all the grade levels from
primary to preuniversity education, and emphasizes the development of students’ mathematical
abilities, with a focus on problem solving.19 Five interrelated components support the development of
problem solving abilities: concepts, skills, processes, metacognition, and attitudes. The framework
provides directions for the teaching, learning, and assessment of mathematics.

Exhibit 2: Singapore Mathematics Curriculum Framework 20

The Singapore mathematics curriculum comprises a set of syllabi spanning 12 years, from
primary to preuniversity education. As mathematics is a hierarchical subject, higher concepts and

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skills are built upon foundational ones and must be learned in sequence. The curriculum is designed
in a spiral manner where concepts and skills in each content strand (e.g., Numbers and Algebra,
Geometry and Measurement) are revisited and built upon at each level to achieve greater depth and
understanding. Exhibit 3 presents a summary of the concepts and skills to be learned by the end of
Grade 8 (Secondary 2). Teachers help their students learn these concepts and skills by adopting age-
and grade-appropriate pedagogical approaches. Central to these pedagogical approaches at the
primary and lower secondary levels is the Concrete-Pictorial-Abstract (C-P-A) approach, whereby
teachers lead students through activities that help build an understanding of abstract mathematical
concepts from everyday experiences and meaningful contexts, using concrete and pictorial
representations.

Exhibit 3: Mathematics Concepts and Skills

Primary Mathematics Lower Secondary Mathematics

Grades 1–6 Grades 7–8
Numbers and Algebra

Whole numbers, fractions, and decimals, and the
Negative numbers, integers, rational numbers, and real
four arithmetic operations (addition, subtraction, numbers, and the four arithmetic operations (addition,
multiplication, and division) subtraction, multiplication, and division)

Calculation with calculators
Calculation with calculators

Factors and multiples
Prime numbers, highest common factor, and lowest common

Ordering of numbers multiple

Approximation and estimation
Ordering of numbers

Percentage
Use of symbols including <, >, ≤, ≥

Ratio
Approximation and estimation

Speed
Percentage

Algebraic expressions in one variable
Ratio, and direct and inverse proportion

Map scales

Rate and speed

Algebraic expressions and formulas

Algebraic manipulation (linear and quadratic)

Functions and graphs (linear and quadratic)

Linear equations with one unknown

Simultaneous linear equations with two unknowns

Quadratic equations

Linear inequalities with one unknown
Geometry and Measurement

Measurement of length, mass, volume, time, and
Properties and construction of simple geometric figures
angle
Angles associated with parallel lines

Area and perimeter of triangles, squares, and
Angles of polygons
rectangles, area and circumference of circles, and Congruence and similarity


volume of cubes and cuboids

Area of plane figures, volume and surface area of three-

Properties of simple geometric figures dimensional solids

Nets of simple solids The Pythagorean Theorem



Line symmetry Trigonometric ratios of acute angles in a right-angled triangle



Ideas of tessellation

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Primary Mathematics Lower Secondary Mathematics

Grades 1–6 Grades 7–8
Statistics and Probability

Picture graphs, bar graphs, tables, line graphs, and
Data analysis (including interpretation and analysis of various
pie charts (including interpretation and use of statistical representations)
information to solve problems)
Probability

Average

The Science Curriculum in Primary and Lower Secondary

Grades
The Singapore Science Curriculum Framework (Exhibit 4) is structured around the spirit and
practices of scientific inquiry21 and defines three integral domains essential to the practice of science:
knowledge, understanding, and application; skills and processes; and ethics and attitudes. The
curriculum enables students to appreciate the pursuit of science as meaningful and useful, as it is
grounded in knowledge, issues, and questions that relate to the role of science in daily life, society,
and the environment.

Exhibit 4: Singapore Science Curriculum Framework22

The primary and lower secondary science syllabi are designed around themes that students can
relate to in their everyday experiences and on commonly observed phenomena in nature. The five
themes at the primary level are diversity, cycles, energy, interactions, and systems. The lower
secondary science curriculum builds on the themes at the primary level, with an additional theme on
models, and continues the way science is taught at the primary level as a way of exploring and
understanding the physical and natural world. Lower secondary students are introduced to scientific
endeavor to develop their understanding of how science is practiced and applied, and are provided

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with further hands-on learning opportunities situated in everyday contexts. This allows students to
make connections in science with their own lives and the environment. Exhibit 5 presents a summary
of the topics to be learned under each theme by the end of Grade 8 (Secondary 2).

Exhibit 5: Science Themes and Topics

Primary Science Lower Secondary Science

Grades 3–6 Grades 7–8
Diversity

Diversity of living and nonliving things (general
Exploring diversity of matter by their physical properties
characteristics and classification)
Exploring diversity of matter by its chemical composition

Diversity of materials
Exploring diversity of matter using separation techniques

Understanding diversity of living things
Cycles

Cycles in plants and animals (life cycles and
reproduction)

Cycles in matter and water
Energy

Energy forms and uses (light, heat, and
photosynthesis)

Energy conversion
Interactions

Interaction of forces (magnets, frictional force,
Interactions through the application of forces
gravitational force, and force in springs)
Energy and work done

Interaction within the environment
Transfer of sound energy through vibrations

Effects of heat and its transmission

Chemical changes

Interactions within ecosystems
Models

Model of cells—the basic units of life

Model of matter—the particulate nature of matter

Model of matter —atoms and molecules

Ray model of light
Systems

Plant system (plant parts and functions,
Transport system in living things
respiratory, and circulatory systems)
Human digestive system

Human system (digestive system, respiratory, and
Human sexual reproductive system
circulatory systems) Electrical systems



Cell system

Electrical system

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Teachers, Teacher Education, and Professional Development

The MOE HQ centrally recruits public school teachers and sponsors their preservice teacher training
at the NIE, before deploying them. A recruitment panel of experienced principals interviews the
applicants and carefully selects suitable candidates. Prospective teachers are recruited from the top
third of each cohort. While a small proportion of applicants hold A-Level or polytechnic
qualifications, the majority are university graduates. Competitive terms of employment (established
through regular reviews of teacher remuneration packages benchmarked against other professions in
the labor market) also attract mid-career professionals from other industries, who bring valuable real
world experiences to teaching.

Teacher Education Specific to Mathematics and Science

Mathematics and science teachers in secondary schools and junior colleges are required to hold a
university degree in their respective subjects. For those who enter the NIE already holding a
bachelor’s degree in their subject, initial teacher training comprises a one year Postgraduate Diploma
in Education program focused on subject-specific pedagogical content knowledge related to teaching
in the classroom. The NIE also offers a four year, full time program leading to a Bachelor of Arts or
Science degree with a Diploma in Education, focused on both subject knowledge and pedagogical
content knowledge. Nondegree programs, such as the two year Diploma in Education offered to A-
Level and polytechnic graduates, and four year diploma programs in specialized areas like home
economics, art, and music for O-Level graduates, are available to a small proportion of prospective
teachers who mostly are deployed to primary schools upon graduation from the NIE.
All NIE teacher education programs are aligned with the national curriculum and relevant to
local classroom practices. Teacher trainees in all programs are required to complete a teaching
practicum of at least 10 weeks, during which they learn to translate theory into practice in the
classroom, guided by experienced teachers. Teacher trainees are assessed during their practicum and
must demonstrate a minimum level of competence for independent classroom practice in order to
graduate. Upon graduation and deployment to schools, beginning teachers receive further
mentoring, and a lighter schedule (20 percent fewer teaching hours) helps them transition into their
new role.

Requirements for Ongoing Professional Development

Recognizing that teaching is a craft that needs to be continually honed through both reflective
practice and purposeful professional development (PD), and that initial teacher training at the NIE is
only a starting point, the MOE is committed to helping teachers remain current in terms of skills and
knowledge, and well-positioned for the future. As such, all teachers are entitled to 100 hours of PD
activities per year. The MOE works closely with the NIE to provide in-service training courses and
advanced programs, including master’s and doctoral degrees. The MOE also provides specialized,
subject-specific (e.g., mathematics or science) PD courses to help teachers stay up to date on content
knowledge, pedagogical innovations, and new assessment approaches. Since 2003, in addition to
formal PD courses, teachers have the opportunity to participate in experiential learning in research

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laboratories and in the business and community sectors through the Teacher Work Attachment
program.c Through local or overseas attachments, teachers gain new experiences and bring back
fresh perspectives to their classrooms that also benefit their students.
The MOE encourages the growth of a teacher-led culture of professional excellence and
innovation. The establishment of the Academy of Singapore Teachers in 2010 was a significant step
toward achieving this aim. This teacher-led academy fosters pedagogical leadership focused on
teacher collaboration within schools and professional networks. It also aims to strengthen the culture
of teaching excellence and raise the standards of practice in the classroom and across Singapore’s
education system.

Instruction for Mathematics and Science in Primary and Lower

Secondary Grades
Grade at Which Specialist Teachers for Mathematics and Science are Introduced
Currently, a majority of primary school teachers (with the exception of those specializing in one of
the mother tongue languages, art, music, or physical education) are qualified through initial teacher
training to teach English language, mathematics, and science, while secondary school teachers are
qualified in at most two subjects. Students typically are taught by specialist mathematics and science
teachers from the seventh grade. The MOE is moving toward two-subject specialization for primary
school teachers in English language, mathematics, and science by providing in-service courses for
content and skill development in these subjects, and reviewing the preservice training program to
allow trainee teachers to specialize in two subjects.23

Instructional Materials, Equipment, and Laboratories

Following the approval of new or revised syllabi in mathematics and science, commercial publishers
are invited to develop and publish textbooks and related materials, such as activity books or
workbooks for use in primary and secondary schools. These materials undergo a stringent review and
authorization process by the MOE, and must meet the standards and requirements of the relevant
syllabi before they can be approved and placed on the approved textbook list.24 Schools select
textbooks from this list that best suit the needs of their students.
Schools are allocated funds for purchasing teaching aids, manipulatives, and kits where
appropriate to support the teaching and learning of mathematics and science. These resources may
be stored in designated resource rooms, which also may serve as a focal point for mathematics and
science activities in the school, or they may be stored and made available in each classroom.
Secondary schools are well-equipped with laboratory equipment and resources to enhance their
ability to deliver the science curriculum. Teachers may use laboratories to conduct activity-based
lessons, scientific investigations, and demonstrations, as well as to facilitate group work and
investigative projects. Teachers also may bring science kits into the classroom to conduct
demonstration lessons or engage students in hands-on learning.
                                                                                                               
c
The Teacher Work Attachment program allows teachers to work in another organization for a period ranging from three days to several weeks or
up to one year. These organizations can be in the public or private sector in Singapore or overseas.

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Use of Technology
The Singapore Masterplan for Information and Communications Technology (ICT) in Education
provides guidelines on utilizing ICT in teaching and learning. The fourth (and latest) Masterplan for
ICT in Education (mp4), introduced in 2015, builds on the foundation of the first three master plans.
Incorporating insights from extensive reviews and stakeholder consultations, it seeks to optimize the
use of ICT in learning and in supporting the total curriculum. The master plan reflects the changing
educational landscape and developments in educational technology, and the MOE’s directive to help
students develop 21st century competencies and build a broad and deep foundation and lifelong love
for learning.
Since 2008, electronic calculators have been introduced in Grade 5 (Primary 5). At the primary
level, calculators are used in mathematics to enhance the teaching and learning process, and to allow
students to focus on problem solving instead of routine computations. At the secondary level,
students use a variety of mathematical tools, including calculators, graphing software, dynamic
geometry software, and spreadsheets. The use of calculators and other computational tools does not
diminish the emphasis on mental and manual calculations. The development of these skills remains a
priority; students are expected to develop and apply number sense and estimation skills to verify the
reasonableness of answers obtained using calculators.
In science at both the primary and secondary levels, the use of ICT supports the inquiry process
and facilitates student collaboration and self-directed learning. ICT devices, such as data loggers, for
example, are used to facilitate data collection and analysis. Online collaborative tools allow students
to share and discuss their ideas or findings, and extend their learning through consultation with
experts in the field. Students also explore and visualize abstract concepts using animation and
simulation tools to manipulate variables and define relationships between them.

Accommodation Policies for Instruction and Testing

A range of differentiated instruction and programs is available to cater to students with different
learning needs.25 There are specialized early intervention programs for lower primary students who
are at risk of having difficulties in literacy and numeracy. More attention also has been given to
enabling schools to better cater to students with special educational needs. Each primary and
secondary school has a core group of teachers trained in special needs, Allied Educators and School
Counselors, with the knowledge and skills to develop instructional plans, adapt and differentiate the
curriculum, and provide targeted support to meet the needs of students with special educational
needs. Special support includes provisions and resources for students with learning, sensory, and
physical disabilities.
In terms of testing, access arrangements are provided where necessary depending on students’
needs. These include test format (e.g., Braille version of exam), provision of a reader or a scribe,
longer test duration, and teacher facilitation.

Monitoring Student Progress in Mathematics and Science

Schools assess students both formally and informally. From Grade 3 (Primary 3), schools typically

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conduct at least two summative assessments per year—one at the end of each semester. For formative
assessments, teachers adopt a variety of subject-appropriate assessment methods, such as oral
presentations, written tests, and portfolios. Formative assessments allow teachers to monitor student
progress, identify strengths and weaknesses, and provide meaningful and immediate feedback. They
also allow teachers to adapt teaching methods and materials to student needs and abilities.
Schools closely monitor student progress and work closely with parents to support student
learning. Parents are updated regularly through progress reports, personal phone calls, and school-
organized parent-teacher meetings.
National examinations aligned with the national curriculum are administered in the final years of
primary, secondary, and preuniversity education. The Singapore Examinations and Assessment
Board, in collaboration with the MOE, conducts the following national examinations: the PSLE, GCE
N-Level, GCE O-Level, and GCE A-Level.26

Special Initiatives in Mathematics and Science Education

Mathematics and science education in Singapore aims to cultivate student interest and lay a strong
foundation in numeracy and scientific literacy from the early years of formal education. There are
policies and programs in place designed to engage students with diverse interests and learning needs.
For example, secondary school students with the aptitude and interest may opt to take more
demanding mathematics and science courses. They may enroll in schools that specialize in
mathematics and science. In addition, programs and resources are in place to help low progress
learners at both the primary and secondary levels.
A wide range of STEM enrichment programs complements the formal curriculum at both the
school and the national levels. Science fairs, competitions, learning trails (where students apply
mathematics and science concepts in outdoor settings), camps, workshops, and attachments to
research institutes, for example, serve to engage and motivate students at all levels of learning. At the
national level, the MOE works in close collaboration with partners such as the Agency for Science,
Technology, and Research (A*STAR) and the Science Center to design programs for both the general
student population and those with specific interests and talents. For example, the Singapore Science
Centre partners with secondary schools to develop the school-based STEM Applied Learning
Program, which allows students to apply their knowledge of science, mathematics, and technology to
solving real-world problems. The MOE provides opportunities for students with deep interest and
aptitude in mathematics and science to work on research projects with mentors from institutes of
higher learning and industries. The MOE also works with overseas STEM education partners to
provide students with a variety of exchange opportunities, with a view to broadening their horizons
and inspiring them to pursue STEM careers.

Use and Impact of TIMSS

Participating in TIMSS has provided insights into student knowledge and skills in mathematics and
science. TIMSS data are used to identify specific strengths and weaknesses (e.g., common errors and

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learning difficulties) in various domains of learning for different groups of students. Insights from
TIMSS are shared with mathematics and science department heads. Teachers work together to devise
teaching and learning approaches that address the student learning difficulties identified by the
study.
Where appropriate, TIMSS data provide the MOE with an additional source of information to
inform policy and program reviews. For example, historical TIMSS data were used to investigate
shifts in pedagogical practice in science before and after a system-wide implementation of an
inquiry-based approach. Similarly, as TIMSS 2015 coincided with the implementation of the revised
secondary mathematics curriculum for eighth grade students, data from national items in the Student
and Teacher Questionnaires will be used to identify any early impact of the syllabus changes on
teaching and learning in the classrooms.
                                                                                                               

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