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SOCIAL STUDIESSYLLABUS
Primary
Implementation starting with2020 Primary One, Primary Two and Primary Three Cohorts
© 2020 Curriculum Planning and Development Division. This publication i s n ot for s ale. Permission i s granted to reproduce this publication in its entirety for personal or non-commercial educational use only. All other rights reserved.ISBN: 978-981-14-4831-7
Implementation starting with
2020 Primary One, Primary Two and Primary Three Cohorts
SOCIAL STUDIES SYLLABUSPrimary One to Primary Six
3
2020 SOCIAL STUDIES PRIMARY SYLLABUS
CONTENTS
Page1. SOCIAL STUDIES EDUCATION IN SINGAPORE
• Purpose of Social Studies 5• Philosophy of Social Studies 5• Curriculum Aims of Social Studies 6
2. 2020 SOCIAL STUDIES PRIMARY SYLLABUS• Syllabus Design 8• Social Studies Primary and the Desired Outcomes of Education 11• Social Studies Primary and 21st Century Competencies 11• Social Studies Primary and National Education 12• Key Features of the Syllabus 13
3. CONTENT• Syllabus Overview 16• Primary One 17• Primary Two 20• Primary Three 23• Primary Four 28• Primary Five 33• Primary Six 39• Mapping of Social Studies Primary Syllabus to the Components of the
Framework for 21st Century Competencies and Student Outcomes44
4. PEDAGOGY• Teaching and Learning through Inquiry 51• Inquiry and the Singapore Teaching Practice 58
5. ASSESSMENT• Learning Outcomes for Reporting of Students’ Learning Progress 60• Performance Tasks 61• Assessment Grade for Primary Three to Primary Six 61
6. BIBLIOGRAPHY AND ACKNOWLEDGEMENTS
4RESTRICTED/
FOR USE BY E
2020 SOCIAL STUDIES PRIMARY SYLLABUS
Section 1:Social Studies Education In Singapore
Purpose of Social Studies
Philosophy of Social Studies
Curriculum Aims of Social Studies
5
2020 SOCIAL STUDIES PRIMARY SYLLABUS
1. SOCIAL STUDIES EDUCATION IN SINGAPORE
Purpose of Social Studies
The Social Studies curriculum spans the primary and secondary levels. This subject helps students to grow in knowledge, develop skills and learn values through examining issues that are of concern to our society and the world in which we live.
Philosophy of Social Studies
At the heart of the Singapore Social Studies Curriculum (refer to Figure 1) is the preparation of our students to be effective citizens by helping them to better understand the interconnectedness of Singapore and the world they live in, and appreciate the complexities of the human experience.
Drawing on aspects of society that are of meaning and interest to the students, Social Studies seeks to ignite students’ curiosity to inquire into real-world issues that concern their lives. Through inquiry and authentic learning experiences, Social Studies helps students to attain relevant knowledge and understanding about these issues, develop critical and reflective thinking skills, and appreciate multiple perspectives.
Social Studies seeks to inculcate in students a deeper understanding of the values that define the Singapore society, nurture dispositions that will inspire them to show concern for the society and the world in which they live, and demonstrate empathy in their relationships with others. The Curriculum therefore envisions Social Studies students as informed, concerned and participative citizens, competent in decision-making with an impassioned spirit to contribute responsibly to the society and world they live in.
Figure 1: The Singapore Social Studies Curriculum
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2020 SOCIAL STUDIES PRIMARY SYLLABUS
Curriculum Aims of Social Studies
As informed citizens, students will:
• understand the rights and responsibilities of citizens and the role of the government in society;• understand their identity as Singaporeans, with a regional and global outlook;• understand the Singapore perspective on key national, regional and global issues;• analyse and negotiate complex issues through evaluating multiple sources with different
perspectives; and• arrive at well-reasoned, responsible decisions through reflective thought and discernment.
As concerned citizens, students will:
• have a sense of belonging to the nation, appreciate and be committed to building socialcohesion in a diverse society;
• be motivated to engage in issues of societal concern; and• reflect on the ethical considerations and consequences of decision making.
As participative citizens, students will:
• take responsible personal and collective actions to effect change for the good of society; and• be resilient in addressing concerns of society in spite of challenges faced.
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Section 2:2020 Social Studies Primary Syllabus
Syllabus Design
Social Studies Primary and the Desired Outcomes of Education
Social Studies Primary and 21st Century Competencies
Social Studies Primary and National Education
Key Features of the Syllabus
8
2020 SOCIAL STUDIES PRIMARY SYLLABUS
2. 2020 SOCIAL STUDIES PRIMARY SYLLABUS
Syllabus Design
A thematic approach, structured along the key themes1 of Identity, Culture and Heritage and People and Environment, is adopted to frame the Social Studies Primary (SSP) syllabus. The syllabus is organised into three broad clusters as described below:
• Cluster 1: Discovering Self and Immediate Environment
Students would explore who they are and the roles they play in relation to the people and placesaround them. They would also explore the customs and traditions of some communities inSingapore. Students would not only come to appreciate the cultural diversity in Singapore butalso learn how common experiences help to unite us as a nation.
• Cluster 2: Understanding Singapore in the Past and Present
Students would learn about our country and the contributions of different groups of people toSingapore’s growth and independence. They would develop an appreciation of Singapore andcome to value the adaptability, resilience and resourcefulness of the leaders and people inSingapore.
• Cluster 3: Appreciating Singapore, the Region and the World We Live In
Students would learn about Singapore as a nation and the contributions of different people to itsdevelopment. They would also develop an understanding of Southeast Asia, Singapore’sconnections with the region as well as legacies of civilisations in the world that can still be seentoday.
Table 2.1 shows the clusters of study across the primary level.
1 Five themes, Identity, Culture and Heritage; People and Environment; Governance and Organisation of Societies; Conflict, Cooperation and Resolution; and Economy and Globalisation provide the conceptual domains to ensure continuity and progression across the levels throughout the 10 years from primary to secondary levels. The basic idea of conceptual domain is that one would not be able to understand the meaning of a concept without access to all the essential knowledge related to it. For example, one would not be able to understand the topic of ‘care for the environment’ without knowing anything about the concepts of what constitutes ‘care’ and ‘environment’ and how the two concepts operate and interact with each other in different contexts. It requires one to understand the impact people have on the environment.
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2020 SOCIAL STUDIES PRIMARY SYLLABUS
Clusters of Study Levels of Study Inquiry Focus
Cluster 1Discovering Self and
Immediate Environment
Cluster 2Understanding Singapore in
the Past and Present
Cluster 3 Appreciating Singapore,
the Region and the World We Live In
Primary 1Knowing Myself, Others and My Surroundings
Primary 2Coming Together as a Nation
What unites the people in Singapore as a nation?
Primary 3Understanding Singapore’s Environment and Challenges
Primary 4Understanding Our Past
Primary 6Understanding Features and Legacies of Civilisations
How are the legacies of civilisations seen in our lives today?
Primary 5Part 1: Understanding Singapore’s Development as a Nation
Part 2: Understanding Southeast Asia’s Diversity and Interconnectedness
Who am I in relation to the people and places around me?
What is Singapore’s environment like and how do we overcome the challenges we face?
How is life in Singapore today shaped by what happened in the past?
How has Singapore developed as a nation since its independence?
What makes up Southeast Asia and how are the countries interconnected?
The syllabus is framed by knowledge, skills and values outcomes that students will acquire at the end of the six years of SSP education in order to develop into informed, concerned and participative citizens with a regional and global outlook.
Table 2.2 describes the key learner outcomes.
Table 2.1: Clusters of Study Across the Primary Level
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CIAL
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Y SY
LLAB
US
Tabl
e 2.
2: K
ey L
earn
er O
utco
mes
Know
ledg
eSk
ills
Valu
es
Stud
ents
will
be
able
to:
•ex
plor
e id
entit
y, c
ultu
re a
ndhe
ritag
e of
indi
vidu
als
and
grou
psan
d ap
prec
iate
how
thes
e ch
ange
over
tim
e;•
unde
rsta
nd th
e re
latio
nshi
pbe
twee
n pe
ople
and
the
envi
ronm
ent o
ver ti
me
and
spac
e;•
exam
ine
the
role
s an
dre
spon
sibi
lities
of i
ndiv
idua
ls in
grou
ps a
nd c
omm
uniti
es;
•re
cogn
ise
the
impo
rtan
ce o
fre
sour
ces;
•di
scus
s ho
w S
inga
pore
ove
rcom
esth
e ch
alle
nges
of l
imite
dre
sour
ces;
•ex
plor
e w
hat m
akes
Sin
gapo
re a
natio
n an
d a
hom
e to
che
rish;
•re
cogn
ise
that
com
mon
ties
am
ong
coun
trie
s pr
omot
e pr
ogre
ss a
ndun
ders
tand
ing;
•un
ders
tand
Sin
gapo
re’s
conn
ectio
nw
ith th
e w
orld
; and
•de
scrib
e th
e le
gaci
es o
fci
vilis
ation
s an
d ho
w th
eyin
fluen
ce o
ur li
ves
toda
y.
Stud
ents
will
be
able
to:
•cr
eate
a p
lan
to lo
cate
and
col
lect
info
rmati
on/d
ata;
•cr
eate
a p
lan
to p
rese
nt th
eir w
ork
inde
pend
ently
;•
mak
e ca
refu
l obs
erva
tions
inde
pend
ently
;•
expl
ore
idea
s an
d co
nsid
er th
eir
rele
vanc
e;•
proc
ess
info
rmati
on/d
ata
inde
pend
ently
bas
ed o
n re
liabi
lity
and
rele
vanc
e;•
eval
uate
and
mak
e in
form
edde
cisi
ons
inde
pend
ently
;•
expr
ess
thou
ghts
and
feel
ings
fluen
tly a
nd c
onfid
ently
in a
gro
up;
•w
ork
effec
tivel
y in
a v
arie
ty o
fgr
oup
setti
ngs;
and
•pr
esen
t ide
as a
nd fi
ndin
gs w
ithcl
arity
, per
suas
ion
and
in c
reati
vew
ays
thro
ugh
the
use
of v
ario
usto
ols
and
mod
es o
f pre
sent
ation
.
Stud
ents
will
be
able
to:
•ap
prec
iate
cul
tura
l div
ersi
ty;
•de
velo
p pe
rson
al re
spon
sibi
lity
inth
e m
anag
emen
t of r
esou
rces
;•
reco
gnis
e th
at b
elie
fs s
hape
one
’sth
inki
ng;
•co
nsid
er th
e et
hica
l effe
cts
ofon
e’s
actio
ns a
nd th
e im
pact
on o
ther
s so
as
to m
ake
info
rmed
dec
isio
ns a
nd c
arry
out
appr
opria
te a
ction
s;•
show
cur
iosi
ty to
lear
n m
ore
abou
tth
e w
orld
they
live
in;
•sh
ow c
are
for t
he c
omm
unity
and
the
envi
ronm
ent;
•de
velo
p a
sens
e of
bel
ongi
ng to
one’
s co
mm
unity
and
cou
ntry
; and
•ex
erci
se re
spon
sibi
lity
and
inte
grity
in th
e ac
cess
and
use
of
info
rmati
on.
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2020 SOCIAL STUDIES PRIMARY SYLLABUS
Social Studies Primary and the Desired Outcomes of Education
The learning of Social Studies provides many opportunities for the achievement of the Desired Outcomes of Education, which are attributes that educators aspire for Singaporeans to have by the completion of their formal education.
The student who embodies the Desired Outcomes of Education is:• a confident person who has a strong sense of right and wrong, is adaptable and resilient, knows
himself/herself, is discerning in judgement, thinks independently and critically, and communicateseffectively;
• a self-directed learner who takes responsibility for his/her own learning, who questions, reflectsand perseveres in the pursuit of learning;
• an active contributor who is able to work effectively in teams, exercises initiative, takes calculatedrisks, is innovative and strives for excellence; and
• a concerned citizen who is rooted to Singapore, has a strong civic consciousness, is informed, andtakes an active role in bettering the lives of others.
[For details on the DOE, please refer to the link below:https://www.moe.gov.sg/education/education-system/desired-outcomes-of-education]
Social Studies Primary and 21st Century Competencies
To help our students thrive in a fast-changing world, the Ministry of Education has identified competencies that have become increasingly important in the 21st century. These competencies, as outlined in the Framework for 21st Century Competencies and Student Outcomes (refer to Figure 2), illustrate the holistic education that our schools provide to better prepare our students for the future.
The outer ring of the framework represents the emerging 21st Century Competencies necessary for the globalised world we live in. These competencies are Civic Literacy, Global Awareness and Cross-cultural Skills; Critical and Inventive Thinking; and Communication, Collaboration and Information Skills. The middle ring signifies the Social and Emotional Competencies necessary for students to recognise and manage their emotions, develop care and concern for others, make responsible decisions, establish positive relationships, as well as handle challenging situations effectively. Knowledge and skills must be underpinned by values which shape the beliefs, attitudes and actions of a person. These form the core of the framework. The various components of the framework are found in the knowledge, values and skills outcomes of the Social Studies curriculum.
[For details on the competencies, please refer to the link below:https://www.moe.gov.sg/education/education-system/21st-century-competencies]
Refer to page 44 for information on how Social Studies Primary is mapped to the components of the Framework for 21st Century Competencies and Student Outcomes.
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2020 SOCIAL STUDIES PRIMARY SYLLABUS
Figure 2: Framework for 21st Century Competencies and Student Outcomes
Social Studies Primary and National Education
National Education is anchored on the following citizenship dispositions, which enable our youth to realise their part in the flourishing of their community and nation: a sense of belonging, a sense of reality, a sense of hope, and the will to act. These dispositions, together with knowledge, skills and values gained from Social Studies, will help students become citizens who are informed, concerned and participative.
•
• A sense of reality: To be aware of the contemporary realities – including Singapore’s constraints and vulnerabilities – which affect us as a nation amidst the backdrop of a less predictable world.
• A sense of hope: Having the confidence and optimism in Singapore’s future and the resilience toface the challenges ahead.
Ultimately, these citizenship dispositions cultivate the will to act: To be active citizens who have a collective resolve and a sense of shared mission towards building a Singapore for all.
[For details on National Education, please refer to the link below:https://www.moe.gov.sg/docs/default-source/document/education/programmes/national-education/ne-review-2016-2017-booklet.pdf]
A sense of belonging: To develop a deeper understanding of who we are, and a shared understanding of the values that are important to us as a nation.
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2020 SOCIAL STUDIES PRIMARY SYLLABUS
Key Features of the Syllabus
The key features of the syllabus are as follows:• Use of key understandings• Use of inquiry focus questions and guiding questions• Flexibility to extend learning• Emphasis on skills and values for citizenship education• Inclusion of field-based learning• Inclusion of performance tasks
Use of Key Understandings
Key understandings reflect the main insights that students would gain through the study of each topic. These key understandings provide a larger purpose for learning the targeted content and prioritise what students would need to learn as worthy content in relation to the topic being examined. Key understandings go beyond discrete facts or skills to focus on larger concepts, principles or processes. They are transferable and applicable to new situations within or beyond the subject matter.
Use of Inquiry Focus Questions and Guiding Questions
Each level is framed by an inquiry focus question which anchors the study for the year. Subsequently, guiding questions are developed to help students gain a deeper understanding of the content, be engaged in thoughtful inquiry and serve as an impetus for students to initiate a social action. Guiding questions are therefore aligned to the way the content is mapped out for each level, framed by the inquiry focus.
Flexibility to Extend Learning
While the syllabus content is core to the learning of SSP, flexibility is given to schools in the choice of field-based learning sites at each level and performance tasks from Primary Three to Primary Six.
Emphasis on Skills and Values for Citizenship Education
As much as knowledge is important, skills and values are explicitly articulated to give emphasis to the development of the holistic student, well-equipped to effectively play the role of an informed, concerned and participative citizen. The skills outcomes seek to inculcate good inquiry habits and skills for quality decision-making, while the values outcomes emphasise the nurturing of dispositions of informed, concerned and participative citizens. These would be individuals whose actions reflect a rational and empathetic sense of social responsibility. It involves the development of self-knowledge and the understanding of the feelings, experiences, needs and interests of others.
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2020 SOCIAL STUDIES PRIMARY SYLLABUS
Inclusion of Field-based Learning
Field-based learning allows the students to contextualise their learning experience in an authentic real-world setting, thus enabling the learning of concepts and content. Students would also be able to conduct hands-on exploration in a focused area of study, thus being engaged in multi-sensory learning. As part of engaging students’ interest in inquiry, field-based learning would also motivate and sustain their interest in the subject matter as students would learn to explore, construct new knowledge and make connections to the topic being studied.
Inclusion of Performance Tasks (for Primary Three to Primary Six)
Performance task is a form of assessment that would best reflect students’ ability to translate and transfer key knowledge and skills in a new context. The suggested performance tasks allow students to apply the knowledge, skills and values in a real-world context.
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Section 3:Content
Syllabus Overview
Primary One
Primary Two
Primary Three
Primary Four
Primary Five
Primary Six
Mapping of Social Studies Primary Syllabus to the Components of the
Framework for 21st Century Competencies and Student Outcomes
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SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Level Descriptors
3.CO
NTE
NT
Sylla
bus
Ove
rvie
w
Clus
ter 1
:Di
scov
erin
g Se
lf an
d Im
med
iate
Env
ironm
ent
Clus
ter 2
:U
nder
stan
ding
Sin
gapo
re in
the
Past
and
Pre
sent
Clus
ter 3
:Ap
prec
iatin
g Si
ngap
ore,
the
Regi
on a
nd th
e W
orld
We
Live
In
Clusters of
StudyLevel DescriptorsLevels of Study
Stud
ents
will
lear
n ab
out t
hem
selv
es,
peop
le a
roun
d th
em
and
thei
r im
med
iate
en
viro
nmen
t. St
uden
ts
will
exp
lore
who
they
ar
e in
rela
tion
to th
e pe
ople
and
pla
ces
arou
nd th
em. T
hrou
gh
exam
inin
g th
e di
ffere
nt
role
s the
y pl
ay, s
tude
nts
will
und
erst
and
how
th
eir a
ction
s can
affe
ct
the
peop
le a
nd p
lace
s ar
ound
them
.
Stud
ents
will
lear
n ab
out t
he lo
catio
n of
pl
aces
in S
inga
pore
. St
uden
ts w
ill le
arn
how
pe
ople
hav
e ad
apte
d to
ov
erco
me
chal
leng
es so
as
to m
eet t
heir
need
s.
As st
uden
ts le
arn
abou
t th
e co
nseq
uenc
es
of th
eir a
ction
s on
the
envi
ronm
ent,
they
will
reco
gnise
th
e im
port
ance
of
reso
urce
s.
Part
1: S
tude
nts w
ill
lear
n th
at o
ur n
ation
al
iden
tity
can
be b
uilt
thro
ugh
Nati
onal
Sy
mbo
ls, n
ation
al
even
ts a
nd p
lace
s in
Sing
apor
e. T
hey
will
al
so le
arn
that
diff
eren
t pe
ople
con
trib
uted
to
the
deve
lopm
ent o
f Si
ngap
ore
thro
ugh
the
area
s of d
efen
ce a
nd
soci
al c
ohes
ion.
Part
2: S
tude
nts w
ill
lear
n ab
out t
he d
iver
se
phys
ical
env
ironm
ent
and
peop
le’s
way
of
life
in S
outh
east
Asia
. Th
ey w
ill a
lso le
arn
that
diff
eren
t cou
ntrie
s in
the
regi
on a
re
inte
rcon
nect
ed.
Stud
ents
will
un
ders
tand
that
Si
ngap
ore
is m
ade
up o
f di
vers
e gr
oups
of p
eopl
e an
d le
arn
the
cust
oms
and
trad
ition
s of s
ome
com
mun
ities
. Stu
dent
s w
ill a
lso le
arn
that
N
ation
al S
ymbo
ls an
d co
mm
on e
xper
ienc
es
help
to u
nite
us a
s a
natio
n.
Stud
ents
will
stud
y ab
out S
inga
pore
’s ea
rly h
istor
y an
d th
e co
ntrib
ution
s of s
ettle
rs.
They
will
lear
n ab
out
the
impa
ct o
f the
Ja
pane
se O
ccup
ation
on
the
peop
le’s
lives
an
d ho
w d
iffer
ent
peop
le c
ontr
ibut
ed
to S
inga
pore
dur
ing
the
war
. Stu
dent
s w
ill a
lso le
arn
abou
t Si
ngap
ore’
s jou
rney
to
war
ds in
depe
nden
ce
and
unde
rsta
nd h
ow
life
in S
inga
pore
toda
y is
shap
ed b
y w
hat
happ
ened
in th
e pa
st.
Stud
ents
will
lear
n th
e fe
atur
es th
at m
ake
up a
civ
ilisa
tion.
The
y w
ill a
lso le
arn
abou
t th
e le
gaci
es o
f the
ci
vilis
ation
s of t
he
Indi
an su
bcon
tinen
t, th
e Ch
ines
e ci
vilis
ation
and
th
e an
cien
t kin
gdom
s of
Sou
thea
st A
sia th
at
conti
nue
to in
fluen
ce
our l
ives
or c
an sti
ll be
se
en in
the
pres
ent d
ay.
Prim
ary
One
:Kn
owin
g M
ysel
f, O
ther
s an
d M
y Su
rrou
ndin
gs
Prim
ary
Thre
e:U
nder
stan
ding
Si
ngap
ore’
s Env
ironm
ent
and
Chal
leng
es
Prim
ary
Five
:Pa
rt 1
: Un
ders
tand
ing
Sing
apor
e’s D
evel
opm
ent
as a
Nati
on
Part
2:
Unde
rsta
ndin
g So
uthe
ast A
sia’s
Dive
rsity
an
d In
terc
onne
cted
ness
Prim
ary
Two:
Com
ing
Toge
ther
as a
N
ation
Prim
ary
Four
: U
nder
stan
ding
Our
Pa
st
Prim
ary
Six:
Und
erst
andi
ng F
eatu
res
and
Lega
cies
of
Civi
lisati
ons
17
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
One
: Kno
win
g M
ysel
f, O
ther
s and
My
Surr
ound
ings
Stud
ents
w
ill
lear
n ab
out
them
selv
es,
peop
le
arou
nd
them
an
d th
eir
imm
edia
te
envi
ronm
ent.
Stud
ents
will
exp
lore
who
the
y ar
e in
rel
ation
to
the
peop
le a
nd p
lace
s ar
ound
the
m. T
hrou
gh e
xam
inin
g th
e di
ffere
nt r
oles
the
y pl
ay, s
tude
nts
will
und
erst
and
how
thei
r acti
ons c
an a
ffect
the
peop
le a
nd p
lace
s aro
und
them
.
Stud
ents
will
be
able
to:
•re
cogn
ise th
at e
very
one
is un
ique
;•
iden
tify
the
diffe
rent
role
s tha
t peo
ple
play
in th
e gr
oups
that
they
bel
ong
to;
•re
cogn
ise th
at p
eopl
e ca
n sh
are
com
mon
att
ribut
es in
a g
roup
; and
•id
entif
y di
ffere
nt p
lace
s aro
und
them
.
Stud
ents
will
be
able
to:
•us
e qu
estio
ns to
col
lect
info
rmati
on/
data
;•
follo
w a
pla
n to
pre
sent
thei
r wor
kw
ith te
ache
r gui
danc
e;•
mak
e ca
refu
l obs
erva
tions
with
teac
her g
uida
nce;
•di
scus
s ide
as w
ith te
ache
r gui
danc
e;•
proc
ess i
nfor
mati
on/d
ata
base
d on
rele
vanc
e w
ith te
ache
r gui
danc
e;•
refle
ct a
nd m
ake
info
rmed
dec
ision
sw
ith te
ache
r gui
danc
e;•
expr
ess t
houg
hts a
nd fe
elin
gs in
agr
oup
with
teac
her g
uida
nce;
•w
ork
effec
tivel
y in
a g
roup
setti
ng w
ithte
ache
r gui
danc
e; a
nd•
pres
ent i
deas
and
find
ings
with
clar
ity th
roug
h va
rious
mod
es o
fpr
esen
tatio
n.
Stud
ents
will
be
able
to:
•ap
prec
iate
cul
tura
l div
ersit
y;•
reco
gnise
that
bel
iefs
shap
e on
e’s
thin
king
;•
cons
ider
the
ethi
cal e
ffect
s of o
ne’s
actio
ns a
nd th
e im
pact
on
othe
rs so
as
to m
ake
info
rmed
dec
ision
s and
car
ryou
t app
ropr
iate
acti
ons;
•sh
ow c
urio
sity
to le
arn
mor
e ab
out
the
wor
ld th
ey li
ve in
;•
show
car
e fo
r the
com
mun
ity a
nd th
een
viro
nmen
t;•
deve
lop
a se
nse
of b
elon
ging
to o
ne’s
com
mun
ity a
nd c
ount
ry; a
nd•
exer
cise
resp
onsib
ility
and
inte
grity
inth
e ac
cess
and
use
of i
nfor
mati
on.
•Pe
rson
al Id
entit
y•
Soci
al Id
entit
y•
Com
mun
ity•
Plac
e
•M
y id
entit
y m
akes
me
uniq
ue.
•M
y id
entit
y ca
n be
shap
ed b
y th
e gr
oups
I be
long
to.
•I c
an re
late
to th
e pl
aces
aro
und
me.
Who
am
I in
rela
tion
to th
e pe
ople
and
pla
ces a
roun
d m
e?
Leve
l Des
crip
tor
Know
ledg
e O
utco
mes
Valu
es O
utco
mes
Skill
s Out
com
esKe
y Co
ncep
ts
Inqu
iry F
ocus
Key
Und
erst
andi
ngs
18
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
One
: Kno
win
g M
ysel
f, O
ther
s and
My
Surr
ound
ings
•W
ho a
m I?
•Ho
w d
o th
e gr
oups
I be
long
to sh
ape
my
iden
tity?
•Ho
w d
o I r
elat
e to
the
plac
es a
roun
d m
e?
MY
IDEN
TITY
MAK
ES M
E U
NIQ
UE.
•M
y na
me
is pa
rt o
f my
iden
tity.
•M
y ph
ysic
al fe
atur
es, e
thni
city
, tra
its a
nd ta
lent
s for
m m
y id
entit
y.•
Know
ing
the
simila
rities
and
diff
eren
ces a
mon
g pe
ople
in te
rms o
f nam
es, p
hysic
al fe
atur
es, e
thni
city
, tra
its a
ndta
lent
s allo
ws m
e to
kno
w h
ow I
am u
niqu
e.
MY
IDEN
TITY
CAN
BE
SHAP
ED B
Y TH
E G
ROU
PS I
BELO
NG
TO
.•
I hav
e ro
les t
o pl
ay in
the
grou
ps I
belo
ng to
.o
I pla
y di
ffere
nt ro
les i
n di
ffere
nt g
roup
s.o
The
role
s tha
t I p
lay
can
chan
ge o
ver ti
me.
•I s
hare
com
mon
att
ribut
es, s
uch
as k
insh
ip, e
thni
city
, val
ues a
nd in
tere
sts,
with
the
grou
ps I
belo
ng to
.•
I can
dev
elop
a se
nse
of b
elon
ging
to th
ese
grou
ps.
•Th
e de
cisio
ns I
mak
e in
a g
roup
will
affe
ct o
ther
s.o
My
actio
ns h
ave
cons
eque
nces
.
I CAN
REL
ATE
TO T
HE P
LACE
S AR
OU
ND
ME.
•I c
an fi
nd m
y w
ay a
roun
d th
e sc
hool
and
nei
ghbo
urho
od.
•Pl
aces
are
impo
rtan
t to
me.
oI i
nter
act w
ith fa
mily
and
frie
nds t
here
.o
I hav
e m
eani
ngfu
l exp
erie
nces
ther
e.•
I car
e fo
r the
se p
lace
s.
Gui
ding
Que
stion
sCo
nten
t
19
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
One
: Kno
win
g M
ysel
f, O
ther
s and
My
Surr
ound
ings
Fiel
d-ba
sed
Lear
ning
Exp
erie
nces
Sugg
este
d Lo
catio
ns
•Sc
hool
Tra
ils
•N
eigh
bour
hood
Tra
ils
•Ja
cob
Balla
s Chi
ldre
n’s G
arde
n
Lear
ning
Foc
us
The
focu
s of
the
lear
ning
exp
erie
nces
is fo
r stu
dent
s to
dev
elop
an
appr
ecia
tion
for t
he p
lace
s ar
ound
th
em.
20
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Two:
Com
ing
Toge
ther
as a
Nati
on
Leve
l Des
crip
tor
Inqu
iry F
ocus
Key
Und
erst
andi
ngs
Know
ledg
e O
utco
mes
Skill
s Out
com
esVa
lues
Out
com
esKe
y Co
ncep
ts
Stud
ents
will
und
erst
and
that
Sin
gapo
re is
mad
e up
of d
iver
se g
roup
s of p
eopl
e an
d le
arn
the
cust
oms a
nd tr
aditi
ons o
f som
e co
mm
uniti
es. S
tude
nts w
ill a
lso le
arn
that
Nati
onal
Sym
bols
and
com
mon
exp
erie
nces
hel
p to
uni
te u
s as a
nati
on.
Stud
ents
will
be
able
to:
•re
cogn
ise th
at th
ere
are
dive
rse
grou
ps o
f peo
ple
livin
g in
Sing
apor
e;•
iden
tify
the
cust
oms a
ndtr
aditi
ons o
f com
mun
ities
livi
ngin
Sin
gapo
re;
•id
entif
y th
e six
Nati
onal
Sym
bols
of S
inga
pore
; and
•re
cogn
ise th
at N
ation
al S
ymbo
lsan
d co
mm
on e
xper
ienc
es h
elp
toun
ite u
s as a
nati
on.
Stud
ents
will
be
able
to:
•us
e qu
estio
ns to
col
lect
info
rmati
on/d
ata;
•fo
llow
a p
lan
to p
rese
nt th
eir w
ork
with
teac
her g
uida
nce;
•m
ake
care
ful o
bser
vatio
ns w
ith te
ache
rgu
idan
ce;
•di
scus
s ide
as w
ith te
ache
r gui
danc
e;•
proc
ess i
nfor
mati
on/d
ata
base
d on
rele
vanc
e w
ith te
ache
r gui
danc
e;•
refle
ct a
nd m
ake
info
rmed
dec
ision
s with
teac
her g
uida
nce;
•ex
pres
s tho
ught
s and
feel
ings
in a
gro
upw
ith te
ache
r gui
danc
e;•
wor
k eff
ectiv
ely
in a
gro
up se
tting
with
teac
her g
uida
nce;
and
•pr
esen
t ide
as a
nd fi
ndin
gs w
ith c
larit
yth
roug
h va
rious
mod
es o
f pre
sent
ation
.
Stud
ents
will
be
able
to:
•ap
prec
iate
cul
tura
l div
ersit
y;•
reco
gnise
that
bel
iefs
shap
e on
e’s t
hink
ing;
•co
nsid
er th
e et
hica
l effe
cts o
f one
’s ac
tions
and
the
impa
ct o
n ot
hers
so a
s to
mak
e in
form
edde
cisio
ns a
nd c
arry
out
app
ropr
iate
acti
ons;
•sh
ow c
urio
sity
to le
arn
mor
e ab
out t
he w
orld
they
live
in;
•sh
ow c
are
for t
he c
omm
unity
and
the
envi
ronm
ent;
•de
velo
p a
sens
e of
bel
ongi
ng to
one
’s co
mm
unity
and
coun
try;
and
•ex
erci
se re
spon
sibili
ty a
nd in
tegr
ity in
the
acce
ssan
d us
e of
info
rmati
on.
•Di
vers
ity•
Cultu
re•
Nati
onal
Iden
tity
•Co
mm
on E
xper
ienc
es
Wha
t uni
tes t
he p
eopl
e in
Sin
gapo
re a
s a n
ation
?
•Si
ngap
ore
is m
ade
up o
f div
erse
gro
ups o
f peo
ple.
•O
ur N
ation
al S
ymbo
ls an
d co
mm
on e
xper
ienc
es h
elp
to u
nite
us a
s a n
ation
.
21
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Two:
Com
ing
Toge
ther
as a
Nati
on
Gui
ding
Que
stion
sCo
nten
t
•W
ho a
re th
e pe
ople
livi
ng in
Sin
gapo
re?
•Ho
w d
o di
ffere
nt c
omm
uniti
es p
racti
se th
eir c
usto
ms a
ndtr
aditi
ons?
•W
hat a
re th
e N
ation
al S
ymbo
ls an
d co
mm
on e
xper
ienc
esth
at h
elp
to u
nite
us a
s a n
ation
?
SIN
GAP
ORE
IS M
ADE
UP
OF
DIVE
RSE
GRO
UPS
OF
PEO
PLE.
•W
e ha
ve d
iver
se g
roup
s of p
eopl
e liv
ing
in S
inga
pore
.•
Diffe
rent
com
mun
ities
hav
e th
eir o
wn
cust
oms a
nd tr
aditi
ons.
OU
R N
ATIO
NAL
SYM
BOLS
AN
D CO
MM
ON
EXP
ERIE
NCE
S HE
LP T
O U
NIT
E U
S AS
A N
ATIO
N.
•W
e kn
ow o
ur si
x N
ation
al S
ymbo
ls.o
Nati
onal
Fla
go
Stat
e Cr
est
oN
ation
al A
nthe
mo
Nati
onal
Ple
dge
oTh
e Li
on H
ead
sym
bol
oN
ation
al F
low
er
•W
e ha
ve c
omm
on e
xper
ienc
es th
at u
nite
us a
s a n
ation
.o
Ove
rcom
ing
chal
leng
es to
geth
ero
Com
mem
orati
ng e
vent
s tog
ethe
ro
Cele
brati
ng e
vent
s tha
t brin
g na
tiona
l prid
e
22
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Two:
Com
ing
Toge
ther
as a
Nati
on
Sugg
este
d Lo
catio
nsLe
arni
ng F
ocus
•N
ation
al O
rchi
d Ga
rden
•Co
mm
unity
Tra
ils
Fiel
d-ba
sed
Lear
ning
Exp
erie
nces
The
focu
s of t
he le
arni
ng e
xper
ienc
e is
for s
tude
nts t
o le
arn
abou
t our
Nati
onal
Sym
bols.
The
focu
s of t
he le
arni
ng e
xper
ienc
e is
for s
tude
nts t
o de
velo
p an
app
reci
ation
for t
he d
iver
se
com
mun
ities
in S
inga
pore
.
23
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Thre
e: U
nder
stan
ding
Sin
gapo
re’s
Envi
ronm
ent a
nd C
halle
nges
Stud
ents
will
lear
n ab
out l
ocati
on o
f pla
ces
in S
inga
pore
. Stu
dent
s w
ill le
arn
how
peo
ple
have
ada
pted
to o
verc
ome
chal
leng
es s
o as
to m
eet t
heir
need
s. A
s st
uden
ts le
arn
abou
t th
e co
nseq
uenc
es o
f the
ir ac
tions
on
the
envi
ronm
ent,
they
will
reco
gnise
the
impo
rtan
ce
of re
sour
ces.
Stud
ents
will
be
able
to:
•re
cogn
ise p
lace
s in
Sing
apor
e;•
iden
tify
the
loca
tion
of p
lace
s in
Sing
apor
e on
the
map
;•
expl
ain
the
cons
eque
nces
of
indi
vidu
al a
nd g
roup
acti
ons o
n th
een
viro
nmen
t;•
desc
ribe
how
indi
vidu
als a
nd g
roup
sca
n pr
otec
t the
env
ironm
ent;
•re
cogn
ise th
at th
ere
are
chal
leng
es in
Sing
apor
e’s e
nviro
nmen
t; an
d•
desc
ribe
how
Sin
gapo
re a
dapt
sto
ove
rcom
e ch
alle
nges
and
mee
tne
eds.
Stud
ents
will
be
able
to:
•fo
llow
a p
lan
to lo
cate
and
col
lect
info
rmati
on/d
ata;
•cr
eate
a p
lan
to p
rese
nt th
eir w
ork
with
teac
her g
uida
nce;
•m
ake
care
ful o
bser
vatio
ns w
ithte
ache
r gui
danc
e;•
expl
ore
idea
s and
con
sider
thei
rre
leva
nce
with
teac
her g
uida
nce;
•pr
oces
s inf
orm
ation
/dat
a ba
sed
onre
liabi
lity
and
rele
vanc
e w
ith te
ache
rgu
idan
ce;
•re
flect
and
mak
e in
form
ed d
ecisi
ons
with
scaff
oldi
ng;
•ex
pres
s tho
ught
s and
feel
ings
flue
ntly
and
confi
dent
ly in
a g
roup
with
teac
her g
uida
nce;
•w
ork
effec
tivel
y in
a v
arie
ty o
f gro
upse
tting
s with
teac
her g
uida
nce;
and
•pr
esen
t ide
as a
nd fi
ndin
gs w
ith c
larit
yan
d in
cre
ative
way
s thr
ough
the
use
of v
ario
us to
ols a
nd m
odes
of
pres
enta
tion.
Stud
ents
will
be
able
to:
•de
velo
p pe
rson
al re
spon
sibili
ty in
the
man
agem
ent o
f res
ourc
es;
•re
cogn
ise th
at b
elie
fs sh
ape
one’
sth
inki
ng;
•co
nsid
er th
e et
hica
l effe
cts o
f one
’sac
tions
and
the
impa
ct o
n ot
hers
so a
sto
mak
e in
form
ed d
ecisi
ons a
nd c
arry
out a
ppro
pria
te a
ction
s;•
show
cur
iosit
y to
lear
n m
ore
abou
tth
e w
orld
they
live
in;
•sh
ow c
are
for t
he c
omm
unity
and
the
envi
ronm
ent;
•de
velo
p a
sens
e of
bel
ongi
ng to
one
’sco
mm
unity
and
cou
ntry
; and
•ex
erci
se re
spon
sibili
ty a
nd in
tegr
ity in
the
acce
ss a
nd u
se o
f inf
orm
ation
.
•Pl
ace
•En
viro
nmen
t•
Cons
erva
tion
•Ch
ange
and
Con
tinui
ty•
Adap
tabi
lity
•Kn
owin
g th
e lo
catio
n of
pla
ces i
n Si
ngap
ore
help
s me
know
my
coun
try
bette
r.•
We
use
reso
urce
s wise
ly to
pro
tect
the
envi
ronm
ent.
•W
e ad
apt t
o ov
erco
me
chal
leng
es to
mee
t our
nee
ds.
Wha
t is S
inga
pore
’s en
viro
nmen
t lik
e an
d ho
w d
o w
e ov
erco
me
the
chal
leng
es w
e fa
ce?
Leve
l Des
crip
tor
Know
ledg
e O
utco
mes
Valu
es O
utco
mes
Skill
s Out
com
esKe
y Co
ncep
ts
Inqu
iry F
ocus
Key
Und
erst
andi
ngs
24
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Thre
e: U
nder
stan
ding
Sin
gapo
re’s
Envi
ronm
ent a
nd C
halle
nges
Gui
ding
Que
stion
sCo
nten
t
•W
hat a
re th
e pl
aces
in S
inga
pore
and
whe
re c
an w
e fin
dth
em?
•W
hat a
re th
e co
nseq
uenc
es o
f our
acti
ons o
n th
een
viro
nmen
t?•
How
can
we
prot
ect t
he e
nviro
nmen
t?
KNO
WIN
G T
HE LO
CATI
ON
OF
PLAC
ES IN
SIN
GAP
ORE
HEL
PS M
E KN
OW
MY
COU
NTR
Y BE
TTER
.•
Loca
ting
whe
re w
e liv
e an
d pl
aces
we
know
on
the
map
of S
inga
pore
oLo
catio
n an
d pu
rpos
e of
diff
eren
t pla
ces i
n Si
ngap
ore
WE
USE
RES
OU
RCES
WIS
ELY
TO P
ROTE
CT T
HE E
NVI
RON
MEN
T.•
Cons
eque
nces
of o
ur a
ction
s on
the
envi
ronm
ent
•Ca
re fo
r the
env
ironm
ent
oKe
epin
g ou
r env
ironm
ent c
lean
and
gre
eno
Cons
erva
tion
effor
tso
Bette
r use
of r
esou
rces
at h
ome,
in sc
hool
and
in o
ur c
omm
unity
25
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Thre
e: U
nder
stan
ding
Sin
gapo
re’s
Envi
ronm
ent a
nd C
halle
nges
Gui
ding
Que
stion
sCo
nten
t
•Ho
w d
o w
e ad
apt t
o ov
erco
me
chal
leng
es to
mee
t our
need
s?W
E AD
APT
TO O
VERC
OM
E CH
ALLE
NG
ES T
O M
EET
OU
R N
EEDS
.
•Ch
ange
s in
land
use
to m
eet o
ur n
eeds
oFo
od-
Chal
leng
es in
mee
ting
the
need
s of f
arm
ing
in S
inga
pore
v
Chan
ges i
n th
e ty
pes o
f far
ms o
ver ti
me
v
Tech
nolo
gica
l adv
ance
men
ts in
farm
ing
oHo
usin
g-
Chal
leng
es in
the
prov
ision
of h
ousin
g in
Sin
gapo
rev
Ch
ange
s in
livin
g co
nditi
ons o
ver ti
me
v
Impr
ovem
ents
in p
ublic
hou
sing
esta
tes t
o ca
ter t
o so
ciet
al n
eeds
oTr
ansp
ort
-Ch
alle
nges
in th
e pr
ovisi
on o
f tra
nspo
rt in
Sin
gapo
rev
Ch
ange
s in
Sing
apor
e’s t
rans
port
syst
em o
ver ti
me
26
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Thre
e: U
nder
stan
ding
Sin
gapo
re’s
Envi
ronm
ent a
nd C
halle
nges
Sugg
este
d Lo
catio
nsLe
arni
ng F
ocus
•Ga
rden
s and
Par
ks
•Su
stai
nabl
e Si
ngap
ore
Galle
ry
•Si
ngap
ore
Mob
ility
Gal
lery
Fiel
d-ba
sed
Lear
ning
Exp
erie
nces
The
focu
s of t
he le
arni
ng e
xper
ienc
es is
for s
tude
nts t
o de
velo
p an
und
erst
andi
ng o
f:
•Si
ngap
ore’
s phy
sical
env
ironm
ent;
•la
nd u
se in
Sin
gapo
re; a
nd•
how
Sin
gapo
re m
anag
es it
s res
ourc
es to
mee
t the
nee
ds o
f the
cou
ntry
.
27
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Thre
e: U
nder
stan
ding
Sin
gapo
re’s
Envi
ronm
ent a
nd C
halle
nges
Sugg
este
d Pe
rfor
man
ce T
ask
Task
Des
crip
tion
Your
gro
up m
embe
rs w
ill ta
ke o
n th
e ro
le o
f Env
ironm
enta
l Cha
mpi
ons.
Des
ign
a pl
an to
sugg
est h
ow y
ou c
an h
elp
to p
rote
ct th
e en
viro
nmen
t thr
ough
upc
yclin
g. C
reat
e an
upc
ycle
d pr
oduc
t usin
g un
wan
ted
item
s suc
h as
out
date
d ne
wsp
aper
s, m
agaz
ines
, pla
stic
bott
les,
egg
tray
s etc
.
Grou
p W
ork
In g
roup
s, e
xplo
re id
eas
on h
ow th
e un
wan
ted
item
s ca
n be
upc
ycle
d. P
lan
how
you
r gro
up is
goi
ng to
upc
ycle
an
item
and
how
the
new
item
wou
ld lo
ok li
ke. P
rese
nt
your
gro
up’s
plan
and
the
upcy
cled
pro
duct
usin
g an
app
ropr
iate
mod
e of
pre
sent
ation
.
Indi
vidu
al W
ork
Refle
ct a
nd sh
are
your
thou
ghts
abo
ut h
ow y
our g
roup
’s up
cycl
ed p
rodu
ct c
an h
elp
to p
rote
ct th
e en
viro
nmen
t.
28
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Four
: Und
erst
andi
ng O
ur P
ast (
impl
emen
ted
from
202
1 on
war
ds)
Stud
ents
will
stu
dy a
bout
Sin
gapo
re’s
early
hist
ory
and
the
cont
ributi
ons
of s
ettle
rs. T
hey
will
lear
n ab
out
the
impa
ct o
f th
e Ja
pane
se O
ccup
ation
on
the
peop
le’s
lives
and
how
di
ffere
nt p
eopl
e co
ntrib
uted
to
Sing
apor
e du
ring
the
war
. Stu
dent
s w
ill a
lso le
arn
abou
t Si
ngap
ore’
s jo
urne
y to
war
ds in
depe
nden
ce a
nd u
nder
stan
d ho
w li
fe in
Sin
gapo
re to
day
is sh
aped
by
wha
t hap
pene
d in
the
past
.
Stud
ents
will
be
able
to:
•id
entif
y th
e st
orie
s and
hist
oric
alre
cord
s of S
inga
pore
;•
disc
uss t
he re
ason
s for
the
foun
ding
of S
inga
pore
as a
trad
ing
port
;•
iden
tify
the
plac
es w
here
sett
lers
cam
e fr
om;
•an
alys
e th
e re
ason
s why
sett
lers
cam
eto
Sin
gapo
re a
nd m
ade
it th
eir h
ome;
•de
scrib
e ho
w se
ttle
rs c
ontr
ibut
ed to
Sing
apor
e’s g
row
th;
•re
cogn
ise th
at th
e na
mes
of s
tree
tsan
d pl
aces
in S
inga
pore
can
be
used
to re
mem
ber s
ettle
rs w
ho h
adco
ntrib
uted
to S
inga
pore
’s gr
owth
;•
eval
uate
how
the
Japa
nese
Occ
upati
on im
pact
ed th
e liv
es o
fpe
ople
in S
inga
pore
;•
desc
ribe
the
way
s in
whi
ch d
iffer
ent
peop
le c
ontr
ibut
ed to
Sin
gapo
redu
ring
the
war
; and
•de
scrib
e ho
w o
ur le
ader
s con
trib
uted
to S
inga
pore
’s jo
urne
y to
war
dsin
depe
nden
ce.
Stud
ents
will
be
able
to:
•fo
llow
a p
lan
to lo
cate
and
col
lect
info
rmati
on/d
ata;
•cr
eate
a p
lan
to p
rese
nt th
eir w
ork
with
teac
her g
uida
nce;
•m
ake
care
ful o
bser
vatio
nsin
depe
nden
tly;
•ex
plor
e id
eas a
nd c
onsid
er th
eir
rele
vanc
e w
ith te
ache
r gui
danc
e;•
proc
ess i
nfor
mati
on/d
ata
base
d on
relia
bilit
y an
d re
leva
nce
with
teac
her
guid
ance
;•
refle
ct a
nd m
ake
info
rmed
dec
ision
sw
ith sc
affol
ding
;•
expr
ess t
houg
hts a
nd fe
elin
gs fl
uent
lyan
d co
nfide
ntly
in a
gro
up w
ith te
ache
rgu
idan
ce;
•w
ork
effec
tivel
y in
a v
arie
ty o
f gro
upse
tting
s with
teac
her g
uida
nce;
and
•pr
esen
t ide
as a
nd fi
ndin
gs w
ith c
larit
yan
d in
cre
ative
way
s thr
ough
the
use
of v
ario
us to
ols a
nd m
odes
of
pres
enta
tion.
Stud
ents
will
be
able
to:
•ap
prec
iate
cul
tura
l div
ersit
y;•
deve
lop
pers
onal
resp
onsib
ility
in th
em
anag
emen
t of r
esou
rces
;•
reco
gnise
that
bel
iefs
shap
e on
e’s
thin
king
;•
cons
ider
the
ethi
cal e
ffect
s of o
ne’s
actio
ns a
nd th
e im
pact
on
othe
rs so
as
to m
ake
info
rmed
dec
ision
s and
car
ryou
t app
ropr
iate
acti
ons;
•sh
ow c
urio
sity
to le
arn
mor
e ab
out t
hew
orld
they
live
in;
•sh
ow c
are
for t
he c
omm
unity
and
the
envi
ronm
ent;
•de
velo
p a
sens
e of
bel
ongi
ng to
one
’sco
mm
unity
and
cou
ntry
; and
•ex
erci
se re
spon
sibili
ty a
nd in
tegr
ity in
the
acce
ss a
nd u
se o
f inf
orm
ation
.
•He
ritag
e•
Chan
ge a
nd C
ontin
uity
•Di
vers
ity•
Cont
ributi
ons
•In
depe
nden
ce
•St
orie
s and
hist
oric
al re
cord
s hel
p us
und
erst
and
early
Sin
gapo
re.
•O
ur se
ttle
rs c
ame
from
diff
eren
t par
ts o
f the
wor
ld.
•Th
e co
ntrib
ution
s of o
ur se
ttle
rs a
re re
flect
ed in
Sin
gapo
re to
day.
•Th
e Ja
pane
se O
ccup
ation
affe
cted
the
peop
le in
Sin
gapo
re in
diff
eren
t way
s.•
Our
lead
ers c
ontr
ibut
ed to
Sin
gapo
re’s
jour
ney
tow
ards
inde
pend
ence
.
How
is li
fe in
Sin
gapo
re to
day
shap
ed b
y w
hat h
appe
ned
in th
e pa
st?
Leve
l Des
crip
tor
Know
ledg
e O
utco
mes
Valu
es O
utco
mes
Skill
s Out
com
esKe
y Co
ncep
ts
Inqu
iry F
ocus
Key
Und
erst
andi
ngs
29
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Four
: Und
erst
andi
ng O
ur P
ast (
impl
emen
ted
from
202
1 on
war
ds)
•W
hat d
o st
orie
s and
hist
oric
al re
cord
s tel
l us a
bout
ear
lySi
ngap
ore?
•W
ho w
ere
our s
ettle
rs a
nd w
here
did
they
com
e fr
om?
•W
hat w
ere
thei
r rea
sons
for c
omin
g to
Sin
gapo
re?
•Ho
w d
id o
ur se
ttle
rs c
ontr
ibut
e to
Sin
gapo
re’s
grow
th?
•Ho
w a
re th
e co
ntrib
ution
s of o
ur se
ttle
rs re
flect
ed in
Sing
apor
e to
day?
STO
RIES
AN
D HI
STO
RICA
L RE
CORD
S HE
LP U
S U
NDE
RSTA
ND
EARL
Y SI
NG
APO
RE.
•Th
e st
ory
of S
ang
Nila
Uta
ma
•Hi
stor
ical
reco
rds o
f ear
ly S
inga
pore
•Fo
undi
ng o
f Sin
gapo
re a
s a B
ritish
trad
ing
port
oRe
ason
s for
the
foun
ding
of S
inga
pore
as a
trad
ing
port
OU
R SE
TTLE
RS C
AME
FRO
M D
IFFE
REN
T PA
RTS
OF
THE
WO
RLD.
•De
velo
pmen
t and
gro
wth
of S
inga
pore
as a
trad
ing
port
•Th
e se
ttle
rs a
nd w
here
they
cam
e fr
omo
Reas
ons f
or c
omin
g to
Sin
gapo
re
THE
CON
TRIB
UTI
ON
S O
F O
UR
SETT
LERS
ARE
REF
LECT
ED IN
SIN
GAP
ORE
TO
DAY.
•Li
ves o
f our
sett
lers
•W
here
our
sett
lers
live
d•
Chal
leng
es fa
ced
by o
ur se
ttle
rs•
Cont
ributi
ons o
f our
sett
lers
in a
reas
such
as:
oEd
ucati
ono
Heal
thca
reo
Plac
es o
f Wor
ship
•Re
mem
berin
g ou
r sett
lers
Gui
ding
Que
stion
sCo
nten
t
30
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Four
: Und
erst
andi
ng O
ur P
ast (
impl
emen
ted
from
202
1 on
war
ds)
•W
hat w
as th
e im
pact
of t
he Ja
pane
se O
ccup
ation
on
the
lives
of p
eopl
e in
Sin
gapo
re?
•Ho
w d
id d
iffer
ent p
eopl
e co
ntrib
ute
to S
inga
pore
dur
ing
the
war
?
•Ho
w d
id o
ur le
ader
s con
trib
ute
to S
inga
pore
’s jo
urne
yto
war
ds in
depe
nden
ce?
THE
JAPA
NES
E O
CCU
PATI
ON
AFF
ECTE
D TH
E PE
OPL
E IN
SIN
GAP
ORE
IN D
IFFE
REN
T W
AYS.
•Ev
ents
lead
ing
to th
e fa
ll of
Sin
gapo
re•
The
defe
nce
of S
inga
pore
dur
ing
the
war
•Th
e im
pact
of t
he Ja
pane
se O
ccup
ation
on
the
lives
of p
eopl
e•
Cont
ributi
ons o
f diff
eren
t peo
ple
durin
g th
e Ja
pane
se O
ccup
ation
•En
d of
the
Japa
nese
Occ
upati
on
OU
R LE
ADER
S CO
NTR
IBU
TED
TO S
ING
APO
RE’S
JOU
RNEY
TO
WAR
DS IN
DEPE
NDE
NCE
.
•Po
st-w
ar S
inga
pore
oRe
turn
to B
ritish
rule
oSy
stem
of s
elf-g
over
nmen
t in
Sing
apor
eo
Cont
ributi
ons o
f peo
ple
tow
ards
self-
gove
rnm
ent i
n Si
ngap
ore
•Ro
ad to
Inde
pend
ence
oM
erge
r and
sepa
ratio
no
Sing
apor
e’s fi
rst C
abin
et a
fter i
ndep
ende
nce
Gui
ding
Que
stion
sCo
nten
t
31
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Four
: Und
erst
andi
ng O
ur P
ast (
impl
emen
ted
from
202
1 on
war
ds)
Sugg
este
d Lo
catio
nsLe
arni
ng F
ocus
•Fo
rt C
anni
ng P
ark
•Ch
inat
own,
Civ
ic D
istric
t, Ka
mpo
ng G
lam
, Litt
le In
dia
and
Sing
apor
e Ri
ver
•Si
ngap
ore
Hist
ory
Galle
ry –
Nati
onal
Mus
eum
of
Sing
apor
e
Fiel
d-ba
sed
Lear
ning
Exp
erie
nces
The
focu
s of t
he le
arni
ng e
xper
ienc
e is
for s
tude
nts t
o le
arn
abou
t how
hist
oric
al e
vide
nce
help
s us
unde
rsta
nd e
arly
Sin
gapo
re.
The
focu
s of t
he le
arni
ng e
xper
ienc
e is
for s
tude
nts t
o de
velo
p an
und
erst
andi
ng o
f:•
wha
t life
was
like
in th
e pa
st; a
nd•
the
cont
ributi
ons o
f sett
lers
to th
e de
velo
pmen
t of S
inga
pore
.
32
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Four
: Und
erst
andi
ng O
ur P
ast (
impl
emen
ted
from
202
1 on
war
ds)
Sugg
este
d Pe
rfor
man
ce T
ask
Task
Des
crip
tion
A lo
cal t
elev
ision
net
wor
k ha
s org
anise
d a
digi
tal m
edia
com
petiti
on to
raise
aw
aren
ess o
f the
rich
mix
of p
eopl
e w
ho c
ame
to S
inga
pore
in th
e pa
st a
nd c
ontr
ibut
ed to
Si
ngap
ore’
s ear
ly g
row
th.
Grou
p W
ork
Wor
k in
gro
ups t
o cr
eate
a d
igita
l sto
ry fe
atur
ing
a st
reet
/pla
ce n
ear y
our s
choo
l or o
ther
are
as in
Sin
gapo
re. A
brie
f int
rodu
ction
to th
e st
ory
behi
nd th
e st
reet
/pla
ce
shou
ld b
e in
clud
ed. Y
ou sh
ould
also
feat
ure
the
peop
le/g
roup
s tha
t thi
s str
eet/
plac
e w
as n
amed
afte
r. Yo
u w
ill d
o an
ora
l pre
sent
ation
whe
n yo
u su
bmit
your
dig
ital s
tory
to
the
judg
ing
pane
l of t
he te
levi
sion
netw
ork.
Indi
vidu
al W
ork
Writ
e a
shor
t refl
ectio
n ab
out y
our e
xper
ienc
e pr
oduc
ing
the
digi
tal s
tory
. Sha
re y
our r
eflec
tion
with
you
r cla
ss.
33
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Five
: Pa
rt 1
– U
nder
stan
ding
Sin
gapo
re’s
Deve
lopm
ent a
s a N
ation
Pa
rt 2
– U
nder
stan
ding
Sou
thea
st A
sia’
s Div
ersi
ty a
nd In
terc
onne
cted
ness
(impl
emen
ted
from
202
1 on
war
ds)
Part
1: S
tude
nts w
ill le
arn
that
our
nati
onal
iden
tity
can
be b
uilt
thro
ugh
Nati
onal
Sym
bols,
na
tiona
l eve
nts a
nd p
lace
s in
Sing
apor
e. Th
ey w
ill al
so le
arn
that
diff
eren
t peo
ple
cont
ribut
ed
to th
e de
velo
pmen
t of S
inga
pore
thro
ugh
the
area
s of d
efen
ce a
nd so
cial
coh
esio
n.
Part
2: S
tude
nts w
ill le
arn
abou
t the
div
erse
phy
sical
env
ironm
ent a
nd p
eopl
e’s w
ay o
f life
in
Sout
heas
t Asia
. The
y will
also
lear
n th
at d
iffer
ent c
ount
ries i
n th
e re
gion
are
inte
rcon
nect
ed.
Stud
ents
will
be
able
to:
•de
scrib
e th
e sig
nific
ance
of t
heN
ation
al S
ymbo
ls of
Sin
gapo
re;
•an
alys
e ho
w th
e N
ation
al S
ymbo
ls,na
tiona
l eve
nts a
nd p
lace
s in
Sing
apor
e he
lp to
bui
ld o
ur n
ation
alid
entit
y;•
desc
ribe
how
diff
eren
t peo
ple
cont
ribut
ed to
Sin
gapo
re’s
defe
nce;
•ev
alua
te h
ow p
eopl
e fr
om d
iffer
ent
grou
ps c
ontr
ibut
ed to
the
build
ing
ofso
cial
coh
esio
n in
Sin
gapo
re;
•lo
cate
the
coun
trie
s in
Sout
heas
t Asia
on a
map
;•
desc
ribe
the
com
mon
geo
grap
hica
lfe
atur
es fo
und
in S
outh
east
Asia
; and
•de
scrib
e th
e ec
onom
ic a
nd so
cio-
cultu
ral c
onne
ction
s am
ong
coun
trie
sin
Sou
thea
st A
sia.
Stud
ents
will
be
able
to:
•cr
eate
a p
lan
to lo
cate
and
col
lect
info
rmati
on/d
ata;
•cr
eate
a p
lan
to p
rese
nt th
eir w
ork
inde
pend
ently
;•
mak
e ca
refu
l obs
erva
tions
inde
pend
ently
;•
expl
ore
idea
s and
con
sider
thei
rre
leva
nce;
•pr
oces
s inf
orm
ation
/dat
ain
depe
nden
tly b
ased
on
relia
bilit
y an
dre
leva
nce;
•ev
alua
te a
nd m
ake
info
rmed
dec
ision
sin
depe
nden
tly;
•ex
pres
s tho
ught
s and
feel
ings
flue
ntly
and
confi
dent
ly in
a g
roup
;•
wor
k eff
ectiv
ely
in a
var
iety
of g
roup
setti
ngs;
and
•pr
esen
t ide
as a
nd fi
ndin
gs w
ith c
larit
y,pe
rsua
sion
and
in c
reati
ve w
ays
thro
ugh
the
use
of v
ario
us to
ols a
ndm
odes
of p
rese
ntati
on.
Stud
ents
will
be
able
to:
•ap
prec
iate
cul
tura
l div
ersit
y;•
deve
lop
pers
onal
resp
onsib
ility
in th
em
anag
emen
t of r
esou
rces
;•
reco
gnise
that
bel
iefs
shap
e on
e’s
thin
king
;•
cons
ider
the
ethi
cal e
ffect
s of o
ne’s
actio
ns a
nd th
e im
pact
on
othe
rs so
as
to m
ake
info
rmed
dec
ision
s and
car
ryou
t app
ropr
iate
acti
ons;
•sh
ow c
urio
sity
to le
arn
mor
e ab
out t
hew
orld
they
live
in;
•sh
ow c
are
for t
he c
omm
unity
and
the
envi
ronm
ent;
•de
velo
p a
sens
e of
bel
ongi
ng to
one
’sco
mm
unity
and
cou
ntry
; and
•ex
erci
se re
spon
sibili
ty a
nd in
tegr
ity in
the
acce
ss a
nd u
se o
f inf
orm
ation
.
•N
ation
-bui
ldin
g•
Cont
ributi
ons
•Re
gion
•Di
vers
ity•
Inte
rcon
nect
edne
ss•
Adap
tabi
lity
•O
ur N
ation
al S
ymbo
ls, n
ation
al e
vent
s and
pla
ces i
n Si
ngap
ore
help
to b
uild
our
natio
nal i
denti
ty.
•Di
ffere
nt p
eopl
e ha
ve c
ontr
ibut
ed to
the
build
ing
of S
inga
pore
’s de
fenc
e.•
Peop
le fr
om d
iffer
ent g
roup
s hav
e co
ntrib
uted
to th
e bu
ildin
g of
soci
al c
ohes
ion
inSi
ngap
ore.
•So
uthe
ast A
sia is
a d
iver
se re
gion
and
the
coun
trie
s in
our r
egio
n ar
e in
terc
onne
cted
.
Part
1: H
ow h
as S
inga
pore
dev
elop
ed a
s a n
ation
sinc
e he
r ind
epen
denc
e?
Part
2: W
hat m
akes
up
Sout
heas
t Asia
and
how
are
the
coun
trie
s int
erco
nnec
ted?
Leve
l Des
crip
tor
Know
ledg
e O
utco
mes
Valu
es O
utco
mes
Skill
s Out
com
esKe
y Co
ncep
ts
Inqu
iry F
ocus
Key
Und
erst
andi
ngs
34
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Five
: Pa
rt 1
– U
nder
stan
ding
Sin
gapo
re’s
Deve
lopm
ent a
s a N
ation
Pa
rt 2
– U
nder
stan
ding
Sou
thea
st A
sia’
s Div
ersi
ty a
nd In
terc
onne
cted
ness
(impl
emen
ted
from
202
1 on
war
ds)
•W
hat c
ontr
ibut
es to
war
ds o
ur n
ation
al id
entit
y?
•Ho
w h
ave
diffe
rent
peo
ple
cont
ribut
ed to
the
build
ing
ofSi
ngap
ore’
s def
ence
?
OU
R N
ATIO
NAL
SYM
BOLS
, NAT
ION
AL E
VEN
TS A
ND
PLAC
ES IN
SIN
GAP
ORE
HEL
P TO
BU
ILD
OU
R N
ATIO
NAL
IDEN
TITY
.
•O
ur N
ation
al S
ymbo
ls an
d th
eir s
igni
fican
ceo
Nati
onal
Fla
go
Stat
e Cr
est
oN
ation
al A
nthe
mo
Nati
onal
Ple
dge
oTh
e Li
on H
ead
sym
bol
oN
ation
al F
low
er•
Nati
onal
eve
nts
•Pl
aces
in S
inga
pore
DIFF
EREN
T PE
OPL
E HA
VE C
ON
TRIB
UTE
D TO
THE
BU
ILDI
NG
OF
SIN
GAP
ORE
’S D
EFEN
CE.
•Bu
ildin
g of
the
Sing
apor
e Ar
med
For
ces
oCo
ntrib
ution
s of D
r Goh
Ken
g Sw
eeo
Crea
ting
a ci
tizen
s’ a
rmy
thro
ugh
Nati
onal
Ser
vice
(NS)
oIm
plem
enta
tion
of N
S in
196
7•
Com
mon
exp
erie
nces
of t
he N
Smen
•Co
ntrib
ution
s of N
Smen
in th
e Si
ngap
ore
Arm
ed F
orce
s, S
inga
pore
Pol
ice
Forc
e an
d Si
ngap
ore
Civi
lDe
fenc
e Fo
rce
Gui
ding
Que
stion
sCo
nten
t
35
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
•Ho
w h
ave
peop
le fr
om d
iffer
ent g
roup
s con
trib
uted
to th
ebu
ildin
g of
soci
al c
ohes
ion
in S
inga
pore
?
•Ho
w a
re c
ount
ries i
n So
uthe
ast A
sia in
terc
onne
cted
?
PEO
PLE
FRO
M D
IFFE
REN
T G
ROU
PS H
AVE
CON
TRIB
UTE
D TO
THE
BU
ILDI
NG
OF
SOCI
AL
COHE
SIO
N IN
SIN
GAP
ORE
.
•Ra
cial
riot
s in
1964
•Bu
ildin
g so
cial
coh
esio
no
Lear
ning
in h
arm
ony
oLi
ving
in h
arm
ony
•Pe
ople
who
con
trib
uted
to th
e de
velo
pmen
t of r
acia
l har
mon
y in
Sin
gapo
reo
Cont
ributi
ons o
f Mr S
inna
tham
by R
ajar
atna
mo
Cont
ributi
ons o
f Mr O
thm
an W
ok
SOU
THEA
ST A
SIA
IS A
DIV
ERSE
REG
ION
AN
D TH
E CO
UN
TRIE
S IN
OU
R RE
GIO
N A
RE
INTE
RCO
NN
ECTE
D.
•In
trod
uctio
n to
Sou
thea
st A
siao
Loca
tion
of S
outh
east
Asia
oLo
catio
n of
Sin
gapo
re in
Sou
thea
st A
sia•
Map
of S
outh
east
Asia
•Cl
imat
e an
d ge
ogra
phic
al fe
atur
es o
f Sou
thea
st A
siao
Clim
ate
oVe
geta
tion
oM
ount
ains
oRi
vers
oSe
as•
ASEA
N H
erita
ge P
arks
Gui
ding
Que
stion
sCo
nten
t
Prim
ary
Five
: Pa
rt 1
– U
nder
stan
ding
Sin
gapo
re’s
Deve
lopm
ent a
s a N
ation
Pa
rt 2
– U
nder
stan
ding
Sou
thea
st A
sia’
s Div
ersi
ty a
nd In
terc
onne
cted
ness
(impl
emen
ted
from
202
1 on
war
ds)
36
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
•Ho
w a
re c
ount
ries i
n So
uthe
ast A
sia in
terc
onne
cted
?SO
UTH
EAST
ASI
A IS
A D
IVER
SE R
EGIO
N A
ND
THE
COU
NTR
IES
IN O
UR
REG
ION
ARE
IN
TERC
ON
NEC
TED.
•Cu
lture
and
her
itage
in S
outh
east
Asia
oFo
odo
Trad
ition
s and
cus
tom
so
Gam
eso
Arts
and
mus
ic•
Som
e fe
atur
es o
f hou
sing
in S
outh
east
Asia
•Ec
onom
ic a
ctivi
ties c
ontr
ibuti
ng to
the
grow
th o
f Sou
thea
st A
siao
Agric
ultu
reo
Cotta
ge in
dust
ryo
Tech
nolo
gy-b
ased
indu
stry
oTo
urism
•AS
EAN
oO
rigin
s and
pur
pose
oM
embe
r cou
ntrie
so
Stre
ngth
enin
g co
oper
ation
and
frie
ndsh
ip
Gui
ding
Que
stion
sCo
nten
t
Prim
ary
Five
: Pa
rt 1
– U
nder
stan
ding
Sin
gapo
re’s
Deve
lopm
ent a
s a N
ation
Pa
rt 2
– U
nder
stan
ding
Sou
thea
st A
sia’
s Div
ersi
ty a
nd In
terc
onne
cted
ness
(impl
emen
ted
from
202
1 on
war
ds)
37
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Sugg
este
d Lo
catio
nsLe
arni
ng F
ocus
•In
dian
Her
itage
Cen
tre
•N
ation
al M
useu
m o
f Sin
gapo
re
•Su
ngei
Bul
oh W
etla
nd R
eser
ve
Fiel
d-ba
sed
Lear
ning
Exp
erie
nces
The
focu
s of t
he le
arni
ng e
xper
ienc
e is
for s
tude
nts t
o le
arn
abou
t:•
Nati
onal
Sym
bols
and
thei
r sig
nific
ance
; and
•so
cial
coh
esio
n.
The
focu
s of t
he le
arni
ng e
xper
ienc
e is
for s
tude
nts t
o:•
unde
rsta
nd th
e hi
stor
y, he
ritag
e an
d di
vers
ity w
ithin
the
Indi
an c
omm
unity
;•
reco
gnise
the
cont
ributi
ons m
ade
by th
e In
dian
com
mun
ity in
Sin
gapo
re to
war
ds n
ation
-bui
ldin
g;an
d•
unde
rsta
nd h
ow th
e di
ffere
nt in
fluen
ces f
rom
the
dive
rse
cultu
res h
ave
shap
ed S
inga
pore
’sm
ulti-
cultu
ral h
erita
ge.
The
focu
s of t
he le
arni
ng e
xper
ienc
e is
for s
tude
nts t
o le
arn
abou
t Sin
gapo
re’s
first
ASE
AN H
erita
ge
Park
.
Prim
ary
Five
: Pa
rt 1
– U
nder
stan
ding
Sin
gapo
re’s
Deve
lopm
ent a
s a N
ation
Pa
rt 2
– U
nder
stan
ding
Sou
thea
st A
sia’
s Div
ersi
ty a
nd In
terc
onne
cted
ness
(impl
emen
ted
from
202
1 on
war
ds)
38
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Sugg
este
d Pe
rfor
man
ce T
ask
Task
Des
crip
tion
Your
scho
ol is
hos
ting
visit
ors f
rom
a sc
hool
in a
noth
er c
ount
ry in
Sou
thea
st A
sia. Y
ou a
re to
do
a sh
ort p
rese
ntati
on to
the
visit
ors t
o te
ll th
em h
ow th
e tw
o co
untr
ies i
n So
uthe
ast A
sia a
re c
onne
cted
.
Grou
p W
ork
In g
roup
s, c
hoos
e on
e ex
ampl
e th
at sh
ows h
ow b
oth
coun
trie
s are
con
nect
ed. T
his c
an b
e in
term
s of t
heir
natu
ral f
eatu
res,
cul
ture
and
her
itage
or
econ
omic
acti
vitie
s. Y
ou w
ill sh
are
this
exam
ple
thro
ugh
a sh
ort p
rese
ntati
on to
the
visit
ors.
Indi
vidu
al W
ork
Refle
ct o
n th
e in
form
ation
gat
herin
g pr
oces
s tha
t you
wen
t thr
ough
. Writ
e do
wn
thre
e ne
w th
ings
you
hav
e le
arnt
abo
ut th
at c
ount
ry, t
wo
thin
gs th
at y
ou
wan
t to
find
out m
ore
abou
t, an
d on
e ch
alle
nge
that
you
face
d in
pre
parin
g th
e pr
esen
tatio
n.
Prim
ary
Five
: Pa
rt 1
– U
nder
stan
ding
Sin
gapo
re’s
Deve
lopm
ent a
s a N
ation
Pa
rt 2
– U
nder
stan
ding
Sou
thea
st A
sia’
s Div
ersi
ty a
nd In
terc
onne
cted
ness
(impl
emen
ted
from
202
1 on
war
ds)
39
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Six:
Und
erst
andi
ng F
eatu
res a
nd L
egac
ies o
f Civ
ilisa
tions
(im
plem
ente
d fr
om 2
021
onw
ards
)
Stud
ents
will
lear
n th
e fe
atur
es th
at m
ake
up a
civ
ilisa
tion.
The
y w
ill a
lso le
arn
abou
t the
le
gaci
es o
f th
e ci
vilis
ation
s of
the
Indi
an s
ubco
ntine
nt, t
he C
hine
se c
ivili
satio
n an
d th
e an
cien
t kin
gdom
s of S
outh
east
Asia
that
con
tinue
to in
fluen
ce o
ur li
ves o
r can
still
be se
en
in th
e pr
esen
t day
.
Stud
ents
will
be
able
to:
•id
entif
y th
e fiv
e fe
atur
es o
f aci
vilis
ation
;•
desc
ribe
exam
ples
of e
ach
feat
ure
of a
civi
lisati
on;
•re
cogn
ise th
at ri
vers
influ
ence
d th
ebe
ginn
ing
of th
e ci
vilis
ation
s of t
heIn
dian
subc
ontin
ent;
•ev
alua
te h
ow le
gaci
es o
f the
civi
lisati
ons o
f the
Indi
an su
bcon
tinen
tco
ntinu
e to
influ
ence
our
live
s tod
ay;
•re
cogn
ise th
at ri
vers
influ
ence
d th
ebe
ginn
ing
of th
e Ch
ines
e ci
vilis
ation
;•
eval
uate
how
lega
cies
of t
he C
hine
seci
vilis
ation
con
tinue
to in
fluen
ce o
urliv
es to
day;
•re
cogn
ise th
at m
ariti
me
and
farm
ing
activ
ities
influ
ence
d th
e de
velo
pmen
tof
the
anci
ent k
ingd
oms o
f Sou
thea
stAs
ia;
•ev
alua
te h
ow th
e an
cien
t kin
gdom
sar
e co
nnec
ted
to th
e co
untr
ies i
nSo
uthe
ast A
sia to
day;
and
•id
entif
y th
e he
ritag
e sit
es fo
und
inSo
uthe
ast A
sia.
Stud
ents
will
be
able
to:
•cr
eate
a p
lan
to lo
cate
and
col
lect
info
rmati
on/d
ata;
•cr
eate
a p
lan
to p
rese
nt th
eir w
ork
inde
pend
ently
;•
mak
e ca
refu
l obs
erva
tions
inde
pend
ently
;•
expl
ore
idea
s and
con
sider
thei
rre
leva
nce;
•pr
oces
s inf
orm
ation
/dat
ain
depe
nden
tly b
ased
on
relia
bilit
y an
dre
leva
nce;
•ev
alua
te a
nd m
ake
info
rmed
dec
ision
sin
depe
nden
tly;
•ex
pres
s tho
ught
s and
feel
ings
flue
ntly
and
confi
dent
ly in
a g
roup
;•
wor
k eff
ectiv
ely
in a
var
iety
of g
roup
setti
ngs;
and
•pr
esen
t ide
as a
nd fi
ndin
gs w
ith c
larit
y,pe
rsua
sion
and
in c
reati
ve w
ays
thro
ugh
the
use
of v
ario
us to
ols a
ndm
odes
of p
rese
ntati
on.
Stud
ents
will
be
able
to:
•ap
prec
iate
cul
tura
l div
ersit
y;•
deve
lop
pers
onal
resp
onsib
ility
in th
em
anag
emen
t of r
esou
rces
;•
reco
gnise
that
bel
iefs
shap
e on
e’s
thin
king
;•
cons
ider
the
ethi
cal e
ffect
s of o
ne’s
actio
ns a
nd th
e im
pact
on
othe
rs so
as
to m
ake
info
rmed
dec
ision
s and
car
ryou
t app
ropr
iate
acti
ons;
•sh
ow c
urio
sity
to le
arn
mor
e ab
out t
hew
orld
they
live
in;
•sh
ow c
are
for t
he c
omm
unity
and
the
envi
ronm
ent;
•de
velo
p a
sens
e of
bel
ongi
ng to
one
’sco
mm
unity
and
cou
ntry
; and
•ex
erci
se re
spon
sibili
ty a
nd in
tegr
ity in
the
acce
ss a
nd u
se o
f inf
orm
ation
.
•Ci
vilis
ation
•Le
gacy
•Ch
ange
and
Con
tinui
ty•
Herit
age
•Th
e fe
atur
es o
f anc
ient
civ
ilisa
tions
can
be
seen
in o
ur li
ves t
oday
.•
The
lega
cies
of t
he c
ivili
satio
ns o
f the
Indi
an su
bcon
tinen
t infl
uenc
e ou
r liv
es to
day.
•Th
e le
gaci
es o
f the
Chi
nese
civ
ilisa
tion
influ
ence
our
live
s tod
ay.
•Th
e le
gaci
es o
f the
anc
ient
kin
gdom
s of S
outh
east
Asia
hav
e in
fluen
ced
the
regi
on a
ndca
n sti
ll be
seen
toda
y.
How
are
the
lega
cies
of t
he c
ivili
satio
ns se
en in
our
live
s tod
ay?
Leve
l Des
crip
tor
Valu
es O
utco
mes
Skill
s Out
com
esKn
owle
dge
Out
com
esKe
y Co
ncep
ts
Inqu
iry F
ocus
Key
Und
erst
andi
ngs
40
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
•In
wha
t way
s are
the
feat
ures
of a
ncie
nt c
ivili
satio
ns se
enin
our
live
s tod
ay?
•Ho
w d
o th
e le
gaci
es o
f the
civ
ilisa
tions
of t
he In
dian
subc
ontin
ent i
nflue
nce
our l
ives
toda
y?
•Ho
w d
o th
e le
gaci
es o
f the
Chi
nese
civ
ilisa
tion
influ
ence
our l
ives
toda
y?
THE
FEAT
URE
S O
F AN
CIEN
T CI
VILI
SATI
ON
S CA
N B
E SE
EN IN
OU
R LI
VES
TODA
Y.
•De
velo
pmen
t of a
ncie
nt c
ivili
satio
ns•
The
five
mai
n fe
atur
es o
f a c
ivili
satio
n:o
Gove
rnm
ent
oW
riting
oCi
ties w
ith p
ublic
bui
ldin
gso
The
arts
, cra
fts a
nd sc
ienc
eso
Econ
omic
acti
vitie
s
THE
LEG
ACIE
S O
F TH
E CI
VILI
SATI
ON
S O
F TH
E IN
DIAN
SU
BCO
NTI
NEN
T IN
FLU
ENCE
OU
R LI
VES
TODA
Y.
•De
velo
pmen
t of t
he c
ivili
satio
ns o
f the
Indi
an su
bcon
tinen
t•
Lega
cies
of t
he c
ivili
satio
ns o
f the
Indi
an su
bcon
tinen
t and
thei
r infl
uenc
e on
our
live
s tod
ay
THE
LEG
ACIE
S O
F TH
E CH
INES
E CI
VILI
SATI
ON
INFL
UEN
CE O
UR
LIVE
S TO
DAY.
•De
velo
pmen
t of t
he C
hine
se c
ivili
satio
n•
Lega
cies
of t
he C
hine
se c
ivili
satio
n an
d th
eir i
nflue
nce
on o
ur li
ves t
oday
Gui
ding
Que
stion
sCo
nten
t
Prim
ary
Six:
Und
erst
andi
ng F
eatu
res a
nd L
egac
ies o
f Civ
ilisa
tions
(im
plem
ente
d fr
om 2
021
onw
ards
)
41
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
•Ho
w h
ave
the
lega
cies
of t
he a
ncie
nt k
ingd
oms o
fSo
uthe
ast A
sia in
fluen
ced
our r
egio
n to
day?
THE
LEG
ACIE
S O
F TH
E AN
CIEN
T KI
NG
DOM
S O
F SO
UTH
EAST
ASI
A HA
VE IN
FLU
ENCE
D TH
E RE
GIO
N A
ND
CAN
STI
LL B
E SE
EN T
ODA
Y.
•De
velo
pmen
t of a
ncie
nt k
ingd
oms o
f Sou
thea
st A
sia•
Lega
cies
of a
ncie
nt k
ingd
oms o
f Sou
thea
st A
sia:
oFu
nan
oSr
ivija
yao
Angk
oro
Maj
apah
ito
Sukh
otha
io
Mel
aka
•U
NES
CO W
orld
Her
itage
Site
s in
Sout
heas
t Asia
Gui
ding
Que
stion
sCo
nten
t
Prim
ary
Six:
Und
erst
andi
ng F
eatu
res a
nd L
egac
ies o
f Civ
ilisa
tions
(im
plem
ente
d fr
om 2
021
onw
ards
)
42
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Sugg
este
d Lo
catio
nsLe
arni
ng F
ocus
•As
ian
Civi
lisati
ons M
useu
m
•Si
ngap
ore
Bota
nic
Gard
ens
Fiel
d-ba
sed
Lear
ning
Exp
erie
nces
The
focu
s of t
he le
arni
ng e
xper
ienc
e is
for s
tude
nts t
o le
arn
abou
t the
her
itage
of S
inga
pore
Bot
anic
Ga
rden
s and
its c
ontr
ibuti
ons t
o th
e ec
onom
ic, s
ocia
l and
scie
ntific
dev
elop
men
t of t
he re
gion
.
The
focu
s of t
he le
arni
ng e
xper
ienc
e is
for s
tude
nts t
o:•
unde
rsta
nd th
e cu
ltura
l and
hist
oric
al ti
es th
at h
ave
influ
ence
on
the
coun
trie
s in
Sout
heas
t Asia
;an
d•
expl
ore
how
Sin
gapo
re’s
cultu
ral h
erita
ge h
as e
volv
ed o
ver ti
me,
influ
ence
d by
the
dive
rse
mix
of
cultu
res.
Prim
ary
Six:
Und
erst
andi
ng F
eatu
res a
nd L
egac
ies o
f Civ
ilisa
tions
(im
plem
ente
d fr
om 2
021
onw
ards
)
43
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Six:
Und
erst
andi
ng F
eatu
res a
nd L
egac
ies o
f Civ
ilisa
tions
(im
plem
ente
d fr
om 2
021
onw
ards
)
Sugg
este
d Pe
rfor
man
ce T
ask
Task
Des
crip
tion
The
Inno
vatio
n an
d En
terp
rise
Club
in y
our s
choo
l has
star
ted
to p
lan
activ
ities
for I
nnov
ation
Day
. It p
lans
to in
clud
e an
exh
ibiti
on o
f im
port
ant i
nven
tions
from
all
over
th
e w
orld
. You
hav
e be
en in
vite
d to
con
trib
ute
to th
e ex
hibi
tion.
Grou
p W
ork
In g
roup
s, m
ake
a lis
t of fi
ve im
port
ant i
nven
tions
from
peo
ple
in th
e pa
st. D
escr
ibe
how
thes
e in
venti
ons h
elpe
d ch
ange
the
way
peo
ple
lived
in th
e pa
st. Y
ou w
ill
pres
ent y
our g
roup
’s lis
t of i
nven
tions
to th
e m
ain
com
mitt
ee fo
r the
m to
sele
ct fo
r the
exh
ibiti
on.
Indi
vidu
al W
ork
From
all
the
inve
ntion
s pre
sent
ed, p
ick
one
that
you
thin
k is
the
mos
t im
port
ant t
o yo
u an
d do
a sh
ort w
rite-
up a
bout
it. Y
ou m
ay th
ink
abou
t how
you
r life
wou
ld b
e di
ffere
nt if
that
inve
ntion
did
not
exi
st to
day.
You
will
shar
e it
as p
art o
f the
Inno
vatio
n Da
y ex
hibi
tion
in y
our s
choo
l.
44
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Map
ping
of S
ocia
l Stu
dies
Prim
ary
Sylla
bus
to th
e Co
mpo
nent
s of
the
Fram
ewor
k fo
r 21s
t Cen
tury
Com
pete
ncie
s an
d St
uden
t Out
com
es
Prim
ary
One
Know
ing
Mys
elf,
Oth
ers a
nd M
y Su
rrou
ndin
gs
The
Prim
ary
One
to
pics
pro
vide
op
port
uniti
es
for t
he st
uden
t to
dev
elop
self-
awar
enes
s and
soci
al
awar
enes
s thr
ough
un
ders
tand
ing
abou
t hi
mse
lf/he
rsel
f, th
e pe
ople
aro
und
him
/her
and
his/
her i
mm
edia
te
envi
ronm
ent.
The
stud
ent a
lso
deve
lops
rela
tions
hip
man
agem
ent s
kills
th
roug
h ex
amin
ing
the
diffe
rent
role
she
/she
pla
ys in
re
latio
n to
oth
ers.
In a
dditi
on, t
he
stud
ent d
evel
ops
self-
man
agem
ent a
nd
resp
onsi
ble
deci
sion
-m
akin
g sk
ills w
hen
he/s
he e
xam
ines
how
hi
s/he
r acti
ons c
an
affec
t the
peo
ple
and
plac
es a
roun
dhi
m/h
er.
Criti
cal a
nd in
venti
ve
thin
king
skill
s are
in
corp
orat
ed in
to
the
inqu
iry-b
ased
ap
proa
ch th
roug
h th
e ga
ther
ing
and/
or p
roce
ssin
g of
in
form
ation
abo
ut
them
selv
es in
rela
tion
to th
e pe
ople
and
pl
aces
aro
und
them
.
•Re
spec
t•
Resp
onsib
ility
•Ca
re•
Harm
ony
Thro
ugh
the
less
on
activ
ities
and
fiel
d-ba
sed
lear
ning
ac
tiviti
es, t
he st
uden
t co
llabo
rate
s with
ot
hers
to g
athe
r and
pr
oces
s inf
orm
ation
w
hile
exp
lorin
g w
ho
he/s
he is
in re
latio
n to
th
e pe
ople
and
pla
ces
arou
nd h
im/h
er.
The
stud
ent a
lso
deve
lops
the
skill
s of
docu
men
ting
his/
her l
earn
ing
proc
esse
s usin
g m
ultip
le m
odes
of
pres
enta
tion
and
com
mun
icati
ng th
em
to o
ther
s.
Civi
c lit
erac
y is
inco
rpor
ated
whe
n th
e st
uden
t is t
augh
t to
show
car
e fo
r the
pl
aces
aro
und
him
/her
.
Confi
dent
Per
son:
The
stud
ent w
orks
eff
ectiv
ely
in g
roup
s an
d pr
esen
ts id
eas
with
cla
rity.
Self-
Dire
cted
Lea
rner
:Th
e st
uden
t tak
es
resp
onsib
ility
for
his/
her
lear
ning
– q
uesti
ons,
refle
cts a
nd
pers
ever
es th
roug
hout
th
e in
quiry
.
Conc
erne
d Ci
tizen
:Th
e st
uden
t dev
elop
s an
aw
aren
ess o
f the
im
port
ance
of
his/
her r
ole
as a
n ac
tive
citiz
en e
ngag
ing
in d
iscus
sion
abou
t so
cial
resp
onsib
ility
.
Activ
e Co
ntrib
utor
:Th
e st
uden
t co
ntrib
utes
acti
vely
in
pro
moti
ng a
nd
show
ing
care
for t
he
peop
le a
nd p
lace
s ar
ound
him
/her
.
Leve
lSo
cio-
Emoti
onal
Co
mpe
tenc
ies
Civi
c Li
tera
cy, G
loba
l Aw
aren
ess a
ndCr
oss-
Cultu
ral S
kills
Core
Val
ues
Criti
cal a
nd In
venti
ve
Thin
king
21st
Cen
tury
Com
pete
ncie
s
Com
mun
icati
on,
Colla
bora
tion
and
Info
rmati
on S
kills
Desi
red
Out
com
es o
f Ed
ucati
on
45
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Two
Com
ing
Toge
ther
as a
N
ation
The
Prim
ary
Two
topi
cs p
rovi
de
oppo
rtun
ities
for t
he
stud
ent t
o de
velo
p se
lf-aw
aren
ess a
nd
soci
al a
war
enes
s th
roug
h ex
amin
ing
and
lear
ning
to re
spec
t the
cu
stom
s and
trad
ition
s of
div
erse
gro
ups
of p
eopl
e liv
ing
in
Sing
apor
e.
The
stud
ent a
lso
deve
lops
rela
tions
hip
man
agem
ent s
kills
th
roug
h hi
s/he
r in
tera
ction
with
ot
hers
and
man
agin
g di
ffere
nces
. Stu
dent
s w
ill u
nder
stan
d th
at
shar
ing
com
mon
ex
perie
nces
and
val
ues
unite
us a
s peo
ple
of
Sing
apor
e.
In a
dditi
on, t
he
stud
ent d
evel
ops
self-
man
agem
ent a
nd
resp
onsi
ble
deci
sion
-m
akin
g sk
ills,
reso
lvin
g iss
ues t
hrou
gh
esta
blish
ing
cons
ensu
s.
Criti
cal t
hink
ing
skill
s ar
e in
corp
orat
ed in
to
the
inqu
iry-b
ased
ap
proa
ch th
roug
h th
e ga
ther
ing
and/
or p
roce
ssin
g of
info
rmati
on a
nd
appr
ecia
ting
wha
t un
ites t
he p
eopl
e of
Si
ngap
ore
as a
nati
on.
Inve
ntive
thin
king
is
deve
lope
d an
d de
mon
stra
ted
thro
ugh
less
on a
ctivi
ties w
hich
re
quire
the
stud
ent
to d
emon
stra
te
appl
icati
on o
f lea
rnin
g.
•Re
spec
t•
Resil
ienc
e•
Resp
onsib
ility
•Ca
re•
Harm
ony
Thro
ugh
the
less
on
activ
ities
and
field
-bas
ed le
arni
ng
activ
ities
, the
stud
ent
colla
bora
tes w
ith
othe
rs to
gat
her a
nd
proc
ess i
nfor
mati
on
on h
ow o
ur c
omm
on
iden
tity,
com
mon
ex
perie
nces
and
va
lues
uni
te th
e pe
ople
in o
ur c
ount
ry.
The
stud
ent a
lso
deve
lops
the
skill
s of
docu
men
ting
his/
her
lear
ning
pro
cess
es
usin
g m
ultip
le m
odes
of
pre
sent
ation
and
co
mm
unic
ating
them
to
oth
ers.
Civi
c lit
erac
y is
inco
rpor
ated
whe
n th
e st
uden
t is t
augh
t abo
ut
the
dive
rse
grou
ps
of p
eopl
e liv
ing
in
Sing
apor
e.
Cros
s-cu
ltura
l ski
lls a
re
inco
rpor
ated
whe
n th
e st
uden
t is t
augh
t to
resp
ect c
usto
ms a
nd
trad
ition
s of d
iffer
ent
com
mun
ities
.
Confi
dent
Per
son:
The
stud
ent w
orks
eff
ectiv
ely
in g
roup
s an
d pr
esen
ts id
eas
with
cla
rity.
Self-
Dire
cted
Lea
rner
:
The
stud
ent t
akes
re
spon
sibili
ty fo
rhi
s/he
rle
arni
ng –
que
stion
s,
refle
cts a
nd p
erse
vere
s th
roug
hout
the
inqu
iry.
Conc
erne
d Ci
tizen
: Th
e st
uden
t dev
elop
s an
aw
aren
ess o
f th
e im
port
ance
of
har
mon
y in
a
mul
ticul
tura
l soc
iety
.
Activ
e Co
ntrib
utor
: Th
e st
uden
t co
ntrib
utes
acti
vely
in
com
mem
orati
ng
natio
nal e
vent
s to
geth
er.
Leve
lSo
cio-
Emoti
onal
Co
mpe
tenc
ies
Civi
c Li
tera
cy, G
loba
l Aw
aren
ess a
ndCr
oss-
Cultu
ral S
kills
Core
Val
ues
Criti
cal a
nd In
venti
ve
Thin
king
21st
Cen
tury
Com
pete
ncie
s
Com
mun
icati
on,
Colla
bora
tion
and
Info
rmati
on S
kills
Desi
red
Out
com
es o
f Ed
ucati
on
46
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Thre
eU
nder
stan
ding
Si
ngap
ore’
s En
viro
nmen
t and
Ch
alle
nges
The
Prim
ary
Thre
e to
pics
pro
vide
op
port
uniti
es fo
r the
st
uden
t to
deve
lop
self-
awar
enes
s and
so
cial
aw
aren
ess
thro
ugh
lear
ning
ab
out p
lace
s in
Sing
apor
e.
The
stud
ent a
lso
deve
lops
rela
tions
hip
man
agem
ent s
kills
th
roug
h w
orki
ng
with
oth
ers w
hen
unde
rtak
ing
the
perf
orm
ance
task
s.
In a
dditi
on, t
he
stud
ent d
evel
ops
resp
onsi
ble
deci
sion
-m
akin
g sk
ills t
hrou
gh
lear
ning
abo
ut u
sing
reso
urce
s res
pons
ibly
to
pro
tect
the
envi
ronm
ent.
Criti
cal a
nd in
venti
ve
thin
king
skill
s are
in
corp
orat
ed in
to
the
inqu
iry-b
ased
ap
proa
ch th
roug
hth
e ga
ther
ing
and/
or p
roce
ssin
g of
info
rmati
on
on S
inga
pore
’s en
viro
nmen
t and
how
th
e ch
alle
nges
can
be
over
com
e.
•Re
spec
t•
Resil
ienc
e•
Resp
onsib
ility
•Ca
re
Thro
ugh
the
less
on
activ
ities
and
fiel
d-ba
sed
lear
ning
ac
tiviti
es, t
he st
uden
t co
llabo
rate
s with
ot
hers
to g
athe
r and
pr
oces
s inf
orm
ation
on
wha
t Sin
gapo
re’s
envi
ronm
ent i
s lik
e an
d ho
w S
inga
pore
ans
over
com
e ch
alle
nges
fa
ced
in m
eetin
g ou
r ne
eds.
The
stud
ent a
lso
deve
lops
the
skill
s of
docu
men
ting
his/
her
lear
ning
pro
cess
es
usin
g va
rious
tool
s.
Civi
c lit
erac
y is
inco
rpor
ated
whe
n th
e st
uden
t is t
augh
t ab
out t
he n
eed
to c
are
for t
he e
nviro
nmen
t.
Glo
bal a
war
enes
s is
inco
rpor
ated
w
hen
the
stud
ent
is ta
ught
abo
ut th
e co
nseq
uenc
es o
f hu
man
’s ac
tions
on
the
envi
ronm
ent.
Confi
dent
Per
son:
Th
e st
uden
t wor
ks
effec
tivel
y in
gro
ups
and
pres
ents
idea
s w
ith c
larit
y an
d in
cr
eativ
e w
ays.
Self-
Dire
cted
Lea
rner
:
The
stud
ent t
akes
re
spon
sibili
ty fo
r hi
s/he
r lea
rnin
g –
ques
tions
, refl
ects
and
pe
rsev
eres
thro
ugho
ut
the
inqu
iry.
Conc
erne
d Ci
tizen
:
Th
e st
uden
t dev
elop
s an
aw
aren
ess o
f the
in
ter-d
epen
dent
re
latio
nshi
ps b
etw
een
peop
le a
nd th
e en
viro
nmen
t and
his/
her r
ole
in
prot
ectin
g th
e en
viro
nmen
t.
Activ
e Co
ntrib
utor
: Th
e st
uden
t co
ntrib
utes
acti
vely
in
pro
moti
ng c
are
for
the
envi
ronm
ent i
n Si
ngap
ore.
Leve
lSo
cio-
Emoti
onal
Co
mpe
tenc
ies
Civi
c Li
tera
cy, G
loba
l Aw
aren
ess a
ndCr
oss-
Cultu
ral S
kills
Core
Val
ues
Criti
cal a
nd In
venti
ve
Thin
king
21st
Cen
tury
Com
pete
ncie
s
Com
mun
icati
on,
Colla
bora
tion
and
Info
rmati
on S
kills
Desi
red
Out
com
es o
f Ed
ucati
on
47
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Four
Und
erst
andi
ng O
ur
Past
The
Prim
ary
Four
to
pics
pro
vide
op
port
uniti
es fo
r the
st
uden
t to
deve
lop
self-
awar
enes
s and
so
cial
aw
aren
ess
thro
ugh
lear
ning
ab
out t
he se
ttle
rs
and
lead
ers w
ho
cont
ribut
ed to
Si
ngap
ore’
s ear
ly
grow
th a
nd it
s lat
er
deve
lopm
ent a
s a
natio
n.
The
stud
ent a
lso
deve
lops
rela
tions
hip
man
agem
ent s
kills
th
roug
h w
orki
ng
with
oth
ers w
hen
unde
rtak
ing
the
perf
orm
ance
task
s.
In a
dditi
on, t
he
stud
ent d
evel
ops
self-
man
agem
ent
and
resp
onsi
ble
deci
sion
-mak
ing
skill
s in
und
erst
andi
ng h
ow
one
can
cont
ribut
e to
Si
ngap
ore.
Criti
cal a
nd in
venti
ve
thin
king
skill
s are
in
corp
orat
ed in
to
the
inqu
iry-b
ased
ap
proa
ch th
roug
hth
e ga
ther
ing
and/
or p
roce
ssin
g of
in
form
ation
on
how
th
e pa
st h
ad sh
aped
lif
e in
Sin
gapo
re to
day.
•Re
spec
t•
Resil
ienc
e•
Resp
onsib
ility
•Ca
re•
Harm
ony
Thro
ugh
the
less
on
activ
ities
and
field
-bas
ed le
arni
ng
activ
ities
, the
stud
ent
colla
bora
tes w
ith
othe
rs to
gat
her a
nd
proc
ess i
nfor
mati
on
on th
e co
ntrib
ution
s of
Sin
gapo
re’s
sett
lers
an
d le
ader
s.
The
stud
ent a
lso
deve
lops
the
skill
s of
docu
men
ting
his/
her
lear
ning
pro
cess
es
usin
g va
rious
tool
s.
Civi
c lit
erac
y is
inco
rpor
ated
whe
n th
e st
uden
t is t
augh
t to
app
reci
ate
the
cont
ributi
ons o
f th
e se
ttle
rs a
nd o
ur
lead
ers t
owar
ds th
e de
velo
pmen
t of t
he
coun
try.
Cros
s-cu
ltura
l ski
lls
are
inco
rpor
ated
whe
n th
e st
uden
t is t
augh
t ab
out t
he w
ay o
f life
of
the
sett
lers
.
Glo
bal a
war
enes
s is
inco
rpor
ated
whe
n th
e st
uden
t is t
augh
t w
here
the
sett
lers
co
me
from
and
thei
r re
ason
s for
com
ing
to
Sing
apor
e.
Confi
dent
Per
son:
Th
e st
uden
t wor
ks
effec
tivel
y in
gro
ups
and
pres
ents
idea
s w
ith c
larit
y an
d in
cr
eativ
e w
ays.
Self-
Dire
cted
Lea
rner
:
The
stud
ent t
akes
re
spon
sibili
ty fo
rhi
s/he
rle
arni
ng –
que
stion
s,
refle
cts a
nd
pers
ever
es th
roug
hout
th
e in
quiry
.
Conc
erne
d Ci
tizen
:
Th
e st
uden
t dev
elop
s an
aw
aren
ess t
hat l
ife
in S
inga
pore
toda
y is
shap
ed b
y w
hat
happ
ened
in th
e pa
st.
Activ
e Co
ntrib
utor
: Th
e st
uden
t co
ntrib
utes
acti
vely
in
app
reci
ating
the
cont
ributi
ons m
ade
by
the
sett
lers
, lea
ders
as
wel
l as d
iffer
ent
peop
le d
urin
g th
e Ja
pane
se O
ccup
ation
.
Leve
lSo
cio-
Emoti
onal
Co
mpe
tenc
ies
Civi
c Li
tera
cy, G
loba
l Aw
aren
ess a
ndCr
oss-
Cultu
ral S
kills
Core
Val
ues
Criti
cal a
nd In
venti
ve
Thin
king
21st
Cen
tury
Com
pete
ncie
s
Com
mun
icati
on,
Colla
bora
tion
and
Info
rmati
on S
kills
Desi
red
Out
com
es o
f Ed
ucati
on
48
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Five
Part
1: U
nder
stan
ding
Si
ngap
ore’
s De
velo
pmen
t as a
N
ation
Part
2: U
nder
stan
ding
So
uthe
ast A
sia’s
Dive
rsity
and
In
terc
onne
cted
ness
The
Prim
ary
Five
to
pics
pro
vide
op
port
uniti
es fo
r the
st
uden
t to
deve
lop
self-
awar
enes
s and
so
cial
aw
aren
ess
thro
ugh
an e
xplo
ratio
n of
Sin
gapo
re’s
road
to
inde
pend
ence
as
wel
l as t
he d
iver
se
com
mun
ities
of
peop
le in
Sou
thea
st
Asia
and
thei
r way
of
life.
The
stud
ent a
lso
deve
lops
rela
tions
hip
man
agem
ent s
kills
th
roug
h w
orki
ng
with
oth
ers w
hen
unde
rtak
ing
the
perf
orm
ance
task
s.
In a
dditi
on, t
he
stud
ent d
evel
ops
self-
man
agem
ent a
nd
resp
onsi
ble
deci
sion
-m
akin
g sk
ills.
Criti
cal a
nd in
venti
ve
thin
king
skill
s are
in
corp
orat
ed in
to
the
inqu
iry-b
ased
ap
proa
ch th
roug
hth
e ga
ther
ing
and/
or p
roce
ssin
g of
info
rmati
on o
n ho
w th
e co
untr
ies i
n So
uthe
ast A
sia a
re
inte
rcon
nect
ed.
•Re
spec
t•
Resil
ienc
e•
Resp
onsib
ility
•In
tegr
ity•
Care
•Ha
rmon
y
Thro
ugh
the
perf
orm
ance
task
and
fie
ld-b
ased
lear
ning
ac
tiviti
es, t
he st
uden
t co
llabo
rate
s with
ot
hers
to g
athe
r and
pr
oces
s inf
orm
ation
on
Sin
gapo
re’s
deve
lopm
ent
as a
nati
on a
nd
unde
rsta
ndin
g So
uthe
ast A
sia a
s a
regi
on.
The
stud
ent a
lso
deve
lops
the
skill
s of
docu
men
ting
his/
her
lear
ning
pro
cess
es
usin
g va
rious
tool
s.
Civi
c lit
erac
y is
inco
rpor
ated
whe
n th
e st
uden
t is t
augh
t ab
out t
he si
gnifi
canc
e of
the
Nati
onal
Sy
mbo
ls, n
ation
al
even
ts a
nd p
lace
s in
Sing
apor
e.
Cros
s-cu
ltura
l ski
lls
are
inco
rpor
ated
w
hen
the
stud
ent i
s ta
ught
abo
ut h
ow
diffe
rent
peo
ple
have
con
trib
uted
to
bui
ldin
g so
cial
co
hesio
n in
Sin
gapo
re.
Glo
bal a
war
enes
s is
inco
rpor
ated
whe
n th
e st
uden
t is t
augh
t ab
out t
he re
gion
of
Sout
heas
t Asia
and
ho
w c
ount
ries i
n So
uthe
ast A
sia a
re
inte
rcon
nect
ed.
Confi
dent
Per
son:
Th
e st
uden
t thi
nks
inde
pend
ently
, w
orks
in g
roup
s an
d co
mm
unic
ates
eff
ectiv
ely.
Self-
Dire
cted
Lea
rner
:
The
stud
ent t
akes
re
spon
sibili
ty fo
rhi
s/he
rle
arni
ng –
que
stion
s,
refle
cts a
nd
pers
ever
es th
roug
hout
th
e in
quiry
.
Conc
erne
d Ci
tizen
:
Th
e st
uden
t dev
elop
s an
app
reci
ation
fo
r Sin
gapo
re’s
deve
lopm
ent a
s a
natio
n an
d So
uthe
ast
Asia
’s di
vers
ity a
nd
inte
rcon
nect
edne
ss.
Activ
e Co
ntrib
utor
: Th
e st
uden
t co
ntrib
utes
acti
vely
in
pro
moti
ng th
e va
rious
her
itage
site
s in
Sou
thea
st A
sia.
Leve
lSo
cio-
Emoti
onal
Co
mpe
tenc
ies
Civi
c Li
tera
cy, G
loba
l Aw
aren
ess a
ndCr
oss-
Cultu
ral S
kills
Core
Val
ues
Criti
cal a
nd In
venti
ve
Thin
king
21st
Cen
tury
Com
pete
ncie
s
Com
mun
icati
on,
Colla
bora
tion
and
Info
rmati
on S
kills
Desi
red
Out
com
es o
f Ed
ucati
on
49
2020
SO
CIAL
STU
DIES
PRI
MAR
Y SY
LLAB
US
Prim
ary
Six
Und
erst
andi
ng
Feat
ures
and
Leg
acie
s of
Civ
ilisa
tions
The
Prim
ary
Six
topi
cs p
rovi
de
oppo
rtun
ities
for t
he
stud
ent t
o de
velo
p se
lf-aw
aren
ess a
nd
soci
al a
war
enes
s th
roug
h le
arni
ng
abou
t the
four
an
cien
t civ
ilisa
tions
an
d le
gaci
es o
f the
ci
vilis
ation
s of t
he
Indi
an su
bcon
tinen
t, th
e Ch
ines
e ci
vilis
ation
, as w
ell a
s th
e an
cien
t kin
gdom
s of
Sou
thea
st A
sia.
The
stud
ent a
lso
deve
lops
rela
tions
hip
man
agem
ent s
kills
th
roug
h w
orki
ng
with
oth
ers w
hen
unde
rtak
ing
the
perf
orm
ance
task
s.
In a
dditi
on, t
he
stud
ent d
evel
ops
self-
man
agem
ent a
nd
resp
onsi
ble
deci
sion
-m
akin
g sk
ills.
Criti
cal t
hink
ing
skill
s ar
e in
corp
orat
ed in
to
the
inqu
iry-b
ased
ap
proa
ch th
roug
hth
e ga
ther
ing
and/
or p
roce
ssin
g of
in
form
ation
on
how
th
e le
gaci
es o
f the
ci
vilis
ation
s in
the
past
ar
e se
en in
our
live
s to
day.
Inve
ntive
thin
king
is
deve
lope
d an
d de
mon
stra
ted
thro
ugh
less
on a
ctivi
ties w
hich
re
quire
the
stud
ent
to d
emon
stra
te
appl
icati
on o
f le
arni
ng.
•Re
spec
t•
Resil
ienc
e•
Resp
onsib
ility
•Ca
re
Thro
ugh
the
perf
orm
ance
task
and
fie
ld-b
ased
lear
ning
ac
tiviti
es, t
he st
uden
t co
llabo
rate
s with
ot
hers
to g
athe
r and
pr
oces
s inf
orm
ation
on
the
four
anc
ient
ci
vilis
ation
s and
the
lega
cies
of t
he o
ther
ci
vilis
ation
s in
the
past
.
The
stud
ent a
lso
deve
lops
the
skill
s of
docu
men
ting
his/
her
lear
ning
pro
cess
es
usin
g va
rious
tool
s.
Civi
c lit
erac
y is
inco
rpor
ated
whe
n th
e st
uden
t is t
augh
t to
appr
ecia
te th
e le
gaci
es
that
can
still
be se
en in
th
e pr
esen
t day
.
Cros
s-cu
ltura
l ski
lls a
re
inco
rpor
ated
whe
n th
e st
uden
t is t
augh
t abo
ut
the
lega
cies
from
the
diffe
rent
civ
ilisa
tions
in
the
past
.
Glo
bal a
war
enes
s is
inco
rpor
ated
whe
n th
e st
uden
t is t
augh
t abo
ut
the
orig
ins o
f the
di
ffere
nt c
ivili
satio
ns.
Confi
dent
Per
son:
Th
e st
uden
t thi
nks
inde
pend
ently
, w
orks
in g
roup
s an
d co
mm
unic
ates
eff
ectiv
ely.
Self-
Dire
cted
Lea
rner
:
The
stud
ent t
akes
re
spon
sibili
ty fo
rhi
s/he
rle
arni
ng –
que
stion
s,
refle
cts a
nd
pers
ever
es th
roug
hout
th
e in
quiry
.
Conc
erne
d Ci
tizen
:
Th
e st
uden
t dev
elop
s an
aw
aren
ess o
f the
ric
h cu
ltura
l her
itage
of
the
diffe
rent
ci
vilis
ation
s and
how
th
eir l
egac
ies c
ontin
ue
to in
fluen
ce o
ur li
ves
toda
y.
Activ
e Co
ntrib
utor
: Th
e st
uden
t co
ntrib
utes
acti
vely
by
prom
oting
to o
ther
s th
e ric
h he
ritag
e an
d le
gaci
es o
f the
di
ffere
nt c
ivili
satio
ns.
Leve
lSo
cio-
Emoti
onal
Co
mpe
tenc
ies
Civi
c Li
tera
cy, G
loba
l Aw
aren
ess a
ndCr
oss-
Cultu
ral S
kills
Core
Val
ues
Criti
cal a
nd In
venti
ve
Thin
king
21st
Cen
tury
Com
pete
ncie
s
Com
mun
icati
on,
Colla
bora
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Section 4:Pedagogy
Teaching and Learning through Inquiry
Inquiry and the Singapore Teaching Practice
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4. PEDAGOGY
Teaching and Learning through Inquiry
Inquiry is recommended for the learning of concepts, skills and exploration of topics in the SSP syllabus. Students by nature are inquisitive and teaching through inquiry aims to harness this innate motivation in our students to inquire into things that interest them. Inquiry helps our students learn to judge whether the conclusions drawn by their peers are supported by sound information. Through the inquiry process, students are also empowered to be responsible for their own learning.
Rationale for Adopting the Inquiry Approach
1. Promoting the educative growth of the student
A learner-centred curriculum must reflect the larger purpose of promoting the full educative growth of the students as individuals and as social beings. It facilitates an enlarged, deepened consciousness in the students about the issues under study and about what these issues mean to them. It also grows the students into self-reflective inquirers who think about their thinking and their doing.
2. Preparation for 21st century living
The increasing complexities of the global environment we live in necessitates that the SSP curriculum equips students with the knowledge, skills and values that would enable students to succeed at becoming effective citizens, workers and leaders in the 21st century.
The complexities of the real world require that our students be given the opportunity to inquire into these complexities, and to construct their own understanding of the 21st century world they live in.
3. Citizenship education for quality decision-making
With its curriculum vision of developing informed, concerned and participative citizens, Social Studies is as much about social living as it is about quality decision-making for effective citizenship. Quality decision-making entails analysing choices, negotiating ambiguities, envisioning consequences, arriving at well-reasoned conclusions and taking action on issues which affect their lives and that of others. Social Studies therefore involves students in the process of investigating, inquiring and thinking for themselves so that they will better understand the interconnectedness within a society, recognise that real-world issues rarely have a single correct solution, and thereby learn how to make decisions. Quality decision-making requires the application of critical thinking skills and reflective thought.
Development of Critical Thinking Skills through Inquiry
The value of inquiry lies in the active construction of new knowledge by the student. Inquiry questions provide the focal point for thinking, as students investigate, extract, analyse and synthesise information. Students draw conclusions based on sound information and judge whether conclusions drawn by others are supported by sound information. Through the process, students gain multi-faceted
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insights and understandings about different issues. Such understandings are socially constructed by students through discussions and group deliberations which are facilitated by the teacher.
Development of Metacognition and Reflective Thought
Metacognition is the awareness and understanding of one’s own thinking and cognitive processes. As students engage in the inquiry process of investigating into authentic societal issues, they explore various ways of thinking about these issues. Through this process of negotiating their understandings of the issues being studied, students will become more aware of their own beliefs and assumptions. They will also begin to think about their own thinking and doing. In this way, inquiry facilitates the students’ own reflective thinking and understanding.
The Humanities Inquiry Approach
The inquiry approach used in Social Studies takes reference from a common understanding of how inquiry-based learning can take place in the Humanities subjects of Geography, History, and Social Studies. For this approach used in the Humanities subjects, there are common pedagogical elements that underlie inquiry-based learning – i.e., learning as question-driven, reliance on evidence, double movement of reflection and knowledge construction by the students.
Inquiry-based learning in the classroom embodies these elements and takes on various possible forms, including those that are more process-oriented and those that are discussion-oriented. The inquiry approach used in Social Studies also encompasses an appreciation of the roles and responsibilities of the teacher and student in a classroom culture that would be conducive to inquiry.
Figure 4.1 shows the framework of the Humanities Inquiry Approach.
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Figure 4.1: Framework of the Humanities Inquiry Approach
Pedagogical Elements in Inquiry
There are common pedagogical elements that underlie the practice of inquiry-based learning in the classroom. These elements guide the thinking of curriculum designers and classroom teachers when planning and implementing inquiry-based learning in Social Studies.
The four pedagogical elements are:
1. Learning as Question-Driven
Questioning is a powerful instructional tool that allows teachers to develop students’ interest, assess their learning, challenge them to push the boundaries of their thinking and explore alternative perspectives.
Good questioning is often done with a clear end in mind – i.e., to deepen the students’ conceptual understanding about a topic.
Good inquiry questions bear the following characteristics:• open-ended and resist a simple or single right answer• deliberately thought-provoking, counter-intuitive, and/or controversial• require students to draw upon prior content knowledge and personal experience• can be revisited to engage students in evolving dialogue and debate• lead to other questions posed by students
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2. Reliance on Evidence
Inquiry also involves a reliance on evidence to support opinions and beliefs formed about the issue. Inquiry-based learning requires students to justify their assertions using relevant and valid evidence. Students need to be able to distinguish fact from opinion, and evaluate the reliability and usefulness of information to ascertain what constitutes “evidence”. Students who have developed their inquiry abilities should be able to draw conclusions based on evidence and judge whether conclusions drawn by others are supported by evidence. They can explore topics by making informed guesses about the problem and search for evidence that would justify one conclusion over another.
Thus, the inquiry process hones the skills of critical thinking that are aligned not only to cognitive goals, but also to the goals of Social Studies education. This reliance on evidence in inquiry-based learning seeks to develop students who become citizens who can “think well and distinguish between evidence and opinion, between good arguments and good stories, and between well-researched conclusions and outright lies2.”
3. Double Movement of Reflection
The notion of the Double Movement of Reflection can be attributed to John Dewey (How We Think, 1910) who essentially suggested that a hypothesis/theory is formulated based on our experiences. This hypothesis/theory would be validated continuously when there are new observations and data. This iterative Double Movement of Reflection (refer to Figure 4.2) eventually leads to deducing and creating certain beliefs/theses. At this point, our experiences and new evidence would satisfy the initial hypothesis/theory about the concept. Thus, this reflection involves constantly re-visiting the hypothesis/theory, which eventually leads to a deeper understanding about the concept or issue.
Figure 4.2: The Double Movement of Reflection
4. Knowledge Construction
In inquiry, students are actively engaged in the construction of knowledge, new ways of understanding and new ways of viewing things. Knowledge construction stems from Piaget’s Constructivist Theory of Learning where the central idea is that “we can learn about the world only through actively making sense of it for ourselves”. Thus, how students think and understand the world depends on their existing assumptions and expectations that arise from their past experiences.
Hypothesis Evidence/ExperienceHypothesis Evidence/Experience
2Parker, W. C. (2009) Social Studies in Elementary Education (13th ed.). Boston: Allyn & Bacon, p.304
Hypothesis
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Carrying out inquiry-based learning takes into account students’ prior knowledge and assumptions. Learning opportunities help students become aware of how they see things and reconstruct their existing knowledge in light of new knowledge. Hence, inquiry-based learning promotes student-centred education where students become active learners who take ownership of making sense of and creating new understandings for themselves.
The Inquiry Process
The inquiry process can be characterised by the four aspects as shown in Figure 4.3 below:
Figure 4.3: The Inquiry Process
1. Sparking Curiosity
Teachers can spark students’ curiosity by designing learning experiences to arouse their interest. This is usually done by involving their interactions with tactile and digital resources, learning activities and their personal experiences. The learning experiences can also be enhanced when the learning is developmentally appropriate.
Students who are curious and interested in the content of lesson will be engaged and intrinsically motivated to learn at higher levels of complexity. When students find meaning in learning, they are motivated and challenged, and take ownership of their learning.
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2. Gathering Data
In Social Studies, learning extends beyond the classroom. Students should be encouraged to gather data from a variety of authentic sources of information for different perspectives on the content or topic that they are critically examining.
The teacher can help to guide students to explore possible sources of information, such as certain books, journal articles, websites, and films. Students can also gather data through making observations, conducting interviews, having group discussions and searching for information through various sources.
3. Exercising Reasoning
Students need to make sense of the data gathered and extract relevant information from the various sources of information that they have encountered. They can make connections in their knowledge and deepen their insights about the content through analysing the data they have gathered. They can apply criteria for evaluating the reliability and usefulness of the information, and develop informed conclusions about the content.
As students reflect and arrive at conclusions based on objective analysis of information, different viewpoints and various types of evidence, they can learn to provide justification for their opinions, make responsible decisions and hone their critical thinking skills.
4. Reflective Thinking
Reflective thinking is an integral aspect of inquiry and students should engage in reflection.
When students engage in inquiry, they are challenged to reflect about their current knowledge and understanding of the content and their learning process. By asking questions that provoke deeper thought, students will reflect about their thinking, doing and feeling, and thereby develop metacognitive self-awareness.
Such reflective dispositions will spark deeper curiosity within the students and hopefully prompt them to embark on another journey of inquiry into another topic of interest.
Culture of Inquiry
The inquiry classroom culture is one that will promote engaged learning. In carrying out inquiry-based learning, teachers need to be mindful of classroom conditions that will create a respectful and safe climate for inquiry. It is also necessary for teachers and students to have an understanding of their respective roles and responsibilities in an inquiry classroom. It is helpful to recognise the necessary dispositions and mindsets that would facilitate effective and meaningful inquiry.
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Roles and Responsibilities of Teachers and Students
In an inquiry classroom, learning is a shared responsibility between the teacher and students.Figure 4.4 illustrates the roles, responsibilities and interaction between students and teachers.
Figure 4.4: Roles, Responsibilities and Interaction Between Students and Teachers in an Inquiry Classroom
In an inquiry classroom, students assume personal responsibility for their learning, and play an active part in constructing new knowledge for themselves. As knowledge producers and reflectors, students take on the role of asking questions instead of solely remaining in the traditional role of answering questions.
The teacher becomes a facilitator, who coaches the students by modelling the habits and skills of inquiry, provides advice and guidance, and encourages the students to take on active ownership of their learning. Teachers have the responsibility of ensuring that students have sufficient prior knowledge or background information of the context before they can successfully engage in inquiry. Teacher modelling and scaffolding are also critical. It is the responsibility of the teachers to model the inquiry process and factor time for teaching the skills, instead of assuming that students would know how to go about inquiring.
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Inquiry and the Singapore Teaching Practice
Singapore Teaching Practice
How students learn is just as important as what they learn. How teachers design lessons and the environment for inquiry has a significant impact on the effectiveness of inquiry-based teaching and learning, and the level of student engagement throughout the process. The Singapore Teaching Practice (STP) was developed to help teachers achieve this, amongst other teaching and learning goals. It is a model that makes explicit how effective teaching and learning is achieved in Singapore schools. The core elements of the STP are reflected in Figure 4.5 below.
Figure 4.5: The Singapore Teaching Practice
[For details on Social Studies and the STP, please refer to the link below: https://www.moe.gov.sg/about/singapore-teaching-practice]
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Section 5:Assessment
Learning Outcomes for Reporting of Students’ Learning Progress
Performance Tasks
Assessment Grade for Primary Three to Six
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5. ASSESSMENTAssessment is important to help monitor students’ progress in their learning of Social Studies Primary. To evaluate and support students’ learning, a variety of assessment tasks is used.
Learning Outcomes for Reporting of Students’ Learning Progress
When reporting students' learning progress for the Primary One and Primary Two levels, a set of learning outcomes is used.
For the set of learning outcomes for Primary One, refer to page 17.
For the set of learning outcomes for Primary Two, refer to page 20.
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Performance Tasks
Performance tasks are effective ways to check for students’ understanding of the SSP concepts taught. These tasks therefore must be relevant and meaningful to the students. Students would develop a tangible product or performance for an identified audience (either real or simulated) and in doing so they would communicate key understanding(s) or message(s) pertaining to the topic of study.
Performance tasks can be teacher-directed, student-initiated or both. They can include written as well as non-written tasks. Performance tasks can take the form of projects and they can be short term or long term. Performance tasks must be undertaken at least once a year for the Primary Three to Primary Six levels.
Assessment Grade for Primary Three to Primary Six
For the purpose of reporting, a letter grade should be awarded for the assessment of SSP at the end of Semester 2 for the Primary Three to Primary Six levels.
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Section 6:References And Acknowledgements
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6. BIBLIOGRAPHY AND ACKNOWLEDGEMENTS
Bibliography
Curriculum Framework
Boix Mansilla, V., & Gardner, H. (1997). Of kinds of disciplines and kinds of understanding. Phi Delta Kappan, 78 (5), 381-386.
Dewey, J. (2001). The school and the society & the child and the curriculum. Mineola: Dover Publications, Inc. (Original work published in 1902 and 1915).
Gardner, H. (1991). The unschooled mind: how children think and how schools should teach. New York: Basic.
Gardner, H., & Boix Mansilla, V. (1994). Teaching for understanding within and across the disciplines. Educational Leadership, 51 (5), 14-18.
Grant, W., & McTighe, J. (2005). Understanding by design. (2nd Ed.). Alexandria: Association for Supervision and Curriculum Development.
Wade, R. (2002). Beyond expanding horizons: new curriculum directions for elementary Social Studies. The elementary school journal, 103 (2), Special Issue: Social Studies. pp. 115-130.
Citizenship Education and Social Studies
Cogan, J. J. (2000). Citizenship education for the 21st century: setting the context. International perspective on education. London: Kogan Page Limited.
Engle, S. H. (2003). Decision-making: the heart of Social Studies instruction. The Social Studies, 94 (1), 7-10.
Evans, R. W. (2004). The Social Studies wars: what should we teach the children?. New York: Teachers College Press.
McKay, R., & Gibson, S. E. (2004). Social Studies for the twenty-first century: a review of current literature and research. Lewiston: The Edwin Mellen Press.
Merryfield, M., & Corny, S. W. (1999). Issues-centered global education. In NCSS Bulletin 93 (Evans, R. W., & Saxe, D. W.)(Eds.), Handbook on Teaching Social Issues. (pp. 177-209). Washington, DC:National Council for Social Studies, USA.
Parker, W. C. (1991). Renewing the Social Studies curriculum. Alexandria: Association for Supervision and Curriculum Development.
Parker, W. C. (2009). Social Studies in elementary education (13th Ed.). Boston: Allyn & Bacon.
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Ross, E. W. (Ed.) (2006). The Social Studies curriculum: purposes, problems & possibilities. Albany: State University of New York.
Sim, J. B-Y., & Print, M. (2005). Citizenship education and Social Studies in Singapore: A national agenda. International Journal of Citizenship and Teacher Education, 1 (1), 58-73.
Inquiry, Critical Thinking, Reflective Thought
Aulls, M. W., & Shore, B. M. (2008). Inquiry into education: the conceptual foundations for research as a curricula imperative. Vol. 1. London: Lawrence Erlbaum Associates.
Dewey, J. (1933). How we think. Boston: D.C. Heath & Co., Publishers.
Henning, J. E. (2008). The art of discussion-based teaching: opening up conversation in the classroom. New York: Routledge.
Levstik, L. & Barton, K. (2011). It’s not just a mishap – The theory behind disciplined inquiry in doing history – Investigating with children in elementary and middle schools. (pp. 11-20). London and New York: Routledge.
McKay, R., & Gibson, S.E. (2004). Social Studies for the twenty-first century: a review of current literature and research. Lewiston: The Edwin Mellen Press.
Roberts, Margaret. (2013). Geography through enquiry: approaches to teaching and learning in the secondary school. (pp. 17-25). United Kingdom: The Geographical Association.
Assessment
Alleman, J., & Brophy, J. (1999). Current trends and practices in Social Studies assessment for the early grades. National Council for Social Studies.
Klenowski, V. (2002). Developing portfolios for learning and assessment: processes and principles. New York: RoutledgeFalmer.
Lenz, B., Wells, J., & Kingston, S. (2015). Transforming schools: using project-based learning, performance assessment and common core standards. San Francisco: Jossey-Bass.
Nitko, A. J. & Brookhart S. M. (2006) Educational assessment of students (5th Ed.). New Jersey: Prentice-Hall, Inc.
Sutherland, S., & Powell, A. (2007). CETIS SIG mailing list discussions 9 July 2007 in e-Portfolios: An overview of JISC activities. Retrieved 28 October 2009 from http://www.jisc.ac.uk/ publications/publications/eportfoliooverviewv2.a
Wiggins, G., & McTighe, J. (2006). Understanding by design (Expanded 2nd Ed.). New Jersey: Pearson Education Inc.
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Acknowledgements
The Curriculum Planning and Development Division, Ministry of Education, wishes to acknowledge the contributions of the many educators, lecturers and institutions that participated in the process of the development of the 2020 Social Studies Primary Syllabus.
ISBN: 978-981-14-4831-7