Social Studies to Get A Boost in Schools (Leow Si Wan, ST, 25/1, pA1)
SOCIAL studies, which is taught in secondary schools here, is being reviewed with a view to making it a full, as well as compulsory, subject for those in the upper secondary levels.
The Education Ministry confirmed the review, which followed recommendations by a 2007 report of the Committee on National Education (NE) to look at its structure and content.
Its spokesman declined to give details, except that a key consideration would be how to ‘best equip our students with the skills and competencies for living and working in the future’.
The aim of social studies, the spokesman added, is to mould students into ‘well-informed, thinking and concerned citizens’.
It is understood that social studies, now coupled with subjects such as history, geography or literature, may stand on its own as an independent subject, with a curriculum more closely-aligned with national education objectives such as developing national cohesion and fostering a sense of belonging to Singapore.
Educators expect finalised details to be made public over the next two to three years.
A school principal privy to discussions said: ‘The new syllabus will be tailor-made to meet the nation’s needs.
‘Rather than studying a bit of history or geography, more time may be devoted to exploring issues relevant to the country in greater depth.’
For instance, he added, students could learn about the economic growth of Singapore and why group representation constituencies were introduced.
Although he did not refer to social studies, a similar point was made last month by Law Minister K. Shanmugam, who suggested that political education be introduced in schools.
He said that students should be taught, among other things, how political systems work in different cultures, the impact of geographical and social factors on societies and why city states rise and fall.
Upper secondary students currently take a compulsory combined humanities subject which includes social studies with either a history, geography or literature component.
They can also opt for an additional pure humanities subject, which they have not taken as part of the social studies component.
The 2007 NE committee had found that students had differing experiences with this approach towards social studies. Students who did not like it had said the preoccupation with scoring good grades detracted from the objectives of NE.
Kimberley Leow, 16, who offered social studies with a geography elective for the O levels last year, said: ‘It was difficult coping with two subject areas. I found social studies interesting and easier, but I couldn’t focus because I had to handle geography too.’
The current social studies syllabus covers areas such as social cohesion and harmony, nationhood and its challenges and international relations. Students, for instance, look at case studies of ethnic conflict in places such as Sri Lanka and Northern Ireland, and look at the role of regional and international organisations such as Asean and the United Nations.
Some social studies teachers interviewed, however, felt that the current approach was sufficient.
A history teacher who has been informed by his head of department to be prepared to teach social studies as an additional full subject, said: ‘I feel that social studies as it is now is quite sufficient because when I interact with my upper secondary students, I do find that they know about the country.
‘But I will be prepared to take on an extra subject.’
What this change would mean to the three humanities subjects, educators said, remains to be seen.
Said a social studies teacher: ‘There are concerns because many students offer just one humanities subject. If social studies becomes a full subject, there could be limited exposure to the other humanities.’
He said: ‘Still, the expanded social studies syllabus could include elements of history and geography. The final product is still a long way from now, so we will have to wait and see.’
A principal said the history, geography and literature components are not taught in much depth now. Students keen on learning more can still take an additional pure history or geography subject, he added.
Social Studies to Get A Boost in Schools (Leow Si Wan, ST, 25/1, pA1)
SOCIAL studies, which is taught in secondary schools here, is being reviewed with a view to making it a full, as well as compulsory, subject for those in the upper secondary levels.
The Education Ministry confirmed the review, which followed recommendations by a 2007 report of the Committee on National Education (NE) to look at its structure and content.
Its spokesman declined to give details, except that a key consideration would be how to ‘best equip our students with the skills and competencies for living and working in the future’.
The aim of social studies, the spokesman added, is to mould students into ‘well-informed, thinking and concerned citizens’.
It is understood that social studies, now coupled with subjects such as history, geography or literature, may stand on its own as an independent subject, with a curriculum more closely-aligned with national education objectives such as developing national cohesion and fostering a sense of belonging to Singapore.
Educators expect finalised details to be made public over the next two to three years.
A school principal privy to discussions said: ‘The new syllabus will be tailor-made to meet the nation’s needs.
‘Rather than studying a bit of history or geography, more time may be devoted to exploring issues relevant to the country in greater depth.’
For instance, he added, students could learn about the economic growth of Singapore and why group representation constituencies were introduced.
Although he did not refer to social studies, a similar point was made last month by Law Minister K. Shanmugam, who suggested that political education be introduced in schools.
He said that students should be taught, among other things, how political systems work in different cultures, the impact of geographical and social factors on societies and why city states rise and fall.
Upper secondary students currently take a compulsory combined humanities subject which includes social studies with either a history, geography or literature component.
They can also opt for an additional pure humanities subject, which they have not taken as part of the social studies component.
The 2007 NE committee had found that students had differing experiences with this approach towards social studies. Students who did not like it had said the preoccupation with scoring good grades detracted from the objectives of NE.
Kimberley Leow, 16, who offered social studies with a geography elective for the O levels last year, said: ‘It was difficult coping with two subject areas. I found social studies interesting and easier, but I couldn’t focus because I had to handle geography too.’
The current social studies syllabus covers areas such as social cohesion and harmony, nationhood and its challenges and international relations. Students, for instance, look at case studies of ethnic conflict in places such as Sri Lanka and Northern Ireland, and look at the role of regional and international organisations such as Asean and the United Nations.
Some social studies teachers interviewed, however, felt that the current approach was sufficient.
A history teacher who has been informed by his head of department to be prepared to teach social studies as an additional full subject, said: ‘I feel that social studies as it is now is quite sufficient because when I interact with my upper secondary students, I do find that they know about the country.
‘But I will be prepared to take on an extra subject.’
What this change would mean to the three humanities subjects, educators said, remains to be seen.
Said a social studies teacher: ‘There are concerns because many students offer just one humanities subject. If social studies becomes a full subject, there could be limited exposure to the other humanities.’
He said: ‘Still, the expanded social studies syllabus could include elements of history and geography. The final product is still a long way from now, so we will have to wait and see.’
A principal said the history, geography and literature components are not taught in much depth now. Students keen on learning more can still take an additional pure history or geography subject, he added.