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REVIEW OF THE NORMAL (TECHNICAL) COURSE

1.      As part of the Ministry of Education’s broader efforts to stretch the potential of our Normal Technical [N(T)] students, and to provide more opportunities for them to pursue their interests to the fullest, MOE has reviewed the N(T) Course.  The key changes are:

         a. Provision for N(T) students to offer Normal(Academic) [N(A)] subjects
         b. Revised N(T) curriculum
         c. Introduction of Elective Modules (EMs)
         d. Revised Progression Structure

The above changes were announced by Mr Tharman Shanmugaratnam, Minister for Education, at the MOE Work Plan Seminar 2004 on 29 Sep 2004.

2.      The enhanced N(T) course will better cater to the different learning needs, abilities and aspirations of N(T) students to help them progress as far as possible in their post-secondary education.   In making its recommendations, the N(T) Course Review Committee considered the following:

• Greater Choice and Flexibility: Provide more choice and flexibility to cater to the diverse abilities of N(T) students, broaden their educational experience and create more space for them to pursue their passions and develop special talents.
• Meeting Learning Needs: Customise further the N(T) curriculum to better match the learning profile of N(T) students who are more technically-oriented and to better prepare them for ITE.
• Maintaining Links/Access: Continue to keep the bridges linking the different educational pathways open.

KEY CHANGES
3.      Provision for N(T) students to offer N(A) subjects: To create opportunities and open up educational pathways, selected N(T) students who are able to offer subjects at a higher level will be allowed to take one to two N(A) subjects[1] .  This flexibility allows us to better cater to N(T) students who are strong in specific subjects. Schools will have the autonomy to assess students and decide on whom they deem as able to cope with the N(A) subject.  The full range of N(A) subjects will be open to able N(T) students. (See Annex A)

4.      Revised N(T) curriculum: The N(T) curriculum  will be revised to focus more on practice-oriented learning to better match  N(T) students’ learning profiles.  It will serve to provide N(T) students with a firmer foundation and better alignment to continue their education at ITE.

Curriculum content could be made more meaningful through links to daily life.  Pedagogical approaches could focus on group work, oral presentations, creativity and hands-on activities.  For example, the scenario of renovating a house could be used to teach students mathematical concepts involving calculation of cost, mensuration and geometry to make learning more meaningful.  Learning requiring the use of IT could also be deliberately featured in the N(T) syllabuses.  In addition, a variety of alternative assessment modes such as individual and team coursework could be used.
 
5.      Introducing Elective Modules (EMs): In line with MOE’s emphasis to broaden the educational experience of students and give them greater choice, schools may offer EMs to their N(T) students in addition to the N(T) curriculum.  EMs are optional.  They are typically 20-30 hour modules to develop N(T) students’ interests and strengths in specific areas.

Aimed at benefiting upper secondary level N(T) students, EMs  could serve to extend and build on the learning objectives of existing N(T) subjects.  They could also introduce students to a course of study in ITE or expose them to possible career paths. EMs can be developed by schools in collaboration with post-secondary institutes like ITE and the polytechnics or external agencies.  Where necessary, schools can apply to MOE for funding.

Some of our schools have already been developing special programmes and activities for N(T) students to broaden their educational experience. Schools can choose to build on these programmes or develop new ones.

6.      Revised Progression Structure: There is sufficient overlap between the Sec 1N(T) and Sec 1N(A) curricula for the current transfer from Sec 1N(T) to Sec 2N(A) to continue. Beyond that, to provide greater choice and flexibility to N(T) students, MOE will introduce additional pathways for transfers to the N(A) Course on a “lateral” basis, e.g. Sec 2N(T) to Sec 2N(A).  Schools have the autonomy to assess and decide if a student can cope with the demands of the N(A) Course for a lateral transfer to the course. 

The new system of lateral transfers will replace the current provision for promotion from Sec 4N(T) to Sec 5.  The revised system of transfers is to ensure that N(T) students transferring to the N(A) Course  are adequately prepared for the greater academic rigour and curriculum of the N(A) Course.

The provision for lateral transfers is aimed at providing greater flexibility and choice to cater to the different abilities of N(T) students.  It is not meant to equate success for N(T) students with transferring to the academic stream as progression up the path of technical education is an achievement no less valid than moving up the academic pathway.  The N(T) Course continues to be useful for students who can benefit from a more technically-oriented education.
 
7.      The changes and timeframe for implementation are summarised at Annex B.

BACKGROUND
8.      The review of the N(T) Course was announced by Mr Tharman Shanmugaratnam, then Acting Minister for Education, at the 2003 MOE Work Plan Seminar.  The review builds on past refinements of the N(T) Course.  The Review Committee chaired by Mr Wee Heng Tin, the former Director-General of Education, comprised senior MOE officers, Principals and representatives from the National Institute of Education as well as from the post-secondary sectors such as ITE and the polytechnics. 
 
9.      The N(T) Course was introduced in 1994 to cater to the needs of students who are more technically inclined.  It provides these students with an opportunity to complete 10 years of basic education and prepares them for post-secondary education in ITE, including a possible transfer to the N(A) Course.

10. On average, about 7,000 students qualify for the N(T) Course each year.  This forms about 15% of the secondary school cohort.

   ANNEX A - Review of N(T) Course

N(A) and N(T) Subjects currently offered at Lower Sec

N(A) Subjects which can be taken in lieu of an N(T) Subject

(Upper Sec)

ANNEX B -Review of N(T) Course

SUMMARY OF CHANGES TO N(T) COURSE AND TIMEFRAME FOR IMPLEMENTATION