SPED Curriculum Framework

Introduced in 2012, the SPED Curriculum Framework: ‘Living, Learning and Working in the 21st Century’ sets a common direction for excellence in teaching and learning, while providing flexibility and space for SPED schools to customise their curriculum to meet the unique needs of their diverse student profiles.

SPED Curriculum Framework

SPED Curriculum Framework

The framework articulates the vision for SPED, a set of core principles, and Living, Learning and Working (LLW) outcomes for students at the end of their education. 

The holistic outcomes for Living, Learning and Working (LLW) are specified in six core learning domains: academic, social-emotional, daily living, vocational, the arts, physical education and sports.

The framework also affirms the importance of Character and Citizenship Education (CCE) as the foundation for a values-based SPED, and Information Communication Technology (ICT) as an enabler for teaching and learning in SPED. 

All 19 SPED schools are guided by the SPED Curriculum Framework in the design and delivery of quality and holistic education for their students.

Vocational Education in SPED Schools

If your child is capable of work, he/she would be prepared for entry into the workforce so that where possible, he/she is work-ready, employable, and can lead independent lives.

SPED Schools may use the Framework for Vocational Education to guide them in designing a structured vocational education programme that includes vocational guidance, an assessment of students’ interests, preferences and strengths, and opportunities for structured and authentic work experiences to support development of work habits and skills.




Vocational Certification Programmes

Metta and APSN Delta Senior School offer vocational education programmes to eligible students with Mild Intellectual Disability from the age of 16 years. These programmes lead to national certification in selected industries:

  • Metta School: Students who successfully complete the programme will receive the Institute of Technical Education Skills Certificate (ISC).
  • APSN Delta Senior School: Students who successfully complete the programme will receive the Singapore Workforce Skills Qualifications (WSQ).

Students who successfully attain the ISC or WSQ may apply for jobs in the open market or attend further advanced training, e.g. at ITEs to pursue the National ITE Certificate (NITEC) as long as they meet the pre-requisites for the courses.

School-to-Work (S2W) Transition Programme

The School-to-Work (S2W) Transition Progamme is jointly developed by MOE, Ministry of Social and Family Development (MSF), and SG Enable to offer customised training and employment pathways to work-capable students who are not undertaking the vocational certification pathways at Metta and APSN Delta Senior Schools.

For selected SPED students, the S2W Transition Programme begins in the student’s final year of schooling and extends for up to one year after the student graduates. During the final school year, SG Enable works closely with SPED schools and families to match work-capable students with its network of employers to suitable post-school job training options. The job placement takes into consideration the student’s interests, preferences and strengths, and can take the form of structured group internships, supported or customised employment. The student would begin on these pathways upon graduation, supported by job coaches from SG Enable for up to one-year post-school, eventually leading to employment.

With the participation and support of diverse industry partners, the S2W Transition Programme is able to offer a range of post-school training and employment pathways that cater to the diverse needs of students.

Transition Planning for Post-School Outcomes

The transition out of school and into adulthood can be a challenging period for you, as a parent, and your child with SEN. SPED schools provide support through a structured Transition Planning process that begins when the student is 13 years old, up until he/she graduates.

There are three broad stages in Transition Planning:

Stages in Transition Planning

Initiating Phase (13-14 Years)

SPED schools will initiate informal conversations and/or activities with students and their families on the topic of post-school planning. SPED schools will seek to understand the student’s interests, preferences and strengths, and will also speak to parents about their aspirations and concerns for their child.

Planning Phase (15-16 Years)

SPED schools will work closely with students and their families to develop post school transition goals for every student when they graduate. These goals, and the supports and activities to help students attain them, will be captured in an Individual Transition Plan (ITP) for every student. Parents and the student will be invited to attend regular Transition Planning meetings to monitor and support the student’s progress towards his/her post-school transition goals.

Consolidating Phase (17-18 Years)

Based on each student’s post school goals and aspirations, SPED schools will work with students and families to explore and engage relevant post-school agencies (e.g. SG Enable) and/or service providers (e.g. SSO’s) who can support the student when he/she graduates.