Environmental Education

Published Date: 15 January 2019 12:00 AM

News Parliamentary Replies

Name and Constituency of Member of Parliament

Mr Louis Ng Kok Kwang, Nee Soon GRC

Question

To ask the Minister for Education (a) what are the current efforts to integrate environmental education into our education system; and (b) whether the Ministry will consider working with environmental groups to create a standardised environmental education package for Character and Citizenship Education (CCE) and Form Teacher Guidance Periods (FTGP).

Response

1. Environmental education is integrated into multiple subjects taught at the various levels. For example, at the primary level, students learn about conservation, and the negative impact of pollution, global warming, and deforestation on the environment and living things in Science. In Social Studies, students learn about Singapore’s physical environment and the importance of using resources responsibly. They also apply their knowledge of the 3Rs: Reduce, Reuse and Recycle in their daily lives as “Environment Champions”.

2. At the secondary level, the Geography, Science and Social Studies syllabi extend students’ learning to deeper issues like natural resource depletion, as well as environmental impact of rising global temperature and waste disposal (e.g. sewage, toxic chemicals). Students have opportunities to examine and weigh various solutions to achieve environmental sustainability. They also appreciate the inter-dependence of different species in biological ecosystems, understand the importance of conservation and examine the roles of different stakeholders (e.g. local communities and business operators) in environmental conservation.

3. Teachers engage students in the learning of these topics through inquiry-based learning, and the use of real-world examples and case studies. Students also participate in excursions and conduct fieldwork, such as at parks and nature reserves, to reinforce their learning.

4. Schools augment the learning in the formal curriculum with a variety of co-curricular activities and learning experiences. For example, many schools have established their own environmental clubs to enable students to do their part for the environment through action. They also participate actively in various environment-themed projects and activities such as the ABC (Active, Beautiful and Clean) Water Trail organised by the Public Utilities Board, the Greenwave environmental competition organised by SembCorp and the Environment Health Institute’s workshops on climate change and dengue. Many schools have also been recognised by the Singapore Environment Council with the School Green Awards for the environmental efforts of their students.

5. MOE welcomes inputs from different stakeholders as part of our continuing efforts to enrich our students’ knowledge and learning experiences and will incorporate these in our ongoing curriculum reviews.

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