Academic

Knowledge Skills Programme

Our Knowledge Skills Programme (KSP) curriculum applies an inquiry-based spiral approach for students to enhance their 21st Century competencies in the fields of thinking skills, research skills and communication skills.

KSP offers the following key level-wide subjects/programmes:

Subjects/Programmes
Junior High Thinking and Research Skills Programme Year (TRP) 1

Thinking and Research Skills Programme Year (TRP) 3

Senior High H1 Project Work

德明政府中学的知识研究计划,采用探究式学习的螺旋法,以帮助学生增强其思维技能、研究技能和沟通技能等21世纪必备技能。

该计划在不同年级的训练课程如下:

科目/课程
初中部 思考与研究技能课程(中一)

思考与研究技能课程(中三)

高中部 H1专题作业

Curriculum 课程内容

The KSP curriculum is informed by thinking approaches such as Edward de Bono’s Six Thinking Hats, Richard Paul’s Critical Thinking Model, and Design Thinking. It encompasses activities and assignments that scaffold student learning and provide opportunities for application and extension of acquired skills in authentic learning situations. KSP places a heavy emphasis on cooperative learning and collaborative learning in its teaching and learning approach, and seeks to build students’ Growth Mindset.

TRP aims to build in students a strong foundation of critical and creative thinking skills, and research skills as well as positive learning dispositions. It adopts a developmental approach, Empowering Individuals in enhancing students’ ability to think critically and inventively, research on, and present arguments that are sound and fair, while enriching their Intellectual Characters by nurturing thinking dispositions to act for a progressive society. Students are engaged in experiential learning and perform authentic tasks in TRP.

知识研究计划所采用的方法,包括Edward de Bono的“六顶思考帽”,以及Richard Paul的“批判性思维模式”和“设计思维”。它包括一些可以帮学生搭建学习架构的活动和作业,并在真实的学习环境中提供应用和拓展所学技能的机会。 其教学过程中也非常重视协作学习,以及对学生成长思维能力的促进。

思考与研究技能课程旨在为培养学生的批判性和创造性思维技能、研究技能以及积极的学习倾向打下坚实的基础。它采用发展型方法,提升学生的批判性和创造性思维等能力,使其可以研究并提出合理而公正的论据。同时通过培养思维能力来丰富他们的智力特征,为进步的社会服务。在该课程中,学生将通过真实任务的执行,进行体验式学习。

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The following diagram shows the outline of KSP’s curriculum framework:

We understand that Dunmanians come from all walks of life and join the DHS Family with their own set of experiences and values (as shared in the image below). Hence, the curriculum is framed as an open platform for students to share their views and experiences in their skills-acquisition journey in a fair and safe environment that is conducive in enhancing the joy and meaningfulness of their learning.

TRP at Year 1 focuses on foundational critical and inventive thinking skills and research skills in which students are taught to identify, evaluate arguments, assumptions and sources of information, applying principles and in the process to recognise and put forth their perspectives. Students are also introduced to De Bono’s Six Thinking Hats and Paul’s Elements of Thought to learn various aspects of the thinking skills spectrum. Written assignments, presentations and group discussions based on authentic scenarios are part of the programme requirements.

Students embark on a service-learning, social innovation or social enterprise research project in groups in TRP 3. Students work in groups to conduct primary and secondary research on contemporary social issues in Singapore and ideate possible solutions to those identified issues. The performance task of the programme is a group proposal and an individual reflection task. Students are required to present their findings and ideas that can meaningfully contribute to the identified social issue or community. Each student applies decision-making skills in evaluating the pros and cons of their group proposal. Groups are invited to implement their project proposals with school support in Year 3 and/or Year 4.

PW is a compulsory H1 subject for all Year 5 students taking the Singapore-Cambridge G.C.E. A-Level Examination. PW is a learning experience which aims to provide candidates with the opportunity to synthesise knowledge from various areas of learning, and critically and creatively apply it to real life situations. This process, which enhances candidates’ knowledge, and enables them to acquire skills like collaboration, communication and independent learning, prepares them for lifelong learning and the challenges ahead in today’s dynamic and complex world.

Students will choose to do their projects on one of the two broad themes assessed. Group written report, individual write-up and oral presentation are the assessment products to be submitted. They provide an indication of students’ ability to generate, develop and evaluate ideas and to make links across different areas of knowledge.

知识研究课程之课程框架如下述:

我们知道,德明人的背景各异,并且在加入德明大家庭之前就已形成自己的经验和价值观体系。因此,该课程提供了一个开放的平台,让学生在公平且安全的环境中分享他们在技能获得过程中的观点和经验,这有利于增强学习的乐趣和意义。

中一的思考与研究技能课程,着重于培养学生基本的批判性、创造性思维技能和研究技能。学生将学习如何识别、评估论点、假设和信息来源,运用原理,以及在研究过程中发现并提出自己的观点等。除此以外,我们还向学生介绍De Bono的“六顶思考帽”和Paul的“思维要素”,以促进他们了解并逐步掌握多种思考技能。在此过程中,学生会进行演讲和小组讨论,并做基于真实场景的书面作业等。

中三的学生聚焦于服务学习、社会创新或社会企业研究项目。学生分组进行有关新加坡当代社会问题的初、中级研究,并为那些已确定的问题提出可行性解决方案。该计划的任务包括一个小组建议及个人反思总结,学生需提出他们的发现和想法,这些发现和想法应对特定的社会或社区问题做出有意义的贡献。要求每个学生都能运用决策技巧来评估小组建议的利弊,并鼓励他们在中三阶段和/或中四时,在学校的支持下,实施他们的项目建议。

专题作业(PW)是所有修读新加坡-剑桥A水准会考课程的高一学生所必修的H1科目。 这门课的目的,是为学生提供一种学习体验和机会,让他们可以综合各领域的知识,并将其批判性及创造性地应用于现实生活中。这一过程增强了学生对知识的掌握,使他们能够运用协作、沟通和独立学习等技能,培养终身学习的意识,为他们应对当今复杂而充满活力的世界的挑战做好准备。

学生将从评估所指定的两个广泛主题中选择其一,并从中发展自己的专题研究。评估的范围包括:小组书面报告,个人书面报告和口头陈述。学生需要具备发现、发展和评估自己想法的能力,并展示自己跨领域的知识体系。

Pedagogy 教学法

KSP adopts a spiral approach to build competencies in core 21st Century skills such as acquisition and management of knowledge, creative thinking, critical thinking, communication and collaboration skills that are essential in the Knowledge Economy.

知识研究课程以螺旋反复之方式,建构学生在信息处理、创意撕开、批判席位、准确沟通以及真诚合作等方面的能力,为投入知识型经济做充分准备。

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KSP employs a range of interactive and engaging learning activities that students will experience in their weekly lessons such as:

  • E-learning Tools
  • Mini-debates
  • Critical Squares
  • Article and Video Reflections
  • Pair or Group Discussions on Issues
  • Oral Presentations
  • Gallery Walks
  • Individual Group Investigative Tasks

These activities seek to provide effective thinking routines and engaging learning tasks for students. At the same time, these activities encourage students to collaborate and interact with one another to understand and appreciate different perspectives and common insights.

本课程通过多项互动性质的学习活动,启发学生学习兴趣,如:

  • 网上学习工具
  • 小型辩论会
  • 四向讨论
  • 影视与文本资料评论
  • 配对进行课题讨论
  • 口头汇报
  • 轮站互学
  • 个人或小组任务型调查

以上活动旨在为学生提供有趣的思考套路,同时提供机会让学生之间开展协作式学习,交流不同意见,碰撞出思想的火花。

Assessment 评估与测试

KSP deploys both formative and summative assessment for students to have a clearer understanding of their level of understanding and achievement. Assessment is also a crucial process to scaffold and improve student learning as well as to gather and analyse student performance as feedback for teachers to improve their instructional practice.

本课程在评估方面,通过形成性与完成性评估,让学生对于自身学习进展有清晰以及深入之了解。老师亦通过准确的评估来协助学生学习,分析学生表现,并提升教学质量。

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Differentiated formative and summative assessment tasks are used to cater to the different learning dispositions and styles of our students such as

  • Individual Reflections
  • Timed Written Assignments
  • Group Written Reports
  • Debates
  • Oral Presentations/Pitches
  • Poster Presentations
  • Socratic Seminars

These diverse assessment tasks are highly integrated with the learning activities (see Pedagogy) to ensure that there is synergy and continuity between what students do in weekly lessons and how they are assessed. Different programmes/subjects may have different forms of assessment tasks specific to each programme/subject.

我们以差异化的形成性和总结性评估任务,来评估学生的不同学习特点和风格,例如:

  • 个人感想写作
  • 书面作答
  • 口头汇报/说明
  • 小组书面报告
  • 辩论会
  • 海报设计与呈现
  • 影视资料旁述

以上评估方式与各项学习活动有机结合,以确保与学生的日常学习相辅相成,以呈事半功倍之效应。不同的子项课程将根据所需,运用最适当的评估方式。

多元化的评估方式包括:

  • 个人感想写作
  • 书面作答
  • 口头汇报
  • 小组书面报告
  • 辩论会
  • 海报设计与呈现
  • 影视资料旁述

以上评估方式与各项学习活动有机结合,以确保与学生的日常学习相辅相成,以呈事半功倍之效应。不同的子项课程将根据所需,运用最适当的评估方式。

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