Academic

Knowledge Skills Programme

The 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 and research skills.

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

Subjects/Programmes
Lower Secondary Thinking and Research Skills Programme Year 1
Thinking and Research Skills Programme Year 2 (Talent Development)
Upper Secondary Thinking and Research Skills Programme Year 3
Dunmanian Odyssey Year 4
Senior High H1 Project Work

德明政府中学的知识研究课程介绍

德明政府中学的知识研究课程(KSP),旨在为学生奠定其批判性与创意性思维之基础,其关注内容含括学术研究所需之知识、技能与治学之正确心态。

本课程之目标如下:

  • 教授学生以21世纪技能,使其能够以批判性思维研究与分析资讯,并且在合乎现实情况的考量底下提出合理之论政;
  • 加强学生的治学心态,使其秉承开放、公正之立场评价社会课题,并坚持严谨、求真的治学心态,发挥同理之心为社会之进步而努力。

本课程在结构上包含以下两大项目:

  • 中一至中四思考与研习课程(TRP)
  • 高一A水准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 creatively, 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.

通过思考与研习课程与H1专题作业的有机结合,知识研究课程为学生提供了将理论付诸实践的有效平台,并在德明学术框架之前提下发展其21世纪技能。

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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. Hence, the curriculum is framed as an open platform for students to share their views and experiences in relation to the issues and concepts discussed in a fair and conducive environment. Fundamentally, we receive Dunmanians as:

Overview of Programmes In KSP

TRP at Year 1 focuses on critical and creative 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 the Six Thinking Hats and 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 may conduct primary and secondary research on contemporary social issues in Singapore. The performance task of the programme is a group proposal and an individual assignment. Students are required to present a group proposal 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 welcome to implement their project proposals with school support in Year 3 and/or Year 4.

Students are required to execute a selected class “Values in Action” (VIA) project based on what they have achieved during the TRP 3 process. VIA are learning experiences that support the development of our students as socially responsible citizens who contribute meaningfully to the community, through the learning and application of values, knowledge and skills as well as taking ownership of being  active citizens to the community.

At Year 4, the Dunmanian Odyssey (D.O.) Week is organised for students to take stock of what they have achieved, reflect on how our Junior High core curriculum has shaped and nurtured them according to the desired Dunmanian Outcomes and what they need to do to reach their aspirations or goals in the coming years. This event is a platform to foster independent learning and thinking, and communication skills with a portfolio presentation.

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 fast-changing 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:

本课程之设计考虑到德明学生的不同背景与人生经验,故为学生提供抒发己见、分享个人经验提供平台。同学们在安全、公平与舒适的学习氛围底下针对社会课题发表意见、交流心得。课程对德明学生的基本定位如下:

知识究课程:各年级分项课程概览

中一

思考与研习课程1:基础思考与研究技能培训

本课程面向全级中一学生,培训以基础思考与研究技能。课程以21世纪青少年课题为案例开展,所探讨之课题包括青少年韧性之培养、欺凌、作弊、家庭关系、错划典型等等。同学们通过生动有趣的学习活动,根据“保罗思维元素”的原则对课题进行批判性分析,同时设身处地思考自己面对类似情况所应当采取的立场。

中二

思考与研习课程2:学科本位研究(经选拔)

中二学生可以根据个人喜好与能力,从下述五项子课程中选择一项参与。子课程以学科知识为本位,为学生提供提升思维机能的平台,并同时为参加高年级的才能发展课程(TDP)做准备。

  • 未来问题解难课程(FPSP)
  • 人文与社会科学研究课程(HSSRP)
  • 创新课程(IvP)
  • 科学指导课程(SMP)
  • 服务性学习研究课程(SLRP)

中三

思考与研习课程3:将积极公民教育(ACE)与品格与公民教育(CCE)之概念应用于研究之方法

本课程面向全体中三学生,以提问式学习之方式让学生将将积极公民教育(ACE)与品格与公民教育(CCE)之概念应用于研究之方法的实践中,探讨我国不同社群所面对的挑战,所急待的需要。课程所依据的提问式学习法参考“保罗思维元素”以及奥斯本的创意解难思维模型。

中四

思考与研习课程4:选修项目

中四学生根据个人取向选修以上项目,并在平常课时中完成15小时的增益型或深化型课程。课程的目的亦包括激发学术思考,深化学生对相应学术方向的研究,提升阅读技能,以及批判性与创意思维在研究中的实践。选修项目由各学术部门所设计与执行。

高一

高一A水准H1专题作业(必修)

高一A水准H1专题作业为参加新加坡-剑桥A水准考试必修科目之一。考生从考试局所提供之两大研究范畴中选其一。本学科注重考生思维与研究技能之跨界应用,并生成、发展与评价所搜集之信息。考生以小组形式完成作业,故亦考验其合作精神与人际关系之处理。

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:

  • Socratic Questioning
  • Mini-debates
  • Critical Squares
  • Article and Video Reflections
  • Pair or Group Discussions on Issues
  • Oral Presentations
  • 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:

  • 苏格拉底提问法培训
  • 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
  • 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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A variety of assessment tasks is used that caters to the different learning dispositions such as

  • Individual Reflections
  • Timed Written Assignments
  • Group Written Reports
  • Debates
  • Oral Presentations
  • 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.

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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