Knowledge Skills Programme

The Knowledge Skills Programme (KSP) of Dunman High School lays the foundation in fostering competencies in critical and inventive thinking and research.

KSP aims to

  • Empower students with 21st Century skills so that they can research and critically analyse information, and to communicate sound arguments in real-world situations, and
  • Enrich students’ intellectual character by fostering open and fair-mindedness in evaluating societal issues, and the intellectual courage, tenacity and empathy to take action for the betterment of our society.

KSP comprises three key level-wide subjects:

  • Thinking and Research Skills Programme (TRP) Year 1
  • Thinking and Research Skills Programme (TRP) Year 3
  • Project Work (PW) Year 5




  • 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。


  • 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

Through the two key subjects of TRP and Project Work, KSP offers a developmental platform to build students’ 21st Century Competencies in sync with the DHS Academic Curriculum, and provide a platform for students to put learning into practice.


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

KSP understands 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 Year 1

Thinking and Research Skills (TRP) Year 1 is a level-wide programme for all students who will acquire and apply foundational critical thinking and research skills. The curriculum contextualises these 21st Century Skills in the contemporary youth-related social issues such as resilience, stereotyping, cheating, bullying, family relationships. Through learning activities, students learn to critically analyse issues through the lens of Edward De Bono’s Six Thinking Hats and Richard Paul’s Elements of Thought (Critical Thinking Model), empathise and reflect on where they would place themselves in these issues and how they would relate to others facing similar circumstances.

TRP Year 3

Thinking and Research Skills Programme (TRP) Year 3 is a level-wide inquiry-based learning platform for students to exercise thinking skills and research skills in the context of Service-Learning Research Project where they explore the perspectives and values of different groups of people in Singapore, to assess the particular needs in our society, and to critically evaluate the social issues we face as a nation today. This is also aligned to the goals of DHS’s Active Citizenry Education (ACE) and Character and Citizenship Education (CCE). TRP 3 uses an inquiry approach to scaffold students’ learning process. This inquiry approach is informed by Osborn-Parnes Creative Problem-Solving Model and Richard Paul’s Elements of Thought (Critical Thinking Model).

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.

Project Work Year 5

H1 Project Work (PW) is a compulsory H1 subject for Year 5 students taking the Singapore-Cambridge G.C.E. A-Level Examination. Students will choose to do their projects on one of the two broad research topics given each year. Project Work is concerned with students’ ability to apply the thinking and research skills learnt, to make connections across different areas of knowledge, and to generate, develop and evaluate ideas and information. Project Work requires students to exhibit strong collaboration skills as they complete the Group Written Report.










  • 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)










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.


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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.


  • 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


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.


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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.


  • 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


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