GOALS OF TEACHING SOCIAL STUDIES

1. GOALS OF TEACHING SOCIAL STUDIES

2. THE SECONDARY SS SYLLABUS

3. Background • In Singapore, Social Studies provides another avenue for the teaching of National Education through the formal curriculum. (NE was introduced in 1997)

4. At the Teachers' Day Rally in September 2006, then Prime Minister Goh Chok Tong outlined the challenges to our education system. • A key imperative was National Education. Many Singaporeans, especially pupils and younger Singaporeans, knew little of our recent history. They did not know how we became an independent nation, how we triumphed against long odds, or how today's peaceful and prosperous Singapore came about

5. “ This ignorance will hinder our effort to develop a shared sense of nationhood. We will not acquire the right instincts to bond together as one nation, or maintain the will to survive and prosper in an uncertain world. For Singapore to thrive beyond the founder generation, we must systematically transmit these instincts and attitudes to succeeding cohorts. Through National Education, we must make these instincts and attitudes part of the cultural DNA which makes us Singaporeans” . SPEECH BY BG LEE HSIEN LOONG, DEPUTY PRIME MINISTER AT THE LAUNCH OF NATIONAL EDUCATION ON SATURDAY 17 MAY 1997 AT TCS TV THEATRE AT 9.30 AM

6. SS was thus introduced in 2001 based on the recommendations made by the NE Committee in 1997. • SS Syllabus was organised around the six NE messages. Focus • Singapore’s road to nationhood • Principles of governance • regional and international developments • issues which would affect survival and growth of Singapore in a competitive world.

7. NE MESSAGES 1 Singapore is our homeland; this is where we belong We must preserve racial and religious harmony. 2 3 We must uphold meritocracy and incorruptibility 4 No one owes Singapore a living. 5 We must ourselves defend Singapore. 6 We have confidence in our future.

8. GOALS OF SOCIAL STUDIES • to instil in our students a sense of national identity • to build in them a deep sense of commitment towards the nation as responsible citizens. • to develop in them a more mature global outlook by learning from the experiences of developed and developing countries in building socially cohesive and economically viable societies

9. At the upper secondary level, the Social Studies syllabus is organised around the six National Education (NE) themes • It focuses on Singapore’s road to nationhood, principles of governance, regional and international developments, and issues which may affect the survival and growth of Singapore in a competitive world

10. Review of the SS Syllabus • Based on the six-year curriculum review cycle, a mid-term syllabus review was conducted in 2003. - Syllabus was reduced and content which were outdated and examples that were inappropriate were removed. - Content cut represented 31.7% of the 2001 syllabus.

11. Why review? • To make the subject stay relevant and future oriented to meet the needs of our students and society. • To include new thrusts in education for e.g. Innovation and Enterprise. • To infuse NE messages subtly rather than using them as an on going framework. • Minimise content overlap with History and Geography.

12. Head, Heart, Hands Framework Recommended by the Committee on NE in March 2007, and guides the next phase of NE.

13. 2007 REVISED SOCIAL SYLLABUS Two twin core ideas Being Rooted Living Global A thematic approach is adopted to organise the syllabus content so that Students can make connections among the different topics, enabling them to understand the key issues affecting Singapore and the world.

14. 2007 Revised Syllabus Aims & Objectives • develop our students into well-informed, • responsible citizens with a national identity and • able to understand the issues that affect the socio- economic developments, the governance and the future of Singapore; • learn from the experiences of other countries to build and sustain a politically, viable, socially cohesive and economically vibrant Singapore;

15. Aims & Objectives • develop thinking and process skills which are essential for lifelong and independent learning; • have a deep sense of shared destiny and national identity • develop into citizens who have empathy towards others and will participate responsibly and sensibly in a multi-ethnic, multi-cultural and multi-religious society and develop into responsible citizens with a global perspective.

16. Knowledge, Skills and Attitudes • Study the past through varied socio -cultural perspectives over time and space; • Understand the structure of govt and its function in a contemporary society • Recognise importance of good governance and the roles and responsibilities of effective citizens • understand the dynamics of living in a multi-ethnic environment and recognise the significance of social cohesion within a diverse society; • Understand the scarcity of resources affects the way in which resources are allocated and managed and recognise that informed decisions are made base on the choices available; and • Understand the global interconnectedness and interdependence among world societies and recognise the need to adapt to the changing world environment.

17. Values and Attitudes • Appreciate the implications of various decisions, actions and relationships • Respect and value diverse perspectives and cultural and historical backgrounds of people and work towards peaceful relationships • Appreciate the importance of living in an interdependent community with increasing global connections • Recognise the value of participating as ethical, active and informed citizens in a democratic society within a global community • Experience and appreciate their ability to influence the present and the future