Edward Tan Yu Fan (National Institute of Education (Singapore) Keywords History Approaches to teaching history While the objective of classroom history is not to create little historians, it – at the very least – aspires to convey and inculcate a host of transferrable skills to students. The value of these skills should not be understated. The […]
What Does It Mean to Make Inferences? Read More »
Ong Daphne Rachel (Broadrick Secondary School (Singapore)) Keywords History Junior College Secondary School Approaches to teaching history Assessment Introduction Source-Based Case Study (SBCS) is a compulsory part of the formal history assessment in Singapore. It falls under Assessment Objective 3 which requires students to “interpret and evaluate source material” (MOE, 2013). Since this is an important
Celine Oon (Curriculum Planning and Development Division, Ministry of Education (Singapore) Bertrand Tan (Curriculum Planning and Development Division, Ministry of Education (Singapore)) Keywords History Assessment Introduction Identifying students’ learning gaps is often a challenge for Pre-University History teachers. Besides generic formative assessment strategies such as teacher questioning, think-pair-share and student reflection, formative assessments carried out at the
Developing Formative Assessments on Evidence for Pre-University History Read More »
Bradley Soh Chun Ying (National Institute of Education) Sim Guo Chen (National Institute of Education) Keywords History Junior College Secondary School Approaches to teaching history Introduction Assessment in Singapore’s history classrooms has long reflected our teachers’ enduring focus on preparing students to meet examination requirements. The most common assessment practices revolve around assessing students’ proficiency in handling
Using Weighted Hinge Questions (WHQs) to Assess Students’ Causal Understanding Read More »
Baildon, Mark (National Institute of Education (Singapore)) Chelva Rajah S N (National Institute of Education (Singapore)) Afandi, Suhaimi (National Institute of Education, Singapore) Keywords History Classroom Design Introduction In 2017, then-Minister of Education, Ng Chee Meng emphasized the need for joy of learning in schools. In his parliamentary speech, he commented, “We believe in nurturing the joy of
Sparking Joy in History Classrooms Read More »
Wang Yao Chang Melvin (Rosyth School (Singapore) Mashita Abdol Rahman (Rosyth School (Singapore) Sudheesh Balakrishna Pillai (Rosyth School (Singapore) Goh Yong Yong (Rosyth School (Singapore) Keywords primary social studies Social Studies Primary School Social Studies Resources Introduction Many social studies teachers are aware of the immense educational value of primary sources of information. When used effectively, original source documents
Provoking Inquiry: The Use of Primary Sources in the Primary Social Studies Classroom Read More »
Chee Min Fui (National Institute of Education) Keywords primary social studies Primary School Teaching understanding about Culture Introduction Educating the young for multicultural understanding and social cohesion are amongst the most important goals of Social Studies. In the primary school curriculum Social Studies is the school subject with the most potential to help students develop understandings
Teaching The Enduring Understandings About Culture in Primary Social Studies Read More »
Hwee Hwang, Sim (National Institute of Education, Singapore) Keywords primary social studies Primary School Primary SS Fieldwork Children’s Localities Children’s localities refer to the neighbourhoods where the children’s homes, schools and communities are found (Catling, 2011). As these are the places where children live their lives and are easily accessible to their schools, teachers should make
Primary Social Studies Fieldwork in Children’s Localities and Beyond Read More »
Yang Peidong (National Institute of Education) Chow Lee Tat (National Institute of Education) Keywords Social Studies Secondary School Primary School integration;diversity Introduction The realities of immigration and an increasingly diversifying society are significant concerns in Singapore’s national education, evinced through the considerable attention given to topics and themes related to immigration and diversity in the Social
Immigrant Teachers in Singapore Schools: Backgrounds, Integration, and Diversification Read More »
Kho Ee Moi (National Institute of Education, Singapore) Keywords primary social studies differentiating instruction Introduction When we walk into a classroom in Singapore today we are more likely to see greater diversity of children than before. Singapore’s reputation of delivering a sound education as well as its development as a global hub has increasingly attracted many
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