Social Studies

At the heart of the Singapore Social Studies Curriculum is the preparation of our students to be effective citizens by helping them to better understand the interconnectedness of Singapore and the world they live in, as well as to appreciate the complexities of the human experience.

Drawing on aspects of society that are of meaning and interest to students, Social Studies seeks to ignite students’ curiosity to inquire into real-world issues that affect their lives. Through inquiry and authentic learning experiences, Social Studies helps students to attain relevant knowledge and understanding about these issues, develop critical and reflective thinking skills, and appreciate multiple perspectives.

Social Studies seeks to inculcate in students a deeper understanding of the values that define the Singapore society, nurture dispositions that will inspire them to show concern for the society and the world in which they live and demonstrate empathy in their relationships with others.

The Curriculum therefore envisions students as informed, concerned and participative citizens; competent in decision-making with an impassioned spirit to contribute responsibly to the society and world they live in.

What to expect in the learning of Social Studies?

In the Syllabuses, content is framed as knowledge that enables students to examine societal issues as well as knowledge gained from the examination of these societal issues. Content is made up of core content and examples. Core content refers to knowledge that is needed for students to achieve the Knowledge Outcomes and Key Understandings, which include understanding the concepts and ideas exemplified in the Syllabuses and coursebooks. The Knowledge Outcomes and Key Understandings help students to respond to the Inquiry Focus. The examples refer to knowledge needed for students to amplify and deepen their understanding of the core content. These examples can be found in the Coursebooks, or can be examples derived from discussions and explorations students undertake in school and outside of school. Thus, content should no longer be viewed simply as a fixed set of facts to be memorised and regurgitated.

The Syllabuses and instructional materials incorporate perspectives from the government, community and citizens. While different perspectives are presented in the issues students will be exploring, there is the need to ensure that students are able to interpret and evaluate the credibility and reliability of all perspectives based on sound reasoning and judgement. This is particularly important as students are developing their own perspectives and responses towards societal issues, supporting the development of civic literacy.

As Social Studies provides a platform for citizenship education, the Issues-based approach is adopted to engage students in reflective inquiry on areas of public concern. An Issues-based curriculum implemented through an inquiry approach will develop critical thinking skills and multiple perspectives and reinforce shifts in teaching practices towards a more student-centric focus. In an Issues-based curriculum, students are engaged in learning through issues that challenge and concern citizens today and tomorrow. This prepares them to take ownership over their impact on societal outcomes as constructive citizens in Singapore.

AIMS of Social Studies Education

Social Studies seeks to develop the competencies of our students to be informed, concerned and participative citizens by the end of a ten-year Social Studies education.

These competencies encompass the body of knowledge, skills and values expressed in the Philosophy of Social Studies and they are elaborated below.

As informed citizens, students would:

• understand their identity as Singaporeans with a global outlook

• understand different perspectives

• view the world with an understanding of the Singapore perspective

• apply reflective thought in making quality decisions

• analyse, negotiate and manage complex situations

• evaluate information, consider different viewpoints and exercise discernment in reaching well-reasoned conclusions and making responsible decisions.

As concerned citizens, students would:

• have a sense of belonging to their community and nation

• appreciate the importance of engaging in issues of societal concern

• be committed to building social cohesion by appreciating diversity in society

• have an awareness of the ethical considerations and consequences of decision-making.

As participative citizens, students would:

• be motivated to identify issues of concern and take action

• be resilient in addressing concerns of the community or society in spite of challenges faced

• be empowered to take personal and collective responsibility for effecting change for the good of society, and serve to make a positive difference to others.

The Assessment Objectives

The assessment objectives are:

Objective 1: Knowledge with Understanding

Candidates should be able to:

demonstrate an understanding of societal issues.

Objective 2 – Interpreting and Evaluating Sources / Given Information

Candidates should be able to:

comprehend and extract relevant information
draw inferences from given information
analyse and evaluate evidence
compare and contrast different views
distinguish between fact, opinion and judgement
recognise values and detect bias
draw conclusions based on reasoned consideration of evidence and arguments.

Objective 3 – Constructing Explanations

Candidates should be able to:

analyse societal issues through different perspectives
construct reasoned arguments and make informed judgement and recommendations.

Acknowledgement /Copyright - Above information are extracted from MOE syllabus documents.

Page updated

Report abuse