Our 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, research skills and communication skills.
KSP offers the following key level-wide subjects/programmes:
|Junior High||Thinking and Research Skills Programme Year (TRP) 1|
Thinking and Research Skills Programme Year (TRP) 3
|Senior High||H1 Project Work|
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 inventively, 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.
知识研究计划所采用的方法，包括Edward de Bono的“六顶思考帽”，以及Richard Paul的“批判性思维模式”和“设计思维”。它包括一些可以帮学生搭建学习架构的活动和作业，并在真实的学习环境中提供应用和拓展所学技能的机会。 其教学过程中也非常重视协作学习，以及对学生成长思维能力的促进。
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 (as shared in the image below). Hence, the curriculum is framed as an open platform for students to share their views and experiences in their skills-acquisition journey in a fair and safe environment that is conducive in enhancing the joy and meaningfulness of their learning.
TRP at Year 1 focuses on foundational critical and inventive 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 De Bono’s Six Thinking Hats and Paul’s 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 work in groups to conduct primary and secondary research on contemporary social issues in Singapore and ideate possible solutions to those identified issues. The performance task of the programme is a group proposal and an individual reflection task. Students are required to present their findings and ideas 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 invited to implement their project proposals with school support in Year 3 and/or Year 4.
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 complex 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.
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.
KSP employs a range of interactive and engaging learning activities that students will experience in their weekly lessons such as:
- E-learning Tools
- Critical Squares
- Article and Video Reflections
- Pair or Group Discussions on Issues
- Oral Presentations
- Gallery Walks
- Individual 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.
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.
Differentiated formative and summative assessment tasks are used to cater to the different learning dispositions and styles of our students such as
- Individual Reflections
- Timed Written Assignments
- Group Written Reports
- Oral Presentations/Pitches
- 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.