Students Showcase Personal Stories and Aspirations for SG50 through Digital Media

Ministry Of Education Feed - 05 March 2015

More than 200 students received recognition for their creativity in animation and video production at the Schools Digital Media Awards (SDMA) 2015 presentation ceremony on 5 March 2015.

Co-organised by the Ministry of Education and Ngee Ann Polytechnic’s School of Film and Media Studies, SDMA, in its 15th year, continues to inspire and discover young talents, attracting a total of 393 entries from more than 1700 students across 177 schools. A total of 54 awards (2 Platinum Awards, 10 Gold Awards, 16 Silver Awards and 26 Merit Awards) were given out at the award presentation ceremony graced by Mr Deakarajen V Sanmugan, Assistant Vice-President, Productions [Drama, Comedy and Factual], Mediacorp TV Pte Ltd.

In celebration of SG50, special themes such as “My Special Singapore/A Place in Our Heart” and “Hear Me Out - My Wish for Singapore” were introduced this year, attracting more than 170 entries from students who shared interesting stories and their personal aspirations for Singapore. This was especially so in the animation category where students fully leveraged on the richness of the medium to produce animations filled with anecdotes celebrating the history, rich cultural heritage and unique traits of Singaporeans.

Students impressed judges with their creative and original interpretations of the different themes such as “50”, “Do You Know?” and “Big Hearts, Helping Hands (Values in Action)”. The Platinum Award winning entries were of a particular high calibre, showing a sense of maturity in the usage of various cinematography and animation techniques by the students. The refreshing take and creative presentations of the theme “50” was another highlight of the Platinum Award entries.

The entries were judged on their content, creativity, engagement and technical quality.

The winning entries can be viewed on the SDMA website and the list of winners can be found in Annex A.

Background of Schools Digital Media Awards:

The Schools Digital Media Awards is an annual competition for teachers and students of MOE-registered schools in genre categories such as animation, documentary, drama and advertisements. The competition aims to achieve the following:

  • provide students with a platform to express themselves creatively through different media - video and animation
  • provide teachers with a platform to engage in media production for educational purposes
  • promote the values of teamwork and collaboration among students and teachers
  • enhance the development of media literacy among students and teachers

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Results of 2014 Singapore Cambridge General Certificate of Education Advanced Level (GCE A-Level) Examination

Ministry Of Education Feed - 02 March 2015

Of the 14,185 students who sat for the 2014 Singapore-Cambridge General Certificate of Education Advanced Level (GCE A-Level) Examination as school candidates, 12,963, or 91.4%, received at least three H2 passes, with a pass in General Paper or Knowledge and Inquiry.

School candidates have been issued their result slips by their respective schools from 2.00 pm today.

Private candidates will be notified of their individual results by post. They will also be able to access their results online (using the password provided to them) via the Singapore Examinations and Assessment Board website at from 2.00 pm today.

The Singapore-Cambridge GCE A-Level Examination is conducted jointly by the University of Cambridge International Examinations, the Ministry of Education and the Singapore Examinations and Assessment Board (SEAB).

All Primary Schools to Benefit from School-Based Dyslexia Remediation Programme in 2016

Ministry Of Education Feed - 02 March 2015

The Ministry of Education (MOE) has further expanded the School-based Dyslexia Remediation (SDR) Programme to 60 more primary schools in 2015, to now cover 121 primary schools, or two-thirds of all primary schools. Another 290 students are expected to benefit from the programme in the additional 60 schools. This is on top of the 1,510 students who have benefited from the SDR since 2012. The programme will be made available to all primary schools in 2016.

First piloted in 2012, the SDR programme is a two-year intervention programme for Primary 3 and 4 students. Students with weak language and literacy skills at Primary 1 will receive early intervention through the Learning Support Programme (LSP). For students whose literacy difficulties persist, they would be systematically referred for further assessment and diagnosis by the end of Primary 2. Students confirmed to have dyslexia would receive specialised remediation through the School-based Dyslexia Remediation (SDR) programme in Primary 3 and 4.

A unique feature of this remediation is the specially designed curriculum by MOE Reading Specialists catering to the dyslexic profile of students. The remediation programme adopts a systematic approach to teaching reading and spelling which is based on methods tested and proven internationally. The approach addresses key difficulties faced by children with dyslexia, such as phonological deficits, difficulty in making connections between letter sounds and letter names and weak memory. Students are taught letter names and letter sounds, as well as how to read and spell words, and read connected text explicitly with methods that involve multiple senses - of sight, sound, movement and touch. Repeated practice is built into each lesson to help students better internalise the knowledge and skills. The programme is conducted by Allied Educators (Learning and Behavioural Support) and English Language teachers who have received specialised training to conduct the programme.

Findings from the two-year pilot in 2012 showed that students who had participated in the remediation programme had improved in their reading and spelling skills. A majority of them made more than two and a half years gain in reading age. Their motivation and attitude towards learning had also improved.

Please refer to Annex A for the list of schools offering the SDR programme in 2015.

Speech by Mr Heng Swee Keat, Minister for Education at The Boys' Brigade 85th Anniversary Celebration

Ministry Of Education Feed - 01 March 2015

It is my pleasure to join The Boys’ Brigade as you celebrate your 85th anniversary. This is indeed a special year as it is also our nation’s jubilee celebration. In his 2015 New Year Message, Prime Minister Lee Hsien Loong said that SG50 is a time for us to look back, give thanks for what we have achieved, and look forward to the future with confidence. The word ‘confidence’ is the belief that we can have faith in the future of Singapore, which will be in the hands of today’s youth; the leaders of tomorrow.

This evening is an opportunity for the BB in Singapore to celebrate your role in moulding the future of our nation. The road ahead may appear daunting and unpredictable at times. We will need to prepare our youth by equipping them not only with knowledge, but also with life skills and values. Co-Curricular Activities play a critical role. The BB’s structured approach to leadership development will complement schools to build strength of character in students which is so necessary for our students’ and nation’s continued success.

Finding Inspiration in Our Pioneers

Inspiration can be found within the ranks of the BB in the likes of your pioneers, and their legacy will serve as an example to the next generation. Your founder, Mr James Milner Fraser started the 1st Singapore Company on 12 January 1930. His desire to nurture young lives resulted in many generations of responsible citizens. Among them are distinguished contributors to nation building, such as Lieutenant General (Retired) Winston Choo, the First Chief of Defence Force and Mr Lim Siong Guan, Group President of the Government of Singapore Investment Corporation and former Head of the Civil Service. Likewise, two examples of BB Old Boys who showed care for others and took the initiative to impact those around them were Dr Robert Loh, who was the President of the National Council of Social Service from 1992 to 2002; and the late Mr Anthony Yeo, who was the Founder of Counselling and Care Centre, one of Singapore’s earliest centres offering psychological counselling services.

Developing Resilient and Resourceful Leaders of the Future

What qualities do the leaders of the future need and how can we prepare them today? I am pleased that with MOE’s support, BB is looking ahead to answer these questions through the “Co-Creating the BB Future Story” initiative, which has been a year-long project involving conversations with principals, teachers, parents and other stakeholders. The discussions generated a diversity of views and ideas on the kind of experience that the BB should offer to Boys and the values that should be imbued in them to become leaders of the future.

Let me share with you some qualities I hope you will include in your vision for all your Boys. Singapore’s future success depends on the resilience and resourcefulness of our youth. Our pioneers had it in spades to start up a country with no natural resources. But we had spirited people. After 50 years, we are without natural resources, but our people are better educated, and we are evolving a sense of national identity. Our international presence has grown. Still, we are subject to an increasingly volatile, unpredictable environment.

One way to inculcate a ‘never-say-die’ mind-set is through well-designed programmes that place students in scenarios that provide opportunities for resilience and resourcefulness to be honed. An example of this is the BB Blaze, a long-distance adventure-race stretching from Punggol to Choa Chu Kang incorporating elements such as mountain-biking, kayaking, rock-climbing and abseiling, where students have to work as a team to accomplish tasks, solve problems and overcome physical fatigue. The rugged nature of such activities facilitates the development of perseverance that will prepare them well to overcome unforeseen challenges in the future.

To extend the frontiers established by our pioneers, our next generation must be willing to take calculated risks and strive to overcome their limitations. I hear that the BB Seniors Programme is incorporating an introduction to para-sports in 2015, where students will get to dialogue with some of our para-athletes and be inspired through their spirit, abilities and drive to push the boundaries of self and public perception as they fly our flag on the world stage. In keeping with the sporting analogy, continue to develop in your Boys a spirit that never gives up despite the odds, as they receive the torch passed on to them by the previous generation.

Leaders of the future need to be sensitive to the needs of the community and I commend you on your efforts to teach this to our students through your well-established Values in Action experiences, such as the annual BB Share-a-Gift and BB CARES1. On top of the hard work that goes into the implementation of the projects, continue to inculcate student-ownership by allowing students to lead in areas of needs-analysis, project planning and communication with beneficiaries. Facilitate their learning through reflection and celebration of their efforts.

MOE - BB Partnership to Prepare Youth for the Future

We have more support and resources to leverage on compared to previous generations, such as ICT to free up more time and space for greater focus on student learning. In line with this, MOE has supported the development of the BB Online Training Portal that empowers Boys to take ownership of their learning. The portal is a very good start and I encourage BB to build on this and venture to have more such innovative approaches in engaging our youth.

To further provide our youth with more opportunities for leadership development, MOE has partnered with MCCY to launch the National Youth Internship Programme for students who have served in the Uniformed Groups and are awaiting enrolment in post-secondary institutions, or in the midst of their term break2. In BB, I understand that you rotate your interns through a variety of responsibilities ranging from project management, to instructor roles and administrative duties. This is heartening as the interns develop skills even as they help BB run your programmes.

Looking Forward to the Future with Confidence in Our Youth

The BB movement has played a key role in nurturing your Boys to becoming ‘Sure and Stedfast Leaders’3 across society. Our pioneers have led the way in this and I am confident that with the strong leadership of the BB, you will continue to excel at what you do. The road ahead is full of challenges but with every challenge we face, opportunities also arise. I am indeed confident that with all your support the BB will continue to prepare our youth to become leaders of the future which our nation can place their confidence in.

All the very best for an exciting future ahead for the BB.

  1. BB CARES stands for “Community Activities Rallying Everyone to Serve” which was started in 2000.
  2. Interns are provided training and serve the UG for periods of between two and six months on a full time basis with an allowance of $600 per month.
  3. Motto of the Boys’ Brigade.

Presence of CCA Teachers at Training Venues

Ministry Of Education Feed - 01 March 2015

CCA is an integral part of students’ holistic education. Through CCA, students discover their interests and talents while learning life skills, values and socio-emotional competencies.

CCA activities are supervised as schools are concerned about the safety and well-being of students. The degree of supervision may vary depending on the circumstances. As an example, for overnight or out of school CCA activities, CCA teachers will be present to provide more immediate response should somebody be injured. It would not be prudent to leave the duty of care fully to the external CCA provider.

As far as possible, schools will match teachers to their assigned CCA based on each teacher’s interests and experience, so that they can better encourage and nurture students’ passion in that CCA.

MOE will continue to work closely with schools to enable students to develop holistically through CCAs in a conducive learning environment.

Sharing of School Sport Facilities

Ministry Of Education Feed - 01 March 2015

The Ministry of Education partners Sports Singapore (SportSG) and the People’s Association (PA) to share sports facilities in schools with the community outside of school hours. Newer sports facilities, such as the indoor sports halls (ISH), are designed with community sharing in mind.

School sports facilities are made available to the community in partnership with SportSG and PA based on the demand for such facilities. This year, more than half of our schools are involved in the arrangement to share their facilities, allowing the community to have access to about 150 school fields and 75 indoor sports halls.

We will continue to work with SportSG and PA to make available additional school sports facilities to the community where there is community demand.

SkillsFuture: iN.LAB

Ministry Of Education Feed - 25 February 2015

An Innovation Lab known as iN.LAB will be set up by the Singapore Workforce Development Agency’s (WDA) Institute for Adult Learning (IAL), at the Lifelong Learning Institute. iN.LAB is a key initiative under the SkillsFuture Council’s drive to promote technology in learning and propel innovative learning design and delivery, so as to enhance learning experience and efficacy. It will provide a conducive environment to support Continuing Education and Training (CET) partners and practitioners in their efforts to cultivate collaboration and experimentation, build capabilities and establish network to develop innovative learning solutions that would benefit learners and the CET Community.

iN.LAB will be launched in the second half of 2015.

SkillsFuture: Sectoral Manpower Plans

Ministry Of Education Feed - 25 February 2015

The Sectoral Manpower Plan (SMP) is a key initiative under SkillsFuture that brings together employers, unions, education and training providers, trade associations and the Government, to project future skills needs and set out a systematic plan to develop those skills in the local workforce. It takes a sectoral and forward-looking approach to developing the skills needed for our economic and social sectors.

What are the objectives of a SMP and what will a SMP include?

The SMP seeks to achieve three key objectives at the sectoral level:

  • To identify the current and future skills needs1 for the sector and quality jobs for Singaporeans. Each SMP will take into account the outlook of the sector, how the sector will develop in the future, the manpower and skills needs, including new skills needs that can arise as a result of technology advancement and other macro driving forces.

  • Based on the skills needs identified for the sector, the SMP will articulate and develop clear career progression pathways that will set out the key competencies and skills needed to progress at each stage of the individual’s career.

    These progression pathways will be closely integrated with education, training and development, to ensure greater fluidity between learning and working as the individual progresses in his or her career.

  • The SMP will lay out plans to attract, retain and develop a deep pool of talent in the sector. This will ensure that Singaporeans, at different stages of their careers, can pick up relevant skills that will allow them to advance to the next milestone of their career; and employers will be able to benefit from a more highly skilled workforce.

Which sectors will have a SMP?

As a start, the SMP will focus on the following:

  • Lead sectors that have more pressing manpower needs. These lead sectors include essential services such as healthcare, early childhood care and education, and social services.
  • New growth sectors that provide exciting job opportunities for Singaporeans, which require a larger pipeline of workers, such as the biopharmaceuticals sector.
  • Sectors facing significant manpower challenges such as retail, and food services.

The SMP will be progressively extended to other key sectors in the economy.

  1. The Singapore Skills Framework (SSF) will support the development of the SMPs by using a common skills language that can be referenced by the different stakeholders, including individuals, employers and training providers. For individuals, SSF will help them to make informed choices about career development and progression. For employers, it will enable them to make better decisions about continuing education and training investments and strategise their talent recruitment, development and management. For training providers, it will change the way education and training programmes are designed and delivered, to achieve better alignment with industry needs.

SkillsFuture: SkillsFuture Mentors

Ministry Of Education Feed - 25 February 2015

SPRING Singapore will work with partners in key sectors to build up a pool of SkillsFuture mentors who will help SMEs develop the potential of their workforce.

SMEs play a key role in developing the skills mastery of our workforce as 70% of our workers are employed by them. However, given their relatively small employment size, SMEs often face challenges developing internal training competence.

SkillsFuture mentors will help SMEs implement measures to deepen the skills of their workforce, and help their supervisors and managers develop their coaching skills; mentors will also provide feedback to the employer and trainee in this learning process.

These mentors would include retirees with deep skills and experience, and mid-career professionals and executives with experience and know-how in different fields.


Starting in Q3 2015, SPRING Singapore will appoint industry partners, such as Trade Associations and Chambers (TACs) and Centres of Innovation (COIs), to help recruit, manage and match the mentors to interested SMEs. The pool of mentors will be built up over the next two years to 200, serving SMEs in the key sectors.

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