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MOE regularly reviews the demand and supply trends at the national and local levels to ensure that there are sufficient school places for every P1-going child. Our school planning takes into account the current and projected population and planned housing development programmes to ensure that there are sufficient school places to meet the demands of each residential area.
While MOE tries to ensure that every child of school-going age in Singapore has a place in a school reasonably near his or her home, it will not be possible to build a primary school in every area. Every new school needs to have a sufficient catchment of students to enable it to mount a range of activities for the benefit of the students, and to be run efficiently.
Parents with primary school going children living in Teban Gardens and Pandan Gardens have four primary schools within 2 km to send their children to: Clementi Primary School, Fuhua Primary School, Nan Hua Primary School and Qifa Primary School. As there are sufficient primary school places in the area, we have no plans to build any new primary schools in the vicinity or to re-open the former Pandan Primary School.
Our mainstream schools teach the official mother tongue languages (MTLs) as part of the school curriculum. Classes are organised in schools where there is sufficient demand for the subject, premised on our being able to recruit sufficient number of teachers.
Currently, Chinese and Malay language instruction is available in all schools other than the Special Assistance Plan schools. Tamil Language (TL) instruction is offered in most schools except those where the number of students is too small to form a class. There is also a challenge in recruiting suitably qualified TL teachers.
At the primary level, MOE has provided TL instruction in most schools. Primary students who offer TL attend schools which provide TL instruction, and attend TL lessons conducted in their school. MOE will continue to look into ways to recruit more suitably qualified TL teachers so that more primary schools would be able to provide TL instruction.
At the secondary level, students are older and can travel on public transport on their own. Thus, students from schools that do not offer TL instruction attend TL lessons at one of the eleven regional school-based centres, which were set up to cater to students from schools nearby, or at the national Umar Pulavar Tamil Language Centre (UPTLC) which is located near the Farrer Park MRT station. The larger number of students at UPTLC allows students to benefit from a richer TL learning environment where there are more opportunities for interaction in the language.
Mainstream schools do not provide instruction for non-official MTLs. Instruction for non-Tamil Indian Languages (NTILs) of Bengali, Gujarati, Hindi, Punjabi and Urdu, which are recognised by MOE as mother tongue-in-lieu, is overseen by the Board for the Teaching and Testing of South Asian Languages and provided for by the respective NTIL community groups.
NTIL students separately pay for and attend the NTIL lessons conducted by their respective NTIL community groups. These take place primarily at a few designated NTIL centres on Saturdays. For some, they take NTIL lessons conducted in their schools organised by their respective NTIL community groups on school days. This is an arrangement between the parents of the NTIL students and their respective NTIL community group, subject to the availability of suitable teaching venues in the school.
Students who are interested in Drama can offer the subject as an O-level School Initiated Elective subject at the ‘O’ level, the Theatre Studies and Drama (TSD) at the ‘A’ level or the Theatre programme at the IB Diploma level offered by the School of The Arts (SOTA).
Currently, three junior colleges offer TSD. The number of TSD students including SOTA Theatre Year 6 students is 53. In 2010, TSD was offered in four junior colleges and the number of students was 55. The number is stable and averages around 56 students per year.
Currently, four secondary schools offer Drama, and the number of Drama students including SOTA Year 4 Theatre students is 93. In 2010, eight secondary schools offered the subject. The number of Drama students including SOTA Year 4 Theatre students then was 77. The number fluctuates over the years and averages around 81 students per year.
MOE is currently developing our own syllabus for the ‘O’ level Drama to be offered by schools in 2017. This will better cater to the interests and needs of our students and develop a stronger appreciation of our Singapore culture. MOE has recently established a dedicated drama unit to better focus on supporting schools. Resources and training will be provided to support schools to offer the subject in tandem with the implementation of the new syllabus.
With regard to infusing more Singapore content in the ‘O’ level Drama and ‘A’ level TSD syllabuses, both syllabuses have a coursework component whereby students are encouraged to draw inspirations from their lives to devise performances which are meaningful to them. As such, students’ practical work tends to be of Singaporean content as they engage with issues close to their hearts. For ‘O’ Level Drama, students may use local plays for their text-based performances, for example those by local playwrights such as Kuo Pao Kun and Haresh Sharma. In addition, Asian theatre and drama has been a feature in the ‘A’ Level TSD since 2006.
As at December 2013, there are 80 school-based Student Care Centres (SCCs), a significant increase from less than 50 in 2011. In tandem, the number of students enrolled in school-based centres has almost doubled, from around 3,500 to more than 6,500 in 2013.
Many parents have given positive feedback on our school-based SCCs, as SCCs provide students with a convenient, structured and supportive environment after school. MOE is working together with MSF to study the demand pattern for SCCs in general, and for school-based SCCs in particular. MOE and MSF are also studying the capacity of SCC operators to expand the number of SCC places, both for community-based SCCs and school-based SCCs. While MOE will continue to support primary schools to explore the scope for expansion of school-based SCCs, any expansion must allow us to continue to maintain quality, affordability and accessibility. MOE will provide more details of our plans for school-based SCCs in due course.
Our school curriculum today provides for our students to learn the values of respect, responsibility, care and harmony in fostering racial and religious harmony in Singapore. In Character and Citizenship Education and Social Studies, which are taken by all students, they learn the six major religions in Singapore; namely, Buddhism, Christianity, Hinduism, Islam, Sikhism and Taoism. Aspects of these religions such as their origins, significance of beliefs and practices, celebration of festivals and being sensitive to the beliefs and practices of others are covered.
Our schools also celebrate Racial Harmony Day annually. With the range of efforts to teach our students about multicultural and multi-religious Singapore and the good values taught in the religions, it is not necessary to introduce Religious Knowledge as a separate subject.
Character and Citizenship Education (CCE) and Physical Education (PE) are important ways through which our students are developed holistically. In developing the CCE curriculum for implementation this year, the allocation of curriculum time was reviewed to allow schools to have sufficient time to inculcate values and build social-emotional competencies in their students. For instance, the Form Teacher Guidance Period was introduced in primary school to provide primary school teachers with more time to interact with their students.
The curriculum time for PE lessons was also reviewed and increased to provide enough time to develop in students the knowledge, skills and attitudes that would help them pursue an active and healthy lifestyle.
In summary, there has been an increase in curriculum time by between one to two hours per week to meet the holistic development needs of students. This increase in time is aligned with the Ministry’s commitment to investing more resources in developing students beyond the academic curriculum. The Ministry appreciates the support of parents, who have responded positively to these changes.
The Ministry designs the curriculum such that the learning outcomes for each subject are achievable within the recommended curriculum time. As students may have different learning needs, schools have some flexibility to adjust the curriculum time allocated to the teaching of the various subjects.
The registration exercise for 2015 admission to Kindergarten 1 (K1) in the MOE Kindergartens will be held at each MOE Kindergarten on two full days; Friday and Saturday, 4 and 5 April 2014, 9.00am to 12.00pm and 1.00pm to 5.00pm. The registration exercise is open to Singapore Citizen and Permanent Resident children born between 2 January 2010 and 1 January 2011 (both dates inclusive). The locations of the current five MOE Kindergartens and the places available in them are as follows:Name of MOE Kindergarten Address Number of K1 places available for 2015 admission MOE Kindergarten @ Blangah Rise Blangah Rise Primary School
(91 Telok Blangah Heights, Singapore 109100) 60 MOE Kindergarten @ Dazhong Dazhong Primary School
(35 Bukit Batok Street 31, Singapore 659441) 80 MOE Kindergarten @ Farrer Park Farrer Park Primary School
(2 Farrer Park Road, Singapore 217567) 60 MOE Kindergarten @ Punggol View Punggol View Primary School
(9 Punggol Place, Singapore 828845) 120 MOE Kindergarten @ Tampines Blk 489C Tampines St 45, Singapore 522489 60
The five MOE Kindergartens will hold open houses on Saturday, 1 March 2014, 9.00am to 11.00am. Parents can visit any of the five MOE Kindergartens to learn more about the curriculum, programmes and facilities offered at the MOE Kindergartens. The open houses will begin with a presentation at 9.00am, followed by a Question & Answer session, tour of the kindergarten and activities for the children.
Parents are advised to use public transport to get to the MOE Kindergartens. Those who drive should park at nearby public car parks as there will be no parking within the school premises.
For more information about the MOE Kindergartens, parents can visit www.moekindergarten.edu.sg, or contact MOE at firstname.lastname@example.org or 6872 2220 (Mondays to Fridays: 8.00am to 6.00pm, Saturdays: 8.00am to 1.00pm).
More than 800 students from more than 200 primary schools, secondary schools and junior colleges will come together to learn how they can promote cyber wellness to their peers at the Cyber Wellness Student Ambassador Programme 2014 Conference.
Schools with student ambassadors who have made commendable contributions in promoting cyber wellness to their peers will be recognised through the Cyber Wellness STudent Ambassador Recognition (STAR) Award. 20 schools from primary to junior college level have been selected and will put up an exhibition at the conference to showcase their efforts. More details on the Cyber Wellness STudent Ambassador Recognition (STAR) Award can be found in Annex A.
In line with the theme for this year’s Safer Internet Day that we commemorated on 11 February 2014, the theme for this year’s conference is “Let’s Create a Better Internet Together”. It focuses on how student ambassadors can take the lead in becoming a positive online presence by creating meaningful and responsible relationships online.
The annual conference is the key event of the Cyber Wellness Student Ambassador Programme (CWSAP), which aims to promote cyber wellness peer advocacy.
By providing an extended platform for student voices on cyber wellness, the CWSAP complements existing cyber wellness education efforts. It also deepens the student ambassadors’ understanding of cyber wellness issues and helps them develop ideas to promote cyber wellness. Under the guidance of their cyber wellness teacher coordinator, the student ambassadors will play an active role in promoting good cyber wellness practices to the larger student community.
The emphasis on peer-to-peer education in the CWSAP’s approach ensures that the learning is authentic, relevant and impactful. It is also aligned to the focus on ‘Values in Action’ in the new Character and Citizenship Education (CCE) curriculum.
Organised by student leaders from the School of Science & Technology, Singapore (SST) and Innova Junior College (IJC), the conference will be held over three days for students from different levels. The first conference, which is for primary schools, is held at SST on 12 February 2014. The conference for junior college students will be held at IJC on 17 March 2014, and the one for secondary school students will be held at SST on 26 March 2014.
Besides planning the programme, the SST and IJC student leaders will facilitate discussions with participants on cyber wellness issues such as cyber bullying.
The second phase of the CWSAP is from 2014 to 2016. It is a three-year collaboration between the Ministry of Education (MOE) and the Media Development Authority (MDA) under the auspices of the Inter-Ministry Cyber Wellness Steering Committee (ICSC).
From 2009 to 2013, the CWSAP was a project under the ‘BackPackLIVE!’ Programme, which was a four-year collaboration between MOE, the Infocomm Development Authority of Singapore (IDA) and Microsoft Singapore. It had reached out to more than 1,400 student ambassadors.
As part of the Applied Study in Polytechnics and ITE Review (ASPIRE), Ms Indranee Rajah, Senior Minister of State, Ministry of Law and Ministry of Education, will lead a delegation to Germany and Switzerland from 10 to 16 February 2014. ASPIRE aims to enhance students’ career and academic prospects, and strengthen applied study in polytechnics and ITE in partnership with industry.
The delegation will visit public agencies and education institutions to understand their model of applied study and how students are provided guidance in choosing their education and career pathways. The delegation will also visit several companies in Germany and Switzerland to study how they partner education institutions to offer structured internships and training in the workplace for students through apprenticeships.
Ms Indranee Rajah, who is the Chairman of ASPIRE, will be accompanied by ASPIRE Committee members from the private and public sectors, as well as officials from the Ministry of Education.
Speech by Ms Sim Ann at the SMU-SPD Conference on "Building a Culture of Inclusion within Institutes of Higher Learning"
I am pleased to join all of you today at this conference at the Singapore Management University, to discuss how we can strengthen the culture of inclusion at institutes of higher learning. I am particularly glad because supporting students with disabilities is close to my heart. I know that SMU has been on the forefront of promoting inclusion and making accommodations for students with special needs. I also know that the Society for the Physically Disabled has been active in reaching out to stakeholders and forming partnerships. It is very meaningful that both parties have come together today to organise this conference.
Our education system is committed to creating opportunities to realise the potential of each student, and to help him meet the challenges of life beyond school. To this end, we have always advocated an inclusive approach that recognises the strengths and interests of each student and that is also sensitive to the needs of each student and their families. As part of this commitment, we have invested significant resources in extending practical help and support to students with special educational needs, to enable them to access learning lead independent lives to the best of their ability.
I believe this is possible only with the concerted effort of the voluntary welfare organisations (VWOs), the government and Institutions at every step of the student’s learning journey, and it is encouraging that many stakeholders, have demonstrated a deep passion and commitment to help these students. We also rely heavily on the networks and expertise of our voluntary welfare organisations (VWOs) and the commitment of our institutes of higher learning (IHLs), to better anticipate the needs of our students and to create an environment of support for them to realize their potential.
A recurring theme in the “Our Singapore Conversations” is hope and opportunity for all. In the same spirit of inclusiveness, we remain committed to extending the necessary resources and support to students with special needs to help them achieve their fullest potential in life. Over the years, the government and the community have provided significant funding and extensive support to uplift the quality of education at the 20 Special Education (SPED) schools run by the VWOs. MOE has also worked with SPED schools on their curriculum and teaching approaches to better meet the needs of their varied student learning profiles. Building up staff capability and infrastructure has also catered to the needs of students with moderate to severe special needs. We have also invested heavily in technology to facilitate the day-to-day learning for students who may have difficulty communicating and learning through conventional methods.
Over time, MOE has also strengthened the support provisions for students with special needs in our mainstream school. For example, schools have been provided with specialised manpower, the Allied Educators (Learning and Behavioural Support) and more teachers trained in special needs. Students with dyslexia form the largest group of students with special needs in our mainstream schools. Just recently, we started the School-based Dyslexia Remediation programme in primary schools which provides specialised intervention support for such students.
With the on-going support given to students with special needs in the mainstream and SPED schools, many have been able to progress to our Institutes of Higher Learning. However, we are also aware that some students may find the transition from our schools to the IHLs challenging, given the varying levels of support within the different institutes in our higher education landscape. In partnership with our key stakeholders as well as the IHLs, we are working towards ensuring a more seamless transition for these students.
To this end, we are also taking significant steps towards strengthening support in our Institutes of Higher Learning. In 2013, we expanded a pilot scheme to transfer relevant diagnosis and support information of students with special educational needs from 64 secondary schools to the polytechnics and ITE. This was done with consent from the students and parents, and was very well received. We have also worked with our polytechnics and ITE to build staff capability in supporting students with disabilities, and have put in place a regular awareness and training programme, to equip polytechnic and ITE staff with the skills to render practical help to students.
The Government recently announced a new transport concession scheme for Persons with Disabilities. Even as we welcome this, my colleagues in education are continuing to work with our Institutes of Higher Learning, voluntary welfare organisations and other agencies, to better understand and anticipate the needs of those around us. Such efforts will go a long way in creating a more supportive and conducive learning environment for our students, and will ultimately make us a more compassionate and inclusive society.
This is an ongoing effort. I am happy to see more and more discussions on inclusion within institutes of higher learning taking place. I would like to congratulate Singapore Management University (SMU) and the Society for the Physically Disabled (SPD) for putting this conference together, and for the initiatives that they will undertake together with the signing of the Memorandum of Understanding. Such collaborations will benefit not just SMU students they will also make our society more aware, compassionate, and hence, a better place for all.
I wish you all a good conference, and I hope the ideas discussed will spur us to have many more fruitful conversations ahead.
I am delighted to be here, to address all of you gathered for the combined National School Games (NSG) Opening Ceremony, for both the Singapore Schools Sports Council (SSSC) and the Singapore Primary Schools Sports Council (SPSSC).
Each year, more than 55,000 students compete in the NSG. The organisation of over 200 championships for 28 sports is the largest and most extensive annual youth sports event in Singapore. It would not be possible without the hard work and commitment of our teachers, heads of department, and principals. Together, you create for our students a valuable and vibrant sports platform for life-long learning.Learning Grit for Life through Sports
We want our students to have a holistic education. So we have designed our school experiences for students to acquire a broad and deep foundation for a life-long journey of learning. One of such rich experiences is sports.
Sports develop character and values, cultivate positive attitudes and strengthen people skills. When our students train, when they interact with team mates or opponents, when they overcome obstacles in pursuit of the goals they have set, the lessons learned provide them a strong inner core to draw on in the future. In my view, the most valuable trait that sports develop is grit.
Grit is more than resilience. When a student has grit, he is passionate about a long term goal and perseveres towards it. Researchers have studied high achievers. What contributes to their success are ‘zeal’ and ‘persistence of motive and effort’. This makes intuitive sense. The ‘grittier’ person is focused on winning in the long run. His passion and commitment provide the stamina to maintain his determination and motivation over long periods of tough training, failure and adversity.
At the recently completed South East Asian (SEA) Games, there were many stories of grit, discipline and eventual triumphs. Saiyidah Aisyah was Singapore’s lone representative for rowing. She created history for Singapore when she clocked a winning time at the 2km race in the Women’s event. Her achievement did not come easy for her. She had to plough through thousands of hours of training, even choosing to put her career temporarily on hold, to become Singapore’s first rowing champion at the games.
Janine Khoo, a student athlete, displayed the same kind of grit for her sport - Equestrian. She trained for 10 years to ride horses. 10 days prior to her ‘O’ levels, she broke her cheekbones at a training incident while preparing for the SEA Games. She needed surgery to insert four titanium plates and a wire mesh to reconstruct her face. The setback did not dampen Janine’s spirits. Instead, this young, gutsy lady sat for her ‘O’ levels despite the pain, went back to training within three weeks of her surgery, and proceeded to secure the first equestrian gold for Singapore since 1995. Her nerves of steel and remarkable ability to remain completely focused are truly admirable. Such strength of character and discipline must have been honed over countless hours in training and at competitions.
Grit is transferable to other pursuits in life. Associate Professor Aymeric Lim is a hand surgeon and chairman of the National University Hospital Medical Board. He is also the Dean of the Health Leadership College of the Ministry of Health. When he was a student, he played for his school in the inter-school tennis competition. According to Associate Professor Lim, it was tennis that taught him how to handle the mental pressure he now faces at work. In an interview with the Singapore Sports Council, he said, “Sports give you a capital of knowledge and experience that you can draw on and apply in any life situation.” Associate Professor Lim is not the only one. There are many successful people who share his view that sports made them who they are today.Learning Integrity and Service for Life through Sports
Each year, the Sportsmanship Award is given to athletes who best exemplify the attributes of character, integrity, and sportsmanship at the NSG. Amidst the nominations and recommendations of worthy awardees, I am heartened to hear of a badminton player from Dunman High School.
During a nail-biting, high-stakes doubles match at the National Inter-School Badminton Championships, Ngee Ann Secondary smashed the shuttlecock out of play, and the umpire awarded the point to Dunman High. As everyone readied for the next rally, one of the players from Dunman High walked up to the umpire and explained that he had touched the shuttle before it went out of play - an honourable act of admission that took everyone by surprise! The umpire reversed his decision and awarded the point to Ngee Ann Secondary. The player’s integrity and action so touched the student athletes and teachers of Ngee Ann Secondary, that they gave him a rousing round of applause. Ngee Ann Secondary eventually won the match, and they wrote in to Dunman High to strongly request that the player be nominated for the Sportsmanship Award. This player was Lee Tai Yu.
Such displays of character, camaraderie, and mutual respect, among players, supporters, and competing schools, are what makes our National School Games meaningful. Students have opportunities to demonstrate character as players, supporters, and even as volunteers. Our student spectators and volunteers gain a sense of community and responsibility for their fellow Singaporeans, as they support their teams, serve their peers, and contribute to the sports community at large.
Next year, when the 28th SEA Games come to Singapore, we will witness top athletes from Southeast Asia pit their skills against one another. All of us will have the opportunity to play host to athletes and friends from the region. Let us play our part to make it a success in the year Singapore turns 50!Learning for Life Programme (Sports and Outdoor Education)
We want these learning opportunities through sports to become even more deeply embedded and deliberate in all our schools. This is why I announced at last year’s MOE Workplan Seminar, that all secondary schools will each develop a Learning for Life Programme and an Applied Learning Programme by 2017 to complement their core curriculum. Sports and outdoor adventure learning, student leadership development, uniformed groups, performing and visual arts, all lend themselves naturally to the Learning for Life Programme.
This year, schools will begin working towards implementing the Learning for Life Programme. They will provide students with real-life tasks to develop their character, social-emotional competencies and values.
Jurongville Secondary is one such school. It has designed a comprehensive ‘Sports for Life’ programme for their students. They will be:
- providing extensive sports exposure to ALL their students through their PE and sports programmes,
- encouraging character building and empowerment through sports leadership development, and
- stretching their talented sportsmen by providing a network of support structures made up of teachers, coaches and partnerships with sports organisations.
Jurongville Secondary has anchored their programme on MOE’s Revised Physical Education (PE) and Sports Development Framework. The framework aims to achieve a nation of physically active Singaporeans by catering to their range of physical abilities and interest in sports participation.
We want all our students to be exposed to a wide range of sports through PE and Sports CCA, so as to help them develop all-round fitness, discover their strengths, and find their interests. There is no rush to push them too fast, too young. Talent for most sports only emerges during adolescence. We should provide broad-based exposure for our young ones, and encourage them to develop a wide range of movement and fitness competencies, before they find their calling in specific sports.
When Dipna Lim Prasad made the cut for the Singapore Sports School, she was the slowest runner amongst the athletes of her batch. According to her, she was “bouncing around events” in her entire first year at the sports school, and only managed to settle on the sprint events in her second year. Today, she has lowered the Women’s 100 metres hurdles national mark four times, and is the holder of three national records. Similarly, today’s fastest man in Singapore only started serious sprint training when he was 14 years old. Before that, he took part in PE, spent his recess in primary school kicking a plastic ball around, and dabbled in a bit of hockey training in secondary one. Since then, Gary Yeo has raced alongside sprint giants like Usain Bolt and Yohan Blake at the London Olympics. Gary and Dipna are top athletes whose talents were honed in their teens. They benefited from broad-based sports exposure in primary school.
Beyond competitions, we want all our students to continue being active all their lives. The stirring gymnastics performance from St Margaret’s Secondary School we saw at the start of today’s ceremony, was also performed at the 4th Asian Gymnaestrada held in Singapore last November. Altogether, 600 participants gathered to celebrate movement, acrobatics and dance. There was no competition; and the participants ranged in ages from 4 to 80 years old!Safety in Physical Activities
It is my hope that our students will learn to enjoy sports and be physically active adults, right into their eighties, if not beyond. Therefore we must pay attention to safety, starting from young. I was deeply saddened by the recent deaths of two of our students during PE lessons. I want to remind our students and parents to inform our teachers if the students are not feeling well, or have just recovered from illnesses. Students should also look out for one another. Teachers should know their students well and keep themselves updated in how to organise safe and robust PE classes. Safety is everyone’s responsibility.Conclusion
School sports provide a wealth of potential for deep learning for life. With careful planning, deliberate effort, strong partnership and support from parents, coaches, and sports organisations, we can bring out the best in our students, as we teach them to embrace the best of the human spirit.
In closing, I want to thank all principals, heads of departments, teachers-in-charge, HQ officers, coaches, and officials, for your dedication and service to school sports. And to our parents, thank you for your unyielding support for your children and our schools. To our students, I wish you all a safe and enriching NSG!
The 2014 National School Games (NSG) Opening Ceremony that marks the start of the annual inter-school games was held at ITE College Central, graced by Mr Heng Swee Keat, Minister for Education, on 6 February 2014.
As the largest and most extensive annual youth sports event in Singapore, an estimated 55,000 students will participate in competitions across 28 sports from 6 January 2014 to 29 August 2014. The ceremony signifies the commitment by the Singapore Primary Schools Sports Council (SPSSC) and the Singapore Schools Sports Council (SSSC) to offer inter-school competition opportunities with a strong educational focus to students.
Accompanying the revised Physical Education (PE) syllabus which is being implemented in phases from 2014, the Ministry of Education had updated the PE and Sports Development Framework in 2013 to support schools in providing good PE and Sports Education programmes. The revised framework guides schools in providing developmental opportunities for all students, and those with specific interest and ability in sports. More details on the framework can be found in Annex A.
Since 20101, the NSG has provided our students with the opportunities to compete, interact and develop character and values through real-world and authentic experiences. Students learn life lessons, cultivate positive attitudes, and strengthen their people skills through the training programme and the competition experience.
To ensure that all students have an opportunity to celebrate the opening of the NSG, and to reflect on the value of sports participation, schools will be encouraged to conduct their own symbolic ceremony in February 2014. Students will hear the NSG message from Mr Heng Swee Keat, Minister for Education, and view excerpts of the Opening Ceremony on the MOE YouTube channel.Footnote
- The term “National School Games” (NSG) was introduced in 2010. It was formerly known as the National Inter-School Championships.↩