Craft & Technology

To prepare students for life by developing their design and critical thinking through an authentic, rigorous and relevant curriculum (School Curriculum Innovations)

To enable students to discover their strengths and interests through a variety of alternative assessments and design-and-make projects

To consistently create a safe, stimulating and productive learning environment for students

Art

• To enable students to be visually literate and appreciate art.

• To enable students to observe, understand and communicate their ideas by using and creating visuals.

• To enable students to see the value and recognize the relevance of art in their life.

Design & Technology (D&T)

• To foster students’ positive values and develop dispositions for enterprise, creativity and innovation through research and exploration, idea conceptualization and development, communication, working with materials and tools in response to needs identifies.

• To harness students’ innate curiosity and ability to create through design-and-make activities

• To develop students an awareness of design in the areas of social, culture and environment.

Food & Consumer Education (FCE)

• To empower students to be health-conscious and discerning consumers, so that they could better manage their lives for the present and future.

• To enable students to learn how individuals and families can optimize their resources in terms of food, finance and time to meet physical, mental, social and economic needs.

Music

• To develop students’ awareness of and appreciation for music of various cultures and the role of music in daily living.

• To develop students’ ability for creative expression and communication through music.

• To provide the basis for students to develop an informed and life-long involvement in music

The Art Curriculum aims to enable students to enjoy art, communicate visually and make meaning through connecting with society and culture.

The Lower Secondary Art programme aims to develop students as active artists and informed audience with:

• Curious minds that are open to exploring and experimenting in art.

• Critical and inventive thinking in creative expression.

• Personal voice and capacity to collaborate with others in art.

• An awareness, interest, and respect for art from diverse social and cultural perspectives.

The Upper Secondary Art programme aims to develop students as active artists and informed audience with:

·       Confidence to express artistic intent through visual language.

·       Critical, adaptive and inventive thinking to produce and evaluate creative resolutions.

·       Personal voice and capacity to reflect on self in relation to others in art.

·       An understanding of, and respect for diverse social and cultural perspectives.

Overview of the Design & Technology Curriculum

The Design & Technology (D&T) curriculum immerses students in the progressive learning of design thinking, problem-solving, and technical concepts across 4 to 5 years of secondary education. Through authentic and rigorous projects, students engage in self-directed inquiry, collaborative design work, and School Curriculum Innovation (SCI).

Throughout this journey, students are meaningfully exposed to adaptive thinking and critical thinking and the continual development of 21st Century Competencies (21CC), equipping them with creativity, resilience, and problem-solving skills essential for their projects and assessments.

Secondary 1 – Design Discovery

At Secondary 1, students embark on their first encounter with D&T, a subject unlike any they have taken before. The focus is on sparking curiosity and introducing the world of design in daily life—from simple phone holders to electronic tags.

Students gain awareness that design is not limited to exhibitions or buildings but is all around them. They also develop foundational technical skills such as drilling, filing, and sanding, which build their spatial awareness and confidence in handling tools and materials.

Secondary 2 – Design Community

In Secondary 2, students broaden their design perspectives by learning to think and do—to visualise possibilities and transform them into tangible design solutions for real-world contexts. They engage with non-verbal design codes such as sketches, diagrams, models, and prototypes, which help them translate abstract needs (e.g., creating intellectual engagement or designing for children) into concrete, purposeful objects.

Through this process, students develop a solution-focused mindset, strengthening their ability to design and make with empathy, creativity, and functionality in mind. This constructive approach not only deepens their understanding of how design serves communities but also equips them with the confidence to tackle open-ended, ill-defined problems.

Secondary 3 – Design Immersion

At this stage, students deepen their expertise through immersion in rigorous design practices. Building on the foundations from Sec 1 and 2, they acquire advanced skills such as lathe and complex drilling, while honing independence in preparation for their N & O-Level coursework.

Students are equipped with greater content knowledge and experience the demands of structured journal work, enabling them to think critically and document their design processes.

Through the school’s partnership with Singapore Polytechnic (School of Electrical & Electronic Engineering), students may also explore an Advanced Elective Module (Electronic Design & Development). Here, they collaborate on mini-projects to reinforce their grasp of electronics and strengthen teamwork in authentic design contexts.

Secondary 4/5 – Design Quotient

In their graduating years, students draw on the skills and experiences gained across the curriculum to develop their Design Quotient—the ability to apply creativity, analytical skills, and critical thinking at an advanced level.

They embark on their final year project, which challenges them to work largely independently while receiving close guidance from teachers. This stage sharpens not only their technical skills but also their 21CC dispositions—resilience, problem-solving, and innovation—preparing them for future studies and the world beyond school.

Overview of the Food & Consumer Education Curriculum

The FCE CC is designed to empower students to be health-conscious and discerning consumers, enabling them to better manage their lives for the present and the future. 

Secondary 1 and Secondary 2

Students will learn about the importance of having a balanced diet and how to plan healthier meals or modify meals using My Healthy Plate to meet their individual and family’s  dietary needs and reduce diet-related health problems. 

Students will also learn how to manage their money and resources as part of consumer education.  They will also practice sustainable consumption in line with the increased global drive towards sustainable living

Hence, through their applied module project, students will also have an opportunity to apply the food management, culinary and consumer skills.

Secondary 3 (Nutrition & Food Science)

The study of NFS builds on the knowledge and skills learnt in FCE and develops a strong foundation in the areas of nutrition and health, food literacy and food science. 

Students will also be able to apply food science principles during food preparation and cooking. They also learn to appreciate the importance of using a variety of food commodities in food management and the issues of food security, including food safety and sustainable food consumption. Hence, they will also be able to advocate nutrition and health for self, family and the community, as a health ambassador, a discerning consumer and a food innovator.