Experiment Explore Excel - NUS High · 2013-02-21 · Advanced Biochemistry, and Basic and Advanced Molecular Genetics contribute towards the learning and applications in Cell Biology

Excel

Experiment

Explore

NUS High School of Mathematics and Science20 Clementi Avenue 1, Singapore 129957

Tel: (65) 6516 1709 • (65) 6775 6910 • Website: www.highsch.nus.edu.sg

Object: Lagoon Nebula (M8) • Data acquisition by Rion You • Image processing by Qin Jue Hang • Supervision by Mr Yuen Xiang Hao • NUS High School Observatory

Information Guide

THE School logo shows the emphasis of Mathematics and Science in thisspecialised school with the test tube representing the sciences and the symbol¹ representing mathematics. The third element in the school logo is thesparkle, which represents the dynamism, energy and innovation when thetwo disciplines are brought together. The green logo symbolises the Schoolproviding a nurturing environment for students’ growth and development,whilst the grey wordings symbolise the solid base upon which the institutionis built.

MottoExperiment • Explore •

ExcelVision

To be a wellspring ofinspiration

for Math &Science Education

and ResearchMission

The NUS High School will

nurture well-rounded andworld-ready scientific minds to make

distinguished contributions as

Pioneers,Achievers,Thinkers &

Humanitarians.

The School aims to nurture well-rounded and world-ready scientific minds to make distinguished contributionsas Pioneers, Achievers, Thinkers & Humanitarians.Students enjoy a well-rounded education including thelanguages and humanities. The curriculum has a specialemphasis in mathematics, sciences and research tosustain and enhance students’ passion in these areas.The School also provides platforms and opportunitiesfor students to develop their character and leadershipskills. All students will have at least one opportunity totravel overseas. This allows them to develop a globaloutlook and learn to operate within multi-national settingin the future.

Students are admitted to the school in Year 1 (13 yearsold) or Year 3 (15 years old) after a rigorous selectionprocess comprising tests and group activities inwhich they are assessed based on their understandingand passion in mathematics and the sciences. The six-year high school programme attracts the top 10% ofSingapore’s national cohort of primary school students.Annually, it receives about 2000 applications fromboth local and international students for its Year 1admissions. The School can take up to 170 students inYear 1 and 70 students in Year 3 annually.

Our Programme

NUS High School of Mathematics and Science (NUSHigh School), affiliated to the National University ofSingapore (NUS), is an independent, specialised, co-educational school for students who have high aptitudeand deep passion for mathematics and the sciences.Offering its own six-year diploma programme, the schoolwas set up in 2005 by the Ministry of Education (MOE)and NUS. At the end of Year 6, students will be awardedthe NUS High School Diploma, which is recognised byuniversities both locally and around the world, includingtop universities in United Kingdom and USA.

Programmeof Studies

P r o g r a m m e o f S t u d i e s • 1 •

Programmeof Studies

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CurriculumFramework &

GraduationRequirements


3 Majors -Mathematics* & 2Sciences*4th Major (Optional)- Any other subjectfrom Sciences*,Humanities, Art &Music

English Language

Advanced ResearchProject

Curriculum Structure

The curriculum is organised around a 2 – 2 – 2 structurewhich allows students flexibility in meeting the require-ments to move up to the next phase. This is different fromthe yearly promotion system that is practised widely in themainstream schools:

Foundation YearsYears 1 & 2 Students will be taught the fundamentals of

the subjects

Advancement YearsYears 3 & 4 Students will enhance their knowledge and

have the opportunity to apply their knowledge

Specialisation YearsYears 5 & 6 Students will be engaged in doing advanced

courses in the areas of their specialisation.

Our Programme adopts an integrated approach to teachingand learning to ensure that our students are provided witha well-rounded education in the following areas:

Foundation Advancement SpecialisationYears Years Years

Mathematics & SciencesMathematics, Biology, Chemistry & PhysicsComputing Studies, Astronomy & Robotics

Humanities, Art & MusicIntegrated Art, Music, Economics,Humanities Geography, History orArt or Music English Literature

LanguagesEnglish Language & Mother Tongue**French Language, Japanese LanguageChinese Special Programme &Malay Special Programme

Research, Innovation & EnterpriseDa Vinci Foundation, Design &Engineering, Creative Problem Solving,Science Presentation &Research MethodologyDa Vinci Seminar Series, Introduction toSystems Thinking and Modelling &Independent Research Project

Affective and Character EducationValue-in-Action, Student Leadership, Discipline, National Education,Pastoral Counselling, College Counselling & Boarding Programme(Year 5 only)

Physical Education

Co-curricular ActivitiesNote: Subjects in green are optional subjects.*For Mathematics and the Sciences, students can read the subject at Majoror Major with Honours level. **Fulfill MOE Mother Tongue requirements

Exemption & Acceleration of Modules

Students who are granted exemption of a module mayproceed to read another module at a higher academic levelin lieu as acceleration. For example, MA1110 (a prerequisitefor MA2112) is normally read by a Year 1 student. A studentgranted exemption of MA1110 may accelerate to readMA2112 in his/her Year 1 of study.

National University of Singapore Modules

Acceleration can be extended to reading NUS modulesat the undergraduate level. Students who are highly giftedin certain academic areas may take selected NUS modulesafter approval has been given by the relevant departmentof NUS High School and NUS.

Advanced Research Project

Students must successfully complete a graded AdvancedResearch Project as a graduation requirement. Completionstatus of the project is documented in the student’stranscript and details described in the student’s portfolio.Apart from the benefits of individual growth and develop-ment gained through this experience, college/universityadmission tutors have indicated that annotation of asuccessfully completed Research Project in the studenttranscript can have a strong positive effect on the collegeadmissions process. While grades will be awarded towardsthe completion of the Research project, they will notbe used in the computation of the Cumulative AveragePoint (CAP).

Graduation Requirements

For students to graduate with the NUS High SchoolDiploma, they must fulfill ALL of the following requirements:

• Minimum graduation CAP of 2.5• Pass in English Language• Complete respective Mother Tongue Modules as required• Pass all Mathematics Core Modules• Pass all Core Modules in TWO Science Majors• At least a satisfactory grade for the Advanced Research

Project

Modular System

The curriculum of NUS High School is based on a modularsystem which aims to provide a healthy diversity of learningopportunities so that students can develop to theirfullest potential at their own pace.

Types of Modules

CORE Essential modules that students must passmodules

ELECTIVE Modules that build on the Core modulesmodules to give a greater depth and deeper

understanding of the subject

ENRICHMENT Modules that are offered to students whomodules wish to broaden their interests

HONOURS Advanced modules designed at universitymodules undergraduate level for students who

plan to do a Major with Honours in specificsubject area upon graduation with theNUS High School Diploma.


Subject Major(offered by Mathematics,

Biology, Chemistry, Physics,Computing Studies,

Geography, Economics,History, English Literature,

Art and Music)

Broadly defined as a curriculum leadingto academic competency equivalent to‘A’ Level or AP Examination.

It is also the minimum level of subjectrequirement for award of the NUS HighSchool Diploma.

Direct students to higher level oflearning and competency, preparingstudents for university-level courses.

To qualify for reading a Subject Majorwith Honours, students have to main-tain consistently a high achievementin core modules.

Subject Majorwith Honours

(offered by Mathematics,Biology, Chemistry and

Physics)

Subject Major and Major with Honours

The following academic tracks are offered by the respectivesubjects:

MathematicsAnd

The Sciences

Students keen in computing can take up elective modulesin Computing Studies (CS) from Year 2 onwards. Studentsmust take the CS electives in the Advancement Years,if they wish to read Computing Studies as a 4th major inthe Specialisation Years.

Biology

The Biology curriculum is uniquely designed to coverboth breadth and depth of the subject. Modules adopt aspiral and thematic approach. For example, Foundationsin Ecology and Microbiology, Diversity of Life in theMicro-Kingdoms, Evolutionary Biology, and Diversity ofInvertebrates and Vertebrates contribute towards the learningof Ecology, Diversity and Evolutionary Biology. Basic CellBiology, Advanced Cell Biology I and II, Introductory andAdvanced Biochemistry, and Basic and Advanced MolecularGenetics contribute towards the learning and applicationsin Cell Biology and Biochemistry, as well as Classical andMolecular Genetics.

The first and second years are Foundation Years whichaim to provide students with a solid foundation in Biology.They develop observation and inquiry skills. They will alsopick up good habits of the mind, and effective scientificskills through experiential and hands-on learning.

The third and fourth years are Advancement Years whichallow students to read modules that take them beyondthe basics. They investigate biological phenomena andengage in more in-depth investigations. There is moreexposure to critical thinking and analytical skills in the moredemanding modules.

Mathematics, Statistics & Computing

The Mathematics curriculum at NUS High School is builtupon important mathematical concepts such as numberand algebra, geometry and measurement, function andgraph, as well as probability and statistics.

Students will be able to apply these concepts in multipleways using numbers, graphs, symbols, diagrams, and words.The learning process emphasises concept attainmentthrough problem solving and reasoning, mathematicalskills and tools, mathematical computation and modelling,and putting mathematics to work.

In the Foundation Years, students are given a broad-basedmathematical study of algebra, geometry, statistics andtrigonometry. These topics serve as a foundation for manymodules offered in the later years.

Pre-calculus topics such as functions, trigonometry,sequences and series will be taught in the AdvancementYears. Students must be familiar with the properties offunctions, the algebra of functions, the graphs of functions,the language of functions, and the values of trigonometricfunctions. Vectors, numerical methods and mathematicalproofs will also be touched upon. Simple concepts ofcalculus are introduced too.

Students in the Specialisation Years are required to readcalculus at an extensive level that is comparable to calculuscourses in colleges and universities. They will also furthertheir knowledge in pure mathematics and statistics. Inaddition, they have a range of electives to choose fromto deepen their knowledge and widen their exposure.


The fifth and sixth years are Specialization Years wherebystudents, who are deeply interested in pursuing Biology-related disciplines in universities, will continue to readoffered modules that adopt a more applicative and in-depth approach. These modules allow more knowledgeapplication in broader and concept-orientated perspectives.Students will also become more independent in theirlearning approaches.

Chemistry

The Chemistry curriculum in NUS High School ofMathematics and Science is a six-year course which aimsto deliver a meaningful learning experience for everystudent, and seeks to nurture the student as an inquirer.It is designed to ultimately instill depth in the understandingof fundamentals, and high competency in solving chemicalproblems. Our exciting curriculum takes on the spiralingapproach and is divided into three key stages - Foundation,Advancement and Specialisation.

The objectives of the Foundation Years are to build a strongunderstanding in basic and essential concepts in Chemistryand to develop a sense of appreciation for the subjectand how closely it relates to our surroundings. The topicsintroduced will cover a wide breadth, using a conceptualapproach, with an emphasis on understanding the behaviourof our physical world from the perspective of atoms andmolecules. In addition, students will be frequently engagedin laboratory activities and during the course of which, learnthe process of scientific investigations.

In the Advancement Years, students will be introducedto more advanced concepts like chemical equilibria andthermodynamics. Many of these concepts build on whatthe students already understand from the Foundation Yearsand the topics are treated in a more in-depth manner.There is also a continual emphasis on the practicalcomponent of Chemistry to enhance the students’ theoreticaland laboratory skills through relevant and carefully plannedpractical sessions.

Specialisation years provide students with a platformto delve deeper into certain topics. Modules incorporate

more higher order questions to stimulate the analyticalminds of the students. At the same time, laboratory workis more intensive as students are now more ready totake on independent research to complement the theorycovered in class.

Physics & Engineering

Physics curriculum in NUS High School spans six yearsand is divided into three key stages - the Foundation,Advancement and Specialisation Years.

The Foundation Years modules are designed with a broadconceptual approach to ensure that students receivestrong foundational grounding in the fundamental conceptsand principles such as motion, conservation of energy andelectricity. A wider scope is adopted with less emphasison math-based problems so that it allows greater masteryof these concepts.

In Advancement Years modules, the topics covered in thefoundational modules are revisited with greater rigour usinga mathematical approach involving the use of tools suchas algebra and trigonometry. Greater emphasis is placedin these modules on problem-solving techniques andanalytical approaches to physical situations.

The Specialisation Years modules build on those in theearlier years, extending study in mechanics and electro-magnetism through the use of calculus. The focus is ondeepening students’ understanding and extending theirlearning through greater analytical and mathematicalsophistication, as well as raising the standard of theirproblem-solving abilities through calculus applications.Students can also opt for engineering-based modules thatwill provide scaffold for NUS engineering modules.

Besides the core modules, the department offers awide range of Elective & Enrichment modules which areintended to bring students to the next level of interest andpassion in Physics. These modules will allow students topursue their passion and interest in areas such Robotics,Computational Physics and Astronomy.


The Languages

English Language & Literature

English Language

The English Language programme aims to nurture studentswho are able to communicate effectively in varied contextsas a result of their development in listening, reading,speaking and writing. More importantly, it seeks to developin students a broad and mature understanding of a rangeof subject matter pertaining to the world affairs as well asthe ability to analyse and evaluate them critically andcreatively. In addition, the programme hopes to cultivatestudents’ lifelong interest in the language, love for andappreciation of texts of varied genres.

The curriculum adopts a constructivism approach, whichengages the learner in making meaning from authentictexts and using language in real-world contexts. For everymodule, an integrated and holistic strategy is used, toensure acquisition of key language skills in listening, reading,speaking and writing. Class time will be devoted to thinking,decision-making, learning-focused interaction and problem-solving in authentic contexts.

The curriculum in Years 1 and 2 focuses on the appreciationand creation of literary works and functional texts. Throughtext types such personal recounts, narratives, descriptiveworks, poetries, and plays, the modules aim to developstudents’ language and literary skills. The study of Literatureand skills of literary analysis will be incorporated in theEnglish Language modules. In addition, students will beintroduced to a wide range of functional texts like factualrecounts, information reports and formal letters. They will

apply knowledge of textual and linguistic features tocommunicate effectively for real world purposes.

In Years 3 and 4, students will be introduced to expositorytexts. Through exposure to a broad range of expositionsand other text types covering various social issues andconcepts, students will learn to understand, appreciate andanalyse arguments and persuasive elements in these texts.They will acquire techniques in responding to argumentsand writing expository essays. In addition, students willapply these skills to complete authentic tasks such as thecreation of advertisements and collaterals; writing andpresenting advocacy speeches, campaigns, reports andproposals.

In Years 5 and 6, students acquire knowledge andunderstanding of diverse topic areas through extensivereading, group discussions and independent research.These topic areas include the study of culture, society andsocial institutions, nation and policies, politics and globalforces/ events shaping the world. They will develop skillsin analysing and evaluating varied world issues acrossdisciplines, and understand their significance andimplications for the individual, nation and the globalcommunity. They will continue to hone their skills in criticalreading and formulating cogent arguments.

Students must pass all English Language modules to fulfilthe requirements for graduation with the NUS High SchoolDiploma. As English Language is a process skills subject,the department does not allow for exemption or accelerationof modules. Class attendance and participation areimperative for skill-development, hence they are not optional.


English Literature

Through a broad selection of literary texts which includerepresentative works from various genres and periods, theLiterature programme aims to:

• nurture students to be Readers for Life who can appreciatedifferent genres of Literature and its contribution tothe human civilisation

• groom students to be proficient in understanding variousliterary forms and its features in achieving specificdesired ends

• facilitate students to form perceptive thought andoriginal ideas towards what they read

• guide students towards an objective, conscious andcritical discussion reflective of both emotional andintellectual awareness of themes, characters, settingsand contexts

• develop students to be able communicate and presenteffectively and convincingly with proper analysis andevaluation in both the written and spoken mode

The foundation Literature module is incorporated into theEnglish Language modules of Years 1 and 2-EL1105 andEL1106. These foundation modules are pre-requisites forall higher level modules offered in the subject.

Years 3 and 4 will form the introductory and developingstage of exposure to the 3 main genres of Literature - Prose,Poetry and Play. For Prose, students will actively engage inthe study of Fiction in both the form a Novel and ShortFiction. For Poetry, students will experience a broad selectionof poetry from different cultures. Students will also exploreboth local and international theatre in their study of Play.

Years 5 and 6 will progress students from developedstudents of Literature to being advanced students with aricher and more diverse experience of Literature whilstsimultaneously rooting them deeper into the study ofspecific ideas of critical reading and thinking. Students willhave to read extensively and intensively representative worksof recognised literary merit spanning across different eras,movements and genres. The modules will be categorisedaccording to periods and topics. Their study will culminate


in an independent research programme which will take theform of an extended essay. The extended essay will be aninvestigation into the transformation of literary works eitheracross genres/periods.

Mother Tongue And Foreign Languages

An Overview

The Mother Tongue & Foreign Languages Department ofNUS High School of Math & Science offers core, electiveand enrichment language modules to our students. Thesemodules serve to cater to the varying learning needs ofour students from different cultural backgrounds. Thedepartment aims to provide our students with the languagefoundation required for tertiary education, and to developthe aptitude for language learning.

Mother Tongue Modules(Chinese/ Malay/ Tamil)

Mother Tongue refers to the three official Mother Tonguelanguages, namely Chinese, Malay and Tamil. It iscompulsory for students to take up Mother Tongue Language(MTL) modules, with the exception of students who havebeen exempted from Mother Tongue. Mother TongueLanguage modules are offered to students as Core Modules.These core modules are parked under Higher Mother TongueLanguage (HMTL) course and Mother Tongue Language(MTL) course, which is a four-year and five-year courserespectively. Students will opt for either the Higher MotherTongue or the Mother Tongue course, based on theireligibility and suitability. Both courses progressively equipstudents with Mother Tongue proficiency in four mainaspects, namely listening, speaking, reading and writing.Upon completion of the four-year Higher Mother Tonguecourse or the five-year Mother Tongue course, studentswould have acquired oral presentation skills, listening skills,reading and comprehension skills, as well as essay andsummary writing skills at the intermediate level. Uponcompletion of either courses, students are required to sitfor the GCE ‘O’ Level HMTL Exam at end of Year 4 or GCE‘A’ Level H1 MTL Exam at end of Year 5.

For students who find difficulties coping with MTL modules,they can drop MTL modules and opt to take up MTLSyllabus ‘B’ modules instead. However, approval must besought from the school before opting for MTL Syllabus‘B’ modules and the opting can only be carried out atappropriate stages (i.e. at either end of Year 2, 3 or 5). MTLSyllabus ‘B’ modules are offered to students as EnrichmentModules. Upon taking up the MTL Syllabus ‘B’ course,students are to complete this course and pass GCE ‘A’Level MTL ‘B’ Exam at end of Year 5.

In order to further develop in students the capacity andinterest for Mother Tongue languages, the school alsooffers elective modules to students taking MTL or HMTL

course. Elective modules such as Basic Translation Skills,The Math and Science Achievements of Ancient China,Learning Math and Science in Chinese, Appreciation ofChinese Language and Culture and The Culture behindChinese Philology aim to strengthen the language acquisitionof students and develop in them the ability to apprehendthe culture associated with the language.

Foreign/ Third Language Modules(French/ Japanese/ Chinese as 3rd Lang/ Malay as 3rd Lang)

The school offers French, Japanese, Chinese as 3rd Langand Malay as 3rd Lang as Elective Modules. These modulesare offered to the following categories of students:

(1) Having the interest to do a Third Lang on top of theirMother Tongue

(2) Opting to do French or Japanese as MTL-in-lieu(with approval from MOE)

(3) Having the interest to do one of these languagespurely for interest, even if they are exempted from MTL(this applies to some of the foreign students)

The four-year French and Japanese courses preparestudents for DELF (Diploma in French Studies) & JLPT(Japanese Language Proficiency Test) respectively. Thefour-year Chinese as 3rd Lang and Malay as 3rd Lang coursesequip students with language competencies required forsitting for GCE ‘O’ Level Chinese/Malay as 3rd Lang Exams,even though some of them may not be eligible to sit forthese exams.

Upon completion of any of the 4 third language courses,students are expected to achieve communicativecompetence in simple everyday situations. Having attainedthis level of learning would indicate that studentshave acquired the language foundation necessary foradvancement to the next level of learning.


Humanities,Art And Music

Humanities

The Humanities curriculum at NUS High School aimsto nurture our students into world-ready learners withhumanitarian values. Students will have an appreciationand sustained interest in the world around them. They willalso be adept at thinking critically and inventively, inspiringmultiple and varied possibilities for the betterment of ourcommunity and society.

The department offers a choice of three subject disciplines- History, Geography and Economics. Students will gainan introduction to the three independent disciplines duringthe Foundation Years by means of an Integrated Humanitiescourse of study. They will then have the option of pursuingHistory, Geography or Economics during the Advancementand Specialisation Years.

Integrated Humanities

The Integrated Humanities curriculum serves to lay thefoundation for the three Humanities disciplines taught bythe Department. Concepts and skills fundamental to therespective disciplines are imparted to prepare studentsholistically to manage the subjects at higher levels.

Students will examine the development of different cultures,and the contributions of the various communities in fosteringour cultural identities. They also study Singapore’s roadto independence, and are introduced to the different systemsof governance in the world. The Singapore Story of nationbuilding - the trials and triumphs, and her arduous journeyofeconomic, industrial and urban development, demographictransition and evolving challenges will also be discussed.

Students will also be examining the role of the communityand local organisations in uniting people from culturallydiverse backgrounds, and be introduced to global issuesof economic competitiveness, international relations,and current challenges of environmental sustainabilityand terrorism.

History

The History curriculum at NUSH School aims to providestudents with a broader worldview and a betterunderstanding of present global trends and internationalrelations through a contemporary study of regional andinternational developments in the twentieth century. Ithighlights the importance of understanding and interpretinghistory in all its complexity - its people, events, developmentsand issues are explored in a historical context and examinedfrom a range of perspectives. It enables students to betterunderstand how the world they live in is shaped by thehistorical forces of the recent past.

The curriculum adopts a multi-faceted approach, and isdesigned around knowledge that is enduring and areorganised around key themes and concepts or the “BigIdeas” that will guide students’ thinking and the learningoutcomes. Constructivist teaching is emphasised whichfocuses on developing students to be active learners, asthey engage in the learning to construct their own meanings.

Geography

The Geography curriculum is designed to manifest thedynamism of the subject as students study the interactions


between man and the environment over time and spaceat the local, regional and global scales. It integrates bothphysical and human geography, and provides for theacquisition of scientific and socio-economic methodologies.

The curriculum focuses on the study and investigationof cause-effect relationships between man and theenvironment through the identification of trends andpatterns, and the processes behind them. This is followedby the subsequent investigation into the adaptations,measures and management strategies meant to cope anddeal with these interactions. Through the use of relevantnamed examples and case studies, the curriculum ensuresthat the consideration of varied perspectives, ideas andviews are inherent in the curriculum. The Geographycurriculum thus aims to develop in our students, the valuesand attitudes of responsible citizens of an increasinglyinterconnected world. It will also strive to motivate themto reach a level of personal commitment to resolve theissues at different scales.

Economics

The study of Economics aims to provide students a broadunderstanding of national and international economicissues and challenges them to think critically throughexperiential learning and research. It aims to challengestudents to investigate the economic issues on strategiesof firms, efficiency, market failure and macroeconomicdevelopments in the regional and international economies.Students will examine real world case studies; provideeconomic insights and conduct research and explorealternatives to achieve key economic goals.

Economics as a social science will broaden students’thinking as they examine human behaviour in response tochanges and the way decisions are being made. Economicshas a vital role to play in promoting international cooperationand mutual understanding because of its focus on globalissues. To achieve this understanding, students will needto learn to consider economic theories, ideas, and eventsfrom the points of view of different stakeholders in theworld economy.

Art

The Art programme in NUS High School aims to stir theinterest and curiosity in all fields of art study. Students canput into practice what they have learnt in the art classroomto enhance skills required in Math and Science modules:geometry in perspective drawing, chemistry in ceramics,physics in sculpture, biology in figure drawing andenvironmental sculptures, psychology in interactive art andcomputer technology in new media arts. Art can also beused as a neutral ground when talking about social orcontroversial subjects. The programme will enhancestudents’ learning through:

• Aesthetic PerceptionStudents will learn to perceive the aesthetic value innature and in their immediate surroundings. They willbe able to articulate with a language specific to thevisual arts.

• Artistic ExpressionThrough the process of art making, students will learnto express themselves and learn the art of visualcommunication through various forms.

Historical and Cultural Context Students will understandhistoric contributions and cultural context in the visualarts. They will analyse the role of visual art in thedevelopment of human cultures all around the world.

• Critical AnalysisStudents will learn to analyse aesthetic principles andverbalise their understanding of the issues throughconstructive criticism of other students’ work.

• Practical ApplicationsStudents will apply creative skills in problem solving,communication and organisation of resources and time.

They will also learn aesthetic appreciation, expressionthrough visual language and will experience first handthe process of cross-disciplinary interaction. Theseabilities will help students understand how the arts areapplied in everyday life and what careers are related tothe visual arts.


Four Aspects Of Visual Arts Education

2 Dimensional (2D) studies - Drawing, Painting, Printmaking,Photography, Textiles, Collage and Illustration3 Dimensional (3D) studies - Sculpture, Ceramics,Metalwork,Woodwork, Multi-media work and Installation Art.Design - Fashion Design, Jewellery Design, Product Design,Interior and Furniture DesignArt History - Infused into the 2D, 3D and Design modules.It aims to cultivate the understanding and knowledge ofarchitecture, sculpture, painting, and other art formswithin diverse historical and cultural contexts.

Music

Music education in the NUS High School aims to refinethe aesthetic sensitivities of all humanities. Although musicis not a mandatory subject, it is still our mission to providea quality music programme that is an integral part of theentire education as well as a reflection of a well-balancededucation experience. School and community resourcesare used to facilitate the exploration of music in a mannerboth meaningful and relevant to students. Studentsmajoring in music - upon recommendation - will also enjoycollaboration opportunities with the NUS Yong Siew TohConservatory of Music. The music programme will enhancestudents’ learning through the acquisition of

• Music Knowledge• Music Reading, Listening and Analysis• Performing and Creating of music

The music programme helps students develop and achievebasic competencies and to strive for excellence within thelimits of their individual capabilities; as well as to developmusic leadership skills, musical understandings, and positiveattitudes that enable students to enjoy a meaningful musicaljourney, not only for the present but also in later life.

Expected Requirements

Applied Instrument - Students majoring in Music musttry to attain a standard of the Associated Board of RoyalSchool of Music (ABRSM) Grade 8 or beyond, for the firstmusical instrument and a standard of ABRSM Grade 5for the second instrument by Year 6. Majoring studentswill study or continue to learn the applied instrumentswith their external music teachers who will prepare themfor one of the examination boards such as the AssociatedBoard Royal School of Music (ABRSM) and Trinity CollegeLondon (TCL). Each level grows from those experiencespreviously presented.

Performing Opportunities: Chamber Music, Senior Recitaland CCA Performing Arts - Aside from fulfilling the 2 musicalinstruments requirement, majoring students must also

• complete a Chamber Recital• complete a solo Senior Recital on the final year before

graduation• participate in one of the CCA Performing Arts groups:

School Orchestra, Chinese Orchestra or Choir


ll year 5 students will go through a full yearboarding programme at NUS High School.The objectives of the programme are to acquire

life skill, cultivate friendships, develop leadership capacityand grow intellectual curiosity. Through interacting with peersand teaching staff living at the boarding school, students getto benefit from group learning. They are also given leadershipopportunities and training to hone their leadership skills, suchas helping to organise our yearly concert. Social ties formedwill last a lifetime, just as many friendships are made. Lifeskills, such as self discipline, being considerate and responsibleare learnt while living in a boarding community. The closeproximity to the laboratories within the school compound andNational University of Singapore provides convenience andallows boarders to have extended time for research.

A

NUS High School Year 5

BoardingProgramme

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BoardingProgramme

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The School provides a wide range of research projects withthe support of research institutes and universities. Someteachers also offer internal projects since many havePhDs or are working towards one. All projects by externalmentors are co-supervised by our teachers. The co-supervision is to ensure that our staff play an active roleand stay relevant in their respective field.

Students’ values, habits of minds and competencies areslowly nurtured and developed via structured programmessuch as the Da Vinci Foundation, Science Presentation,Seminar Series, Research Methodology and Design &Engineering etc.

All research projects will be presented at the annual NUSHigh School Research Congress. Research has providedour students with various local and overseas opportunitiesto share their work. Many students present their projectsat local or international fairs or conferences. Most studentswill participate in the Singapore Science & EngineeringFair (SSEF). In 2012, NUS High School obtained one-thirdof the overall medal haul.

TDa Vinci

Programme

he school aims to develop students with world-ready scientific minds. This is achieved via therigorous Math and Science curriculum together

with the six-year Da Vinci Programme. The programmedevelops values, habits of mind and competencies forresearch, innovation and enterprise.

Students have to complete an Advanced Research Projectin any Mathematics, Science or Engineering domain,which is one of the graduation requirements. Studentsare given extended space and time in Year 5 throughboarding to complete their projects. Training, preparationand some part of the research are done in our SpecialisedResearch Labs.

Besides setting aside every Wednesday afternoon forDa Vinci programme and research, the School alsomakes special arrangement for some students to have 8-week full-time research attachment from May to July sothat both students and scientist mentors will have afruitful, meaningful and productive research attachmentexperience.


Da VinciProgramme

Einstein+NUS High School Talent Development Programme

• Independent Study Elective• Academic Mentoring• Mentoring by NUS Professors

Exposure The programme provides opportunitiesfor students to learn beyond classroom teaching. Some ofthe activities will be as follows:

• NUS High School Overseas Student AcademicProgramme (NUSHS OSAP)Students selected can choose to do a two-week academicprogramme in countries such as Germany, UnitedKingdom, Australia, Switzerland and USA. Studentswill get an excellent opportunity to interact with NobelLaureates, distinguished scientists and work withtalented students from different cultural backgroundin experiment work and scientific learning.

• Interaction with local distinguished scientists• Talks by distinguished Fields Medalists and Nobel

Laureates in our NUSHS Seminar Series

Achievement Students will be given various opportunitiesto showcase their learning via competitions, fairs,conferences etc. These will help to encourage knowledgesharing and attain a benchmark with the best at nationaland international levels.

Service As potential leaders, these students will alsobe given a greater responsibility to contribute back tothe community.

RationaleNUS High School is a school that specialises in Math andScience. Among the rather homogeneous group of students,there is still a range of students of various abilities. Thereis a need to further develop students who are exceptionallyintelligent to help them realise their fullest potential. Thisis in line with the philosophy of the school in empowering,inspiring and nurturing talents.

ObjectivesThe Talent Development Programme - EINSTEIN+ aimsto develop and spur the best students in our school toachieve greater success, particularly in becoming Pioneers,Achievers, Thinkers and Humanitarians. They are to becomegood role models for other students to emulate.

ProcessThe Programme adopts a 5-step process in our talentdevelopment. The 5 processes are:

Identification The Programme will identify highly giftedstudents in math and science through various criteria.

Development The Programme will develop students’strengths and talents in the Math & Science domains.Some of the activities will be as follows:

• Module Acceleration• Olympiad Programme• NUS Modules• Independent Study Mode


Einstein+Programme

InternationalisationProgramme

NUS High School has established exchange and researchprogramme collaborations with top Math and Scienceschools in many countries, including Brunei, China, Japan,Netherland, Russia, South Korea, Thailand and UnitedKingdom. The exchange programmes include lessonobservations, research presentations and cultural sharing,among others. During the visits, students will be able tolearn and appreciate other cultures, as well as to build friend-ship with peers from these top math and science schools.

In addition, there is the NUS High School OSAP, wherestudents can learn advance math or science in renownedoverseas universities and research institutes. While engagingin challenging academic work in the company of peers whoshare their exceptional abilities and love of learning, theirlearning experience is further enhanced by the strongfriendship that they develop through the programme.

Motivated and enthusiastic students will be identified torepresent the school in overseas conferences, science fairsand/or competitions, as we recognise the need for studentsto learn with the best, and be aspired with the best in theinternational arena. This will spur talented students toachieve their fullest potential in their individual peaksof excellence.

US High School believes in developingstudents’ global outlook to their fullestpotential, and nurturing world-ready scientific-

minds who will make distinguished contributions asPioneers, Achievers, Thinkers and Humanitarians. TheInternationalisation Programme embraces the world asits classroom, as we enable our students to learn fromoverseas experience, and to develop a global outlook.

The objectives of the programme:

• Develop in our students the global awareness andcross-cultural skills and sensitivities of the 21st century;

• Expose students to Asia and the world and sensitisethem to the place of Singapore in the world; and

• Deepen students’ commitment and rootedness toSingapore

Every student will be offered at least one opportunity toextend their learning overseas through student exchangeprogrammes, NUS High School Overseas Student AcademicProgramme (OSAP), academic learning field trips, servicelearning programmes and overseas conferences, fairsor competitions.

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InternationalisationProgramme

StudentDevelopment

Our Guiding Philosophy and Aims

The school is guided by our belief that student developmenttakes place inside and outside of the classroom, in a safe andnurturing environment that is student-centric and values-driven.Through effective and caring student-teacher engagement,rigour and standards, and a diversity of pathways andopportunities, the school aims to:

• nurture well-rounded and world-ready scientific minds;• inculcate sound moral values and moral ethics;• build a generation proud and firmly rooted to their culture

and heritage;• equip our students with social-emotional competencies and

21st century skills;• develop our students to become active contributors to their

community; and• develop our students to become distinguished Pioneers,

Achievers, Thinkers and Humanitarians.

S t u d e n t D e v e l o p m e n t • 21 •

StudentDevelopment

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Core of the Student Development Framework

a. Core ValuesValues are the foundational principles that guide and providepurpose to an individual’s behaviour. Values refer to thenational and school values that are explicitly taught in theformal and informal curriculum. Enactment of actionswithout grounding in values would lead to inconsistencyin purpose and actions.

• Respect• Responsibility• Resilience• Integrity• Care• Harmony• Humility• Continuous Learning

b. Core Social and Emotional CompetenciesSocial and Emotional Learning (SEL) refers to an individual’s‘acquisition of skills to recognise and manage emotions,develop care and concern for others, make responsibledecisions, establish positive relationships, and handlechallenging situations effectively’.

Core social-emotional competencies are taught to studentsto ensure that they acquire the skills, knowledge anddispositions that will help them face future challenges withresilience and tenacity.

• Self Awareness• Social Awareness• Self Management• Relationship Management• Responsible Decision Making

Teaching of these associated skills can be through structuredlearning experiences or through incidental learningmoments. Students equipped with these skills, anchoredin sound moral values will be able to demonstrate goodcharacter and citizenship.

c. 21st Century CompetenciesTo better position our students to take advantage ofopportunities in a globalised world, our students need topossess life-ready competencies such as creativity,innovation, cross-cultural understanding and resilience.

• Civic Literacy• Critical and Inventive Thinking• Cross-Cultural Skills• Global Awareness• Information and Communication Skills

d. Structures and ProgrammesMentoring Programme:The teacher is a mentor who acts as the care-giver androle-model for the students.

Character-based Discipline:The school adopts a restorative approach to discipline.

Affective and Character Education (ACE) programme: RICH3 (Respect, Responsibility, Resilience, Integrity,

Care and Harmony), Social-Emotional Learning of Self,Family and Community, Cyberwellness, and SexualityEducation programmes aim to develop and equip ourstudents with sound moral values, good character,resilience and tenacity in life.

Boarding Programme:Year 5 stay-in programme that exposes the students tocooperative learning, self-discipline, independence andcommunity living across cultures.

• Aesthetics Appreciation Programme• Co-Curricular Activities (CCA)• National Education (NE)• Pastoral and College Counselling• Service Learning and Community Involvement

Programmes• Student Leadership Development


Pioneer

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umanitarianVision

To bea wellspringof inspirationfor Math & ScienceEducation and Research

MissionNurture

well-roundedand world-ready

scientific minds tomake distinguished

contributions as Pioneers,Achievers, Thinkers & Humanitarians.

Student Development Framework

Co-curricularProgram

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21 stCenturies Compete

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CoreValues

Academic

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orld-Ready

Academic Programmes

Core, Elective & Enrichment ModulesResearch, Innovation & EnterpriseAcceleration & NUS ModulesContinuous AssessmentTalent DevelopmentOverseas AttachmentOlympiad TrainingSAT & AP TestMa, Bio, ChemPhy, Stat, CompEngineeringEL, MT & FLGeo, His & LitMu & Art

Co-curricular Programmes

Community InvolvementStudent LeadershipCollege Counselling

Pastoral CounsellingSexuality EducationInternationalisation

MentoringBoarding

DisciplineACECCA

NEPE

ICT


US High School provides a wide range of Co-Curricular Activities (CCA), catering to ourstudents’ diverse abilities. These activities offer

students opportunities to develop life-long interests andbroaden experiences outside the classroom. They not onlyprovide a platform for character and leadership development,but also promote the acquisition and application of social andco-operative skills.

All students are required to take part in at least one CCA fromthe four main groups, i.e. Clubs and Societies, Performing Arts,Sports & Games and Uniformed Groups.

The following list shows the available CCA offered by our school:

NCo-curricular

Activities

Clubs & Societies Performing Arts Sports & Games Uniformed GroupsArt Club Chinese Orchestra Badminton NCC Land

Astronomy Club Choir Basketball Scouts

Chess Club Dance Club Football St. John’s Ambulance Brigade

Gavel Club Drama Club Netball

Infocomm Club Gamelan Ensemble Table Tennis

Journalism Club School Orchestra Tennis

Media Club Track Team

Robotics Club Outdoor Adventure Club(Year 5 & 6 only)

Youth Flying Club Water Sports(Year 5 & 6 only)


Co-curricularActivities

IMO 2012- NUSHS wins 1 Gold, 1 Silver & 1 BronzeLim Jeck is World Champion with perfect score

NAchievements

US High School students have taken part ininternational and national competitions andwon many accolades.

• International Mathematical Olympiad (IMO)The International Mathematical Olympiad is the World ChampionshipMathematics Competition for High School students and is held annually in adifferent country.

• Asian Pacific Mathematics Olympiad (APMO)The Asian Pacific Math Olympiad is a regional mathematics competition whichinvolves countries from the Pacific Rim as well as the United States.

• China Mathematical Olympiad (CMO)This annual competition is the highest level of Mathematical Olympiad competitionin China, in which Hong Kong, Macau, Russia and Singapore are invited tosend their best team to compete with the top students in mainland China.

International Competitions:

A c h i e v e m e n t s • 27 •

IMO 2010 - NUSHS wins 2 Silver & 1 Bronze IMO 2011 - NUSHS wins 1 Gold & 1 SilverLim Jeck (left) is World 2nd

CMO 2011 - NUSHS wins 1 Silver & 1 Bronze


• International Biology Olympiad (IBO)The International Biology Olympiad is an annual competition for passionateBiology students who compete at the international level. Students are testedon biological problems and experiments, in which their interest in Biology,inventiveness, creativity and perseverance are vital.

• International Chemistry Olympiad (IChO)The International Chemistry Olympiad is an annual international event,bringing together the world’s best in Chemistry.

• International Physics Olympiad (IPhO)The International Physics Olympiad is the largest annual international Physicscompetition for students. The competition consists of a theoretical and anexperimental round where participants are required to solve sets of problemsbased on a fixed syllabus.

• Asian Physics Olympiad (APhO)The Asian Physics Olympiad is an annual regional (Asia) competition for studentson Physics concepts learnt in school. The competition consists of a theoreticaland an experimental round where participants are required to solve sets ofproblems based on a fixed syllabus.

• International Olympiad on Astronomy and Astrophysics (IOAA)The International Olympiad on Astronomy and Astrophysics is an annual eventin which high school students from around the world compete against eachother, solving theoretical, analytical and observational problems in the fields ofastronomy and astrophysics.

IPhO 2012- NUSHS wins 1 Gold & 1 SilverAPhO 2012- NUSHS wins 1 Bronze

& 2 Honourable Mentions

IChO 2011 - NUSHS wins 1 Silver IPhO 2011 - NUSHS wins 1 Gold APhO 2011 - NUSHS wins 1 Bronze

IChO 2012- NUSHS wins 1 Silver

IBO 2011 - NUSHS wins 1 Gold

IOAA 2012- NUSHS wins 3 Silver

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• Singapore Science and Engineering FairThe Singapore Science and Engineering Fair is a nationalcompetition open to all secondary and junior collegestudents. Participants are required to submit researchprojects which cover all areas of science and engineering.It is affiliated to the Intel International Science andEngineering Fair in the United States, commonly regardedas the “Olympics” of Science Research Competition.

Research

2011 SSEF - 10 Gold, 5 Silver, 11 Bronze & 5 Merit

• A* Talent Search (A*TS)A* Talent Search is an annual competition whichacknowledges and rewards students aged 15 to 18 yearsold who have a strong aptitude for science and technology.This competition provides students the opportunity toexhibit their stellar projects and encourage them to furtherexplore science and technology.

Year 2008 2nd Prize2 Commendation AwardsOverall 2nd Position

Year 2009 1st Prize2nd PrizeCommendation AwardTop Institution

Year 2010 2nd Prize2 Commendation AwardsOverall 2nd Position

Year 2011 1st PrizeCommendation AwardOverall 2nd Position

Year 2012 3rd Prize2 Commendation AwardsOverall 2nd Position

SSEF 2012- 3 Gold, 8 Silver, 8 Bronze & 14 Merit

SYF 2011 - String Ensemble (Sec) wins Bronze

Co-Curricular Activities

• Singapore Youth Festival Central Judging Competition2011

The Singapore Youth Festival is an annual event organisedby the Ministry of Education to celebrate the achievementsof our youths in their co-curricular activities. The performingarts group has done the school proud with the followingachievements:

Our achievements:

Dance Club Silver Award (Secondary)

Gamelan Ensemble Silver Award (Junior College)

String Ensemble Silver (Junior College)(From School Orchestra) Bronze Award (Secondary)

Chinese Orchestra Bronze (Junior College)

Choir Bronze (Junior College)

SYF 2011 - String Ensemble ( JC) wins Silver

SYF 2011 - Choir wins Bronze

Performing Arts

Astronomy Club 2011 -NUS High Team clinches 1st position

(Senior Category) at NUS-NTU Astro Challenge

NCC attains Bronzefor Best Unit Award 2010

Sports & Games

Uniformed Groups

Clubs & Societies

Scouts attains Silverfor Best Unit Award 2011

Taekwando 2011 - Wong Wai Kein (3rd from the right)wins Silver in National Inter-School Taekwando

Championship 2011, Kyorugi - C Division category

National Cross Country Championship 2011-Tan Teck Chye wins 5th position (Individual) -

B Division Boys category

Netball 2011 - Tan Shi Ni (Youth Team)wins Gold medal in the ASEAN School Games

Media Club 2010 - Timothy Chua (2nd from the right)clinches 1st position in

Singapore Young Photographer Award

Robotics 2011 - NUSHS Team wins 2nd positionat Singapore Robotics VEX Championship

NUSHS attains 2nd position atSingapore Inter-Gavel Club Speech

Competition

Fencing 2011 - Nicole Aw clinches 3rd position inNational Inter-School Fencing Championships 2011,

Women’s Epee Individual - C Division category

SJAB attains Bronzefor Corps Achievement Award 2012

Documents

Experiment Explore Excel - NUS High · 2013-02-21 · Advanced Biochemistry, and Basic and Advanced Molecular Genetics contribute towards the learning and applications in Cell Biology