Holistic Curriculum for Life Framework

Our curriculum and pedagogical approaches will include equipping our students with analytical thinking skills and reflective thinking skills through responsible thinking process.  At the same time, while inspiring one another to learn and grow, our students:

  • demonstrate positive thinking and talk
  • be equipped with thinking skills
  • have faith and hope in himself, others and the future

While delivering the National Curriculum, we are also equipping our students with daily living skills and social emotional skills.  ASD friendly strategies and use of ICT will be one of the key pedagogical approaches integrated into explicit instruction, experiential and co-operative learning strategies. Structured collaborative processes will be put in place to continuously train and grow our teachers to be caring and skilful in nurturing our students with autism. At the same time, teachers continue to grow in creating a safe and positive learning culture, implementing holistic assessment and feedback and working closely with parents to enable our students to achieve personal excellence.

A set of fundamental core beliefs provides the foundation for SAMS to drive and operationalise our Holistic Curriculum for life framework.

These fundamental core beliefs are:


Every student is unique and has the capacity for learning and growth.


Every teacher is a caring and skilful teacher to bring out the best in every student.


Every parent is supportive and collaborative.

School Model

SAMS will open admissions to eligible students regardless of gender, race, religion or financial means, and with absolute priority given to Singapore citizens, but with the emphasis on ASD students able to access the national curriculum.

These students will access educational pathways leading to the Primary School Leaving Examinations (PSLE), and at the secondary level, the Singapore-Cambridge Secondary Education Certificate (SEC) or a suitable post-primary vocational programme (up to age 21) to achieve nationally recognised vocational certification.

The student cohorts of the new school will experience the revised way in which PSLE results will be presented and also the adoption of full subject-based banding (SBB) in secondary school.

Transit/milestone assessments and consultations with parents will take place at least twice in the primary programme and every two years in the secondary programme to inform of progression to and through the full SBB system (G1 G2 and G3 subject offerings) of the secondary programme and to the vocational pathway.

The national curriculum assessment at the end of primary school will be an important indicator as to the strengths of the students and their ability to take the various range of G1, G2 and G3 subjects at the Secondary level.

Beyond Primary School

At the end of primary school, students will access both the secondary national curriculum leading to a national certificate, as well as the vocational domain as part of the curriculum. Instead of two different pathways exclusive of each other, students can get opportunities to take vocational modules which would enable them to ascertain vocational strengths and inclinations.

In Secondary 1 and 2, students would receive a 50%-50% learning of the national curriculum and exposure to various identified vocational focus areas; in Secondary 3 and 4, students may choose a specialisation in one vocational area, with greater focus on preparing for national exams. This could be a 5- to 7-year programme if they might need a longer runway.

They would have opportunities to take the national exams and thereafter to enter an Institute of Technical Education (ITE), polytechnic or junior college, or continue with the vocational programme up to age 21. Students (in consultation with their parents) may also choose to be in the purely vocational programme for more practice-based curriculum that matches their strengths and interests and which will open up pathways for further studies in ITE or enable them to spend additional years up to age 21 to achieve nationally recognised vocational certification.

These students need not necessarily be the ones who have failed PSLE twice, and not qualify for at least G1 offering of subjects; students may choose to acquire practice-based industry knowledge and skills which would lead to employment opportunities.

The educational pathway reflects the pathways based on “one secondary education, many subject bands” as the new subject-based banding format will fully start in 2027. While there are still many uncertainties around it (including the number of years for secondary and the new format for the national exams), the school will continue to make reference to MOE when planning for the secondary pathway.

As the educational pathways are varied as they take into account students’ academic and vocational strengths and preferences, transition planning from the primary to the secondary and mid-secondary and post-secondary years is crucial. Students will receive feedback on their pathways via channels like academic results like the PSLE, at the end of secondary 2 and as they undergo the vocational modules in the first 2 years of the secondary programme, as well as transition planning conversations with them and their parents. This individual student profiling is an important feature and support to be provided by a team headed by a transition planning co-ordinator (TPC).