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.
Secondary 1 and 2
- Students would receive a 50% – 50% learning of the national curriculum and exposure to various identified vocational focus areas.
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 require a longer runway. Students 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.
Vocational Programme
- 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. This would open up pathways for further studies in ITE or enable them to spend additional years up to age 21 to achieve a 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.
Full subject-based banding will start in 2027. While there are still many uncertainties around future pathways (including the number of years for secondary and the new format for the national exams), St. Andrew’s Mission School will continue to make reference to MOE when planning for the secondary pathway.
In order to fully 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 such as their academic results eg. 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 will be provided by a team headed by a transition planning co-ordinator (TPC).
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.
Secondary 1 and 2
- Students would receive a 50% – 50% learning of the national curriculum and exposure to various identified vocational focus areas.
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 require a longer runway. Students 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.
Vocational Programme
- 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. This would open up pathways for further studies in ITE or enable them to spend additional years up to age 21 to achieve a 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.
Full subject-based banding will start in 2027. While there are still many uncertainties around future pathways (including the number of years for secondary and the new format for the national exams), St. Andrew’s Mission School will continue to make reference to MOE when planning for the secondary pathway.
In order to fully 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 such as their academic results eg. 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 will be provided by a team headed by a transition planning co-ordinator (TPC).