Programmes

The curriculum for SBGE is essentially similar to that of the past GEP. However, with the exclusion of the O-Level examinations, content can be augmented, and more differentiated instructions can be carried out. The syllabus planned for each subject aims to prepare students for the knowledge-based economy besides laying the foundation for pursuing higher education. The various PC/SC/EC will help to plan the differentiation in the various subjects and help to supervise and monitor the teaching of the various subjects.

Teachers are expected to be well versed in a variety of pedagogical approaches to ensure that curriculum is effectively delivered to students. These approaches include:

• Curriculum differentiation and acceleration
• Integrated thematic approach
• Concept-based learning
• Inquiry-based learning
• Inter-disciplinary learning
• Constructivist approach
• Coaching and Mentoring
• Multiple intelligences
• Service-Learning
• Individualized Education Plan

In addition to the formal curriculum, students are further enriched through the additional programs held during the various sabbatical weeks. School based special programs are tailored for students from Secondary 3. From 2010, both the consortiums and the Centre for Scholastic Excellence (CSE) will run the special programs. These special programs are optional and students would make their choices at the end of S2 academic year. These special programs include:

• Bicultural Studies Program (BSP)
• Science & Math Talent Program (SMTP)
• Humanities Program (HP)
• Language Elective Program (LEP).

A balanced assessment program that is brain-compatible (the teaching and learning processes that parallel or complement the way the brain makes meanings and remembers) will be adopted. Students will be engaged in teacher-made written tests and examinations as well as a variety of alternative assessments through activities that enhances curriculum (ACE). In addition students would also be assessed on their active participation level during lessons.

The table below shows the overview of the assessment components for Lower Secondary only.

Class Tests 

30%

Exams 

70%

There will be 2 additional subjects starting from 2010:

Oral Communications

ACE (50%) + Project Work (50%)

Independent Studies

Oral Participation + Current Affairs (CF & EL)

There will be 2 MSGs reflected in the report book:

1. MSG (Academic) : average MSG ( all academic subjects)
2. MSG (Scholastic) : average MSG (all academic subjects + OC + IS)

More details of the breakdown and promotion criteria will be spelt out during the staff meeting or during your subject meeting.

For Upper Secondary, the assessment components is as follows (remain the same as in 2009):

Type 1	Type 2	Type 3
Knowledge and Thinking skills	Independent Learning Skills	Consolidation of Knowledge and thinking skills
S3 – 30 % S4 – 20 %	S3 – 20 % S4 – 20 %	S3 – 50% S4 – 60%
Class tests - basically traditional pen-paper tests	ACE (15%) Oral Participation (10%)	End-of-Year Exam or Humanities Research Paper

All existing GEP programs and some of the existing subject enrichment activities will continue to be integral parts of SBGE. These include:

• Individualised Research Studies (IRS)
• Inter-disciplinary Studies (IDS)
• Service Learning (SL)
• Moot Parliament Project (MPP)
• Leadership Development Program (LDP)
• Humanities and Social Sciences Research Program (HSSRP)
• Creative Arts Program (CAP)
• Innovation Program (IvP)
• Science Mentorship Program (SMP)
• Computer Mentorship Program (CMP)
• Chinese Language Camp (Secondary 1 students)
• Chinese Language Creative Writing Camp (Sec 1 to 3 students)
• History Drama Competition (Secondary 2)
• Literature Seminar (Sec 2 to 3)
• CHAOS

To complement the existing GEB enrichment special programs and activities, special consortium-based and/or school-based enrichment activities are also planned to meet the various needs of students. Students are also provided with opportunities to participate in some local/international competitions. These include:

• Exchange Programs
• Future Problem Solving
• Hwa Chong Taman Jurong Service Learning Club
• Industrial Attachment
• Odyssey of the Mind
• Mind Olympiad
• Mathematics Olympiad Training
• Science Quiz training

The SBGE Affective Education & Character Development Program are aligned with school’s affective curriculum. However the affective curriculum is differentiated for SBGE students due to the heightened expectations that come with students’ inherent asynchronous development. The increased intensity of experience and awareness bring gifted students to a depth of sensitivity beyond that of their peers.

The following programs held within the school contribute to the overall enhancement of the Affective Education Program in SBGE.

1. Camps
   1. S1 SBGE Orientation (Consortium-based)
   2. S1 School-based Annual Camp
   3. S2 Annual Camp (OBS)
   4. S3 China Experience
   5. S4 Overseas Camps
2. Personal Enhancement Programmes
   1. Student-Led Conferencing
   2. Multiple Intelligences (MI) Profiling (S1 and S2)
   3. Strengths Quest Profiling (S3 and S4)
   4. Pastoral Care and Moral Education
      
      
3. Societal Awareness Enhancement Programmes

   Each student is to be involved with an S-L element in a project anytime within the four years in iSpark.

   1. Community Involvement Program
   2. Service-Learning
   3. Hwa Chong Taman Jurong Service Learning Club
   4. Cultural Dining Experiences (Chinese, Indian, Malay and Western)

Leadership training and development is mainly achieved through providing opportunities for students to serve in iCouncil (Consortium Council) and iCMG (i.e. Class Committee Guild) within The iSpark Consortium.

The goals of the iCouncil are:

• To encourage students to explore student-led initiatives
• To encourage students to take charge of the immediate needs of the student population
• To promote caring among students through welfare initiatives
• To infuse responsibility and accountability amongst students by allowing them to take charge of the planning and execution of events
• To enable students to take up ownership of their social environment through the events they plan and initiatives they propose

The goals of iCMG are:

• To enable students to manage routine class duties effectively
• To enable students to play a larger role in fostering the class spirit
• To develop a sense of justice in students
• To enable students to speak up to support their stand without the fear of being criticised
• To enable students to resolve conflicts amongst peers and build stronger relationships
• To promote caring thinking among students through shared responsibilities
• To develop students sense of responsibility for their own actions / behaviour
• To enable students to take responsibility for their personal

The following programs held within the school contribute to the overall enhancement of the Leadership Education Program in SBGE.

1. HLP : Hwa Chong Leadership Program
2. SLC : Student Leaders Convention
3. Class Management Committees
4. iSpark Consortium Council
5. Hwa Chong Students Council
6. Theoretical understanding and reflection in leadership development during sabbatical weeks
7. Leadership opportunities provided for students to conduct courses to their juniors during sabbatical week