Our GEP pupils do not only come from rich homes or selected schools but from all socio-economic groups and the wide spectrum of society. They are drawn from about 115 of our 177 primary schools (i.e. 65%) and more than half (55%) live in HDB flats.

The tests we use to identify gifted students are internationally-recognised and variants are used in other countries even to identify such children as young as age four or five. For Singapore, we have chosen to identify pupils in Primary Three, at age eight or nine. As is common practice for many countries, pupils’ scores are also adjusted to correct for difference in ages of test-takers.

The GEP tests are designed to identify children with high ability, and coaching for the GEP tests is neither desirable nor effective. Even if a child does get into a gifted programme through intense coaching, he may not be able to cope with the demands of the programme, and would come under unnecessary stress and may eventually lose his self-confidence.

Human capital is Singapore’s most precious resource and we need to develop every child — those with special needs, those talented in sports or the arts; and those who are intellectually gifted. There are a variety of programmes to cater to these different needs, so that pupils are taught at a pace and through a curriculum that is suited to their ability.

Clementi Town Secondary School received the inaugural Lee Hsien Loong Award for Innovations in the Normal Course because it had positively transformed the learning experience for their N(A) and N(T) students over the past years. As reported in The Straits Times article, teachers there adopt innovative ways to make the core curriculum come alive and design interesting electives to enhance the quality of education for these students.

The school did not win the award because it had done away with mid-year exams. We would like to highlight that examinations remain an important and integral part of teaching and learning in all our schools. Regular assessment, including school and national examinations, provide useful feedback to learners and teachers, while providing useful information for benchmarking. Schools need to adopt a good mix of assessment modes.

The Ministry of Education (MOE) continually reviews the precautionary measures for H1N1 in schools, in alignment with Ministry of Health (MOH)’s approach. MOH has revised its approach in tracking H1N1 cases, testing suspected cases only when there is a clinical indication (e.g. severely ill patients). For patients with influenza-like illness who do not require hospitalisation and are not likely to be tested for H1N1, doctors will issue Medical Certificates (MC) of up to 7 days for staff and students above 12 years old, and up to 10 days for children 12 years and below from onset of symptoms.

In view of MOH’s revised approach, schools are closely monitoring the number of students and staff with MCs due to influenza-like illnesses. In the event that a significant number of students in a class are issued MCs due to influenza-like illnesses, the school would consider taking precautionary measures, such as segregating the class into groups or temporarily suspending lessons for the class. The students will be provided with home-based learning lessons or attend make-up lessons when they return to school.

Schools will continue to be vigilant in efforts to slow the spread of the H1N1 virus within the school community. In addition to monitoring the number of MCs, schools are visually screening students, staff and visitors for flu-like symptoms. Schools will continue to keep their premises clean and educate students to maintain high standards of personal hygiene and exercise social responsibility. Schools also adopt the necessary precautionary measures for mass activities.

We seek parents’ understanding and cooperation in our efforts to implement measures. Before your child leaves for school, you can take his/her temperature and look out for any flu-like symptoms. If your child is unwell, we seek your cooperation to exercise social responsibility by seeking medical attention for your child and ensuring that your child is well before returning to school.

Let us work together to safeguard the health of our students. We will continue to monitor the H1N1 situation closely and review measures as the situation develops, in consultation with MOH.

We apologise to Ms Lam for any inconvenience caused by the construction works. We would like to inform Ms Lam that noise limits set by the National Environment Agency (NEA) are more stringent for construction sites near hospitals, schools and residential areas. Construction companies are required to take noise abatement measures and manage their work effectively so as to comply with the noise limits. These limits vary by time period and by the type of premises affected by the construction noise. For example, night-time noise limits are more stringent than day-time limits.

Both the Housing and Development Board (HDB) and the Ministry of Education (MOE) work closely with our contractors to ensure that they abide by all the rules set by the various regulatory agencies. For example, noise meters are installed at the school site to measure the noise level. Based on our site checks and inspections, we are satisfied that the noise levels at the school and at Block 908 Tampines Avenue 4 are within the permissible limits.

The LUP at Block 908 Tampines Avenue 4 was completed in February this year. As works were carried out within the residential block, the requirements were stricter and the contractors were allowed to carry out LUP works only from 8.00am to 6.00pm, Monday to Saturday excluding public holidays.

Ms Lam has also raised concerns over the working hours. Site inspections by the Ministry of Manpower’s Employment Inspectors showed that the workers do not work beyond the statutory limit of 12 hours on any given day including overtime. With shift deployment, it is possible for a worksite to operate longer hours than any individual worker deployed there. We thank Ms Lam for her feedback.

MOE would like to state unequivocally that the buying of school places is not allowed. All school principals are aware that under no circumstances are they to solicit or accept donations in exchange for school places.

The current Primary 1 Registration framework aims to provide children with school places according to a set of transparent criteria, guided by educational goals that serve the interest of the child.

MOE recognises that proximity is an important consideration for parents, so that a young child does not have to travel a long distance to go to school. However, proximity is not the sole deciding criteria. Phase 1 of the registration exercise gives priority to parents who already have a child studying at the school of choice as this is convenient for parents, allows older siblings to help the younger child and builds school ties. Phase 2 recognises the contributions and ties that parents have with schools and communities. For schools to thrive, key stakeholders such as former students, members of the school advisory committees and parent volunteers, are critical as they help build up and strengthen the school’s tradition and ethos, and support its students. However, none of them are guaranteed places for their children as admission is dependent on the demand for and availability of school places.

MOE strives to enable all students, regardless of their family background and circumstances, to achieve their full potential. All our schools are well-resourced with good teachers, suitable facilities and sufficient funding for school programmes. MOE is also enhancing financial support for students through the Edusave Scheme and school-based financial assistance schemes, so that no student will be denied useful educational programmes because of their financial situation.

MOE would like to state unequivocally that the buying of school places is not allowed. All school principals are aware that under no circumstances are they to solicit or accept donations in exchange for school places.

The current Primary 1 Registration framework aims to provide children with school places according to a set of transparent criteria, guided by educational goals that serve the interest of the child.

MOE recognises that proximity is an important consideration for parents, so that a young child does not have to travel a long distance to go to school. However, proximity is not the sole deciding criteria. Phase 1 of the registration exercise gives priority to parents who already have a child studying at the school of choice as this is convenient for parents, allows older siblings to help the younger child and builds school ties. Phase 2 recognises the contributions and ties that parents have with schools and communities. For schools to thrive, key stakeholders such as former students, members of the school advisory committees and parent volunteers, are critical as they help build up and strengthen the school’s tradition and ethos, and support its students. However, none of them are guaranteed places for their children as admission is dependent on the demand for and availability of school places.

MOE strives to enable all students, regardless of their family background and circumstances, to achieve their full potential. All our schools are well-resourced with good teachers, suitable facilities and sufficient funding for school programmes. MOE is also enhancing financial support for students through the Edusave Scheme and school-based financial assistance schemes, so that no student will be denied useful educational programmes because of their financial situation.

MOE’s sexuality education programme, conducted from upper primary to pre-university level, reflects the mainstream views and values of Singapore society, where the majority of Singaporeans hold conservative views on sexuality. Thus, MOE’s programme on sexuality education is situated within the context of Singapore society which upholds the family as a key social institution.

In MOE’s sexuality education programme, homosexuality is covered in one lesson in the lower secondary package. The lesson seeks to inform students of the definition of “homosexual”, and that homosexual acts are illegal under Singapore law. It does not promote homosexuality, but follows social norms of mainstream society.

In delivering the programme, teachers are guided by the principle that parents are ultimately responsible for the values education of their children and that issues of sexuality often involve a question of values. Thus, students are encouraged to seek guidance from their parents on contentious issues such as homosexuality, so that they clarify their personal values and beliefs and take informed, responsible and values-based decisions regarding sexuality, while being aware of different views and perspectives in society.

Some parents who wrote in to the Ministry have also expressed concern over the content found in an “AWARE Comprehensive Sexuality Education: Basic Instructor Guide” that has been posted online. MOE is investigating this matter.

Background information on sexuality education programmes in school (see FAQs) is available on the Ministry’s website for parents’ reference.

Sexuality education conducted in MOE schools is premised on the importance of the family and respect for the values and beliefs of the different ethnic and religious communities on sexuality issues. The aim is to help students make responsible values-based choices on matters involving sexuality.

Core programmes are delivered by teachers but schools do collaborate with other agencies in delivering additional modules. However, in doing so, schools must ensure that any programmes run by external agencies are secular and sensitive to the multi-religious make-up of our society. Parents can choose to opt their children out of these programmes.

Last year, 11 secondary schools engaged AWARE to run workshops for their students. The number of students involved in each school ranged from about 20 to 100, and each workshop lasted 3 hours. The objectives of these workshops were to provide students with accurate information on Sexually Transmitted Infections (STIs)/HIV, to help students understand the consequences of premarital sexual activity, and to equip students with skills such as decision-making and resisting negative peer pressure.

AWARE also conducted assembly talks, typically of 45-minute duration, for students in a few secondary schools. Some of the areas covered in the talks included body image, self-esteem, eating disorders, teenage pregnancies, sexual harassment and the role of women in today’s context.

The schools that engaged AWARE found that the content and messages of the sessions conducted were appropriate for their students and adhered to guidelines to respect the values of different religious groups. The schools did not receive any negative feedback from students who attended the workshops and talks or their parents.

In particular, MOE has also not received any complaint from parents or Dr Thio Su Mien, who was reported to have made specific claims about sexuality education in our schools. MOE has contacted Dr Thio Su Mien to seek clarifications and facts to substantiate her claims.

If parents and members of the public know of specific instances where guidelines have not been adhered to, they should report them directly to MOE to investigate. MOE recognises that sexuality education is sensitive. In conducting these programmes, the views of parents will be respected and values taught should not deviate from the social norms accepted by mainstream society in Singapore.

Ms Tan may be glad to know that our schools have been actively raising awareness among youths of potential dangers on the Internet. The Ministry of Education provides a Cyber Wellness Framework to guide schools in planning their cyber wellness programmes. Using this framework, which is anchored on the principles of “Respect for Self and Others” and “Safe and Responsible Use”, schools plan and implement programmes and activities to suit the needs of their students.

The issues covered in cyber wellness include topics such as Internet Addiction, Pornography, Cyber-bullying and Dangers with Cyber Contacts. These topics aim to raise students᾿ awareness about these issues and equip them with the skills to handle the issues when they encounter such situations online. Students are also urged to be responsible users of the Internet and reminded of the consequences that they could face if they act irresponsibly.

To support schools in the implementation of the cyber wellness programme, the Ministry of Education conducts training sessions and talks for teachers. A cyber wellness coordinator in each school helps to oversee the implementation of the programme.

On top of these efforts, schools conduct assembly talks and workshops on cyber wellness for their students. Some schools also conduct talks and workshops for parents.

We thank Ms Tan for her feedback.

The objective of the ADKET is to train diploma-holders and graduates to be qualified kindergarten teachers. This is to help meet the large demand for well trained kindergarten teachers. Hence, it does not include modules on leadership, research and care for children younger than 3 years of age. Instead, the emphasis of the course is on child development and curriculum and pedagogy, where trainees will be equipped with the necessary skills and knowledge to work in kindergarten settings with children aged 4-6 years old.

Nevertheless, ADKET holders interested in leadership and research, as well as the care for younger children, can still take up the Specialist Diploma in Early Childhood Care and Education (SDECCE) course which will prepare them to teach and lead in kindergarten and childcare centres.

The training hours for the ADKET include practicum hours and are shorter than the Diploma in Early Childhood Care and Education-Teaching (DECCE-T) course as the entry requirements to the two courses are different. Trainees of the ADKET course must have either a polytechnic diploma or a university degree while trainees of the DECCE-T course need GCE ‘O’ level credits.

Trainees of the ADKET will be employed by kindergartens which would have in place a process to screen applicants for the right disposition and aptitude to become kindergarten teachers.

The expected salaries of kindergarten teachers published on the MOE pre-school website are based on the declaration by MOE-registered kindergartens on the range of salaries they pay to their teacher employees. MOE does not provide guidelines on the pay scale of teachers in MCYS-licensed childcare centres.

We thank Ms Ko for her feedback.

The Edusave Scheme is intended to help maximise learning opportunities for all Singaporean children. As such, Edusave funds are currently being used to pay for enrichment programmes such as co-curricular activities, music and dance, educational tours, and sports and games, which will add value and diversity to our children’s education experience and help maximise their potential.

Needy students can apply for financial help under the MOE Financial Assistance Scheme. Recipients of financial assistance under this scheme will receive a 75% subsidy for national examination fees, while those whose families are under the MCYS Public Assistance Scheme will receive 100% subsidy. Schools also have their own school-based financial assistance measures to further assist students. Students who need help to pay for examination fees are advised to approach their schools for assistance.

MOE will continue to review its financial assistance scheme to ensure that it is responsive to the needs of Singaporeans. The Government will ensure that no Singaporean child is denied an education due to financial difficulties.

The posting of pupils to secondary schools is based on merit according to three criteria: pupils’ PSLE results, their choices of schools and the vacancies available in the schools. A pupil who has performed better in the PSLE will have priority over another pupil who has not performed as well. The first pupil will be admitted first, subject to the availability of vacancies in the selected school. The second pupil will then be considered. If there is no more vacancy, the second pupil will be considered for his next choice school, again subject to the vacancies available in that school.

If a pupil fails to get a place in any of his schools of choice because all available vacancies have been taken up by other pupils based on merit, MOE will assist by posting the pupil to another school near his home which still has vacancies.

MOE contacted Mdm Rosmahwati in January 2009 to explain the process and why her son was posted to a school with vacancies nearest to his home and not to any of the schools chosen by him.

Mdm Jamalia’s child was also posted to an available school nearest her home as her child was not successful in getting a place in any of the schools he/she had chosen. We invite Mdm Jamalia to contact us at 6872-2220 or contact@moe.edu.sg, should she have further queries on the posting exercise.

The OM post is open to anyone who possesses the relevant experience in logistics, estate management, safety/emergency planning and discipline matters.

Besides former MINDEF and MHA uniformed officers, we have recruited mid-career professionals with the requisite experience for the job.

We thank Mr Ang for his feedback on our website. We have amended it to reflect clearly our policy to consider anyone with the relevant experience.

The Ministry of Education reviews the syllabuses for all subjects every 6 years to ensure that the contents which our children learn in schools remain current. Principals, teachers and students play an important role in these reviews, as their feedback and suggestions are taken into account in the redevelopment of syllabuses. Changes resulting from these reviews will then be incorporated into the textbooks. Where changes are minor, MOE will work with the publishers to ensure that the amendments are communicated to the schools so that the textbooks can continue to be usable.

MOE makes every effort to ensure that children will not lack the basic resources in their school education. Hence, we will continue to ensure that schools render the fullest support to needy students to purchase their school books. We thank Ms Chan for her feedback.