The Dunman High Programme
The design of the Dunman High Programme is guided by the school’s Philosophy of Education, which forms the basis of what we do, how we do and why we do in Dunman High to provide a forward-looking education for our students.
以教育哲学为指引的德明综合课程，本着做什么、怎么做和为什么做的考量，为学生提供具有前瞻性的教育。
Philosophy of Education 教育哲学
In Dunman High School, we view character and cognitive development as fundamental to the holistic education of our students.
We seek to equip every Dunmanian with the disposition and competencies needed to thrive in an increasingly complex world. We believe every student should have the ability to collaborate well, think critically and creatively, and communicate effectively in both English and Chinese.
In line with Confucian philosophy and our values of honesty, trustworthiness, moral courage and loyalty, we strive to nurture Dunmanians with a passion for life and learning. We are committed to developing active citizens who care deeply for others, have a heart to serve, and take the lead to change the world for the better.
德明政府中学向来把发展学生的品格和认知作为全人教育的基础。
发展每个德明人的性情和能力，使之能在这个日益复杂的世界里茁壮成长，这是我们孜孜以求的目标。我们坚信，每个学生都应该拥有和他人携手合作的能力，能进行批判性和创造性思考，能以双语有效沟通。
秉持着儒家思想及德明的校训——诚、信、勇、忠，我们努力激发德明人对生活和学习的热情。我们希望每个德明人都拥有积极的公民意识，关怀他人，以服务民众为己任，并能够领导社群创造更美好的世界。
Key Approach 课程策略
The four key approaches adopted in the Dunman High Programme are:
Integrated and Interdisciplinary 综合理解与跨学科学
Innovative Teaching & Learning 创新教学与学习
Multiple Modes of Assessment 多元化的评鉴方式
Student-Centred 以学生为中心的教学
The school’s holistic education aims to support our students in acquiring Dunmanian Outcomes.
Dunmanian Outcomes 德明人的素养
Moral Integrity
人格高尚
Students are guided by honesty, trustworthiness, moral courage and loyalty.
诚、信、勇、忠。
Passion for Life and Learning
热爱生命与学习
Students are always learning and striving to be their best.
自强不息，好学不倦。
Idealism
具有崇高理想
Students have the conviction to make a difference to the world.
致力于创造美好世界。
21st Century Competencies
掌握21世纪生活技能
Students are proficient in critical and creative thinking, communication, collaboration and information skills.
具有批判性与创意思维，掌握沟通、协作与资讯科技技能。
Bilingualism and Multiculturalism
通晓双语及多元文化
Students are effectively bilingual in English and Chinese, appreciate different cultures and navigate them with ease.
兼通双语，欣赏不同文化，并游刃其间。
Active Citizenry
体现积极的公民意识
Students are global citizens rooted in Singapore who serve the community, both local and beyond.
心系新加坡，回馈社会，服务大众。
A Holistic Curriculum 全面课程
To support the holistic development of Dunmanians, the school provides 3 interdisciplinary pillars of Biculturalism, Leadership and STEAM (Science, Technology, Engineering, Arts, Mathematics). The approaches to implementing the DHS curriculum are integrated in design and student-centredness. Key curricular programmes are customised for the progressive development of students.
Foundational enrichment is provided and for those with the ability and interest, special mentorship and training are provided. The Science, Technology, Engineering and Mathematics (STEM) curriculum is implemented within the formal curriculum for Year 1-2 students in Subject-Based Gifted Education (SBGE) classes while Year 3-4 students receive an enriched curriculum in subject-based banded classes.
The Dragonfly Programme is an interdisciplinary project for applied learning. It brings together Computing, MakerEd and Entrepreneurship. Year 1 Dunmanians will learn relevant technical, thinking and research skills. It aims to enable students to see connections, apply critical and inventive thinking skills, work in teams and dream of novel solutions to address problems in Singapore.
As a Special Assistance Plan (SAP) school, the school has customised programmes to nurture students in their bilingual competencies and bicultural disposition. Apart from learning the compulsory subjects of Higher Chinese, English Language and Literature, all Junior High students (Year 1 to 4) will also have the opportunity to participate in programmes like the Appreciation of Chinese Culture in Year 1 and 2 and Bilingual Programme in Year 4. English Language and Literature lessons emphasise analytical and creative language and literary skills in students, while the Higher Chinese lessons, together with the Appreciation of Chinese Culture Programme and the Conversational Malay Programme, develop students as active and proficient users of their Mother Tongue Language with a disposition for culture appreciation. The Bilingual Programme, with the use of authentic materials, is designed to equip our students with the fundamental skills for translation and develop in them an appreciation for cross-cultural linguistic analysis.
Students who wish to deepen their bilingual and bicultural learning could also consider the multitude of language Elective Modules offered from Year 1 to 4. In addition, Dunman High is honoured to be offering both the Bicultural Studies Programme (BSP) and the Chinese Language Elective Programme (CLEP) which provide invaluable opportunities for overseas study immersion from Year 3 onwards. Aspiring students could also apply for the MOE scholarships that are offered with these programmes.
Every student must read at least one Elective Module (EM) in Year 3, but students have a choice on the type of Elective Modules. Elective Modules are crafted to provide additional avenues for students to sharpen their edge in their academic and socio-emotional competencies beyond the core curriculum. This is done by embedding applied learning opportunities, Talent Development Programmes such as research programmes and competitions in the Elective Modules.
Elective Modules also open up new learning directions through Elective Modules in interdisciplinary learning, design and inventive thinking, career education, student leadership in various domains such as CCA and academic leadership. Elective Modules thus equip students with the exposure, experience and competencies that are valued in a rapidly changing tertiary education and work landscape.
Elective Modules are tiered at “exposure” and “mastery” levels to cater to students at different entry levels. We want to provide all students with this opportunity at Upper Secondary when they are beginning to gain greater clarity about their future aspirations and gain the confidence and capacity for life-long learning at a pace that they are ready for.
We seek to develop Leaders of Honour who are high achieving and loyal citizens with a global outlook. As the education landscape expands and evolves, students are offered myriad options and possibilities for their future ahead. The Careers, Scholarships and Higher Education (CSHE) Programme prepares our students to make well-informed decisions on their future options that best match their interests, strengths and aspirations.
We believe that a meaningful and rewarding educational experience is built on character development. This view of education is strongly influenced by Confucius’ “Great Learning”. A cultivated person needs to have three elements:
(i) knowledge to understand matters (Head),
(ii) sincerity in thoughts (Heart) and
(iii) service in different capacities (Hands).
“Head” focuses on Dunmanians’ capacity to appreciate diverse perspectives, being knowledgeable and discerning in making sound judgements. “Heart” focuses on Dunmanians’ attitude towards responsibility and endeavours, anchored on strong moral values, and a desire to do good for a larger cause. “Hands” focuses on Dunmanians’ ability to translate the “Head” and “Heart” into daily endeavours that impact positively on others and self. Through this framework, the stage is set to grow Dunmanians’ disposition to Care, to Serve and to Lead.
CCA is an integral part of school life in Dunman High School. Through participation in CCA, we hope to develop in our students a sound body, a disciplined mind, outstanding character, leadership qualities and sportsmanship. Our CCA programme places great emphasis in developing a variety of skills, inculcating in our students the correct values and desirable social attitudes, and providing healthy recreation and enjoyment. Provision is also made for the training of the talented. At Senior High, students are given greater room to propose and run their own CCAs so as to encourage them to take greater ownership over CCA, follow their passions and build camaraderie.
Dunmanians’ different talents are recognised and developed through various leadership opportunities and training. Student leadership development is an avenue for Dunmanians to step out of their comfort zone and step up to contribute so that they can work towards the school’s vision of becoming Leaders of Honour.
All students are introduced to fundamental leadership skills and knowledge through mass leadership programmes that foster the development of self-awareness and relationship management competencies. Each year focuses on different leadership domains, spiralling up from Self Leadership (Year 1 and 2), to Team Leadership (Year 3 and 4) and to Community Leadership (Year 5 and 6). Through Year 1 to Year 6, students revisit and put these competencies into practice in the various aspects of their student life in Dunman High. Students with all-round achievements who display high leadership potential take on leadership positions in their CCAs, the Class Committees and the Student Council.
In line with our focus on student empowerment, we actively promote SIV to be carried out through CCA, class or a group of interested students. SIV within school include orientations and sports events while those beyond include conservation projects. The school supports SIV by allocating time during assembly for students to advocate their projects and encourages students across year levels to work together.