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.
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.
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
The school’s holistic education aims to support our students in acquiring Dunmanian Outcomes.
Dunmanian Outcomes 德明人的素养
Students are guided by honesty, trustworthiness, moral courage and loyalty.
Passion for Life and Learning
Students are always learning and striving to be their best.
Students have the conviction to make a difference to the world.
21st Century Competencies
Students are proficient in critical and creative thinking, communication, collaboration and information skills.
Bilingualism and Multiculturalism
Students are effectively bilingual in English and Chinese, appreciate different cultures and navigate them with ease.
Students are global citizens rooted in Singapore who serve the community, both local and beyond.
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.