Parents were initially sceptical because learning was to be achieved via a combination of hands-on and theory application, and neither of these approaches was usual.

Said the School's founding principal, Mr Chua Chor Huat,"We only had words to justify our philosophy, our team and our methods. And no one believed us."

But three years on, the School is finding its students to have adapted well and who love their lessons and assignments.

"This has helped parents temper their initial prejudice," said Mr Chua.

The School was set up in 2009 by the Ministry of Education (MOE) with the purpose of providing students with more options for their secondary education. The stated aim was to provide a four-year curriculum leading to the O levels for students who possessed an aptitude for science and technology, together with an inclination to pursue innovative approaches to issues.

Mr Chua told EduNation that students not only imbibe knowledge in an engaging environment, but are also able to observe and better understand the world they live in through the applied learning approach. SST hopes to produce confident students who are well-versed in the sciences and technology through this approach.

FutureSchools@Singapore

SST joined MOE's FutureSchools@Singapore (FS@SG) Programme as soon as it started classes in 2010. At present, only eight schools in Singapore have been selected to participate in this Programme.

As part of the Programme SST collaborated with the National Institute of Education (NIE) in carrying out research into the development of innovative learning tools and new teaching strategies in the areas of languages, humanities, science and mathematics.

An example of the fruits of this collaboration, which also involved the Stanford Research Institute, is an application called Group Scribbles, which is an electronic post-it pad system facilitating discussions and active exchange of ideas.

Group Scribbles has a platform for both teachers and students. For the students it offers a private space as well as a shared space, and therefore when teachers invite students to express their opinions, they can scribble them on electronic post-its and post these on the shared space for everyone to read. Teachers and students can also exchange views on the platform, and rearrange or save their post-its for later.

Learning from Application: Simultaneous Use of Hands and Brain

Applied learning is an unconventional teaching method which requires simultaneous use of both the hands and the brain, and values the process as much as the result.

It is taught via relevant learning activities that bring together scientific theories and real-life applications, and it leads students to learn independently and proactively. The School collaborates with both industry and education partners like Nanyang Technological University (NTU) and Ngee Ann Polytechnic (NP), to bring about authentic and compelling learning experiences for its students.

What defines SST is its emphasis on innovative methods of teaching, in order to stimulate the students' interest in learning. For instance, its Secondary 2 students have no formal science lessons for a whole term -instead they use the time to come up with their own science projects.

"Students are provided with a good balance of freedom and support in planning and executing their projects. Experiments ranged from determining the positive attributes of traditional Chinese herbs to the development of a lightning detection facility. During this time, the teachers function as facilitators. This allows the students to explore the subject by themselves," said Mr Chua.

In their upper secondary years, students choose one of four applied subjects: biotechnology, media studies, the fundamentals of electronics or the newly-introduced design studies.

The curriculum design, teaching and assessment of these courses are handled by lecturers from NP. During lectures, teachers from SST are on hand to facilitate as well as provide assistance. Applied subjects are recognised as O level subjects and taken into consideration by both junior colleges and polytechnics for entry, and students who go on to study related disciplines in local polytechnics may be exempted from some modules.

Besides this collaboration with the polytechnics, SST also works with NTU to provide secondary students with an opportunity for an on-campus three-day, two-night learning camp. Students stay in NTU's hostels and work under the supervision of their lecturers on short projects.

Through these experiences at polytechnics and universities, Mr Chua hopes that his students will "pursue their passion in science and technology, and strengthen their understanding of key concepts."

Entrepreneurship Education

From Steve Jobs' Apple to Bill Gates' Microsoft empire, the development of technology requires entrepreneurship, a risk-taking mentality and the courage to attempt new approaches.

Hence, SST introduced the Innovation and Entrepreneurship (I & E) programme and became the first secondary school to offer innovation and entrepreneurship as a subject.

"We encourage students to talk about entrepreneurship not because we want them to become businessmen or entrepreneurs but because we want to imbue them with an entrepreneurial spirit - the entrepreneur's spirit of innovation is more important than actually becoming one. We want our students to be unafraid of problems, and instead see them as opportunities to improve," said Mr Chua.

The School arranges for entrepreneurs to give talks and encourage its students to conceptualise business ideas which culminate in an entrepreneurship fair, where students sell their goods. In addition, the School has an Entrepreneurship Advisory Council (EAC) to provide suggestions for the I & E Programme.

The School's Secondary 1 students now participate in NP's two-day entrepreneurship course where they can pick up fundamental business and marketing skills from the course lecturers as well as the Year 3 polytechnic students. In the two days, students learn things ranging from product production techniques to perfecting the one-minute elevator sales pitch.

"The School organises these activities to develop students' interest in entrepreneurship, and they come up with many interesting ideas which often surprise us," said Mr Chua.

As the students are too young to enter the workforce and experience first-hand entrepreneurial concepts and theories, SST is working with Action Community for Entrepreneurship (ACE)'s newly set up Education Entrepreneurship Task Force to look into how they can implement entrepreneur education with organisations in a systematic manner - something which is currently only available at tertiary level.

Connecting with the World

SST's mission is to develop world-ready and future-looking leaders through innovative technology and applied learning. Hence, the School arranges for its students to take part in global exchanges in order to cultivate a global mindset.

The School's first-year students have visited Hanoi and Ho Chi Minh City in Vietnam, while the Secondary 2s and 3s have been to Malaysia, Nepal and the United States. In Hawaii, they visited President Barack Obama's alma mater, Punahou School, which has successfully harnessed the use of science and technology in its curriculum. And in Huntsville, Alabama, they took part in a space camp at the United States Space & Rocket Center.

"We want our students to venture overseas - not to be tourists but to observe their peers' learning journeys in other countries and reflect on their own learning. In addition, they should also develop a stronger awareness of Singapore's role within the Asia-Pacific region and the world at large," said Mr Chua.

The School also believes in adopting a balanced and holistic approach to nurturing its students; it therefore places a premium on character development and requires its students carry out service learning projects both at home and abroad.

Under the School's Global Citizenship Programme students learn how to plan and execute meaningful overseas projects themselves. A recent example of such an initiative saw a group of SST students staying in a village in Cambodia where they taught basic English, did some house painting and learnt about the country's history and culture in the process.

Projects like this are intended to help students re-assess their own dispositions and values, and realise that they should not take what they have for granted. As a result, the hope is that they will continue to help the less fortunate after their projects have ended.

And there is already evidence of this. "After participating in these community service projects, students often reflect and come up with new ideas to help the less fortunate," said Mr Chua.

Student Selection

Those who are interested in applying to SST will be required to sit for a General Ability Test (GAT) and attend a selection camp. The school handpicks each student through the Direct School Admissions Scheme (DSA).

During the camp, teachers observe the shortlisted students to see if they would be a good fit for the School's curriculum. Qualities such as potential, teamwork and co-operation are vital to their adaptability in SST. According to past records, the School's first three cohorts posted an average aggregate score of 240 points for Primary School Leaving Examination (PSLE).

"Future economic trends will depend not solely on a single model. We need talented individuals in different areas, from different sectors. The set-up of SST builds the foundation for the diversification of talent in Singapore. It is good not only for the country but for our students as well," noted Mr Chua.

Teachers Not Deployed by MOE

SST's focus on innovative teaching methods means its teachers must be very open to exploring alternative methods of teaching and to using technology to ignite the students' interest for learning.

The School's teachers are therefore not deployed by MOE. Instead, SST advertises and appoints them directly.

"We ask that teachers be willing to let go of the more conventional ways of teaching and be prepared to come up with engaging methods if they want to join our team. In addition, teachers must have a certain level of content knowledge and must be open-minded. Lastly, we insist on them having had at least three years' teaching experience before they come to us," said Mr Chua.

Future Plans

Since SST was started, there has been such positive feedback that it has led to speculation over whether the four-year secondary education could be extended to a six-year through-train programme. This is apt considering that the School's approach to applied learning and creative teaching seems naturally to lead to tertiary education.

Mr Chua said that the priority at hand was to fulfil the School's mandate in providing a diversified learning pathway for talented youths on the four-year curriculum track to the O levels. On whether the School will extend its path into a six-year curriculum, he was cautious, but did not rule out the possibility.

"When we decided to have a four-year curriculum, we wanted to give students more choices for their secondary education. Now, more schools are starting through-train programmes and coming up with different features and focus. Before we make any concrete decisions, we need to find the meaning behind a six-year curriculum and the value it adds for our students and the country. It is still something we are reviewing," concluded Mr Chua.
 

教育部"为四年制中学开辟一条新路"，为学生提供另外一条升学途径和求学方法，2009年开办了新加坡科技中学（School of Science and Technology，下简称科中）。科中是新加坡第一所，也是惟一一所推行应用学习（applied learning）的中学。

应用学习是一种突破传统的崭新教学法，一种手脑并用的学习方式， 它重视学习的过程，通过生动的活动和专题作业，让原本生硬的科学技术理论和现实生活连接，引导学生自主、自发学习。

科中创校校长蔡初发接受《新学》新加坡教育双语双月刊专访表示，在引导学生自发进取的学习环境中，学生不只能够掌握各学科的学术知识，更可以学以致用，了解周围的环境。科中冀望以这种颠覆传统的教学法，为新加坡打造更多有自信的科技人才。

改变家长的观念最困难

然而对 "手脑并用"，从"应用"中学习，新加坡的家长忧心忡忡。因为传统学术至上的教育，是"不用手"，是"不应用"的。

开办科中就希望在传统的四年中学教育体制下，为学生提供另外一条升学之路。但是创校之初是举步维艰，要改变家长的观念很困难。

推行应用学习的本意虽好，但作为一所新的学校，没有历史、没有成绩作为后盾是艰难的。蔡初发说："对某些人来说，很难相信在掌握学术知识的同时，能享受学习的过程。所以我们团队必须努力说服家长，创意教学的理念与方法可以让孩子既学到知识又享受学习的过程。"

幸好三年下来，没有一名学生不适应科中的新教学法，而且还非常喜欢到学校上课、非常喜欢做作业，这才让家长改变了偏见。家长说原本赖床的孩子现在自己会起床，赶着去上课，蔡初发认为这是非常好的现象。

他说："其实什么学校都是好的，最重要是找到最适合孩子发展的学校。"

寻找最合适的学生

科中要培养科技人才，因此，除了在课程设计与教学法上打破传统，在遴选学生的过程也别具匠心。校方一概不看学生的小六会考成绩，完全按"直接收生计划"来录取学生。

学校从两项"普通能力测验"（General Ability Test,GAT）的成绩以及学生在"遴选营"中的表现来决定学生是否适合科中的课程与教学法。遴选营通过不同的活动，让教师观察学生科学与科技方面的潜能，手脑并用的能力，以及团结、合群的表现。根据记录，科中首三届所录取学生的小六会考分数平均是240分。

蔡初发说："未来经济的走向绝不会只有一个固定模式，我们需要多方面培养不同类型、不同领域的人才。科中的设立，正为国家经济走向多元化打下基础。我们从小培养不同领域的人才，不只对国家有好处，对学生也有裨益。"

创新设计课程

科中与众不同之处是强调以创新、突破来带动学生的兴趣，来设计课程。

蔡初发说："我们的中二学生，有整整一个学期在科学课上自由设计自己想做的作业。因为天马行空，教师其实并不知道学生要做什么样的作业。

"在设计和进行专题作业方面，学生有很大的自由发挥空间。他们所做的专题范围很广，从研究中草药疗效到研发闪电预警系统，五花八门。这个时候，老师担任辅助者（facilitator）的角色，从旁协助。我们用这样的方式，让学生自己进入科学的殿堂。"

"未来学校"

科中于2008年3月获选加入教育部"未来学校"计划。目前，全国只有八所学校是"未来学校"。

在这项计划下，科中与国立教育学院合作进行语文、人文、数理等科目的教学法研究，并尝试以特别设计的软件推行创新的教学模式。

蔡初发举例说："语文教学方面， 国立教育学院和S R I International (Stanford Research Institute International)联合研发了一个叫'Group Scribbles'的应用程序。这个软件就像电子便利贴。师生有特别想法，都可以写在便利贴上，在课堂上集思广益。"

"Group Scribbles"的应用程序上有学生平台和教师平台。学生平台上有"私人空间"和"大众空间"。当教师邀请同学提出想法时，他们可以把自己的便利贴"贴"到大众空间和大家分享，教师则可以通过教师平台引导学生发表。在这样的交流平台上，师生可发表很多意见，彼此交流，互相学习，也可以在自己的便利贴空间内重组和储存想法。国立教育学院正通过开发新的教育应用程序，研究这种学习方式是否能够激发学生的判断思维。

创业教学

从乔布斯的苹果手机，比尔盖茨的微软事业，看到现代科技发展需要企业家创新、冒险和勇于尝试的精神来发扬光大。科中因此加入了"创业教学"课程，他们是第一所推行创业教学作为正课的中学。

蔡初发说："鼓励孩子谈创业、接触企业，不是要培养商人或企业家，我们要打造的是企业家的思维。企业家创新的思维比企业家身份更重要，不管以后是雇员或老板，我们要学生不要畏惧'困难'，'困难'其实提供了一个让人们改善和改进的机会。"

为此，校方安排了企业家到学校演讲，还让学生构思所要成立的企业，展卖他们的"产品"。此外，科中也特别组成了"创业顾问团"，为创业教学提供意见。

科中接下来将与"创业行动社群"(ACE)新成立的"创业教育特别工作小组"(Education Entrepreneurship Task Force)合作，深入探讨如何更有结构地策划创业教学课程，鼓励企业机构参与，督导科中，把原本只在大学与理工学院阶段推行的创业教学，在中学推广。

目前科中每年的中一生都到义安理工学院参加为期两天的"商业工作坊"，向工院商业系的讲师和三年级毕业生学习商业知识，以及学习设计产品、在一分钟内进行销售等技能。

蔡初发说："我们安排这些活动，是要启发学生，让他们对办企业产生兴趣。学生会想出很多意想不到的点子，让人惊喜。"

应用学科

为了加强学生从应用中学习，科中学生在中三中四必须从：生物科技(biotechnology)、媒体研究(media studies) 、电子基础(fundamentals of electronics)和今年推出的设计学(design studies)等应用学科中选一门学习。

应用学科的课程设计、授课和考试都由义安理工学院的讲师负责。义安讲师授课的同时，有科中的教师从旁协助以及给予学生课后辅导。应用学科属于O水准会考科目，成绩受初级学院和理工学院承认。学生升上理工学院继续修读相同的文凭课程，能豁免修读一些科目。除了和理工学院合作，科中中二生还有机会到南洋理工大学参加三天两夜的学习营。他们住在南大的学生宿舍，跟随南大教授进行一些小型专题作业。

让科中生接受理工学院，甚至大学的学习体验，蔡初发说："我们希望通过这样的途径，引起学生学习科技的兴趣，多方面强化他们的学习。"

与世界接轨

科中的愿景与使命是通过创新技术和应用学习，成为一所与世界接轨的科学与科技学府，培养面向世界、积极有前瞻思维的领袖。因此，从中一开始，校方就安排学生出国交流，从小培养起环球思维（global mindset）。目前该校的中一生已经到过越南的河内、胡志明市，中二中三的学生到过马来西亚的京那巴鲁山，尼泊尔和夏威夷等。在夏威夷，学生还参观了美国总统奥巴马的母校--朴纳好学校。

蔡初发说，夏威夷的人文资源非常丰富，朴纳好学校在应用科技的教学相当成功，让科中学生到夏威夷浸濡、与当地的学生交流，受益良多。此外，还有学生到坐落于美国阿拉巴马州亨茨维尔的美国太空与火箭中心（United States Space & Rocket Center）参加太空夏令营。

虽然校方积极安排学生出国增广见闻，但不会草率成行，随便把学生送出国。蔡初发说："我们要学生出国，却不想学生仅做一名观光客。我们一方面要他们从观察其他国家学生的学习生活，来反思自己的学习环境；另方面思考新加坡在亚洲，在亚细安这个大家庭里所扮演的角色。"

在学习科技知识的同时，科中考虑到"平衡"的重要性。太早专攻某一学科，会限制学生未来的发展。因此，科中采用了宽广基础教育政策，兼顾学生人文修养的发展。

科中不只要求学生在本地透过服务社区学习，甚至到外国进行社区服务计划。在校方举办的"世界公民计划"，学生有机会到柬埔寨金边，学习如何筹划和推动有意义的社区服务项目。这项活动不只让当地社群受益不浅，也让科中生从不同的角度体验"做义工"的滋味，学习放下身段，为他人服务。他们教导当地学生学习基本英文，也到当地的村庄了解更多柬埔寨的文化，以及帮助村民粉刷房子。

科中希望透过这些社区服务计划，回馈社会，教导学生不把一切当是理所当然，帮助身边较不幸的人，并且更珍惜自己所有。蔡初发说："参加社区服务后，学生会经常反思，提出新的建议和想法，并想要为社区做得更多、更好。"

教师非由教育部委派

科中采纳新教学法，但怎样让来自"传统派"的教师实行新教学法呢？

蔡初发说："科中的教师都不由教育部委派，而是自行报名，再经校方遴选。我们要求教师必须愿意抛开从前已成为习惯的教学法，并看到改变旧教学法的必要性，才能加入我们的团队。我们要求教师的专业知识必须达到一定的水平，还有，思维必须开阔。

"在科中，教师必须运用科技、引导学生，激发学习兴趣，如果没有稳固的专业知识基础，和开阔的思维，是无法兼顾各方要求。我们要求加入科中的教师，基本上有至少三年的教学经验。"

未来发展

蔡初发说，科中推行的是创新的应用学习，首要任务就是得到家长与社会大众对这种创新教学法的认同。至于日后是否考虑把四年制课程改成六年制，他不想多谈，但不排除有这个可能性。

他说："我们必须以宏观的角度来思考这个问题，因为这不只是一所学校的发展，还牵涉到整个国家的发展。当初我们之所以开办四年制的课程，就是想在现有四年制课程的领域里给家长多一个选择。现在不同的高中文凭课程越来越多，如果我们再开设六年制的课程，是否有意义？这方面我们还在思考，还没有结论。"