Approaches to learning

Singapore American School is an open admissions school that believes in inspiring a passion for learning, encouraging emotional and intellectual vitality, and empowering students with the confidence and courage to contribute to the global community and to achieve their dreams. To support this vision, SAS offers a comprehensive liberal arts education that is engaging, challenging, and robust within its daytime programs and its after-school programs.

Singapore American School is accredited by the Western Association of Schools and Colleges (WASC).

21st Century Curriculum

21ST CENTURY CURRICULUM

  • All curriculum is standards-based, aligned to the most current recommendations of professional associations in the United States, and collaboratively developed with faculty to ensure appropriate challenge and rigor. 
  • All curriculum is on a regular cycle of review and renewal.
  • Opportunities are seized within curriculum and courses to integrate an international perspective.
  • Service learning is integrated within the curriculum for grades K-8, and there are over 40 student-initiated service clubs in the high school. 
  • Technology integration for enhanced and extended student learning is embedded within unit plans.

21st Century Assessment

21ST CENTURY ASSESSMENT

  • Explicit assessment guidelines are in place that reflect best practices.
  • Common assessments are developed in conjunction with the writing and revision of units.
  • Professional conversations are occurring around standards-based grading and reporting.
  • Assessments are used purposefully by faculty to inform instruction in the classroom.
  • Educational data is used by faculty, administrators, and the school board as it relates to student learning, programs, demographics, and perceptions.

21st Century Learning

21ST CENTURY LEARNING

  • SAS pursues a balanced approach in its attention to the quality of teaching and the quality of learning in the classroom. 
  • Learning Principles provide clarity on what is meant by quality learning. 
  • Meaningful use of assessment data by the teacher informs differentiated instruction within the classroom. 
  • Collaborative models of instruction are provided for students with diverse special needs, ranging from push-in and pull-out interventions for struggling students to gifted students. 
  • Classroom learning environments provide multiple resources, including meaningful uses of technology, for enhanced and extended student learning. 
  • Faculty Professional Learning Communities engage in conversations about learning targets, evidence of learning, and adjustments within instruction to address needs of diverse learners.

To support ongoing educational developments for 21st century learning, SAS has established a few open architectural systems and structures:

  1. Focus on cultural shifts needed to support practices.

  2. Collaborative and distributed leadership models.

  3. Learning organization systems (such as research, professional learning networks of schools, and Professional Learning Communities within the school.) 

  4. Backward design based on graduate profiles and graduate expectations .

  5. School accreditation by the Western Association of Schools and Colleges with extensive stakeholder input (from parents, students, faculty, administrators, classified staff, and the board) as part of a self-study process.

  6. Support for innovations (such as partnerships, service learning, extended learning, and new courses.) 

  7. Technology Integration that promotes 21st century skills in creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving and decision making, and digital citizenship. 

  8. Strategic planning for long-range planning and for annual progress accountability.

Singapore American School is the largest international American school in the world, and is considered by some sources to be one of the leading international schools in the world. Our success in student learning is predicated on the quality of our staff, programs, and the positive and supportive relationships that SAS achieves through collaboration among educators and our parent community. SAS is located in one of the most progressive countries in the world that is also looking at how to continually upgrade its own learning and achievements, and this makes for a dynamic and exciting learning environment for all of us.

Language Program

LANGUAGE PROGRAM

Singapore American School inspires a passion for student learning of language through daily, active, and meaningful instructional approaches that appropriately engage and challenge students as they increase their understanding of culture and use of language. Effective language acquisition involves a commitment to language learning through collaborative involvement of the school, student, and home. As a result of these collaborative efforts, students will increasingly develop:

  • proficiency in authentic communication involving listening, speaking, reading, and writing 
  • cultural understanding, sensitivity, and appreciation 
  • confidence as contributors to the global community

As a result of these overall efforts, Singapore American School aims to become recognized as a leader in second language acquisition.

Support Services

Support Services

The goal of the Singapore American School Support Services program is to provide students with learning differences the academic, behavioral, and emotional support they require to reach their potential from pre-school through grade twelve. SAS recognizes the importance of including students, parents and guardians, classroom teachers, support services staff, and administrators in a collaborative process for the delivery of support services.

The support services program includes the following services:

  • Learning Support classes
  • Co-taught classes
  • Large and small group instruction
  • Monitoring of students in the regular classroom
  • Mainstream classes
  • Targeted interventions (i.e., RLA lab)
  • Program and testing accommodations
  • Speech and language services (up to grade eight) 
  • Counseling
  • School psychology
  • English Language Learners program (up to grade three) 
  • GATE/enrichment classes 

Philosophy

At SAS, we are committed to the belief that all students can learn at high levels given the variables of time and support. As educators, we believe it is our role and responsibility to empower students to achieve to their highest potential. We recognize that we are forever striving to this standard of achievement and that it is our collective responsibility as a school community to meet the needs of our diverse student population. Support Services personnel adhere to a growth-mindset that goes along with John Hattie's assertion that a teacher's "role is that of a change agent - that all students can learn and progress, that achievement for all is changeable and not fixed." 

Standards Based Report Cards

New Standards-Based Report Cards

As Singapore American School continues to improve teaching and learning for all students, we know that parents and families are our most valuable partners. This is especially true as we adopt rigorous standards for what every child should know and be able to do in each subject area and grade level. These standards set high expectations for students, staff, and schools. Achieving these standards requires continuous progress monitoring and providing targeted support as needed.

Like teachers, parents need accurate and meaningful information--particularly information about student strengths and challenges in performing to high expectations--to better understand and support student learning. Standards describe what a student should know and be able to do at each grade level in all subjects. For the past year, SAS has studied the use of a standards-based report card for elementary students. We believe this will be a positive step in better communicating grade-level expectations for student learning. The report card will provide valuable information on your student’s performance to the standards. The report card also provides information on your child's learning behaviors--their work habits, behavior, and effort.

The Parent Guide for each grade level provides information about the report card, including additional background information, a description of proficiency levels, a sample report card, and further detail on the content area standards included on the report card. We hope you will find the Parent Guide and the standards based report card system helpful. Please feel free to us if you have questions or concerns.

Report Card Guides for Parents

Meet our Office of Learning Team

OFFICE OF LEARNING

Jason Cone, Executive Director of Information Technology
Provides collaborative leadership for the use of technology as a tool for enriched and extended learning in classrooms, and oversees all operations related to the school’s technology infrastructure.

Treena Casey, Executive Director of Teaching and Learning
Provides collaborative leadership for use of quality student assessments, practices, and reporting of the school’s educational data as it relates to student learning, programs, demographics, and perceptions.

Sally Lean, Director of World Languages
Provides collaborative leadership for the development of a proficiency-based curriculum, professional development, review of adopted resources, and supervision of the world language faculty.

Steve Meade, Executive Director of Curriculum and Assessment
Provides collaborative leadership for the development and use of curriculum frameworks on a regular cycle of renewal, aligned instructional units, and review of adopted resources for classrooms.

Cindy Watters, Executive Director of Support Servies
Provides collaborative leadership for creating school-wide systems that ensure that learning is optimized for every student at SAS. 

 

ACADEMIC BOARD

The Academic Board has five primary responsibilities:

  1. Develop and review the policies and procedures on all academic matters;

  2. Facilitate the implementation of and compliance with such policies and procedures;

  3. Develop and set standards to ensure the academic quality across the whole school;

  4. Approve each person to be deployed to teach after determining that the person possesses the minimum qualifications and experience; and

  5. Review the policies and procedures at least once a year.

The Academic Board is made up of seven members:
Jennifer Sparrow, Deputy Superintendent
Treena Casey, Executive Director of Teaching and Learning
David Hoss, Elementary Division Principal
Lauren Mehrbach, Middle School Principal
Darin Fahrney, High School Principal
Steve Meade, Executive Director of Curriculum and Assessment
Cindy Watters, Executive Director of Support Services

 

EXAMINATION BOARD

The Examination Board has the responsibility to develop examination and assessment procedures for the school:

  1. Security of examination scripts and answer scripts;

  2. Conduct of examinations and assessments;

  3. Duties and responsibilities of invigilators and markers;

  4. Moderation of examinations and assessments marks; and

  5. Handling of appeals from students with regard to examination or assessment matters.

The Examination Board is made up of seven members:
Jennifer Sparrow, Deputy Superintendent
Treena Casey, Executive Director of Teaching and Learning
David Hoss, Elementary Division Principal
Lauren Mehrbach, Middle School Principal
Darin Fahrney, High School Principal
Steve Meade, Executive Director of Curriculum and Assessment
Cindy Watters, Executive Director of Support Services

Curriculum OverView

 

Elementary School A

Elementary School B

Middle School

High School

Reading and Language Arts/English

RLA Preschool

RLA Pre-Kindergarten

RLA Kindergarten

RLA Grade 1

RLA Grade 2

RLA Grade 3

RLA Grade 4

RLA Grade 5

RLA Grade 6

RLA Grade 7

RLA Grade 8

English Grades 9 - 10

English Grades 11 - 12

Social Studies

Preschool

Pre-Kindergarten

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Western and
Asian Studies »

Elective »

Math

Preschool

Pre-Kindergarten

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Math »

Math »

Science

Preschool

Pre-Kindergarten

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Life Sciences »

Physical Sciences »

AP Courses »

World Languages

For Kindergarten through 12

Spanish

Chinese

For Kindergarten through 12

Spanish

Chinese

For Kindergarten through 12

Spanish

Chinese

French

Visual and Performing Arts

Art

General Music: Kindergarten – Grade 2

Art

Grades 3-5 Music

Art

Dance 6,
Dance Experience 7,
Dance Performance 8

Music »

Drama 6,
Drama 7,
Drama 8

Art »

Music »

Theater »

Technology Education and Careers

K-12 Technology Integration Framework

K-12 Technology Integration Framework

K-12 Technology Integration Framework

Technology »

Computer »

K-12 Technology Integration Framework

Technology »

Computer »

Careers »

Physical Education

Preschool - PreKindergarten Perceptual Motor

Kindergarten Perception Motor

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

PE »

Dance »

Health

Preschool

Pre-Kindergarten

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Freshman Wellness

Body Systems and Diseases

Life Skills and Human Development

Nutrition and Wellness

Safety & First Aid

Other Electives

  

Life Skills »

Speech
Advanced Writing Seminar
Journalism: Newspaper
Journalism: Yearbook
Writing and Producing for the Media

Cross Curricular Expectations

Preschool & Pre-K »

Kindergarten »

Grade 1 »

Grade 2 »

Grade 3 »

Grade 4 »

Grade 5 »

Division Rubrics for Six Traits

Presentation Skills Rubrics

Information Literacy Skills

Division Rubrics for Six Traits

Presentation Skills Rubrics

Information Literacy Skills

K-12 Service-Learning Standards and Indicators
K-12 Service-Learning Standards and IndicatorsK-12 Service-Learning Standards and IndicatorsK-12 Service-Learning Standards and IndicatorsK-12 Service-Learning Standards and Indicators
A Culture of Excellence - A Culture of Extraordinary Care - A Culture of Possibilities
Singapore American School 40 Woodlands Street 41 • Singapore 738547 • TEL: +65 6363 3403 | CPE Registration Number: 196400340R | Registration Period: 22 June 2011 to 21 June 2017
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