Syllabus K126 - Singapore–Cambridge Secondary Education Certificate (2027)

Sep 30, 2026

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Singapore–Cambridge Secondary Education Certificate (2027) G1 Art Syllabus K126 outlines the introduction, syllabus framework, aims, learning outcomes, assessment objectives, scheme of assessment, and guidance for portfolio and paper descriptions. It explains how art supports 21st-century competencies and character and citizenship education learning outcomes through big ideas, learning content, and core learning experiences such as building portfolios and design immersion. The syllabus also covers the use of personal learning devices and notes for guidance.

LanguageEnglish

CategoryExam

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Syllabus Framework

Aims

Learning Outcomes

Assessment Objectives

Scheme of Assessment

Description of Papers

Assessment of Portfolio

Syllabus Content

Use of Personal Learning Device

Notes for Guidance

Singapore–Cambridge Secondary Education Certificate (2027) G1 Art (Syllabus K126 ) CONTENTS | | Page | | --- | --- | | INTRODUCTION | 3 | | SYLLABUS FRAMEWORK | 4 | | AIMS | 5 | | LEARNING OUTCOMES | 6 | | ASSESSMENT OBJECTIVES | 6 | | SCHEME OF ASSESSMENT | 7 | | DESCRIPTION OF PAPERS | 8 | | ASSESSMENT OF PORTFOLIO | 10 | | SYLLABUS CONTENT | 14 | | USE OF PERSONAL LEARNING DEVICE | 17 | | NOTES FOR GUIDANCE | 17 | INTRODUCTION Art has been a valuable mode of human expression throughout history. Art plays many important roles in our lives. It captures memories, communicates ideas, shapes, values, and evokes emotions. It exists all around us in different forms, from the colours, shapes, and patterns in nature to everyday images and designs on magazines, products, and media. As an academic subject in the school curriculum, art is integral to the holistic development of every student. The value of Art in the curriculum is threefold: • Art expands imagination, enhances creativity, and develops adaptability. Art develops creative dispositions such as curiosity, openness, and reflectiveness. By cultivating tolerance for ambiguity, developing ability to see from multiple perspectives 1 and to adapt flexibly across different contexts 2 , art develops critical, adaptive, and inventive thinking competencies that drive innovation. Through the study of art, students develop capacity to observe closely, explore, engage, persist, evaluate, reflect, and take risks to stretch themselves beyond what they currently know and can do, nurturing a sense of agency. They learn to imagine 3 and to envision 4 . • Art builds students’ capacity to critically discern and process visual information and communicate effectively. Art develops students’ communication and information skills. It develops students’ confidence and skills to express themselves. The study of art hones sensorial perception and provides understanding of visual elements, aesthetics and art history. Art develops skills in handling various media and tools and builds key foundational capacities such as the ability to make meaning, create and communicate through visual media. • Art fosters students’ sense of identity, culture, and place in society. Art encompasses important ways of knowing and learning about self, others and the world around us. It is a form of language through which meaning is generated and cultural identities are formed. It provides an avenue for students to develop self and social awareness, appreciate our unique Singaporean forms of expression that are anchored on national values, as well as understand and appreciate cultures and traditions beyond a local context. This enables them to develop respect for self and others, to appreciate diversity and to cultivate global and cross-cultural literacy. The aims of art education in our schools are to enable every child to: • enjoy art, • communicate visually, and • make meaning through connecting with society and culture. 1 Eisner, E. W. (2002) . The Arts and the Creation of the Mind. New Haven: Yale University Press. 2 Doyle, D. ; Robinson, A. Artist Interview: Annabeth Robinson, 20 March 2010. Metaverse Create. 2016 , 6, 87–99. 3 Greene, M. (1995) . Releasing the Imagination: Essays on Education, the Arts, and Social Change. San Francisco: Jossey-Bass Publishers. 4 Hetland, L. , Winner, E. , Veenema, S. & Sheridan, K. (2013) . Studio Thinking 2: The Real Benefits of Visual Arts Education. New York: Teachers College Press. SYLLABUS FRAMEWORK The syllabus is illustrated by the G1 Art Syllabus Framework in Figure 1. Presented in the form of a colour wheel, the framework captures the essential features in the syllabus and their interactions. The framework is undergirded by three Big Ideas which are delivered through four inter-related Learning Content and two Core Learning Experiences. The framework serves to guide cohesive and effective teaching and learning of art to achieve

FAQs

What are the key aims of G1 Art education in the syllabus?

The syllabus aims to enable every child to enjoy art, communicate visually, and make meaning by connecting with society and culture.

How does the syllabus framework organize teaching and learning?

It presents essential syllabus features through a colour-wheel framework driven by three big ideas, delivered through four inter-related learning content areas and two core learning experiences.

What core learning experiences are highlighted in the G1 Art syllabus framework?

The framework includes core learning experiences such as building portfolios and design immersion.

Sep 30, 2026

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