APSN Katong School

Vision

To provide a RICH Math learning experience.

(R: relevant;  I: interesting;  C: collaborative;  H: holistic)

Mission

To make Math learning interesting, practical and relevant to pupils’ daily lives.

Numeracy for both primary and secondary students is organized into modules according to the different levels of difficulty.  This modular approach is to facilitate the teaching and learning of students of varying abilities across the primary and secondary levels.  The curriculum comprises the following 4 performance areas:

• Counting & Computation
• Measurement
• Budgeting
• Scheduling

Problem Solving and Data Analysis are embedded into the 4 performance areas to enable students to experience explicit meaning relevant for their successful daily living.

Vision

Physically safe, active & healthy lifestyle for all students

Motto

Aspires to achieve

Our goal for every APSN KS student

In APSN Katong School, Vocational Education is taught to all students from the age of 11 to 16 years old.

Mission

Valued in the workforce, Active in Society

Vision

To equip students with the necessary work readiness skills and knowledge to succeed in their future employment

VED is guided by the following key principles:

• Explicit Instruction
• Leaner-Centered
• Authentic Learning
• Close Partnership with Parents
• Close Partnership with Employers

Components of VED Curriculum:

Aesthetics forms an integral part of a child’s holistic education in Katong School. It complements the child’s cognitive, moral, and social development. The school offers aesthetics activities for students to showcase their talent both at school and in the larger community. Through practical and creative activities, students build self-confidence, broaden their horizons and develop an appreciation for the arts, thus enabling them to be well-balanced individuals in life.

Social Emotional Learning provides opportunities for our students to acquire skills and knowledge which enable them to manage self and relationships effectively. The skills also allows them to make responsible decisions essential for personal and social well-being.

Through regular teaching, our students become competent in daily living skills, such as food preparation, personal hygiene and dressing routines. Students also develop skills to adapt and function independently.

Vision

Foster resilience to enable students with autism integrate into the MID Programme 

Mission

To equip students with essential socio-emotional skills and appropriate work habits necessary for a smooth integration into the MID programme.

The ASD Structured Programme prepares students in the spectrum for MID integration.  Aside from the regular subjects offered in the MID curriculum, a structured sensory programme in collaboration with the Allied Professionals is embedded into the curriculum to help students self-regulate. The sensory programme also support language development, cognitive growth, social interaction as well as fine and gross motor skills.

Explicit teaching of life skills, social skills, emotional regulation and classroom readiness are integrated in the daily teaching. In addition, the learning environment is modified according to the students’ needs and interests to enhance learning.

The CCA programme comprises 4 main categories, visual sports & games, uniform group, performing and visual arts. These activities aim to improve students’ health, heighten self-motivation and build skills such as social skills, leadership skills and skills for effective teamwork.

CCA is a platform for our students to build character, hone and showcase their talents and learn to interact positively with others.

APs comprise occupational therapists, social workers, psychologists, and speech language therapists. APs provide individual and group therapy services to students to enhance the participation and learning in school. Aside from individualised and group sessions, APs have programmes that addresses the specific needs of the students. The following programmes are in place to enhance cognitive, physical, emotional and daily living skills for students:

• Transition Programme
• Handwriting without Tears Programme
• The Listening Programme
• School Readiness Programme
• Social Skills Programme

Vision

Promote a collaborative effort to ensure effective supports for a smooth post-secondary transition planning.

Mission

To equip students with the necessary skills to have a voice in setting and achieving their goals.

Individualised Transition planning in APSN Katong School aims to enable students with special needs to transit smoothly from school to post school setting.  Key programmes such as assemblies, student-led conferences, road-shows, open houses and learning journeys are integral components of transition planning in APSN KS.

APSN Katong School’s Transition Programme adheres to the key guiding principles of SPED’s transition planning, which is person centred and allow the students to have a voice in decision-making. Individualised living, learning and working goals are set based on the students’ interests, strengths and preferences.  Stakeholders collaborate with parents and students to ensure proper supports are given at each stage of transition. With effective structures in place parents are provided with valuable information to help them plan effectively for their child’s post-secondary education.