How the curriculum implements values education

Last updated: September 2026

Using junior secondary science reading as the vehicle, the platform weaves the twelve values of the EDB Values Education Curriculum Framework naturally into passages and questioning, and keeps them separate from National Security Education. This page explains the design principles behind it.

Core principle

Start from real content with genuine educational value in science — values emerge naturally through people, choices and social connections, without tags forced on to fit a framework, and without assessing students' stances or attitudes through questions.

Curriculum design principles

A twelve-value tag system, tagged only where values naturally correspond
The twelve values of the Values Education Curriculum Framework (perseverance, respect for others, sense of responsibility, national identity, commitment, integrity, benevolence, law-abidingness, empathy, diligence, unity, filial piety) serve as the curriculum tag system: values are recorded where they naturally correspond to the passage content and question design — and left untagged where they don't; the teacher dashboard provides coverage analytics so the panel can review the overall distribution and plan assignments.
Values emerge from authentic science contexts
A passage is first and foremost worthwhile science reading: values appear through real people, choices and social connections — never as a moral tagline bolted on at the end. Students read true stories of scientists persevering through difficulty, of different stakeholders sharing the work of solving problems, and of the real connections between science and society — the content speaks for itself.
Assess understanding and analysis — never personal character
Questions may assess a student's understanding and analysis of values — accurate reading of the passage, relevant evidence, sound reasoning, and connecting evidence to the value — never whether the student personally possesses that value. Marking schemes grade the quality of the answer (specificity, evidence, analysis, expression); a student's stance, attitude, or the content of their personal experience is never a basis for marks.
Kept separate from National Security Education
Values education and National Security Education are two curriculum lines: the NSE series carries no values tags, and the two stay clearly apart in tag systems, question design and assessment logic. They may connect naturally in the educational process, but the platform does not mix them in curriculum structure.

Platform → Curriculum → Learning

Platform layer

AI assistance, teacher oversight, data safety

Curriculum layer

Junior secondary science × values education; twelve values; carried by authentic contexts

Learning layer

Science reading → discovering values → analysis and reflection → classroom follow-up

Design vision

Let students encounter values in the real world of science — starting from understanding the world, and gradually seeing how science relates to oneself, others and society — rather than being handed conclusions.

How the curriculum implements values education

Last updated: September 2026

Core principle

Curriculum design principles

A twelve-value tag system, tagged only where values naturally correspond

The twelve values of the Values Education Curriculum Framework (perseverance, respect for others, sense of responsibility, national identity, commitment, integrity, benevolence, law-abidingness, empathy, diligence, unity, filial piety) serve as the curriculum tag system: values are recorded where they naturally correspond to the passage content and question design — and left untagged where they don't; the teacher dashboard provides coverage analytics so the panel can review the overall distribution and plan assignments.

Values emerge from authentic science contexts

A passage is first and foremost worthwhile science reading: values appear through real people, choices and social connections — never as a moral tagline bolted on at the end. Students read true stories of scientists persevering through difficulty, of different stakeholders sharing the work of solving problems, and of the real connections between science and society — the content speaks for itself.

Assess understanding and analysis — never personal character

Questions may assess a student's understanding and analysis of values — accurate reading of the passage, relevant evidence, sound reasoning, and connecting evidence to the value — never whether the student personally possesses that value. Marking schemes grade the quality of the answer (specificity, evidence, analysis, expression); a student's stance, attitude, or the content of their personal experience is never a basis for marks.

Kept separate from National Security Education

Values education and National Security Education are two curriculum lines: the NSE series carries no values tags, and the two stay clearly apart in tag systems, question design and assessment logic. They may connect naturally in the educational process, but the platform does not mix them in curriculum structure.