ABSTRACT
Curriculum construction and change emerges as a politically as well as socially constructed process (Penny, 2006). It is, therefore, not surprising that much of the impetus for curriculum change has come from national governments such as in the United Kingdom, Australia and New Zealand, as well as Singapore. Particularly in Singapore, education has been regarded as potentially contributing to the realisation of political and economic agendas. The Singaporean education curriculum evolved from the late 1970s and was shaped by policies aimed at mass education where academic achievement was considered paramount to national survival. Later iterations of the education system increasingly focused on the notion of academic excellence and standardised efficiency through a hierarchical and centralised system led by the Ministry of Education (MOE).
