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Aesthetics and Craft & Technology Department


Future-Ready Contributors with a Passion for Creative Expression.


Discovering Passion, Empowering Skills.

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Department Objectives

The Craft & Technology and Aesthetics Department offers applied learning subjects such as Art, Design & Technology, Food and Consumer Education/ Food & Nutrition and Music. 

The department aims to develop students by encouraging critical thinking skills, fostering creativity and developing life skills through the appreciation of aesthetics, design and food sciences in their everyday life.


To enable every Clementeen to appreciate art and be equipped with fundamental art skills


In CTSS, art lessons are planned closely in line with MOE syllabus guidelines:

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 in the following areas:
  • Art fosters students’ sense of identity, culture and place in society
  • Art builds students’ capacity to critically discern and process visual information, and communicate effectively in the 21st Century

The aims of art education in our school are to enable every child to:
  • enjoy art,
  • communicate visually, and
  • make meaning through connecting with society and culture.

Guided by these aims, the school art curriculum across all levels provides our students with a balanced and well-rounded education in the aesthetic, cognitive and affective dimensions. It presents ample opportunities for creative and innovative self-expression in varied modes. It also contributes to developing a fuller range of our students’ interests and talents. The learning of local artworks and artists strengthens the understanding of the individual’s national identity by fostering the appreciation of one’s cultural heritage.

The overarching framework for art syllabuses at secondary level is presented in Figure 1.

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Figure 1: Framework for 21st Century Competencies and Student Outcome 

Figure 2: Lower Secondary Art Syllabus Framework

The syllabus framework, presented in the form of a colour wheel, illustrates the dynamic relationships amongst the various key features of the art syllabus. It presents an integrated concept for the learning of art that is holistic and enduring. It serves as a compass to guide cohesive and effective learning and teaching of art across all schools.

The exposure and study of different media allow for understanding of the characteristics, potential and limitations of media. Learning about media includes knowing the commonly used materials, becoming familiar with the tools required and understanding the technical processes involved.

In addition to the listed art media, the school  also extend students’ learning to other relevant media according to students’ needs and interests. Visual Qualities Artists use a wide range of elements of art and principles of design to create art. These elements and principles do not occur in isolation but function in tandem with one another to achieve desired visual effects. The focus of learning is to understand the features of different elements and principles, and the use of these in different art forms to create certain effects. Students learn about the application of these elements and principles within specific art forms and media. The elements and principles in the syllabus consist of but are not limited to:

Elements of Art and Principles of Design in Lower Secondary Art Elements of Art Principles of Design:

  • Lines  
  • Shapes    
  • Forms    
  • Colours    
  • Textures 
  • Space
  • Harmony   
  • Balance   
  • Contrast   
  • Scale   
  • Movement   
  • Emphasis


The framework for the Upper Secondary Art syllabus is structured under three learning domains of Perceiving, Communicating and Appreciating. These learning domains take into consideration the cognitive, psychomotor and affective dimensions that students are involved in when they are engaged in the visual arts. The three domains are interconnected and operate dynamically.

Under the domain of Perceiving, students respond to and interpret visual images and objects sensitively and informatively. They learn to discriminate and make connections between different visual qualities and phenomena. Through observing and analysing visual stimuli in nature and the man-made environment as well as works of art, students develop visual awareness and sensitivities that encourage imagination and the generation of ideas.

Under the domain of Communicating, students express their thoughts, experiences and feelings in visual, tactile, oral or literary forms. This involves drawing on ideas, organising information, solving problems and expressing intent and purpose. Through research and exploration, students develop process skills to reinforce the effectiveness of communicating.

Under the domain of Appreciating, students value the visual arts as a means of expression. Students learn to evaluate and appreciate artworks made by themselves and other artists. They are able to see the connection of the visual arts to their lives and better appreciate its significance in the wider context of culture and society. Students develop aesthetic and cultural awareness from which personal and cultural identities could be examined and built upon. Through this, students will continue their interest and participation in the visual arts beyond school.


 The content of the syllabus comprises Studio Practice and Study of Visual Arts. The creation of artworks and the critical appraisal of artists and artworks are two modes of learning that are central to a balanced art education. These components provide students with diverse learning experiences and skills in visual literacy.

Studio Practice

The Studio Practice engages students in the creation of artworks. Students hone their observation skills, learn to discriminate visual qualities and give form to their ideas and experiences when they are engaged in art making. The Studio Practice provides opportunities for students to acquire a working understanding of various art elements and principles. It also develops competency in manipulating various art media for self-expression. Students would be given opportunities to explore a good range of media and experiment with different techniques in their studio practice. Students acquire skills such as research, experimentation and exploration, idea development, personal reflection and evaluation in the process of creating artworks. Preparatory studies are an integral and important part of the Studio Practice. Through the preparatory studies, students learn to think through issues and problems and develop their abilities to translate ideas into artworks


Painting Classes


Art CCA – Art Club


Student's Artwork: Jolin Faith Lim


Student's Artwork: Lu Chun Kai


Student's Artwork: Joey Chang

Student's ArtworkSarah Qinstina’



To nurture students with designerly dispositions through designing and making.

The designerly dispositions are as follows: 1. embracing uncertainties and complexities 2. be cognizant of and resolve real-world, ill-defined problems 3. relentless drive to seek out how things work 4. use of doodling and sketching, and 3D manipulation of resistant materials as a language for visualisation, communication and presentation.

Key Programmes

The Design & Technology (DT) Unit runs a four year programme equipping the pupils with the knowledge and skills for their N and O levels examinations. Lower secondary pupils learn basic technologies, designing processes and hands-on skills. They get to put the knowledge into practice, cumulating in mini-projects and prototypes.

We prepare the upper secondary pupils for their N and O levels examinations at Secondary Three by assimilating to the requirements of the national examinations, involving knowledge application and problem-solving. They expand on their basic knowledge to develop greater understanding and appreciation of the relatedness to real-life situations. They also take on real-time design tasks to arrive at feasible design solutions.

Students from different levels also participate in external competitions such as Annual Design & Technology Awards and Science and Technology Challenge organised by Nanyang Polytechnic annually.

Lower Secondary Projects


Upper Secondary Projects




To develop every Clementeen the passions to learn knowledge and skills in Nutrition and Food Science, empowering them to be innovative, health-conscious and discerning consumer for the present and future.

Key Programmes

Lower Secondary (Food and consumer education FCE) 

FCE in the 21st century is designed with the social and economic landscape of Singapore in mind, both current and future.  The syllabus takes into consideration new lifestyles and consumer trends, and therefore, the knowledge, skills and attitudes required of young learners related to health and financial management. 


Food Studies and Consumer Studies are two Core Areas of Study that students need to learn. Food studies will equip students with food management and culinary skills, the knowledge about diet and health, so that they could be more discerning in choosing nutritious food for good health and be informed of the benefits of a balanced meal. Consumer Studies will learn basic principles of consumer education to manage resources and understand consumer rights and responsibilities. 

Elective Modules are included in FCE syllabus for students to extend their learning and provides opportunities for students to undertake projects through which they are required to do planning, research, problem-solving and evaluation.

Upper Secondary (Food and Nutrition F&N) 

F&N is an elective subject offered at upper secondary level to provide students with fundamental grounding in nutrition, health and food science that prepares them for tertiary studies in applied food science and careers in the health food and beverage industries. They will gain knowledge of being an informed consumer through food selection and be equipped with culinary skills and nutrition knowledge in food preparation and recipe modification.


2019 Hospitality Race By Republic Polytechnic


Main course : Gaba Rice chicken porridge

Dessert: Super passion fruit BuBur Cha Cha

2019 Sandwich Making Competition By Keat Hong CC

FN03.jpgMBS Chilli Crab, Hainanese 
Black Pepper Chicken Sandwich

FN04.jpg1st Prize (Category B)
Murugan Hemavarshini 2A1
Rajendrakumar Sahana 2A1

Enrichment Programme  

Food Science in the kitchen @ Singapore Science Centre 

Molecular gastronomy uses the chemistry behind various cooking methods to create innovative food items. Students created caviers and chocolate spaghetti.


Pasta Workshop @ SMU

Students learnt the processes involved in pasta making. 




Create and provide opportunities for all to learn and be engaged through active music making in a scholastic environment

Key Programmes:

Students are given opportunities to:

1.    Listen to various music genres

2.    Create simple compositions using authentic instruments and electronic mediums

3.    Perform individually and as an ensemble

CT Music Curriculum

CT Music Curriculum

 Lower Secondary Secondary One

I.        Samba Percussion

II.        Keyboard

III.        Drum set/ Cajon

IV.        Garageband / Band Lab 
 Lower Secondary Secondary TwoV.        IPAD Band

VI.       Pop Band

VII.      Ethnic Music Songwriting

Upper Secondary
 Secondary Three

I.        Music Literacy

II.        Keyboard Skills 
Upper Secondary
 Secondary FourIII.        Garageband /  Musescore

IV.        Music Technology

V.        Individual and Ensemble      Music Making / Performance

VI.        Western Music styles and traditions

VII.        Traditional Music in Singapore

* Music is also offered at O levels. Students who are interested to pursue O level music will need to undergo a compulsory audition, aural and written assessment. Entry to the course is strictly based on clearing these components.


CT Performance Programmes

I.        Voice of CT

II.        Starz@Canteen