CCE · Secondary 3

Active learning ideas

Principles of Public Policy

Active learning works well for this topic because students need to experience firsthand how evidence shapes policy decisions. By simulating real-world inquiry, they see how neutral questions lead to meaningful conclusions. Collaborative work also mirrors the teamwork required in actual Select Committees, where diverse voices contribute to solutions.

• MOE Syllabus Outcomes
• MOE: Governance and the Rule of Law - S3
• MOE: National Identity - S3

• 20–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 60 min · Small Groups

Simulation Game: Mock Select Committee

Students form a committee to investigate an issue like 'Smartphone use in schools.' They 'summon' witnesses (other students playing experts, parents, or teachers) to give testimony and then draft a report with recommendations.

Evaluate the ethical considerations in allocating national resources.

Facilitation Tip

During the Mock Select Committee, assign clear roles such as chair, witness, and committee members to keep the simulation focused.

What to look for

Pose the question: 'If the government has an extra $1 billion, should it be used to reduce taxes for all citizens, invest in new public housing, or increase funding for eldercare services?'. Ask students to form small groups, discuss the pros and cons of each option, and present a reasoned argument for their preferred allocation, citing at least one ethical consideration.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: Real-World Inquiries

Groups research a past Singapore Select Committee (e.g., the one on Deliberate Online Falsehoods). They identify who gave evidence, what the key findings were, and how it led to a new law (like POFMA).

Justify different approaches to balancing current needs with future reserves.

Facilitation Tip

For the Collaborative Investigation, provide a structured template for students to organize their research and findings before presenting.

What to look for

Provide students with a short case study describing a hypothetical national challenge, such as rising unemployment or an aging population. Ask them to identify two potential policy solutions and briefly explain how each solution would be funded and what trade-offs might be involved.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Why Ask the Experts?

Students discuss why MPs might need to consult scientists, doctors, or community leaders before making a law. They share one example of a topic where expert advice would be absolutely necessary for a good outcome.

Compare various policy frameworks for addressing social issues.

Facilitation Tip

In the Think-Pair-Share activity, explicitly instruct students to cite specific examples from witness testimonies to strengthen their arguments.

What to look for

On an index card, have students write down one example of a public good and one example of a social welfare program. Then, ask them to explain in one sentence why governments are typically responsible for providing these.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by emphasizing the non-partisan nature of inquiries, so avoid framing discussions as debates between opposing sides. Use real committee reports to demonstrate how neutral questioning leads to policy shifts. Research shows that students grasp abstract concepts better when they see tangible examples, so prioritize case studies over theoretical explanations.

Successful learning looks like students recognizing the connection between committee recommendations and policy changes. They should confidently explain why expert testimony matters and identify the steps from investigation to legislative action. Observing their ability to articulate trade-offs during discussions signals deep understanding.

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Watch Out for These Misconceptions

• During the Mock Select Committee, watch for students assuming committee recommendations are ignored by policymakers.

  Use the committee’s final report template to have students trace how their recommendations would move through Parliament, showing the direct path to legislative impact.

• During the Collaborative Investigation, listen for students believing only officials can provide testimony.

  Ask groups to create a witness list that includes at least two non-government voices, such as community leaders or researchers, to highlight the diversity of input.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share