What’s The IP Math Curriculum Like in Dunman High School?

Are you considering Dunman High School (DHS) for your child, or are you a parent of a current DHS student wondering why Mathematics feels more demanding than expected?

School websites provide a good overview of the curriculum, but they often don’t tell the full story of what students experience in the classroom. As a tuition centre in Singapore that has supported many batches of DHS students over the years, we’ve gained valuable insights into the school’s Mathematics programme and the challenges students commonly face.

Here are some of our observations—and how we help students build confidence in Mathematics throughout their DHS journey.

An extended mathematics curriculum

Like many Integrated Programme (IP) schools in Singapore, DHS takes a different approach to Mathematics from the mainstream O-Level pathway.

Instead of offering Elementary Mathematics (E Math) and Additional Mathematics (A Math) as separate subjects, Junior High students take Math 1 and Math 2. Together, these subjects cover concepts from both E Math and A Math, meaning that all students are expected to learn a broader and more advanced syllabus – which might be challenging for those who are less confident in math.

At the same time, DHS actively nurtures mathematically gifted students. Those with exceptional aptitude may opt to study Math 2 at the D2 level, which explores selected topics in greater depth. Mathematically-inclined students are also encouraged to participate in enrichment opportunities such as the Singapore Mathematical Olympiad (SMO), the American Mathematics Competitions (AMC), and the Singapore Mathematical Society Project Festival

While these programmes create exciting opportunities for mathematically gifted students, they also reflect the school’s strong academic expectations. Students who need more time to master core concepts may find the pace demanding.

At Future Academy, we believe that every student deserves to feel confident in Mathematics. Our lessons focus on strengthening foundations, addressing misconceptions early, and helping students keep pace with the school’s curriculum before small learning gaps become larger ones.

A unique school-based syllabus

One challenge that many DHS students face is finding suitable external resources.

Unlike mainstream schools that closely follow the national syllabus, IP schools have greater flexibility to design their own curriculum. Topics may be taught in a different sequence, emphasised differently, or assessed using question styles that students may not encounter in commercially available assessment books.

As a result, practising more questions does not always mean practising the right questions.

Our tutors’ experience teaching DHS and other IP students allows us to recognise the unique way that DHS examination papers are designed, and adapt our strategies accordingly. We are familiar with the gaps that students tend to grapple with, and equip students with the analytical frameworks to tackle both their school exams as well as national standard questions like that of the A Levels.

Over more than 15 years of specialising in IP Mathematics tuition, we have also built an extensive database of school-specific questions and developed our own Mathematics assessment book. These resources enable students to practise questions that are closely aligned with what they are likely to encounter in school, making their revision more targeted and effective.

A wider variety of assessments

To encourage more holistic learning, DHS includes a mix of traditional assessments as well as alternative modes of assessments in their graded work.

Alternative assessments might include oral presentations, group projects, independent research, and more. Having this variety of assessment modes reflects the Ministry of Education’s broader vision of developing skills beyond academic knowledge, including collaboration, communication, and independent learning.

However, these alternative assessments can also present new challenges.

Students may find it difficult to balance projects, presentations, and regular schoolwork at the same time. During busy periods, it is not uncommon for revision to take a back seat while students focus on meeting project deadlines.

And that’s where the importance of having a solid revision routine comes in handy. Tuition might not be able to help students do their project work, but it can provide much-needed stability amidst a demanding schedule. Our structured weekly lessons ensure that students continue reviewing the topics they have learnt and keep up with regular practice even during hectic assessment periods. With carefully curated practice materials and personalised feedback, students are able to optimise their study time and keep from being overwhelmed.

More than just better grades

It’s no surprise that the DHS students we have met are very highly motivated and capable learners. Yet, some of these students come to us feeling inadequate, because they are adjusting to a faster pace of learning, a broader curriculum, and higher academic expectations.

A supportive tuition class should thus be not just be about re-teaching concepts and memorising model answers. It is about helping these students develop a thorough understanding of mathematical concepts, strengthening their problem-solving skills, and equipping them with the necessary study skills to excel in the high-pressure environment they are in.

At Future Academy, we count ourselves experts in supporting IP students through tailored programmes specific to the demands of their schools. Our tutors understand the DHS Mathematics curriculum, are familiar with the school’s assessment styles, and provide targeted guidance that complements what students are learning in class.

Whether you need help catching up on difficult topics, preparing for school assessments, or simply building greater confidence in Mathematics, our goal is to provide the structure, clarity, and support that you need to thrive!

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