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Straits Times
25-06-2025
- Business
- Straits Times
At least 80,000 public, private homes planned in more than 10 areas over next 10 to 15 years
An artist's impression of new homes with accompanying recreational spaces planned for Dover-Medway. PHOTO: URBAN REDEVELOPMENT AUTHORITY At least 80,000 public, private homes planned in more than 10 areas over next 10 to 15 years SINGAPORE – At least 80,000 public and private residential units are expected to be introduced across more than 10 new housing areas islandwide over the next 10 to 15 years. This was disclosed by the Urban Redevelopment Authority (URA) , which announced on June 25 its Draft Master Plan 2025 – Singapore's land use development blueprint for the next 10 to 15 years . To offer more opportunities for residents to live in and near the city centre, some 5,000 new private homes could be introduced in the Newton area, while Paterson – on the doorstep of Orchard Road – could get 1,000 new private homes. The planned Newton neighbourhood, comprising three clusters at Newton Circus, Scotts Road and Monk's Hill , will be a mixed-use urban village, with the new private homes to be introduced progressively. A new Village Square anchored by a high-density, mixed-use development will be built next to Newton MRT s tation and Newton Food Centre, while Monk's Hill Road will be converted to a park. A green corridor will also link Newton MRT station to Emerald Hill. Monk's Hill Road is set to transform into a park, with a green corridor linking Newton MRT Station to Emerald Hill. PHOTO: URBAN REDEVELOPMENT AUTHORITY Meanwhile, the Paterson neighbourhood will be transformed into a mixed-use hub with a new integrated development comprising retail and food and beverage offerings, offices and residences built above Orchard MRT station. As part of Paterson's rejuvenation, the 70-year-old site of the former Institute of Education – which relocated to Bukit Timah in 1981 – will be redeveloped, URA said. The campus was later used by other schools, including Raffles Junior College. The 70-year-old site of the former Institute of Education – which relocated to Bukit Timah in 1981 – will be redeveloped. ST PHOTO: SHINTARO TAY In addition, there will also be walking- and cycling-friendly public spaces, with new cycling paths that connect Paterson to the Inner Ring identity corridor, which runs along Tiong Bahru, Scotts and Balestier roads and Lavender Street. Walking, cycling, and access to recreation options in Newton will become more convenient. PHOTO: URBAN REDEVELOPMENT AUTHORITY More public and private housing as well as amenities and recreational spaces are also being planned for the new Dover-Medway neighbourhood in the greater one-north precinct. It could see 6,000 new public and private homes built in the first phase, in the eastern section near the one-north and Kent Ridge MRT stations. In response to queries from The Straits Times, URA said the plans for Dover-Medway will 'take into account the operations and leases of existing uses in the area' , with affected users notified in advance to allow them to make plans. It was earlier announced that the Singapore Institute of Technology is moving its Dover campus to the Punggol Digital District and UWC South East Asia's Dover campus will be relocated to Tengah. Anglo-Chinese School (Independent) in Dover Road is not affected by plans for Dover-Medway, URA said. An artist's impression of new homes, with accompanying recreational spaces, that is being planned for Dover-Medway. PHOTO: URBAN REDEVELOPMENT AUTHORITY Some 5,000 new private homes could also be introduced in Mediapolis, which is also in the greater one-north area. Residents can access the nearby one-north Park, Wessex estate and the Rail Corridor. The planned residential developments in Dover-Medway and Mediapolis will enable more people to live closer to work at the knowledge hub, which is home to info-communications, technology, media and biomedical companies , as well as institutes of higher learning. Meanwhile, the former Singapore Racecourse in Kranji will be redeveloped into a new housing estate with 14,000 new public and private homes. An artist's impression of the residential estate that will be built at the site of the former Singapore Racecourse. PHOTO: URBAN REDEVELOPMENT AUTHORITY This will be located near the Kranji Nature Corridor, which connects various green spaces and water bodies, including the Rail Corridor, the upcoming Mandai Mangrove and Mudflat Nature Park, as well as waterways such as Sungei Mandai and Sungei Pang Sua. The redevelopment of brownfield sites, or previously developed land parcels that may be contaminated or under-utili s ed, is a strategy to reallocate spaces in land-scarce Singapore. New towns at the sites of Sembawang Shipyard and Paya Lebar Air Base (PLAB) are also being studied for future housing needs. But the number of homes planned for Sembawang Shipyard and Defu, which is located next to the air base, is not yet known. After the shipyard at Sembawang ceases operations in 2028, the area is expected to be transformed into a mixed-use waterfront district with new housing , public spaces created along the berths, and key heritage buildings adapted for community, sports and cultural activities. An artist's impression of residential units that could be built on the Sembawang waterfront. PHOTO: SINGAPORE INSTITUTE OF ARCHITECTS Following the relocation of PLAB from 2030 onwards, about 800ha of land will be freed up for the development of a new town in eastern Singapore. This will mean that building height restrictions in surrounding towns could be lifted, which will allow for more land intensification to meet demand for different land uses. This new town will be connected with neighbouring areas, including the future Defu neighbourhood, through extensive green and blue networks. These refer to an interconnected system of parks, gardens and rivers, wetlands or ponds in an urban environment. Redevelopment will take place in phases, starting with Defu. Walking and cycling paths, new rail lines and more workspaces will also be introduced to enable residents to live and work nearby. Historical features such as old airport structures and a section of the runway will be repurposed for new uses. Plans are also under way for new homes in more central locations at Pearl's Hill, Marina South, Bukit Timah Turf City, the site of the former Keppel Golf Course, and Mount Pleasant, which were announced previously. Join ST's WhatsApp Channel and get the latest news and must-reads.
Irish Times
20-06-2025
- Sport
- Irish Times
Leaving Cert physical education (PE): Students pushed for time with longer questions
The higher-level physical education (PE) paper was fair and had lots of choice and popular topics, although students were pushed for time with the longer questions. Brian Gregan, a PE teacher at the Institute of Education, said that there was more choice than in previous years. 'Entering into this exam, students will have already completed two projects and have 50 per cent of their grade locked in,' he said. 'This final push will see students racing through some sections only to be faced with more daunting long answers that will keep them writing until the final second.' READ MORE In section A, which focuses on short questions, Mr Gregan said that there was a great range of ideas but Students with a slight emphasis on topic five (promoting physical activity). 'While not always a popular topic, the questions were clear and to the point meaning that few will struggle to have something to say,' said Mr Gregan. 'Topic five synthesises well with topic seven, inclusivity which was a prescribed topic for this paper, so everyone should be prepared for these ideas. 'Questions on coaching will be popular with those who are up to speed on their principles of training, and the ever-popular topic of doping appeared twice. Tricker topics like vectors and scalers were absent or while others like stereotyping were avoidable through lots of internal choice.' However, Mr Gregan said that section B's compulsory case study will have ground some student momentum to a halt. 'The text was denser, and students needed to pay attention to every aspect of the pages to ensure they had the correct material,' he said. 'You couldn't simply skim the text on move on - the details really mattered. As a result, some will feel that time ebbed away in this section. Overall, the case study on throwing was a good mixture of Topics one, two, five and six – all of which will be familiar but the fact there was little choice meant that they really needed to know their stuff. Skipping sections wasn't an option.' Section C's long questions reiterated the previous two sections' relationship in miniature: a swift start that loses speed in longer essay questions, said Mr Gregan. 'PE isn't like other subjects that are heavily essay based, but long questions do demand the students cover a good amount of material in order to safeguard against any ambiguity in the marking scheme. In terms of the material, there was nothing unexpected here: questions on components of fitness and principles of training would all have been banker topics heading into the exam.' Mr Gregan said that, while all the questions were viable, question 15 was a great balance of principles of training, ethics and coaching that will draw many people in. 'This was a fair paper, but students will find themselves in a sprint to the finish to fill everything in,' he concluded.
Scoop
13-06-2025
- Science
- Scoop
Maths Gender Gap Appears Within Kids' First Two School Terms
Press Release – Science Media Centre French and US researchers analysed data from more than 2.6 mn first and second grade children (ages 5 to 7) in France. There was almost no difference in the average performance when the children started school, but a notable gender gap in favour of boys appeared … New overseas research has found that gender disparities in maths performance in favour of boys show up as early as after four months of formal schooling. French and US researchers analysed data from more than 2.6 million first and second grade children (ages 5 to 7) in France. There was almost no difference in the average performance when the children started school, but a notable gender gap in favour of boys appeared when they were tested again after four months – regardless of socioeconomic status. The team says these findings point to the first year of school as the time and place where a gender gap emerges, which helps to focus the search for solutions and interventions. The Science Media Centre asked local third-party experts to comment on the findings and their relevance to Aotearoa and the wider Pacific. Professor Jodie Hunter, Institute of Education, Massey University, comments: 'This study supports what earlier research has shown about something called 'brilliance bias', the idea that doing well in subjects like mathematics, physics and other sciences is about having natural talent or being innately brilliant. What is interesting is that younger children often believe their own gender or group is the smartest at these subjects, but as they get older and move through schooling this begins to change. They begin to associate success in mathematics and science subjects with certain groups, unfortunately, those groups often don't include girls or students from marginalised communities. 'This research is highly relevant for us here in Aotearoa and across the Pacific given that we see ongoing disparities in achievement, particularly for Māori and Pacific students. Research suggests that part of the problem is a lack of recognition for the strengths and knowledge that these students bring into the classroom. It would be beneficial to see further research that looks at how we can support teachers and students to see everyone as capable of doing mathematics.' No conflicts of interest. Our colleagues at the Science Media Centre Spain have also gathered expert comments. Marta Macho-Stadler, Full Professor of the Department of Mathematics at the University of the Basque Country (UPV/EHU): 'This study is in line with previous analyses, conducted from different perspectives, which evaluate both the mathematical abilities of girls and boys in different age ranges and the stereotypes associated with STEAM subjects (science, technology, engineering, arts and mathematics). 'I would highlight three key ideas in this article that I believe are particularly important for breaking down deeply rooted beliefs that cause gender gaps in mathematics. It is estimated that around the age of six (coinciding with the start of schooling) is when gaps in STEAM subjects begin to become noticeable. As in previous studies, this research suggests that interventions to eliminate stereotypes about skills and abilities in science and technology should begin around this age. Initiatives at later stages would be ineffective. Girls' and boys' mathematical skills are similar, thus refuting deep-rooted beliefs that attribute different abilities to each depending on whether mathematical tasks are linked to calculation or spatial vision. Competitive pressure affects girls and boys differently. A previous study conducted in a two-stage maths competition in Spain would indicate (as also mentioned in this article with regard to French students) that the motivations and performance of boys and girls may differ in competitive environments. In addition, expectations from the family and teaching environment may push girls to limit themselves and perform worse than boys in this type of test. 'I find the recommendations made following the study very interesting, as they call for training (in mathematics and teaching) for primary school teachers. It is important to understand how teachers' behaviour in the classroom influences the way girls and boys perceive their own mathematical abilities. In the particular case of girls, teaching practices laden with stereotypes can lead them to self-limit. According to the study, teachers' (and families') anxiety about maths is easily transmitted, especially to girls. A diverse teaching staff could help to naturally provide both boys and girls with female role models and break down established stereotypes.'
Scoop
13-06-2025
- Science
- Scoop
Maths Gender Gap Appears Within Kids' First Two School Terms
New overseas research has found that gender disparities in maths performance in favour of boys show up as early as after four months of formal schooling. French and US researchers analysed data from more than 2.6 million first and second grade children (ages 5 to 7) in France. There was almost no difference in the average performance when the children started school, but a notable gender gap in favour of boys appeared when they were tested again after four months – regardless of socioeconomic status. The team says these findings point to the first year of school as the time and place where a gender gap emerges, which helps to focus the search for solutions and interventions. The Science Media Centre asked local third-party experts to comment on the findings and their relevance to Aotearoa and the wider Pacific. Professor Jodie Hunter, Institute of Education, Massey University, comments: 'This study supports what earlier research has shown about something called 'brilliance bias', the idea that doing well in subjects like mathematics, physics and other sciences is about having natural talent or being innately brilliant. What is interesting is that younger children often believe their own gender or group is the smartest at these subjects, but as they get older and move through schooling this begins to change. They begin to associate success in mathematics and science subjects with certain groups, unfortunately, those groups often don't include girls or students from marginalised communities. Advertisement - scroll to continue reading 'This research is highly relevant for us here in Aotearoa and across the Pacific given that we see ongoing disparities in achievement, particularly for Māori and Pacific students. Research suggests that part of the problem is a lack of recognition for the strengths and knowledge that these students bring into the classroom. It would be beneficial to see further research that looks at how we can support teachers and students to see everyone as capable of doing mathematics.' No conflicts of interest. Our colleagues at the Science Media Centre Spain have also gathered expert comments. Marta Macho-Stadler, Full Professor of the Department of Mathematics at the University of the Basque Country (UPV/EHU): 'This study is in line with previous analyses, conducted from different perspectives, which evaluate both the mathematical abilities of girls and boys in different age ranges and the stereotypes associated with STEAM subjects (science, technology, engineering, arts and mathematics). 'I would highlight three key ideas in this article that I believe are particularly important for breaking down deeply rooted beliefs that cause gender gaps in mathematics. It is estimated that around the age of six (coinciding with the start of schooling) is when gaps in STEAM subjects begin to become noticeable. As in previous studies, this research suggests that interventions to eliminate stereotypes about skills and abilities in science and technology should begin around this age. Initiatives at later stages would be ineffective. Girls' and boys' mathematical skills are similar, thus refuting deep-rooted beliefs that attribute different abilities to each depending on whether mathematical tasks are linked to calculation or spatial vision. Competitive pressure affects girls and boys differently. A previous study conducted in a two-stage maths competition in Spain would indicate (as also mentioned in this article with regard to French students) that the motivations and performance of boys and girls may differ in competitive environments. In addition, expectations from the family and teaching environment may push girls to limit themselves and perform worse than boys in this type of test. 'I find the recommendations made following the study very interesting, as they call for training (in mathematics and teaching) for primary school teachers. It is important to understand how teachers' behaviour in the classroom influences the way girls and boys perceive their own mathematical abilities. In the particular case of girls, teaching practices laden with stereotypes can lead them to self-limit. According to the study, teachers' (and families') anxiety about maths is easily transmitted, especially to girls. A diverse teaching staff could help to naturally provide both boys and girls with female role models and break down established stereotypes.'
RTÉ News
06-06-2025
- Science
- RTÉ News
Leaving Cert Reaction: How did Ordinary Level Leaving Cert Maths add up?
Jean Kelly from Dublin's Institute of Education is here to share her thoughts on the 2025 Leaving Cert Ordinary Level Maths Paper 1 exam. She is contributor to RTÉ Study Hub, and we have her expert tips from the show to help you prepare for Paper 2. This content is from their Leaving Cert Analysis series. You can watch Jean's video up top and read on for more insights. Jean says: "This paper had everything thrown in or at least as much of the syllabus as they could possibly fit in to just 10 questions. Students would have been surprised by the sudden jumps between topics. A question could start in algebra in Part A, move to calculus in Part B and rates of change in part C. Many might find this lack of uniformity gave them a bit of whiplash as they had to quickly adapt to new areas of the course on the fly. "However, parts of the paper were lovely; not inaccessible at all, but you really needed to think. Questions had wordy window dressing to mask simple techniques that students would have already known. If you read carefully and pieced out the relevant material, you were flying, but you needed to know your concepts to make that call." "Students really did need to read the question over and over to get a sense of what they are asking. Each part of a question might have a new story element to be disentangled from central mathematics, so questions often didn't build on each other. As a result, some students will have found the more purely mathematical questions easier and so may have preferred the traditionally harder Part Bs to the Part As. One shock will be the appearance of Area, Volume and Nets of a 3D object in Q10 Section B as this is usually preserved for Paper 2. "There were lots of opportunities to get marks and secure their grades, but it was definitely exam that, at first glance, might have fallen outside of some students' comfort zones."
