Student Handbook 2014 PDF

RGS Student Handbook 2014
RGS STUDENT HANDBOOK 2014

Contents
Page No
MY COUNTRY
1 The Singapore Flag and Pledge
2 The National Anthem and 6 National Education Messages
2
3
MY SCHOOL
1 History of the School
2 The School Song
3 Raffles Girls School Motto, Vision, Mission, Goals and Values
4 The School Symbols
5 School Facilities, Map and Classroom Locations
6 Admission & Leave of Absence Scheme
7 Fees Structure & Payment and Financial Assistance
4
9
10
11
12
13
15
MY RGS COMMUNITY
1 The Rafflesian Creed
2 Roles and Responsibilities of an RGS girl: School Discipline/Uniform
3 The Deborah Tan Library
4 Student Leadership Development
5 The Co-curricular Programme: CCAs in RGS
6 School Awards: Academic, Leadership and Service
16
17
20
25
27
31
THE RAFFLES PROGRAMME

1 Mission; Goals; Values
2 Curriculum: Philosophy; Approaches
33
34
THE RGS EXPERIENCE

1 The Academic Curriculum
- Course of Study
- Assessments: Passing and promotion criteria/Attendance
- Grading System/Computation of Grade Point Average
- Qualitative Reports/The School Calendar
35
37
38
39
The Raffles Diploma
40
3
-
The Affective Curriculum

Overview/Character & Leadership Education
Student Well-being
43
44
Updated 16 Jan 2014
THE SINGAPORE FLAG, OUR PLEDGE AND NATIONAL ANTHEM

The Singapore Flag
The National Flag, Singapores most visible symbol of statehood, reflects the ideals, beliefs
and values that we stand by as a nation amidst our rich and diverse make-up. It forms a crucial
element of our national identity. As such, the National Flag is to be treated with dignity and
honour.
The National Flag was unveiled on 3 December 1959, together with the State Crest and the
National Anthem, at the installation of the new head of state, the Yang di-Pertuan Negara. It
was created by a committee led by the then Deputy Prime Minister, Dr Toh Chin Chye, and
replaced the Union Jack, which had flown over Singapore for 140 years (1819-1959).
Singapores national flag was adopted upon the nations independence in 1965.
The National Flag consists of two equal horizontal sections, of red above white. The upper left
section contains a white crescent moon, and five white stars which form a circle. Each feature
of the Flag has its own distinctive meaning and significance. Red symbolises universal
brotherhood and the equality of man, while white signifies pervading and everlasting purity
and virtue. The crescent moon represents a rising young nation. The five stars stand for the
nation's ideals of democracy, peace, progress, justice and equality.
Our Pledge
We, the citizens of Singapore,
pledge ourselves as one united people,
regardless of race, language or religion,
to build a democratic society,
based on justice and equality,
so as to achieve happiness,
prosperity and progress for our nation.
The Pledge was initially penned in 1966 by Mr S Rajaratnam, Singapores First Minister of
Foreign Affairs. Written against the backdrop of racial riots in the 50s and 60s, Mr
Rajaratnams inspiration was to build a Singapore we are proud of while emphasising unity
and multi-racial harmony. He believed that language, race and religion were potentially
divisive factors, which could be overcome if Singaporeans cared enough about their country.
The draft text was handed to the then Prime Minister, Mr Lee Kuan Yew, who edited the text
before submitting it to the Cabinet.
Updated 16 Jan 2014

The National Anthem
MAJULAH SINGAPURA
By Zubir Said
The National Anthem was written in the wake of nationalism from 1956-57. Its composer, the
late Encik Zubir Said, anchored it with two words, "Majulah Singapura", which means "Onward
Singapore".
(Translation)
Mari kita rakyat Singapura
Sama-sama menuju bahagia
Cita-cita kita yang mulia
Berjaya Singapura
Marilah kita bersatu
Dengan semangat yang baru
Semua kita berseru
Majulah Singapura
Majulah Singapura
We, the people of Singapore

Together march toward happiness
Our Noble aspiration
To make Singapore a success
Let us all unite
In a new spirit
Together we proclaim
Onward Singapore
Onward Singapore
SIX NATIONAL EDUCATION MESSAGES

Singapore is our homeland; this is where we belong.
We treasure our heritage and take pride in shaping our own unique way of life.
We must preserve racial and religious harmony.
We value our diversity and are determined to stay a united people.
We must uphold meritocracy and incorruptibility.
We provide opportunities for all, according to their ability and effort.
No one owes Singapore a living.
We find our own way to survive and prosper, turning challenge into opportunity.
We must ourselves defend Singapore.
We are proud to defend Singapore ourselves; no one else is responsible for our security and
well-being.
We have confidence in our future.
United, determined and well-prepared, we have what it takes to build a bright future for
ourselves, and to progress together as one nation.
Updated 16 Jan 2014

History of the School
Established in 1879, Raffles Girls School (RGS) is today a beacon of educational excellence,
attracting the best students from all walks of Singpaore and Internationally.
The growth of RGS is largely attributed to the commitment of individuals who were passionate
about the education of girls in an era where the provision of academic education for girls was
considered unimportant.
RGS humble beginnings can be traced to the dedicated committee of eight ladies that was
determined to rescue orphans and very poor girls from vice and provide them with care and
protection through education. Their efforts to set up a Girls School attached to the Singapore
Institution (later renamed Raffles Institution) were supported by Mrs Cavenagh, the wife of the
Straits Settlement Governor, and who later became the Schools Patron. It was their labour
and dedication which enabled RGS to make steady progress in pupil enrolment and established
RGS status as a distinguished educational institution in Singapore.
The commitment of good people, many of whom remained unsung heroes, was to continue to
be a major factor which helped to shape RGS into what it is today a premier girls school, a
centre of excellence and a global name in education.
Key Historical Milestones
1879
RGS was officially established with an
enrolment of 77 pupils
Miss M Nelson (1880 1884)
The first certified Headmistress of RGS
Laid the cornerstone on which RGS would develop into

a dominant presence in the local education scene
1883
RGS first school building was located
at Bras Basah. It had 4 classrooms,
occupied by 134 pupils
1900
RGS attained the status of an English
High School, offering Latin as a
subject which proved useful to girls
aspiring to become doctors and
lawyers
1903
RGS became a Government School.
The Government set the standard of
education and appointed efficient
civil servants to run the School
Updated 16 Jan 2014
Miss Tarbet (1904 1910)
Pushed for the start of a training establishment where

the pupils could be trained to be teachers
Miss Dorothy M Buckle (1910 1937)
The longest serving Principal in RGS history
Emphasised proper decorum for pupil behaviour
Placed emphasis on scholarship and advancement in

education
1928
RGS moved to Queen Street
Miss C Richardson (1938 1939)
Emphasised the importance of articulating the English

Language correctly
Placed strong emphasis on discipline
1930
RGS became a full-fledged girls
school and stopped admitting boys to
the lower and middle forms
Mrs K Waddle (1939 1942)
1950
Developed the arts and sports
programmes at RGS
Chose to remain in Singapore when war broke out

because of her dedication to her job. When she left on
the last evacuation boat just before the Japanese
occupied Singapore, she drowned when the boat was
torpedoed
Miss M M Hadley (1946-1950)
Restored RGS to her pre-war standards
Produced academic achievements and success in music,

drama and sports and laid the foundation for the strong
presence of music and drama in the RGS culture today
Introduced the House System to develop the sense of

belonging to the school for pupils.The five houses were
named after the former Principals in tribute
Miss Cecily Hinchliffe (1951 1957)
1959
RGS moved to the new school building
at Anderson Road.
Updated 16 Jan 2014
Developed the RGS ethos and culture: Weekly

Assemblies, School Motto, School Song, Speech Day
Ceremony
Championed the all-round development of pupils
Miss M N Oehlers (1958 1961)
Was responsible for the separation of the Secondary

School from the Primary School
Oversaw the move of the Secondary School to its new

premises in Anderson Road and introduced two session
school to cope with increased enrolment
Emphasised the importance of good character in RGS

girls, outlining Honesty, Courtesy and Charity as
essential qualities in the girls
1961
Enrolment increased to 1,390 , and
am/pm school session was
introduced
1984
RGS offered the Gifted Education
Programme.
1993
RGS became an Independent School
Miss N E Norris (1961 1976)
Believed in the all round education and leadership

training for pupils
Upgraded the school premises
Promoted extra-curricular activities in RGS
Encouraged financially disadvantaged girls to attend

the school
Mrs Chee Keng Soon (1980 1988)
Introduced job attachments, talks and other activities

outside of school to further develop the character and
leadership abilities of pupils
Encouraged classes to visit welfare organisations as

part of community services
Promoted and provided ample opportunities for pupils

to develop their creative talents in music, drama, art
and languages and initiated the RGS Nite
Mrs Carmee Lim (1988 1999)
2004
RGS implemented the Raffles
Programme
2009
RGS celebrated her 130th anniversary
RGS maintained partnership with the

merged RI
Updated 16 Jan 2014
Championed a learning environment that promoted

creativity, innovation and entrepreneurship
Affirmed the School Values with RGS staff
Created an IT infrastructure and network to develop

and enhance learning for pupils
Mrs Deborah Tan (1999 2007)
Played an instrumental role in nurturing the ideals

of scholarship in the pupils
Positioned RGS as a school for the gifted and

talented
Mrs Julie Hoo (2007 2012)
Initiated the 1st Homecoming for alumni as part of

the Anniversary celebrations
Initiated the Alumni Tribute Series for Alumni to

give back to the school and society
Saw RGS through RI-RJC merger, maintaining RGS
RGS set up Wallace Environmental

Learning Laboratory (WELL) at the
Dairy Farm Nature Park
distinctive identity and heritage as a premier

school for girls
Established Singapores first one-stop learning

centre for scientific research, national education,
community service, teacher training and
international exchange.
Set up a community of interested educators from

different disciplines to share resources, training
and consultancy for field studies
Set up Singapores first educational research

centre within a school with a team of 4 TeacherSpecialists, led by a Director.
2010
RGS set up the WELL- Community of
Teachers (WELLCoT)
RGS launched RGS-Pedagogical

Research Lab (PeRL)
2011
RGS initiated the Human Resource
Consultancy project
Initiated a total pay review and job evaluation for

RGS, in order to ensure that RGS stays competitive
in the job market. Facilitated by Aon Hewitt, the
review covered both Teaching Staff and the EAS.
Raffles Diploma (RD) launched
RD is a certification that recognises student

participation and achievements in five
development domains: Cognitive, Character and
Leadership, Community and Citizenship, Arts and
Aesthetics, Sports and Health.
The first F1 Centre for Innovation set up by a girls

school, the RGS F1 Centre for Innovation promotes
pupil learning and engagement, particulary among
female pupils in the disciplines of Science,
Technology, Engineering and Mathematics (STEM).
The new RGS campus, to be ready in 2018, will
provide for the space and facilities required to
deliver innovative curriculum and programmes to
better support the schools teaching and learning
goals. To be located along Braddell Road opposite
RI, the new campus will allow for better planning
of schedules for common programmes between the
two schools while retaining RGS independence and
distinctive heritage.
Agreement with the University of Birmingham that
will see RI and RGS Year 3 Raffles Academy music
students embark on the University of Birmingham's
first year undergraduate music curriculum
beginning in 2013.
2012
RGS launched the F1 Centre for
Innovation
Announced New Campus for RGS in

2018
Signed MOU with the University of

Birmingham
Updated 16 Jan 2014

2013
Strategic Envisioning for 2014 2018
Mrs Poh Mun See (Dec 2012 - )
In moving the school forward and in light of new

challenges within the education landscape, RGS
embarked on an envisioning exercise that will guide the
school through the next five years. RGS senior and
middle management, in consultation with staff,
students and parents and working with a professional
consultant developed and updated the school
framework in developing a more relevant, integrated
programme to nurture the high ability student, setting
the stage for RGS to scale to even greater heights in
achieving our vision, as a school, to be active creators
of a better age.
2013 saw two large-scale fund raising events for the

New Campus (2018):
Launch of Consuming Passion cookbook by RGS
alumni with proceeds from the sale of the book going
towards the new campus development fund. Guest-ofHonour for the event was Former President of
Singapore, Mr S R Nathan.
New Campus Fund Raising Banquet held at the Orchard
Hotel. Guest-of-Honour for the event was Deputy Prime
Minister and Minister for Finance, Mr Tharman
Shanmugaratnam.
New Campus Fund Raising
1.
2.
Back to Contents Page
Updated 16 Jan 2014
School Song
From High Olympus flows to us the glory
On us the sacred fire descends.
Rise, sisters, rise, the world is all before ye
Fear not to grasp what fortune sends.
Chorus:
Sisters in learning and sisters at heart
Life lies before us,
Here's luck to the start.
A little while the sun shines high above us
And youth's elixir fills our veins.
The magic fire that moves the gods to love us
The fire by which the will attains.
Repeat Chorus once
So heart to heart we'll scale the heights of learning
No mean desires our days shall shame.
Whole-hearted, true, with pride and ardour burning
On sisters, on to life and fame.
Repeat Chorus once
Updated 16 Jan 2014
MOTTO
Filiae Melioris Aevi
Introduced by former Principal, Miss Cecily A. Hinchliffe, Filiae Melioris Aevi (which is in Latin)
means Daughters of a Better Age. It is our pledge to the community that girls who pass through
the portals of RGS will not simply inherit a fine tradition but will actively forge a finer future for
her community.
VISION
To aspire, strive and dare to be active creators of a better age for all
MISSION
Nurturing the high ability girl to be a leader who will realise her talents in service of
nation and community
GOALS
To develop fine character and well-being in our girls, so that
as a person, she aspires towards higher good for self and others in thoughts and deeds
as a leader, she demonstrates personal mastery and sense of mission to create a better
age for all
To nurture the intellect and fire the imagination, so that
as a thinker, she manifests a reflective disposition and is adept with intelligent
behaviours when faced with complex, unpredictable or ambiguous situations where
there is no apparent solution
as a pioneer, she seeks and seizes opportunities with inventiveness and creativity for
the common good
RGS VALUES
People-centred
We put people first. Respect, care and trust underpin all our interactions
Principled
We are fair-minded, take responsibility for our ideas and actions, and demonstrate
integrity and moral courage in our behaviour
Passionate
We believe that conviction, commitment and drive enable us to achieve excellence in all
our endeavours
Professional
We take pride in our work, accept responsibility for our own learning and exercise
discernment and open mindedness in our interaction with others
Updated 16 Jan 2014
10
THE SCHOOL SYMBOLS

RGS values are embodied in the following school symbols:
The School Crest
The Raffles Tree
The Statue of Athena
The School Crest

The Green, Black and White of the RGS Crest are the colours of Sir Stamford Raffles Coat
of Arms. The open book symbolises knowledge. The burning torch symbolises the Schools
commitment to forge character and develop life-skills.
The Raffles Tree

The Raffles Tree is a bronze sculpture which is symbolic of the fruition of pupils
potential. The four main spirals represent the Schools 4 Values. The birds in playful
mood reflect the true spirit of learning which is one of exploration, freedom and
enjoyment. The roots of the tree signify how RGS remains firmly planted in the nations
rich multi-cultural heritage and the schools tradition.
The Statue of Athena

Athena, the Greek goddess of wisdom and intelligent warfare, is the Protector of Athens.
For RGS, she represents the qualities that RGS girls should aspire: wisdom, industry,
energy and creativity.
Updated 16 Jan 2014
11
SCHOOL FACILITIES
RGS is well equipped with a range of facilities to provide the pupils with a holistic
educational experience and at the same time cater to their diverse talents and interests.
The school's facilities are categorised as follows:
Academic Facilities
Fully networked campus
Air-conditioned classrooms
4 Computer Laboratories: Shaw Foundation Lab, Magic Lab, Cyber Learning Centre and
Infocomm Lab
10 Science Laboratories (inclusive of Life Science Lab, Dry Lab and Photonics Lab)
KS Chee Theatre
AVA Theatrette
6 Special Rooms: Mother Tongue Rooms (3), English Room, Speech & Drama Room,
Kitchens 1 & 2
Media Resource Library
Music rooms / MEP rooms
Art Rooms
Design & Technology Workshop
Sports Facilities
Gymnasium
Playing field
Tennis courts
Squash courts
Badminton courts
Basketball courts
Netball courts
Dance Studios
Tan Leng Neo Parade Square
Rockwall
Weights room
Running track
Other Facilities
Evelyn Norris Hall
Cafeteria
Sickbay
Amphitheatre
Mini-amphitheatre
Guidance Centre
6 Dance Studios
Student Leaders Activity Centre
School Map and Classroom Locations
First Aid
This is available at General Office and the Physical Education Department
The booking of facilities should follow the guidelines laid down by the Physical Education
Department and the Administrative Department. Pupils should seek the assistance of the
teachers-in-charge of the respective activities in the booking of the relevant facilities. All
keys to facilities should be signed out by staff members only.
Updated 16 Jan 2014
12
ADMISSIONS
The school admits pupils at Year 1 and Year 3. Admission to Year 2 is based on vacancies
at that level, on a case-by-case basis. Admission to Year 4 is not encouraged.
Admission to Year 1 is via:
Primary School Leaving Examination
Direct School Admission Exercise for Special Talents (for local pupils only)
MOEs School Placement Exercise for Returning Singaporeans who wish to join RGS at
Years 1-3
Admission to Year 3 is via:
Application to RGS
MOEs School Placement Exercise for Returning Singaporeans who wish to join RGS at
Years 1-3
For more information, please refer to http://www.rgs.edu.sg
APPLICATION OF LEAVE FROM SCHOOL

There are 2 categories of Leave from school:
1. Leave of Absence (long term leave duration of usually one year or more)
2. Leave with Valid Reasons
LEAVE OF ABSENCE (LOA)
The LOA scheme enables parents, who have to temporarily relocate their families overseas
as a result of their work postings or professional training, to reserve places for their
daughters who are current pupils of RGS or who have been admitted to the School. MOE
requires the applicant to provide official documents relating to one of the three reasons
for application of LOA. Year 4 pupils who are on LOA would need to seek admission advice
from RI regarding its placement criteria.
Lesson resources are available for pupils on LOA. These can be accessed through the class
sites on inet.
The LOA application forms can be downloaded from the link here. Upon completion, it
must be submitted for the Principals approval. A pupils LOA will lapse at the end of
each academic year and a fresh application is required if parents wish to renew it for
another year in November of the preceding year.
Updated 16 Jan 2014
13
LEAVE WITH VALID REASONS (LVR)

The school has its obligations and responsibilities to ensure its implementation of school-wide
programmes are not compromised and cannot deal with individual families decisions on taking
their children out of school during curriculum time when the reasons are not valid, eg
extended holidays after public holidays or leaving early for holidays before the last day of
school.
Valid reasons could be for music exams, sports competitions or at a personal level, attending
family celebration activities like weddings or for reasons such as compassionate leave. Parents
must write to the school Principal to request for leave. When a student is unwell, medical
certificates (MCs) are expected as valid reason for her absence and must be submitted to her
Form Teacher when she returns to school. Flexibility is extended to students who may not be
well the day after MC expires and parents need to write to the Form Teacher for extending the
leave.
There is flexibility exercised for students who may suffer from chronic medical conditions, eg
asthma. However, they need to provide medical advice from their doctors and parents can
then submit letters to support their childs absence when the condition recurs.
Only MCs are valid when a student is absent from summative assessments or on the day for
submission of alternative summative assessments.
The consequence for absence without MCs will result in the student being awarded zero marks
for her assessment. When a student is granted LVR, it is her responsibility to apply for
Deferred Assessment (DA) online, and if she misses the DA, she would be given VR (excused
with valid reasons) for her assessments while away. (Refer to Assessment Policy)
Updated 16 Jan 2014
14
FEE STRUCTURE AND PAYMENT

Payment of School Fees Per Month:
Singapore Citizen
Singapore PR
International Students (ASEAN)
International Students (NON-ASEAN)
$300
$450
$1200
$1500
School fees are paid in advance every two months (Year 1 students) and on a monthly basis
(Year 2 to 4 students) via GIRO, except for the last quarter where school fees are paid in
advance for three months (Year 1 to 4 students).
Under the MOE scholarship scheme, Year 1 to 4 Singapore Citizens will pay $100 per month
for school fees.
Pupils will also pay supplementary fees and other charges. Supplementary fees are used
to pay for the facilities. Other charges include annual school magazine, printing of notes
and student insurance. The total amount of fees differs for each level. These fees are
payable in mid-February (Year 1 students) mid-January (Year 2 to 4 students) and in July.
Other Ad hoc fees applicable to pupils who have register to attend workshops, participate
in competitions and other school activities will be collected via GIRO on the 26th of each
month.
An administrative charge of $12 is imposed for each unsuccessful GIRO deduction for all
types of fees.
FINANCIAL ASSISTANCE
There are two financial assistance schemes for Singapore Citizen pupils:
Independent School Bursary (ISB)

Support An RGS Pupil Scheme
For more information, please refer to http://www.rgs.edu.sg. An application form for

financial assistance can be obtained from the link here and online submission is required.
OPERATING HOURS FOR FINANCE COUNTER
The Finance counter operates from 8:30am to 3:30pm, Monday, Wednesday and Friday (except
Public Holidays and school declared holidays).
Updated 16 Jan 2014
15
THE RAFFLESIAN CREED

We, the pupils of RGS, pledge
to uphold integrity in our actions,
to face all challenges with passion and endurance,
to serve our community with compassion and to the best of our ability
and in doing so,
honour the school history and motto,
Filiae Melioris Aevi.
Updated 16 Jan 2014
16

Roles and Responsibilities of RGS Girls
RGS aims to promote a safe and caring community in which every pupil will feel she is a part
of. Such an environment will provide her a positive space to learn and consequently maximise
her RGS experience. While RGS girls are diverse in talents and unique as individuals, they
share a collective experience in pursuing excellence in their academic, personal and social
growth. This experience can only be realised in a community where every members wellbeing is regarded as important and a culture of respect and responsibility is present.
These descriptions illustrate our School Values: People-Centredness. Principled. Passionate.
Professionalism. The School Values also serve the basis for which the RGS disciplinary code is
written.
This values-based approach helps pupils to internalise the values which they can then apply in
other life situations. When discipline is necessary, the school uses this opportunity to identify
the values and principles that have been compromised and then use this approach to teach the
pupils values.
RGS girls will subscribe to the following principles of responsibility:
I am responsible for my behaviour. If I choose to behave poorly, I must accept the
consequences
I am responsible for my learning. No one can learn for me
I am responsible for treating all persons with respect and consideration
I am responsible for contributing positively to my classroom and my school
I am responsible for the environment for keeping it clean and treating it with care
because others are entitled to enjoy it as well
School Discipline
School discipline governs the following domains of school life:
1. Personal Conduct / RGS Courtesy Code
An RGS girl seeks to possess good personal standards. Be it word or deed, and regardless of
the communication means, she will conduct herself with dignity and integrity and relate to
people in the same vein.
As these expectations apply regardless of the context, the RGS community will not accept any
display of rudeness in speech or body language.
An RGS girl will attend the daily flag-raising ceremony. Pupils who are Singapore citizens
must sing the National Anthem and take the Pledge. Pupils will take the Pledge with the
right fist over the heart.
2. Attire
The way an RGS girl wears her school uniform and conducts herself reflect both her personal
values and identity as well as the values and image of the school. For these reasons, RGS girls
are expected to be responsible by wearing the school uniform smartly and be neat and tidy at
all times.
An RGS girl will wear the prescribed school uniform (refer to inet link here). Modification
to the uniform is not allowed.
Updated 16 Jan 2014
17

3. Homework
Homework is defined as any assignment that is to be completed out of class, individually and
collaboratively. An RGS girl who does her homework diligently will realise the value of
homework in reinforcing and promoting greater understanding of lesson content. In addition, it
cultivates responsibility and learning in each pupil.
4. Information and Communication Technology Policy
Faced with a rapidly changing technological landscape, the RGS pupil is confronted with a
myriad of choices that will ultimately impact how her time is spent in school. RGS pupils will
be given the responsibility of making active choices on how to make appropriate use of
technology, while ensuring that her teachers and peers are being respected.
Please refer to the Appropriate Use Policy on the inet for further details.
5. Attendance
An RGS girl will attend school activities and class regularly because she wants to maximise the
learning opportunities that the School has offered her. She will not play truant because she
values the opportunity to be schooled at RGS.
In the event that she is absent for valid reasons, she will exercise initiative and follow-up on
the lessons she has missed as well as the work that she will need to do. As a responsible pupil,
she will adhere to the required procedures established by the School for pupils who are
absent.
6. Honesty and Integrity
The principle of being honest and exercising integrity must apply to both academic area and
conduct and must be upheld by both parents and pupils. Our honesty and integrity in our
actions are put to test in situations where temptations or peer pressure abound, or where
there is pressure to excel. Some pupils fail to realise that ICT in the School is provided for the
purpose of education research and learning and that there are rules that govern responsible
and appropriate use of the ICT.
Every RGS girl must realise that there are serious consequences to violations of the practices
of honesty and integrity. Some examples of such violations include slandering, cheating in
assessments, fabrication or alteration of data or marks, plagiarism and forgery.
To avoid such consequences, an RGS girl must constantly remind herself to exercise respect for
herself, respect for her community as well as respect for the systems that are created for a
purpose.
7. RGS Courtesy Code
In line with the school values of being People-centred and Professional, all RGS girls are
expected to be courteous at all times. As an act of courtesy, pupils must be helpful and greet
all staff and visitors of the school. Rudeness in speech or body language towards staff of the
school will result in serious consequences.
Updated 16 Jan 2014
18

Consequences
Pupils who do not meet and maintain the standards of behaviour as members of the RGS
community will be subject to the disciplinary measures stated in the policies and courtesy
code.
The documentation and recording of all violations will be done in co-operation with the
discipline policy of the Ministry of Education (MOE). All schools are required to key in data on
offences as well as the corrective action taken for these offences in the School Offence Module
(SOM), by MOE regulation. In alignment with the schools practices and beliefs, discipline data
is considered in the distribution of school awards (refer to AWARDS for more information).
(Please refer to the inet for important and detailed information on the School Discipline
Policy and Courtesy Code here)
Leave with Valid Reason (see Attendance Policy in School Discipline Policy and Courtesy
Code)
Parents need to write to the Principal through the Form Teachers for any request to take the
pupil away from school.
Updated 16 Jan 2014
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THE DEBORAH TAN LIBRARY
The mission of the Deborah Tan Library is to ensure that pupils and staff are effective users of
ideas and information. It is a dramatic symbol of the schools commitment to learning and
knowledge and a venue for school events and displays.
Opening Hours
7.30 a.m. 5.30 p.m

Monday to Friday (excluding Public Holidays)
Collection
Approximately 42,000 titles in the Library

45periodical subscriptions (print and digital)
Over 4,000 items in the Audio-Visual Collection
Over 100 Windows Netbooks, MacBooks and iPads are available
for individual and class use
Three (3) databases of resources aimed at aiding pupils in their
study and research
Facilities
PC Zone
A walk-in laboratory with ten (10) computer stations and

a two (2) network printers are available to all pupils.
Pupils may approach the library staff for help when
needed.
Photocopying
One (1) photocopier is available. Pupils will need to

purchase a copy-card ($5.00) to use the photocopier.
Private Study Area
Pupils may use the study carrels for private study.
Multi-Media Area
Pupils may view audio-visual materials at any of the

eight (8) carrels after school curriculum hours.
Scanner
One (1) scanner is available for pupils use.
Laminating Machines
Pupils may use the self-service laminating machine

located at the Teachers Reference Area provided they
have written permission from their teachers.
Express Station
Three (3) laptops in the Express Station are available for

students use for fast checking of emails and printing of
school work. Students may use any of the laptops for a
maximum of thirty (30) minutes.
WebOPAC Station
One (1) terminal is provided to gain access to RGS

Deborah Tan Library database. Students may also check
Updated 16 Jan 2014
20

their library records to view library loans, renew
materials borrowed from the Library, or place a
reservation for a book or DVD at http://read.rgs.edu.sg/.
Reading Area
Comfortable and relaxing sofas are provided for browsing

and reading newspapers and magazines in the Library.
Loan Privileges
OVERALL LOAN ENTITLEMENT = 4 ITEMS
Materials
Loan Period
Limit
Overdue Fines Rate
14 days
$0.10 per day
2 hours or overnight
$0.50 per hour (or part)
AV equipment#
7 days
$1.00 per day
Videos
2 days
$0.10 per day
CD-ROM
2 days
$0.10 per day
DVDs/Music CDs
2 days
$0.10 per day
Overnight*
$0.50 per day
14 days
$0.10 per day
Books (Lending)
(1 renewal)
Books (Red Spot)
Media Resources
(Lending)
(1 renewal)
Periodicals
Current
Back issues
Updated 16 Jan 2014
21

5
Rules and Regulations

I
II
General Rules
1.
Pupils must be thoughtful of others who wish to do quiet study. They should
maintain silence at all times or speak softly when working in groups.
2.
Pupils who behave in an abusive, disorderly, disruptive, offensive or

unreasonable manner will be asked to leave the Library.
3.
Pupils must be in proper school uniform. Anyone wearing improper attire

(such as T-shirts and shorts, home clothes) will not be allowed to enter the
Library.
4.
Pupils are required to leave their bags outside the Library and carry their
valuables with them into the Library.
5.
No making of calls on mobile phones is allowed within the Library.
6.
Mutilation of library materials and damage to library property are serious

offences which will be severely dealt with.
7.
All library materials must be borrowed or checked out before leaving the
library. Unborrowed items taken beyond the Electronic Gate are considered
stolen. Offenders are liable for suspension and stern disciplinary action.
8.
All litter must be removed and placed in the bins provided when users vacate
their seats.
9.
Drinks and food must not be brought into the library. Only bottled water is
allowed.
10.
All games are prohibited.
11.
Photograph, filming, videotaping and audio taping are not allowed without the
permission of the Librarian.
12.
Anything of value should not be left unattended in the Library. Pupils should
always take their valuables with them even when they have to leave their
seats for a while. The Library shall not be liable for the loss of any items.
Pupils are to report lost items at the Loans Counter.
Use of PC and Audio-Visual Facilities

Pupils should limit the use of the OPAC station to 15 minutes, especially if
there is a queue forming.
Audio-visual (AV) facilities provided by the library are to be used strictly for
accessing the collection of computer media and AV materials. Equipment and
materials used must be handled with care.
Updated 16 Jan 2014
22

Pupils must not abuse their privileges when using these facilities. Disciplinary action will be
taken against those breaking the rules. Please note, in particular, that the following are not
allowed:
1.
Accessing of undesired Internet sites and downloading, printing, and circulating

of undesirable materials.
2.
Installing and running computer software which is not owned by the Library or
Raffles Girls School (Secondary).
3.
Changing the PC system setup.
4.
Duplicating any software or audio-visual programme. This infringes copyright

regulations and offenders will be liable for legal action.
5.
Using AV facilities to watch AV programmes that are not owned by the Library.
III
Loan Rules
1.
Pupils must show their Student EZ-Link cards when borrowing or renewing books.
2.
Membership is non-transferable. The use of the card is restricted to the user to

whom the card is issued.
3.
Pupils are responsible for the books which are borrowed in their name. The
loss of a book must be reported immediately. Pupils have to pay the cost of
replacing the book, any overdue fines and an administrative surcharge of $5 per
book (non-refundable).
4.
Books must be returned to or renewed at the Library Loans counter when due.
Overdue and reserved books may not be renewed.
5.
Books must be returned when recalled by the Library. Fines are charged for
overdue items.
6.
Reminders will be emailed to the pupils via their RGS email account to return
overdue items or pay their overdue fines. Failure to receive the emails does
not absolve one of the responsibility to return all borrowed items on time.
7.
Pupils must report any mutilation found in books before borrowing, otherwise
they are liable to pay for damages when the books are returned.
8.
All audio-visual materials borrowed are strictly for private viewing. Duplication,
circulation, editing, public playing and rental are prohibited.
IV
Photocopying and Copying of Works
Pupils are required to comply with The Copyright Act and Regulations of Singapore when using
Library materials.
Updated 16 Jan 2014
23

Section 35 of the Copyright Act on Fair Dealing for the purpose of Research or Private Study
states that if an article in a periodical publication is to be copied for this purpose, up to the
whole article may be copied.
However, if a book is to be copied for this purpose, then only a reasonable portion may be
copied Section 35 (3).
The expression reasonable portion is used only in relation to literary, dramatic and musical
works contained in 10 or more pages in a published edition.
The copying limit is thus:
a.
b.
c.
Not more than 10% of the work; or

If the work is divided into chapters, more than 10% of the work but not
exceeding one chapter.
Where literary, dramatic or musical work is contained in a published
edition stored on any medium by electronic means and is not divided into
pages, a reasonable portion of it would not exceed 10% of the total
number of bytes in that edition, or if chaptered, one chapter Section 7
(2A) [amended 8/3/2000].
Please visit Deborah Tan Library Inet Portal for more information:
https://inet.rgs.edu.sg/students/lib/SitePages/Home.aspx
Updated 16 Jan 2014
24
Student Leadership Development

Every RGS pupil has the potential to be a leader, and RGS views leadership as dispositional
before it is positional. The leadership development programme is therefore two-fold:
A pupil must first be a leader of self before she can become a leader of others.
Personal leadership, which is mainly developed through the 4-year CLE programme,
provides the foundation for the pupils engagement with her peers, the school and the
larger community.
Leadership opportunities take on many forms and include membership in Leadership
Boards, leading CCAs, service-learning groups and other ad hoc committees, etc. These
platforms further develop leadership traits and competencies in the pupils according to
their areas of interest and aspirations, always with the aim of developing strong
citizenship and responsibility to the community.
The school provides a range of suitable platforms for developing pupils leadership at different
levels:
Leadership for All: All pupils will have opportunities to lead and influence others within
their own classes and in small groups.
Leadership for Many: Many pupils will move on to larger practice fields in their CCAs to
take up leadership roles and be equipped accordingly.
Leadership for Some: Some pupils who readiness for greater responsibility are then
selected and/or voted to lead student bodies such as the Prefectorial Board, Peer Support
Board, Student Congress and House. These pupils will be exposed to advanced training in
leadership. Leaders at the pinnacle will be identified to represent RGS in organising
and/or attending Local, Regional and International Leadership Conferences and other
projects.
Others may be selected or encouraged to expand on and shore up their skills and
citizenship competencies through Service-Learning Projects, student-led or studentinitiated projects that seek to advocate and act for positive change in school and
community
Key Student Leadership Platforms (Positional)

Prefectorial Board
The Prefectorial Board is the pinnacle of the leadership boards. The prefects act as role
models for their peers and are the custodians of the school culture. They uphold law and
order in the school.
Peer Support Board
The Peer Support Leaders provide guidance to Year 1 pupils and help them adapt to secondary
school life. They also act as cohesive agents on school-wide projects.
Student Congress
The Student Congress aims to bring about positive changes to the School environment.
Congress members encourage participatory leadership and create an open atmosphere for
pupils to participate in a public forum on issues important to the school community.
House
The House System in RGS aims to develop the pupils sense of belonging to the School by
fostering team and school spirit through its activities. It comprises five Houses, namely Tarbet
(Red), Buckle (Green), Richardson (Blue), Waddle (Yellow) and Hadley (Purple).
Updated 16 Jan 2014
25

Co-curricular activities
Co-curricular activities ensure that each pupil has a balanced range of experiential learning
experiences. Through CCAs, pupils participate in various competitions, overseas trips,
workshops and performances.
Service-Learning /Overseas Service Learning
Service-Learning is an on-going programme for pupils to demonstrate care, respect and
empathy for other members of the community and increase their awareness about social
issues. The programme equips pupils intending to initiate community service projects with the
necessary skills and develops in them a greater awareness of the values and attitudes required
for authentic community engagement.
Updated 16 Jan 2014
26
THE CO-CURRICULAR PROGRAMME

CCAs in RGS aim to build resilience, deep passion for specific interest areas as well as
leadership and teamwork. As CCAs are more experiential by nature, the learning in CCA
frequently provides a balanced range of experiential learning opportunities that help develop a
strong and healthy body through participation in games, uniformed groups, competitions,
overseas trips and workshops.
In RGS, there are a total of 44 CCAs to cater to pupils talents and interests. In order to
develop the full potential of the pupils, there is a quota in the number of members a CCA can
offer. All pupils are required to have 1 Main CCA.
(A) Sports
1. Badminton
10. Shooting Air Rifle & Air Pistol
2. Basketball
11. Softball
3. Fencing
12. Squash
4. Golf
13. Swimming
5. Gymnastics Artistic & Trampoline
14. Table Tennis
6. Gymnastics Rhythmic
15. Tennis
7. Judo
16. Tenpin Bowling
8. Netball
17. Track & Cross Country
9. Sailing
(B) Performing Arts

1.
2.
3.
4.
5.
6.
7.
Angklung Ensemble
Band Symphonic
Chinese Drama
Chinese Orchestra
Choir
Dance International
English Drama
8.
9.
10.
11.
12.
13.
Guitar Ensemble
Handbells Ensemble (Raffles Ringers)
Indian Dance
Indian Orchestra
Malay Dance
Strings Ensemble (Raffles Strings)
(C) Uniformed Groups

1. Girl Guides
2. Girls Brigade
3. National Cadet Corps (Land)

4. National Police Cadet Corps (Sea)
5. Red Cross Youth
(D) Clubs & Societies

1.
2.
3.
4.
5.
Art & Craft Club

Debate & Oratorical Society
Indian Cultural Society
Info Com Club
Malay Society
Updated 16 Jan 2014
6.
7.
8.
9.
Cogitare
Raffles Mind Sports
Robotics Club
Photographic Society
27
CCA RECORD & GRADING SCHEME

(A)
LEAPS (Year 2-4 Students 2014)
The CCA Record & Grading Scheme, LEAPS, awards CCA points and grades in these 5
categories: Leadership, Enrichment, Achievement, Participation and Service. The Achievement
category is sub-divided into Representation, Attainment and Accomplishment. The maximum
points for each category are shown as follows:
Categories
Max.
Points
Points are awarded for:
Leadership
12
Leadership roles such as CCA leaders, Prefects, House Captains /

Vice-Captains, Class Chairpersons / Vice-Chairpersons, Peer
Support Leaders.
Enrichment
Completion of Character Development Programme modules.
Achievement
15
SUB-CATEGORIES
Representation
Representation in inter-school, national, regional and

international competitions.
Attainment
Accomplishment
Attainment of awards that are of a non-competitive nature,

such as the National Youth Achievement Award.
Winning awards at inter-school, national, regional and

international competitions.
Participation
10
Participation in a Main CCA with at least 75% attendance rate.

Points are also awarded for participation in intra-school activities
such as Inter-House Games (IHG) & Support School Activities (SSA).
Service
Pupils' involvement in community service, max. of 100 hours over 4

years.
1) Leadership
Leadership points are awarded for leadership roles. Pupils who resign from their posts,
without valid reasons, will not be awarded points for the activity.
2) Enrichment
Enrichment points will be awarded according to the total number of modules completed
over the 4 years of secondary school years.
3) Achievement
Representation points are awarded to pupils who represent their schools in inter-school
competitions and SYF Presentations, as well as those who represent external
organisations in inter-school, regional and international competitions. Only the highest
points from the main CCA and one other activity will be totalled up.
Attainment points are awarded to pupils who attain awards that are of a noncompetitive nature, such as the National Youth Achievement Award. Only the highest
points awarded for up to 2 activities will be totalled up.
Accomplishment points are awarded to pupils who win awards at inter-school, national,
regional and international competitions. Only the highest points awarded for up to 2
activities will be totalled up.
Updated 16 Jan 2014
28

4) Participation
Points are awarded for participation in the main CCA with at least 75% attendance rate.
Points are also awarded for participation in intra-school activities, school performance, SYF
Opening Ceremony (outdoor events) and National Day Parade. Only the highest points
awarded for the main CCA and 2 other activities will be totalled up. Attendance rate of less
than 50%, except for medical reasons, would constitute a break in the CCA and points
accumulated up to and including that year would be annulled.
5) Service
Service points are awarded for pupils' involvement in community service according to the
total number of hours spent in community service over the 4 years of secondary school. The
maximum awarded is 5 points for 100 or more hours of service.
6) CCA Outside of School
CCA points can only be awarded under the Achievement category in activities organised by
approved external organisations.
a) Pupils must participate in at least one CCA in school before recognition can be given to
their activities outside school.
b) CCA points will not be awarded if pupils choose to participate in activities offered by
external organisations but refuse to participate in the same activity offered by the
school.
c) Recognition will only be given for activities from organisation approved by the
school.
7) Computation of CCA points
The highest points scored in the 5 categories will be totalled up at the end of Year 4. The
points will then be converted to a grade in accordance with the Table below.
4-Year Course
Points
Grade
25 & above A1
20-24
A2
16-19
B3
13-15
B4
10-12
C5
8-9
C6
4-7
D7
1-3
E8
0
U
(B)
LEAPS 2.0 (Year 1 Students 2014)
It is a framework to recognise secondary school students holistic development. Students will

be recognised with levels of attainment in four domains: Participation, Achievement,
Leadership and Service
Participation
This domain recognises students participation in one school-based 1 Co-Curricular Activity
(CCA). Recognition is based on the number of years of participation and exemplary conduct
and active contribution 2 to the CCA. Sustained engagement in the same CCA allows for
progressive development of character, skills, knowledge and friendships, and will be accorded
higher recognition.
1
School-based CCA refers to CCA that are organised within the school or have been endorsed by the school.
Schools have processes in place to determine exemplary conduct and active contribution with respect to their schools
context.
2
Updated 16 Jan 2014
29

Service
This domain recognises students development as socially responsible citizens who contribute
meaningfully to the community. Every secondary school student will contribute at least 6 hours
per school year to the community. They can choose to embark on a Values-In-Action project
(VIA). Students will be recognised for the time they put into planning, service and reflection,
when participating in a VIA project.
Leadership
This domain recognises students leadership development. Recognition is accorded to students
ability to take charge of personal development, work in a team and assume responsibilities in
service of others. In addition to formal leadership appointments, participation in student
leadership modules/workshops, the National Youth Achievement Award (NYAA) and leadership
positions in the school, CCA or student-initiated/student-led projects will also be recognised.
Achievement
This domain recognises students representation and accomplishment in co-curricular
involvements beyond the classroom. Opportunities for representation and accomplishment
present valuable learning experiences for students to learn discipline, resilience and develop
their character. Students may represent the school or organisations endorsed by the school.
Recognising external opportunities better caters to students diverse interests and talents. It
also recognises the communitys role in developing the child.
Representation refers to being selected and endorsed by the school or an organisation
endorsed by the school (e.g. the community club or national association) to contribute,
perform or compete. It need not be tied to his/her CCA in school.
Accomplishment refers to attaining accolades and awards at competitions, festivals,
performances, exhibitions, conferences and symposiums where the student represents the
school or other organisations endorsed by the school
Recognition of Students Level of Attainment
At the end of the graduating year, students co-curricular attainment will be recognised
according to Excellent/Good/Fair.
Co-Curricular
Attainment
Details
Excellent
Student who attains a minimum Level 3 in all four domains with at least a
Level 4 in one domain.
(2 bonus points)
Good
(1 bonus point)
Student who attains a minimum Level 1 in all four domains with any one
of the following:
i.
ii.
iii.
Fair
At least Level 2 in three domains;

At least Level 2 in one domain and at least Level 3 in another
domain; or
At least Level 4 in one domain.
Students attainment in co-curricular will not translate into any bonus

points.

Updated 16 Jan 2014
30

AWARDS IN RGS
Academic Awards
Level
Award
Rafflesian
Award
Raffles Top
Scholars Award
Evelyn Norris
Top Student
Award
Description
Awarded to a recently graduated Year 4 pupil who epitomises the
values and ideals that define the ethos of the school
Awarded to the top 3% of recently graduated Year 4 pupils who have

excelled in the overall summative assessment results
Awarded to the pupil who have excelled both in CCA and in the
overall summative assessment of the Year 4 Raffles Programme
M N Oehlers Top
Arts Award
Awarded to the most outstanding pupil in study of Humanities
Cecily Hinchliffe
Award
Awarded to pupil who excelled both academically and in at least one

sport
Academic
Excellence
Award
Awarded to the top 3% of the pupils at each level from Year 1 to Year
3. Award is based on the overall summative assessment results
Subject Prizes
Awarded to the top pupil for each subject at each level from Year 1
to Year 4. The award is based on the overall summative assessment
results
Leadership and Service Awards

Level
Award
Description
ORA-RGS
Chapter Award
Awarded to a pupil who possesses outstanding character and has

contributed significantly to the school
ORA Character
Award
Awarded to Head Prefect who possess outstanding character and

demonstrate excellent leadership
ORA Community
Service Award
Updated 16 Jan 2014
Awarded to a Year 4 pupil who has provided outstanding contribution

to community service
31

Level
Award
RGS(S)
Character
Award
Awarded to student leaders who possess exemplary character and

have provided outstanding contributions to the school
Evergreen
Leadership
Development
Award
Awarded to Year 3 student leaders who hold key leadership positions,

demonstrate sound character and have proven track record of
contributions and dedicated service to the school community
Lim Hsiu Mei

Community
Service Award
Awarded to a Year 4 pupil or a team of pupils who have provided

outstanding contribution in community service
Parents for RGS

Award
Heart Of Gold
Award
Description
Awarded to pupils who have good conduct and have modelled

kindness and selflessness within the RGS community
Awarded to a Year 4 pupil for her significant community spirit and
selflessness
"Sister at Heart"
Award
Awarded to a pupil who has a kind and thoughtful disposition towards

members of the RGS community and who has rendered significant
from the heart devotion to the RGS community
Outstanding
Leadership
Award
Awarded to pupils in Leadership Boards, House, Sports & Games,

Uniformed Group Organisations, Performing Arts Groups and Clubs &
Societies whose leadership has significantly benefited their CCAs
Outstanding
Performance
Award
Awarded to pupils in Sports & Games and Performing Arts Groups

who have performed excellently in competitions
Outstanding
Service Award
Awarded to pupils in Leadership Boards, House, Uniformed Group

Organisations, Performing Arts Groups and Clubs & Societies whose
service has significantly benefited their CCAs
Merit Award
(Leadership)
Awarded to pupils in Leadership Boards, House, Sports & Games,

Uniformed Group Organisations, Performing Arts Groups and Clubs &
Societies whose leadership has benefited their CCAs
Merit Award
(Service)
Awarded to pupils in Leadership Boards, House, Uniformed Group

Organisations, Performing Arts Groups and Clubs & Societies whose
service has benefited their CCAs
Updated 16 Jan 2014
32
The Raffles Programme

The Raffles Programme (RP) is designed to provide a rigorous curriculum for very bright
students from Year 1 to Year 6.
Mission
The Raffles family of schools seeks to nurture the best and the brightest into men and
women of scholarship who will be leaders of distinction committed to excellence, spirit of
enterprise and service for the common good and in the interest of the nation.
Goals
The RP seeks to cultivate the student to be:
A Person who aspires towards a higher good for self and others in thoughts and
deeds.
A Thinker who manifests a reflective disposition and is adept with the intelligent
behaviours when faced with complex, unpredictable or ambiguous situations where
there is no apparent solution.
A Leader who demonstrates personal mastery and sense of mission to create a
better age for all.
A Pioneer who seeks and seizes opportunities with inventiveness and creativity for
the common good.
Values
The Pursuit of Knowledge and Wisdom and a Commitment to Excellence
Well Being of the Self and Respect for Others
Social and Civic Responsibility
Responsible Risk Taking
O
TAL CURRICULUM
Updated 16 Jan 2014
33
Curriculum Approaches
The Raffles Approaches to Foster Learning (RAFL) framework undergirds the design of the
learning experience in all disciplines.
The RAFL Framework
Authentic
Draws on learner's
strengths and
interests
Materials and resources
are drawn from and
connected to real world
Makes connections to
real world
Continuous
Provides opportunity
for learners to perceive
knowledge in a more
holistic way
Builds on a variety of
disciplines and learning
environments
Relates to what have
been done in the past
and what would be
done in the future
Interactive
Fosters participation
and collaboration
among learners
Allows learner to
interact with the real
world
Process-focussed
Subjects taught as
ways of thinking
Intelligent behaviours Habits of Mind
Thinking models and
diverse strategies
Effective questioning
Communication
capacity
Concept development
Learner-centred
Provides opportunities
for learners to
construct their own
knowledge through
exploration and
discovery
Identifies learner as a
valuable creator,
thinker and problem
solver
Includes the learner in
the development of
lesson and assessment
process.
Integrated
National consciousness
and orientation
world view in relation
to Singapore
Updated 16 Jan 2014
34

THE ACADEMIC CURRICULUM
Course of Study
The curriculum in Raffles Girls School is broad based and is designed to enable pupils to pursue a
course of study based on interest and aptitude. It is broadly categorized into
(i) the Academic Programme that is for all pupils and is mainly conducted during school hours and
(ii) the Special Programmes that are options available for pupils outside of curriculum hours.
(Note: MEP and SAP in Years 1and 2 are within the curriculum time.)
Students who are eligible for Special Programmes are only allowed to take one Special Programme.
The Raffles Programme in RGS is a 6-year course that culminates in the award of the Raffles
Diploma supplemented with the A Level General Certificate of Education.
Years
1 and 2
Pupils are
required to
take at
least 7
examinable
subjects.
Academic Programme
Subjects that are accorded a Grade Point
1. English Language
2. Higher Mother Tongue or Mother Tongue
3. Humanities - Literature, Geography
and History
5. Mathematics
6. Science Integrated Science, Physics,
Chemistry and Biology
Academic Programmes with a qualitative
report
Aesthetics - Art, Music, Design &
Technology, Food and Nutrition, Poise and
Confidence
Research Studies
3 and 4
Pupils are
required to
take 9
examinable
subjects**.
Subjects that are accorded a Grade Point

1. English Language
2. Higher Mother Tongue
or Mother Tongue
3. Social Studies
4. Mathematics 1
5. Mathematics 2
6. Science (at least one)
7. Humanities (at least one)
In addition to the above, students are
required to take at least another 2 electives
or special programmes.
Special Programmes
Programmes that are accorded a
Grade Point
1. Third Language*
2. Malay Special Programme
3. Chinese Special Programme
4. Music Elective Programme
5. Special Art Programme
Programmes with a qualitative
report
Regional Studies Programme
Information, Communication
& Technology Programme
Programmes that are accorded a

Grade Point
1. Third Language*
2. Malay Special Programme
3. Chinese Special Programme
4. Music Elective Programme
5. Special Art Programme
Programmes with a qualitative
report
Regional Studies Programme
Elective subjects that are accorded a Grade

Point
Science
Biology
Chemistry
Physics
Humanities
Geography
History
Literature
Area Studies: Southeast Asia
Updated 16 Jan 2014
35

Academic/Student Development Programmes
with a qualitative report
Research Studies
Character & Leadership Education
Physical Education
Philosophy
Options (Year 4)
offered by MOE Language Centre for those who meet MOE's eligibility and conducted after school hours at
one of the Ministry of Education Foreign Language Centre.
** Pupils will be allowed to take more or less than 9 subjects on request. This will be considered on a case-bycase basis
Options
In Term 4 of Year 4, pupils select Enriched and Advanced modules in the Options programme. This
programme is an extension of the curriculum, comprising topics in the Language Arts, Science,
Mathematics and Humanities. A qualitative report is issued.
Updated 16 Jan 2014
36

ASSESSMENTS
The school firmly believes in continual assessments as opposed to high-stakes testing. This
allows for
(i)
Timely and regular feedback to students of their learning and aids long term retention
(ii)
Multiple modes of assessment that provide a holistic view of student learning and
grasp of enduring understandings
(iii)
The provision of flexibility and options
Assessments provide the necessary guide posts that aid placement decisions. Given their
importance and the flexibility allowed, it is important for students to adhere to the
Assessment Policy and be cognisant of the Passing and Promotion Criteria.
ASSESSMENT POLICY AND PROCEDURES
A hardcopy of the Assessment Policy and Procedures will be distributed to the Year 1 pupils.
All Year 2 to Year 4 pupils can retrieve the updated copy of the document from the INET
Assessment folder (Students Portal>Academic Info>Summative Assessment>Policy). In addition,
all Year 1 to Year 4 pupils are to sign the "Pledge of Confidentiality" form and return it to their
Form Teacher at the beginning of each year.
PASSING AND PROMOTION CRITERIA
Pupils must attain a minimum GPA of 2.00 and a Pass in English Language at all Levels AND
meet other criteria relevant to each Level as indicated in the table below.
Level
Year 1
Minimum GPA &

Other Criteria
2.00
English Language Minimum Grade Point of 2.00
Year 2
2.00

Research Studies - Minimum attainment level of Adequate
Philosophy - Minimum attainment level of Adequate
Year 3
2.00

Social Studies Minimum Grade Point of 2.00
Year 4
2.00

Social Studies Minimum Grade Point of 2.00
Philosophy - Minimum attainment level of Adequate
Research Studies - Minimum attainment level of Adequate
Parents of pupils who have been on Leave of Absence and wish their daughters to resume classes
should submit a request in November for admission in the next Academic year. On admission to the
Level chosen by the parent, the pupil will have to meet the Promotional Criteria that applies to all
other pupils in the same Level.
Absence from Assessment
Absence from Assessment must be due to valid reasons such as illness that must be supported with
a medical certificate or involvement at international sports/music competitions.
Requests to be absent from school must be submitted in writing at least ten working days before
the period of absence. It is subject to approval and will be considered on a case by case basis.

Updated 16 Jan 2014
37

Grading System for Core Subjects
Marks (%)
Grade
Grade Point
Level of Attainment
80 & above
A+
4.00
Distinguished
70 - 79
3.60
Excellent
65 - 69
B+
3.20
Proficient
60 - 64
2.80
55-59
C+
2.40
50-54
2.00
45-49
1.60
40-44
1.20
Below 40
0.80
Adequate
Limited; does not

meet standards
Computation of the Grade Point Average

Pupils will have their Grade Point Average (GPA) computed based on the average of the Grade
Points of 5 Core Subjects and the highest 2 Grade Points of Subjects which are Electives, or
Subjects which were not used in the computation of the Core Subjects Core 5 Best 2.
The five Core subjects are
1. English Language
2. Mother Tongue or Higher Mother Tongue
3. Mathematics (either Maths 1 or Maths 2 in Years 3 and 4)
4. One Science (Science in Years 1 & 2 and either Biology, Chemistry or Physics in Years 3 &4)
5. One Humanities (Geography, History or Literature. Social Studies and Area Studies are also
considered Humanities Subjects in Years 3 & 4)
Students who are exempted from Mother Tongue or Higher Mother Tongue will have their GPA
computed based on six subjects in Years 1 & 2 (without MT/HMT). In Years 3 & 4 it will be
based on the principle of Core 4 Best 3 i.e. 7 subjects but without MT / HMT. For more details
please refer to information on the Curriculum and Assessment in the schools portal (INET)

Updated 16 Jan 2014
38

Qualitative Reports
In view of the fact that The Raffles Programme curriculum framework is values-driven, the
pupils are also assessed qualitatively and reported. Subject teachers will observe and comment
on pupil's commitment as a learner as well as her personal and interpersonal effectiveness.
The table below shows other qualitative reports given to the pupils:
Subject
Format Of Reporting
Report given out in Year
Character and Leadership Education Qualitative Report
Co-Curricular Activities
Attainment Level based on LEAPS
Dance
Attainment Level
Options
Attainment Level
Philosophy
Attainment Level
Aesthetics
Attainment Level
Comments
Physical Education
Attainment Level and Comments
Research Studies
Attainment Level and Comments
The School Calendar is published on the schools portal in January of each year for the
reference of all pupils and parents.
For further information on the Curriculum and Assessment, please refer to the schools portal
(INET).
Updated 16 Jan 2014
39

The Raffles Diploma
The Raffles Diploma (RD) is a certification that recognises student participation and
achievements in a wide spectrum of programmes in all the five domains of development. This
certification celebrates the commitment of students who take up opportunities which nurture
their talents in areas beyond the academic and acknowledges the peaks of excellence attained
by the students. In this way, the RD aims to challenge and expand the traditional definition of
success based on the GCE A Level certification.
The RD adopts a criterion-based approach in assessing student involvement and development
in school programmes. An overview of the desired outcomes of each development domain is
provided in the following table.
Domain
Desired Outcomes
Students
Cognitive
(COGN)
manifest a reflective disposition in intellectual endeavours,
are passionate about the pursuit of knowledge, and
respond intelligently to complex problems and ambiguous situations.

In this domain, we recognise
academic performance and aptitude,

participation in research and enrichment programmes, and
achievements in these programmes.
Students
Character
&
Leadership
(CRLD)
are exemplary in conduct and embody school values,
possess good interpersonal skills, and
are able to lead and influence their peers effectively.

participation in the schools leadership programmes,

leadership influence and impact, and
character and conduct.
Students
Community
&
Citizenship
(CMCS)
possess a strong sense of belonging to the nation,
are compassionate and empathetic to the people around them, and
contribute actively to the community and are able to inspire others into doing so.
participation in the Institutions community and citizenship education programme, and

level of community involvement and engagement.
Students
Sports
&
Health
(SPHL)
possess knowledge of and ability tomaintain their health and fitness,
participate and contribute actively in the sporting field, and
exhibit fortitude and integrity in the pursuit of excellence in the sporting field.
Updated 16 Jan 2014
participation in the schools sports and health programme,

level of representation and achievement in sports, and
physical fitness level.
40

Students
Arts
&
Aesthetics
(ARAS)
exhibit basic awareness and appreciation of the arts,
participate and contribute actively to the arts and aesthetics community, and
exhibit artistic integrity in the pursuit of excellence in the arts and aesthetics field.
participation in the schools Arts and Aesthetics programme, and

level of engagement and achievement in Arts and Aesthetics.
As the RD is a certification of the Raffles Programme (RP) over 4 years from Year 3 to Year 6,
RD will only be issued at the end of Year 6. Years 1 and 2 are exploratory years for students in
the RP. Students are encouraged to participate in activities for all development domains so
that they can learn more about their gifts and gain a greater sense of awareness of their
interests and strengths. They can then make more purposeful decisions about their
involvement in school activities from Year 3.
The RD is a criterion-referenced certification that will be awarded on a tiered basis
Raffles Diploma
Raffles Diploma with Merit
Raffles Diploma with Distinction
Rafflesians are awarded the RD upon meeting the base criteria across all five development
domains. Those who are exceptional in specific domains will be awarded Merit or Distinction in
the particular domain(s). For the Merit award, submission of a short reflection essay is
required to ascertain students quality of experience within the domain(s). For the Distinction
award, students must submit a written statement of his/her interest, involvement and
reflections in the respective domain(s). RD Distinction is awarded by a Select Committee which
will review the student submissions based on the following:
(a)
(b)
(c)
(d)
Maturity of Thought/Grasp of Issues. To ascertain if the student is able to discuss

domain-related issues with depth and hold clear, well-formed opinions on these issues;
Grasp of Fundamental Ethics/Principles of Domain. To ascertain if the student is able
to appreciate and uphold the basic body of values and principles related to the
domain;
Passion/Sense of Purpose. To ascertain if the student is genuinely interested in
domain-related activities and sees himself/herself pursuing this domain after
graduation from the RP; and
Reflection/Self-awareness. To ascertain if the student is able to process learning
experiences from involvement in the domain and makes the best use of these learning
experiences in addressing his/her personal strengths and weaknesses.
LEVEL OF AWARD
RD
RD with MERIT
RD with DISTINCTION
ELIGIBILITY
CRITERIA
Awarded upon meeting

the minimum criteria
across
all
five
development domains
Awarded on meeting
the merit criteria in
any
of
the
five
development domains
AND
Submission
of
reflection essay on
their experiences
Awarded on meeting
the distinction criteria
in any of the five
development domains
AND
Submission of personal
statement
AND
Recommendation
by
Select Committee
Updated 16 Jan 2014
41

Upon the award of the RD, students can expect to receive two documents the RD Certificate
and an achievement record.
The RD Certificate will reflect the students final RD
qualification, which is the highest level of award attained by the student in any domain. The
achievement record reflects the relevant levels of achievement in all other domains.
The RD will be issued to students in October of their graduating year (Year 6). This will allow
them to use the RD for their application to overseas universities.
Updated 16 Jan 2014
42

THE AFFECTIVE CURRICULUM
Overview
RGS Affective Curriculum is integral in realising the Schools mission and is anchored on the
Schools values, namely People-centredness, Principled, Passionate and Professional (4Ps).
The CLE programme seeks to inculcate the traits and dispositions related to the 4Ps in explicit
and integrated ways. A range of opportunities, in the form of programmes, projects and
activities, are used as platforms to nurture the girls and enable them to become effective
leaders of themselves and of others.
Every RGS girl will understand that they need to become a person of character in order to
become a responsible and active citizen and an ethical leader.
Character and Leadership Education
The Student Development Department at RGS aims to develop the girls personal capacity and
nurture them to be individuals who are conscious of their responsibility to the family,
community and nation. The RGS girls disposition is developed through the inculcation of
knowledge, competencies and values through the CLE programme. Co-curricular Activities
(CCA), Service-Learning Programme, Citizenship Education Programme and Leadership
Development activities enable them to practise their learning.
The class-based CLE programme seeks to empower girls to practice and become
good stewards of their lives by heightening their self-awareness through reflection and by
equipping them with self-management and interpersonal skills;
active and socially responsible citizens by promoting school and community involvement
reflective and visionary leaders by equipping them with teamwork skills and leadership
competencies
CHARACTER AND LEADERSHIP EDUCATION
SOCIO-AFFECTIVE (SEL)
DEVELOPMENT
PERSONAL
EFFECTIVENESS
INTERPERSONAL
EFFECTIVENESS
LEADERSHIP & CITIZENSHIP

DEVELOPMENT
CITIZENSHIP
EDUCATION
LEADERSHIP
EDUCATION
SERVICELEARNING
STRUCTURE, PROGRAMMES & ACTIVITIES (CHARACTER BUILDING)

CLE Lessons; Class Contact Time; Morning Assembly and Hall Assembly
Programmes; CCAs; Leadership Development Programmes, Service Learning, House
Activities, Citizenship Education Programmes, Work Experience Programme
Updated 16 Jan 2014
43

Student Well-being
RGS recognises the importance for the students to have a healthy and positive social emotional
well-being in order to thrive and excel in their academic and co-curriculum activities, as well
as other aspects of their lives.
The school counsellors work in partnership with teachers and parents to provide students with
a range of services so as to help the students emerge as young women with a healthy sense of
self-identity, self-awareness and an ability to have empathy towards the self and
others/community.
The following are some of the services provided:
-
Talks & workshops for students

Individual/group counselling
Family counselling
Academic counselling
Career counselling
Career exploration programmes
Various programmes for parents
School Counsellors
Ms Michelle Koay | 6838 7880 | michelle.koay@rgs.edu.sg
Ms Denise Yap | 6838 7876
| denise.yap@rgs.edu.sg
| www.michellekoay.com
| www.heartfeltguidance.com
Updated 16 Jan 2014
44

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RGS Student Handbook 2014

RGS STUDENT HANDBOOK 2014

THE RAFFLES PROGRAMME

THE RGS EXPERIENCE

The Raffles Diploma

The Affective Curriculum

Updated 16 Jan 2014

RGS Student Handbook 2014

THE SINGAPORE FLAG, OUR PLEDGE AND NATIONAL ANTHEM

RGS Student Handbook 2014

We, the people of Singapore

SIX NATIONAL EDUCATION MESSAGES

Updated 16 Jan 2014

RGS Student Handbook 2014

Key Historical Milestones

Miss M Nelson (1880 1884)

The first certified Headmistress of RGS

Laid the cornerstone on which RGS would develop into

Updated 16 Jan 2014

Miss Tarbet (1904 1910)

Pushed for the start of a training establishment where

Miss Dorothy M Buckle (1910 1937)

The longest serving Principal in RGS history

Emphasised proper decorum for pupil behaviour

Placed emphasis on scholarship and advancement in

RGS Student Handbook 2014

Miss C Richardson (1938 1939)

Emphasised the importance of articulating the English

Placed strong emphasis on discipline

Mrs K Waddle (1939 1942)

Chose to remain in Singapore when war broke out

Miss M M Hadley (1946-1950)

Restored RGS to her pre-war standards

Produced academic achievements and success in music,

Introduced the House System to develop the sense of

Miss Cecily Hinchliffe (1951 1957)

Updated 16 Jan 2014

Developed the RGS ethos and culture: Weekly

Championed the all-round development of pupils

Miss M N Oehlers (1958 1961)

Was responsible for the separation of the Secondary

Oversaw the move of the Secondary School to its new

Emphasised the importance of good character in RGS

RGS Student Handbook 2014

Miss N E Norris (1961 1976)

Believed in the all round education and leadership

Upgraded the school premises

Promoted extra-curricular activities in RGS

Encouraged financially disadvantaged girls to attend

Mrs Chee Keng Soon (1980 1988)

Introduced job attachments, talks and other activities

Encouraged classes to visit welfare organisations as

Promoted and provided ample opportunities for pupils

Mrs Carmee Lim (1988 1999)

RGS maintained partnership with the

Updated 16 Jan 2014

Championed a learning environment that promoted

Affirmed the School Values with RGS staff

Created an IT infrastructure and network to develop

Mrs Deborah Tan (1999 2007)

Played an instrumental role in nurturing the ideals

Positioned RGS as a school for the gifted and