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Talent Development

Talent Development Approach

Like gems, potential or natural abilities need to be appropriately nurtured and developed before an individual can realise and achieve her potential with excellence. The goal of talent development in RGS is to help our students understand their own interests, strengths and potential, to know how to pursue and engage in the best talent development activities and for them to commit themselves to the development of their talents, so that they may become women of scholarship who will be the leaders of distinction committed to excellence and enterprise, in service of the nation and the community. Talent Development.jpg













Our talent development programme follows Dr Treffinger’s Levels of Service (LoS) approach. Based on more than two decades of research, the four levels of services serve as a guiding framework for designing appropriate and challenging learning experiences. They range from a broad array of services for the school-wide population (Level 1) to those focused more specifically on the characteristics and readiness of students in specific talent areas that are demonstrated by a few (Level 4).

Level of Services

Description

Examples (non-exhaustive)

Level 1

"Discovering & Building"

A variety of services are provided to expose students to different experiences, along with the provision of instruction in foundation-building skills and tools. Services constitute of content and processes that are appropriate and challenging for all students. 

  • Raffles Programme academic curriculum
  • Research Studies
  • Speech and Drama
  • Level-wide Service Learning
  • Learning Journeys

Level 2

“Curious & Exploring”

Services provide opportunities for students to verify their motivation, competence and commitment to their areas of strengths, interest and curiosity. Services are either voluntary or invitational in nature.

  • Music Elective Programme
  • Special Art Programme
  • Regional Studies Programme
  • Competitions

Level 3

“Enthusiastic & Performing”

Services respond to needs based on individual strengths, talents and sustained interests. Focus is on strengthening competence, confidence and commitment in the identified talent area. Services are more differentiated and responsive to students’ unique strengths and readiness in talent areas.

  • Raffles Academy 2.0
  • Mentorships
  • Internships
  • Conferences

Level 4

“Passionate & Soaring”

Services are constructed to respond to the blossoming expertise of the students and provide an environment that supports and encourages students to self-initiate and self-direct services based on their personal talent area. Highly individualised services here require an extraordinary level of skills development and commitment.

  • Academic customisation and individualisation through the Individualised Education Plan (e.g. acceleration in specific disciplines, grade skipping)


















Music Elective Programme

The Music Elective Programme (MEP) is offered by the Ministry of Education to enable musically inclined students the opportunity to deepen their knowledge in music and hone their abilities in listening, creating, performing and research. It aims to equip our young musicians with musical knowledge and a diverse range of skills, putting them in good stead to fulfil musical aspirations.

Beyond classroom learning, the enriching curriculum provides our students with opportunities for hands-on music-making, access to specialised facilities and learning opportunities with professionals in the creative industries. They will also enjoy opportunities to learn and collaborate with MEP students from other schools.

Key Understandings

  • Musical elements as the building blocks of music (melody, rhythm, texture, instrumentation, harmony, form etc.)
  • Music-making involves creative and critical thinking
  • Music is an expressive medium to communicate ideas and emotions
  • Music is a universal language that connects cultures
  • Music is a reflection and/or reaction to societal realities
  • Music has the power to influence and effect social change











Learning Outcomes

  • Apply musical skills, knowledge and understanding to make connections between listening, creating and performing
  • Develop skills to communicate, collaborate and express musical ideas and understanding
  • Develop critical and creative thinking in music
  • Develop an enduring understanding and appreciation of the diverse local and global musical cultures
  • Become independent learners with inquiring and innovative minds through reflective practices in music
  • Cultivate an informed and life-long appreciation for music and be actively involved in the arts















Programmes

Year 1

Year 2

Year 3

Year 4

History

  • Elements of Music
  • Instruments of the Orchestra
  • Baroque Period
  • Ethnic Music (I)

History

  • Classical Period
  • Ethnic Music (II)

History

  • Romantic Period
  • Jazz

History

  • 20th Century Music
  • Pop Music

Harmony

  • Harmony Principles (I)
  • Composition (I)

Harmony

  • Harmony Principles (II)
  • Composition (II)

Harmony

  • Harmony Principles (III)
  • Composition (III)

Harmony

  • Harmony Principles (IV)
  • Composition (IV)

Aural Skills

  • Pitch (I)
  • Rhythm (I)

Aural Skills

  • Pitch (II)
  • Rhythm (II)

Aural Skills

  • Pitch (III)
  • Rhythm (III)

Aural Skills

  • Pitch (IV)
  • Rhythm (IV)

Performance

  • Individual (I)
  • Ensemble (I)

Performance

  • Individual (II)
  • Ensemble (II)

Performance

  • Individual (III)
  • Ensemble (III)

Performance

  • Individual (IV)
  • Ensemble (IV)



Research Studies

The curriculum is designed to develop information literacy and research skills in our students, prepare them for lifelong learning, and enable them to contribute to the knowledge community to effect societal improvement. The curriculum also readies our students for higher-level external mentorship projects with universities and institutes of higher learning, where they are given avenues to challenge their cognitive development and creativity through research work under the guidance of a professional.

Project assignments are inquiry-based and constructivist in approach, focusing on the process of authentic learning in solving problems. In this way, a platform is provided for our students to integrate and apply their knowledge from the classroom to real world issues. They are able to engage in research projects in a range of areas, including Science, Mathematics, Engineering, IT, Business, Humanities, Creative Writing and the Fine Arts. As projects are typically of a high intellectual standard, many of our students go on to showcase their work at various local and international programmes and competitions, including the Singapore Science & Engineering Fair, Odyssey of the Mind and Future Problem Solving Program.

Key Understandings

  • Knowledge is not finite as it is constantly being generated and refined through research
  • Inquiry is the basis of research
  • Research is a planned, systematic process
  • Research entails ethical and social responsibility
  • The development of effective Habits of Mind is essential for self-directed, lifelong learning

Learning Outcomes

  • Demonstrate information literacy skills
  • Effectively conduct self-directed learning
  • Demonstrate responsibility in the use of and generation of knowledge
  • Communicate their stand effectively and convincingly
  • Craft reports which adhere to recommended academic standards and/or create an innovative artefact
  • Reflect on the process of knowledge seeking and generation through keeping a portfolio
  • Develop personal effectiveness to facilitate positive social interaction and effective team building
  • Appreciate and effectively apply the Habits of Mind to regulate their behaviour through critical and creative thinking

Scope & Sequence

YEAR 1

Focus: Developing Inquiry and Research Skills

Weekly Skills Build-Up Lessons

  • Creative and Critical Thinking
  • Research Process and Design
  • Information Literacy
  • Data Collection

YEAR 2

Focus: Demonstrating Proficiency in Inquiry and Research

Participation in school-based academic research projects, specialised clusters or creative problem solving programmes

  • Research Planning and Design
  • Data Collection and Analysis
  • Project Management and Collaborative Work
  • Portfolio and Report Writing
  • Oral Presentation (in-house)

YEARS 3 & 4

Focus: Pursuing Research with Intensity

Participation in above curriculum-level school-based academic research projects, specialised clusters or creative problem solving programmes

  • Research Planning and Design
  • Data Collection and Analysis
  • Project Management and Collaborative Work
  • Portfolio and Report Writing
  • Oral Presentation (in-house)
  • Public Presentation and/or Publication

The development of effective Habits of Mind is infused throughout all four years of the curriculum.

Special Art Programme

The Special Art Programme is designed to provide an enriched Art curriculum that is meaningful, relates to the experiences of our students, and capitalises on their imagination. It strives to create a balance between the concepts and processes of Art, with a student-centred approach. The programme seeks to develop curiosity through discipline-based Art education and enables our students to look at issues with a critical eye. They will be able to construct meaning from their experiences and translate that into creative expressions.

Key Understandings

  • Artistic creativity is the outcome of exploration and experimentation
  • Time and spatial differences can be reflected through Art
  • Objectivity is essential when making aesthetic judgements

Learning Outcomes

  • Develop an understanding and appreciation of the role played by Art in society
  • Think independently and contribute proactively to their peers, the school and society through art-making
  • Construct meaning and reflect a better understanding of the world, based on what they see and experience
  • Attain a deeper awareness and appreciation of Art across different contexts and perspectives
  • Reflect on and refine their work using problem-solving and critical thinking skills
  • Develop a systematic approach to investigate formal and conceptual issues through experimentation with materials, techniques and technologies
  • Develop the ability to competently form, compose and communicate in 2 and 3D using a variety of materials, processes and art vocabulary













Programmes

Year 1


Fine Arts

  • Principles and Elements of Art
  • Drawing and Painting I

Design

  • Introduction to Design Process
  • Exploration of Materials and Processes
  • Introduction to Technology
  • Visual Communication

Electronic/Lens Based

  • Digital Media I

SOVA

  • Art Appreciation
  • Pioneer Artists of Singapore
  • Western Art History

Year 2


Fine Arts

  • Drawing and Painting II
  • Ceramics and Sculpture I

Design

  • Graphics Design
  • Fashion Design

Electronic/Lens Based

  • Digital Media II

SOVA

  • Art Appreciation
  • Western Art History
  • Second Generation Artists of Singapore

Year 3


Fine Arts

  • Drawing and Painting III
  • Ceramics and Sculpture II
  • Print Making

Design

  • Graphics Design
  • 3D Design

Electronic/Lens Based

  • Digital Media II

SOVA

  • Art as Narrative and Inspiration
  • Art as Expression and Identity
  • Art as Communication and Design

Year 4


Open Coursework

  • Ceramics
  • Drawing and Painting
  • Sculpture and Installation
  • Print Making
  • Design
  • Animation
  • Digital Media

Visual Arts Task


SOVA

  • Art as Narrative and Inspiration
  • Art as Expression and Identity
  • Art as Communication and Design