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. | ![]() |
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. |
|
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. |
|
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. |
|
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. |
|
Music Elective Programme
Key Understandings |
---|
|
Learning Outcomes |
---|
|
Programmes |
|||
---|---|---|---|
Year 1 |
Year 2 |
Year 3 |
Year 4 |
History
|
History
|
History
|
History
|
Harmony
|
Harmony
|
Harmony
|
Harmony
|
Aural Skills
|
Aural Skills
|
Aural Skills
|
Aural Skills
|
Performance
|
Performance
|
Performance
|
Performance
|
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 |
---|
|
Learning Outcomes |
---|
|
Scope & Sequence |
---|
YEAR 1 Focus: Developing Inquiry and Research Skills Weekly Skills Build-Up Lessons
YEAR 2 Focus: Demonstrating Proficiency in Inquiry and Research Participation in school-based academic research projects, specialised clusters or creative problem solving programmes
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
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 |
|
Learning Outcomes |
---|
|
Programmes |
|
---|---|
Year 1 Fine Arts
Design
Electronic/Lens Based
SOVA
|
Year 2 Fine Arts
Design
Electronic/Lens Based
SOVA
|
Year 3 Fine Arts
Design
Electronic/Lens Based
SOVA
|
Year 4 Open Coursework
Visual Arts Task SOVA
|