Home > Programmes > Raffles Programme
Year 1 & 2


  1. English language
  2. Higher Mother Tongue or Mother Tongue Languages
  3. Philosophy
  4. Humanities - Literature, Geography, History
  5. Aesthetics - Art, Music, Speech, Drama, Food and Nutrition, Poise and Confidence
  6. Science
  7. Mathematics
  8. Computer Studies
  9. Research Studies/Education
  10. Character and Leadership Education
  11. Physical Education


Foundation years
  • Third Languages
    • (French, German, Japanese, Bahasa Indonesia, Arabic)*
    • Malay Special Programme**
    • Chinese Special Programme**
  • Regional Studies Programme
  • Music Elective Programme
  • Special Arts Programme
Year 3 & 4  


  1. English Language
  2. Higher Mother Tongue or Mother Tongue Languages
  3. Philosophy
  4. Social Studies
  5. Research Studies/Education
  6. Character and Leadership Education
  7. Physical Education
  8. Mathematics
  9. Science: Biology, Chemistry and Physics
  10. Humanities: Geography, History, Literature, Area Studies


  • Music Elective Programme
  • Art Elective Programmer
  • Third Languages
    • (French, German, Japanese, Bahasa Indonesia, Arabic)*
    • Malay Special Programme**
    • Chinese Special Programme**
  • Regional Studies Programme
Additional subjects - Flexibility in choice of number of subjects and combination from a range of electives

* offered by MOE Language Centre
** offered in-house

Curriculum Model and Framework

Constructivist Approach

Higher Order Thinking

The curriculum model is based on the principles of the Integrated Curriculum Model (Van Tassel-Baska, 1986) for high- ability learners. This model believes that the needs of these learners are best met through advanced content, high-level process and product work, and cross- disciplinary concept development. Our instructional design is based on the constructivist philosophy of learning.

This philosophy
  • Focuses on the construction of meaning
  • Recognises that processes should be interactive, social and engaging; and
  • Acknowledges that the brain processes wholes and parts simultaneously when making meaning of the stimuli that is presented to it
  The curriculum cultivates critical thinking, creative thinking, conceptual thinking and problem-solving skills.¶

Curriculum Organisers

Curriculum Differentiation

The Raffles Programme uses four curriculum organisers to bridge the various disciplines so that a unified world-view is presented.

  • Macro-Concepts: Mental constructs(big ideas) that link the various bodies of knowledge
  • Philosophy: To question the way in which knowledge is constructed and formed, so that we are more certain about what we truly believe
  • Character and Leadership Education: Promotes the development of empathy, which is central to leadership development
  • Research Education: Provides the platform for learners to integrate and apply their knowledge to real world issues
Curriculum differentiation allows students who have demonstrated mastery of material to progress to new material of greater depth.

This progression is experienced through
  • Content differentiation: Advanced topics may be covered and the curriculum caters more to individual needs and interests 
  • Process differentiation: Higher-level thinking and research skills for independent study are developed, and a variety of teaching strategies are used to cater to different learning styles 
  • Product differentiation: Creative expression is encouraged, and a wide range of presentation modes which reflect real-world authenticity are provided 
  • Environment differentiation: A learner-centred environment is provided for students with experiences and programmes that go beyond the traditional classroom


Picture 3.pngRAFFLES PROGRAMME is a seamless 6-year curriculum culminating in the Singapore-Cambridge General Certificate in Education (GCE) Advanced Level Examination.

Building on the rich heritage and culture of excellence of Raffles Girls' School and Raffles Institution, the programme provides a rigorous and enriched curriculum for highly able students in Singapore. The Raffles Programme offers a broad-based curriculum, pathways for the development of special interests and strengths, and an emphasis on character and leadership development.


Our mission is to nurture young talents into women of character, committed to the pursuit of excellence and to service for the common good. We aim to develop the:

  • PERSONS who aspire towards a higher good for selves and others in thought and deed;
  • THINKERS who manifest a reflective disposition and respond intelligently to complex and unpredictable situations;
  • LEADERS who demonstrate personal mastery and lead by example through service to others;
  • PIONEERS who exhibit the spirit of enterprise and seek opportunities to better society through creativity and innovation.


People-centred, Principled, Passionate, Professional


The Raffles Programme is based on the principles of the Integrated Curriculum Model for gifted learners (Van Tassel-Baska, 1986). The curriculum challenges highly able students through the use of advanced content knowledge, high-order process and product work, and cross-disciplinary concept development.


The Raffles classroom fosters a passion for lifelong learning through the following approaches:

  • Authentic: Draws on real-world knowledge of local and global contexts
  • Learner-centred: Encourages active participation, exploration, discovery and collaboration among learners
  • Process-focused: Emphasises ways of thinking and the development of disciplinary skills in the various fields
  • Integrative: Builds on the inter-connectedness of ideas across discplines


Assessment modes are varied and emphasise content mastery and process skills. Continual assessment is a central feature of the assessment framework. Both assessment of learning and assessment for learning are emphasised. Assessment tools include:

  • Standardised pen and paper tests
  • Performance tasks and journals
  • Portfolios
  • Oral presentations
  • Individual and group projects


The Integrated Curriculum Model (ICM) is an integrative approach of organising and differentiating the curriculum for gifted learners through three different dimensions:

  • Advanced content
  • Interdisciplinary concepts/themes/issues
  • High level process-product development

It is designed to respond to the precocity, intensity and complexity that characterise highly able learners.


Assessments are based on the desired learner outcomes (what we want students to know, understand and be able to do); they drive our instructional practices. This is consistent with the backward design process of the UBD framework that the school uses for the development of its lesson units in each discipline area. The framework helps focus curriculum and teaching on the development and deepening of student understanding using a three-stage design process: identifying desired results, determining evidence, planning learning experiences and instruction.


Teachers harness multiple instructional strategies to facilitate higher order thinking and research skills. These include Richard Paul's Elements of Reasoning in the Humanities, Problem Posing in Mathematics and Team-Based learning in Science. Teachers also use Learning Centres, Concept Development approaches and Collaborative Learning to enrich the learning experience. At all times, the teacher facilitates, steers and deepens learning through questioning, explanation, and clear feedback. Responding to the needs of all learners, we differentiate the way we learn and teach so that students learn based on their readiness, interest and learning profile.
[Carol Ann Tomlinson]

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