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Student Leadership in RGS

Every RGS student has the potential to be a leader who can make a positive difference in her spheres of influence. There are many ways for a student to develop her leadership potential. The RGS Student Leadership Roadmap provides clear pathways for students to grow as leaders based on their interests and competencies. Your skills in leadership will be developed and nurtured in RGS.

Leadership of Self is developed through the 4-year Character Leadership Education programme which provides the foundation for the student to be a good steward of her life.

As for Leadership of Others, the school provides a range of suitable platforms within and beyond the school to develop students’ leadership based on their interest and readiness to become change agents among their peers, in the school and in the larger community.

Students may lead through service to School and Community via:
  • Values-in-Action (VIA)
  • Leadership Boards (Prefectorial Board, House, Peer Support Board, Student Congress and House)
  • CCA Executive Committee
  • Class Executive Committee
  • School-wide committees
  • Peer Helper

These platforms develop leadership traits and competencies in students, guided by the RGS Student Leadership Roadmap, according to their areas of interest and aspirations, always with the aim of developing strong citizenship and responsibility to the community.

Student Leadership Provisions

The student leadership provisions serve to create a dynamic supportive environment where student leaders work collaboratively amongst themselves, and with other stakeholders to cultivate the holistic development of students, and peers who bond, help and influence each other positively; and where the culture of care and support is extended to others within and beyond its grounds.

Leadership through Service to School

  • Prefectorial Board

The Prefects act as role models for their peers and are the custodians of the school culture. They uphold the code of conduct in the school. 

  • Peer Support Board

The Peer Support Leaders provide guidance and support to their peers, and advocate for a culture of care amongst the students. 

  • Student Congress

Student Congress leaders promote active citizenship by garnering feedback and suggestions from students for the purpose of collective improvement of RGS.

  • House

The House System which comprises five Houses, Tarbet (Red), Buckle (Green), Richardson (Blue), Waddle (Yellow) and Hadley (Purple), nurtures the students’ sense of belonging and loyalty to the school by fostering sisterhood, team and school spirit through its activities. 

  • Co-curricular Activities (CCAs) Executive Committee

CCA Leaders ensure that their CCAs are not only a platform to discover and hone their interests and talents but also to provide friendship opportunities and a sense of belonging, promoting passion for the group’s interests, teamwork and a spirit of service to the community.

  • Class Executive Committee

Class Exco members play an integral role in developing and promoting class identity, class spirit as well as a caring and supportive learning environment for all.

  • Peer Helper

Through building one-to-one positive peer relationships, peer helpers journey with fellow students by assisting them in their academic and personal concerns. They work with the peer student leaders to reinforce the culture of care in RGS.


Some of the key activities led by student leaders are:


Leadership through Service to Community

Values-in-Action (VIA) 

As a school that seeks to develop the aspiration and capacity for service to nation and community in every student, the RGS Values-in-Action (VIA) programme provides enriched and differentiated experiences within a vibrant environment of stewardship and service. The programme seeks to build in each student, the capacity to advocate by deepening their understanding of and responsibility in addressing community issues. We aim to enable each student entering RGS, with different strengths and aptitude towards service, the opportunity to discover her passions and develop according to her level of readiness.

Some of the key activities led by student leaders are:
  • Y1 Service-Learning Learning Journey
  • Y2 Class VIA project
  • Community Problem Solving Project (CmPS)
  • Student-Initiated VIA Project (SVIA Project)
  • Raffles Policy Dialogue
  • In-Conversation
  • SVIA Committee

An annual Community Fair (conducted during Post-End of Year Assessment) brings the community together to celebrate each other's service-learning efforts via sharing sessions, and enables teams to hand-over projects to their school-mates to enable sustainability of service to the community.


Community Youth Leaders (Direct School Admissions) 

A talent development programme which nurtures students, who are passionate in serving the community, to lead as active agents of change. In turn, they also inspire others to make a positive difference in their spheres of influence. 


Community Problem Solving Programme (CmPS)

The Community Problem Solving Programme is a differentiated programme for students with a strong passion for service and who want to understand key issues in the community and use problem solving skills to solve real world problems. Working in teams, students identify an area of concern in a community, explore challenges, establish an underlying problem, propose and implement an action plan to solve the problem, and reflect on their learning and their impact on the community.

A recent example, Project Bluetick, through their initiatives and in partnership with various external stakeholders, has increased teenagers' capacities to practise safer online habits, with support from their peers and family, so that teenagers are less susceptible to online crimes such as sexual grooming given the growing prevalence of online sexual grooming. Some of their accomplishments include:

  • Conceptualising and producing a four-part YouTube series (watch here)
  • Conceptualising and producing a book (read here)
  • Being awarded a grant by the Media Literacy Council to produce a book



Student-Initiated Values-In-Action (SVIA) Projects

SVIA Projects is a differentiated programme for students with a strong passion for service. Working in teams of two to 15 members, students identify an area of concern in a community, explore challenges and propose an action plan to serve their identified community. They then carry out their service and reflect on their experience in service to the community.

Project Karitas is an example of a sustained SVIA project. Initiated in 2018, the project is into its 3rd year, partnering Food From The Heart to support the underprivileged community. Thus far, the team has held donation drives and participated in Birthday From The Heart programme in support of Lions Home for the Elders (Bishan).