Home > RGSOH2022 > FAQs > Common Questions

A. General

What is RGS' vision?
To aspire, strive, and dare to be active creators of a better age for all. This is taken from the school's motto Filiae Melioris Aevi, which is Latin for 'Daughters of a Better Age'.

What is RGS' mission?
Nurturing the high ability girl to be a leader who will realise her talents in service of nation and community.

What are RGS' goals?
To develop fine character and well-being, nurture the intellect and fire the imagination of the RGS girl as a:
  • Person who is purposeful and aspires towards the greater good with integrity, empathy and resilience.
  • Leader who values diversity, cohesiveness, and inclusiveness in exerting positive influence and impact on the community.
  • Thinker who demonstrates a disposition for reflective and flexible thinking, and is willing to take intellectual risks, especially in the face of complex and ambiguous situations.
  • Pioneer who seeks opportunities and embraces challenges with courage to innovate for the common good.

What are RGS' values?
People-Centred, Principled, Passionate, Professional.

When was the Gifted Education Programme (GEP) implemented in RGS?
In 1984. We were one of the first two secondary schools to implement the GEP; the other school being Raffles Institution (RI).

When did RGS become an Independent School?
In 1993. One of the benefits of being an independent school is the autonomy to develop curriculum materials and adopt teaching approaches that better suit our students.

When did RGS offer the six-year integrated programme (i.e. the Raffles Programme (RP))?
Since 2004, students have progressed from the four-year secondary education to the two-year Pre-University/Junior College education without having to sit for the GCE 'O' Level examinations. This allows the school to devote more curriculum time to broadening the students' learning, as removing the time needed to prepare Year 4 students for the GCE 'O' Level exams could be better spent on enriching the curriculum and increasing curriculum time. Also, this facilitates a smoother transition to RI because of the close relationship of the two schools in planning and implementing the RP curriculum.

How many students do we have in total and what is the enrolment number for Year 1?
We have a total of about 1,600 students in the four levels. Enrolment of Year 1 students each year is around 400 and our Year 1 students come from more than 100 primary schools nationwide.

What are the school hours for students?
School starts at 7.35am and generally ends by 2.25pm or 2.35pm. Each lesson is about 60 minutes long. Many co-curricular programmes take place in the afternoons. CCAs take place in the afternoons on Mondays, Tuesdays, and Thursdays while lessons for Third Language, Music Elective Programme (MEP), Special Art Programme (SAP), Regional Studies Programme (RSP) and Chinese/Malay Special Programmes (CSP/MSP) take place on Friday afternoons. On Wednesday afternoons, students usually take part in Talent Development lessons/activities/consultations as well as House Practices and leadership development activities.

B. Co-Curricular Activities

How many CCAs does RGS offer?
We currently have 36 CCAs to cater to the varied interests of our students. Many of these CCAs will excite any student especially when they are presented with opportunities that include competitions, overseas trips, workshops, and performances.

These CCAs are categorised into Physical Sports, Visual & Performing Arts, Uniformed Groups, and Clubs & Societies. We review our CCA provisions from time to time and this list may change accordingly.

Physical Sports
1. Badminton 8. Softball
2. Basketball 9. Squash
3. Fencing 10. Swimming
4. Netball 11. Table Tennis
5. Rhythmic Gymnastics 12. Tennis
6. Sailing 13. Track & Cross-Country
7. Shooting 14. Trampoline Gymnastics

Visual & Performing Arts
1. Art Club 7. Ethnic Dance
2. Angklung Ensemble 8. Guitar Ensemble
3. Band Symphonic 9. Handbell Ensemble
4. Chinese Orchestra 10. Photographic Society
5. Choir 11. Raffles Drama
6. Dance International 12. String Ensemble

Uniformed Groups
1. Girl Guides 4. National Police Cadet Corps (Sea)
2. Girls' Brigade 5. Red Cross Youth
3. National Cadet Corps  

Clubs & Societies
1. Debate & Oratorical Society 4. Raffles Mind Sports
2. Cogitare Club 5. Robotics Club
3. Infocomm Club   

Is there a maximum number of CCAs that a student can take up?
All students MUST have one CCA. We encourage the RGS girl to concentrate on one CCA and develop her passion for her chosen CCA so that she really gives her best to it. This will leave her with more time to explore other aspects of school life, like talent development programmes, service learning, mentorship and enrichment programmes. Having only one CCA helps every girl balance her learning experiences and manage her time.

Will the students have help in choosing their CCAs?
We advise all our girls to make informed choices about her CCA. At the beginning of each year, the Year 1 girls will find out more about CCAs in RGS at 'CCA Orientation'. The Year 1 girls also have a week to visit CCAs that they are interested in to get a 'feel' for the CCAs before making their choices. The girls are encouraged to speak to the Teachers-in-Charge of the CCAs or the senior girls in making their choices.

They can choose to attend up to a maximum of six trials.

Can a student change CCAs after Year 1?
She can change her CCA if she finds that the CCA is not a good fit for her. We do understand that the girls are young and that their interests change over time.

C. School Assessments

What are assessments like at RGS?
We have two types of assessments: formative and summative assessments.

Formative Assessments are assessments for learning. These are assessments designed to develop the students' knowledge, skills, and understanding of concepts. Grades are assigned to the work, but greater emphasis is placed on teachers' feedback and qualitative comments.

Summative Assessments are assessments of learning. These assessments evaluate the students' competence in a topic, unit of study, module or skills.

There are various modes of assessment: time-based pen and paper tests, essays, journaling, oral presentations, performance tasks, science practical tests, and portfolios.

Performance tasks are a special feature of the Raffles Programme Assessments, as they require students to demonstrate their understanding of a topic or unit of study through deep analysis of the problem and presenting a synthesis of their understanding or a solution to the problem. These performance tasks are authentic tasks to solve real-life problems.

When are assessments scheduled in an academic year?
The Assessments are continual assessments. Thus, they are planned throughout the year and do not occur only at Mid-Year or End-Year. A calendar of the assessments is published for all students and parents at the beginning of the year so that student-athletes, for example, can work with the calendar to plan their participation in national/international competitions.

What is the Grade Point Average (GPA)?
It refers to the grading system adopted by RGS and RI in recording student performance scores for academic subjects in the Raffles Programme. The highest possible Grade Point (GP) for a subject is 4.0, which translates to 80 marks and above, 3.6 for 70-79, 3.2 for 65-69 and so on. The GPA is the overall average GP of six subjects - the five Core Subjects (English Language, Higher Mother Tongue/Mother Tongue, Mathematics, one Science and one Humanities subject), and the best remaining GP from the remaining subjects that a student takes.

D. Student Leadership

What are the leadership boards in the school?
There are four Student Leadership Boards:
  • Prefectorial Board: Prefects are custodians of school traditions, culture and school spirit. Discipline is also undertaken by the Prefectorial Board.

  • Peer Support Board: The Peer Support Leaders look into the well-being of RGS girls, especially the Year 1s and help them adapt to RGS school life.

  • Student Congress: Congress represents the student population, raising students’ issues to the School Administration for school improvement.

  • House Committee: House Committee members promote House spirit, and each House committee leads 20% of the student population (Years 1 – 4) in House activities, Inter-House Games and school events like the Sports Festival.

Leaders in the Community: There are also student leaders in Class Committees, CCA leaders, project group leaders, VIA project leaders, and so on. All are important to the school as we strive to make every girl a leader, whether in formal leadership roles or in student-initiated projects and activities.

E. RGS 1:1

What is RGS 1:1?
RGS 1:1 is a programme where each student is equipped with a personal learning device allowing for teaching and learning to be enhanced with technology and for media and ICT literacies to be developed. Technology is leveraged on to:
  • Activate learning through access of multiple forms of media and the use of live data.
  • Promote thinking and discussion.
  • Allow students to demonstrate their learning.
  • Enhance teachers' ability to monitor learning and provide feedback.

What are the goals of the RGS 1:1 programme?
  • Be active, critical, and responsible citizens of the digital age.
  • Provide purposeful access to digital tools to enhance learning.
  • Provide for self-directed learning, discovering and nurturing talents in the process.
  • Participate in and build inclusive digital communities within and beyond the school.

What are the education benefits of a 1:1 programme?
  • 1:1 programmes extend learning beyond the classroom. With the ability to gather vast amounts of information from the Internet and new media, learning becomes multi-modal.
  • Networking opportunities extend learning to include peers, parents, siblings etc., making learning a collaborative experience while maintaining the individuality of each girl.
  • Learning can be more personalised with lessons being more differentiated to cater to interests and ability and students being able to express their thoughts in creative and multiple modes.
  • Students can learn experientially how the various disciplines use technology. Thinking like a scientist, for example, must include learning how technology is used to gather and analyse data.

Is RGS 1:1 targeted at improving academic results?
Research has shown that there are modest gains in academic performance as a result of increased usage of ICT for teaching and learning. Given the profile of our students - highly able and motivated - their academic results are not expected to improve solely because of increased ICT usage. What they will achieve will be the ability to function in a world where technology plays a big part of everyday life - both at work and at play.

What devices are being used for RGS 1:1?
Our students' Personal Learning Device is the iPad with Apple Pencil.

The required specifications are:
  • Processor: A10 Fusion or better
  • Capacity: 64GB or higher
  • OS version: iPad OS 15 or higher
Do refer to the school website (www.rgs.edu.sg) in December as the information presented here will be superseded by information presented there.

Other recommended specifications for better user experience:
  • Screen size: 10.0 to 11.9 inch (diagonal)
  • Resolution: 2048 x 1536 or higher resolution

Please refer to https://www.apple.com/sg/ipad/compare/ to check the iPad hardware specifications and https://support.apple.com/en-sg/guide/ipad/ipad213a25b2/ipados to check the iPad models that support iPad OS 15.

iPads purchased through the school includes 3 years of Apple Care (warranty) and insurance.

How will the device be used during lessons?
The device will be used for a variety of tasks including:
  • Creative expression
  • Establishing prior knowledge
  • Assessment - formative and summative
  • Research
  • Communication
  • Collaboration

What sort of software and/or applications are used?
A variety of software and applications are used depending on subject area. Some examples include Procreate, Padlet, Pear Deck, Classkick, Kami and Google Suite.

What sort of technical support will the school provide?
The school's Information Technology support staff will provide the first level technical support:
  • Mondays to Thursday, 7.30am - 5.00pm
  • Fridays, 7.30am - 4.30pm

How will the school ensure Internet safety?
While the school monitors Internet access, and specific undesirable sites are blocked from access in schools, skills to ensure cyber wellness among the students are also taught. The school also works closely with parents to ensure that Internet safety is maintained in school and at home. All personal learning devices will be configured to a Device Management Application allowing the school to manage and monitor device use. Parents may choose to customise their settings for usage after school hours if they wish.

F. Joining RGS by Two Routes

a) DSA - by specific talents

What is the application period for DSA?
Application for DSA-Sec through MOE's online portal is usually held from early May to mid June. Some RGS talent areas also require applicants to submit additional documents directly to RGS via e-forms whose links are found on our RGS Admissions Year 1 (via DSA) webpage. The submission period is the same as the MOE application period.
Please refer to our website for more details during the DSA period. 

How does my daughter apply for DSA?
Applicants are to apply through MOE's centralised online application portal (visit MOE's website - 'DSA-Sec'). Each applicant has only three choices to exercise, with a maximum of two talent areas for each school. Application is free-of-charge and all schools will follow the same application timeline. More details of our Admissions processes can be found at www.rgs.edu.sg/admissions/admission-to-rgs/overview.

What are the different talent areas for DSA?
There are a total of 19 DSA talent areas:
  • Academic Talent Areas: English Language, Chinese Language, Malay Language, Tamil Language, Science and Mathematics
  • Aesthetics Talent Areas: Visual Arts and Music Elective Programme
  • Sports Talent Areas: Badminton, Basketball, Rhythmic Gymnastics, Netball, Sailing, Softball, Squash, Swimming, Table Tennis and Tennis
  • Community Youth Leadership

Can a student apply for more than one talent area?
Each applicant can apply up to TWO talent areas in one school. Switching of talent areas is not permitted once the online application period closes.

What will a student be evaluated on for admission via DSA?
General Criteria for Admission via DSA:
  • Strong, consistent academic performance in primary school.
  • Active participation in curriculum and co-curriculum activities, demonstrating high level of attainment in the talent area.
  • Demonstrate good character, leadership qualities, and evidence of service in school/community.
  • Quality of performance at the trials/auditions/interviews.

Can a student who is currently in a lower level (e.g. Primary 5) be considered for the DSA?
No, admission to Secondary One is only for students who have completed Primary 6 or its equivalent.

Can a student apply to more than one school?
Yes, she many apply to more than one school that offers admissions via DSA, up to a maximum of three schools. The conditions of eligibility (e.g. different sports), selection process and criteria may vary from school to school.

Does a student who applies through DSA have to participate in the centralised Secondary One Posting Exercise?
Once she has been offered a place in her choice school and has accepted the offer, she will not take part in the centralised Secondary One Posting Exercise as she would have been deemed to have secured a place in her choice school.

A very important point to note is that once she has accepted a place in the school of her choice via DSA, she cannot transfer out of the school even after the PSLE results have been released. She may have done better than expected but she must remain committed tot he DSA school in which she has accepted a place. In the same way, the DSA school is committed to its offer of a place to the student so long as she qualifies for secondary education in the 'Express stream'. Applications for a transfer will only be considered if there are extenuating circumstances that prevent a student from fulfilling her DSA commitment after she has accepted a place (e.g. a permanent injury that she sustained after accepting a place in her choice DSA school via a sport, and where it is medically deemed that she cannot fulfil her commitment to play the sport after that).

b) PSLE Posting - by PSLE performance

When will the PSLE results be released?
Usually in late November.

When does a student need to choose her secondary schools?
Eligible students will receive Secondary 1 Option Forms to select secondary schools when they collect their PSLE results slips. Students should discuss their secondary school choices with their parents before they complete the S1 Option Forms. Students will be required to submit their Option Forms through the Ministry of Education's S1 Posting website at www.moe.gov.sg/s1-posting or through their primary schools within the next seven calendar days from the release of the PSLE results.

When will students know their posting results?
Students will know their posting results in late December.

How can students find out more about any Financial Assistance Schemes that MOE or the school might have for Secondary 1 students?
Students can check the MOE website and also contact rgs_studentservices@schools.gov.sg for all information regarding the financial assistance schemes available.

What is the new PSLE scoring system and how does it affect a student's school choices?
Students can check the MOE website https://www.moe.gov.sg/microsites/psle-fsbb/psle/main.html and https://www.moe.gov.sg/microsites/psle-fsbb/psle/new-psle-scoring-system.html for more information on the new PSLE scoring system and how it affects their school choices.

G. Campus at 2 Braddell Rise

When did RGS move to 2 Braddell Rise?
RGS moved to 2 Braddell Rise on 21 October 2019.

Why did RGS move to the Braddell site?
This site allows for the holistic development of our students and the deepening of engagement and partnership with the community. RGS and RI are also in close proximity, and hence better able to realise the goals of the Raffles Programme.

Our learning spaces are student-focused, environmentally friendly, and inclusive of the community around us. These learning spaces support the unique and distinctive character of RGS and encourage intellectual discourse, innovation, sports, arts, and leadership development. For example:

  • Performing Arts Centre allows students to deepen their appreciation of the arts and express themselves in creative ways to collaborate with others beyond the school to forge a more cohesive community.
  • Innovation Hub, comprising the Keppel Sandbox, well-equipped science labs, research labs, makerspace and other special rooms, enables students to acquire computing and technological skills, think outside the box, and bring their creative ideas into reality.
  • Hong Leong Foundation Filiae Centre offers life coaching, art therapy, life skills workshops, and platforms for student expression, on top of existing provisions such as counselling, leadership development, and student administrative services.

How does RGS plan to deepen engagement and partnership with the community?
Since 2019, we have partnered neighbouring primary schools and Social Service Agencies (SSAs) in an engagement and partnership initiative called Triple C (Care, Collaboration, Community), where RGS students mentor primary school students in service learning projects with the SSAs.

RGS is currently partnering with two primary schools - First Toa Payoh Primary School and Kheng Cheng School, and two SSAs - Xin Yuan Community Care and Good Shepherd Student Care for the Triple C Programme. For more information on the Triple C Programme, click here.

In addition, we plan to include the community in suitable school programmes as well as share school facilities in due time.

Will RGS be increasing its enrolment with the completion of the larger campus?
RGS will continue to adhere to MOE's policies and guidelines on student enrolment and intake every year.