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The Raffles Programme offers a seamless curriculum from Year 1 to Year 6, culminating in the Singapore-Cambridge General Certificate in Education (GCE) 'Advanced' Level Examination.

Its mission is to nurture the best and brightest into men and women of scholarship, who will be leaders of distinction who are committed to excellence, spirit of enterprise, and service for the common good in the interest of the nation. Through the programme, we want to nurture the next generation of thinkers, leaders and pioneers.


The Raffles Programme in RGS specifically caters to highly capable girls who are the top 3% of their cohort. It provides a holistic education through a challenging academic curriculum that is broad- based, which will develop thinking skills and an appreciation for life-long learning. The non-academic curriculum emphasises the cultivation of life-skills such as resilience, teamwork, problem-solving and decision-making.

Based on the principles of the Integrated Curriculum Model (Van Tassel-Baska, 1986) that was developed for high ability learners, the key elements of the curriculum include advanced content knowledge, higher order processes and products , and cross-disciplinary concept development.

Raffles Programme students will also benefit from:

Multiple options for research and independent learning

Multiple options for research and independent learning, with opportunities for mentorship, research studies, industrial attachments and options for service learning and aesthetic development.

Character and Leadership Education

Character and Leadership Education, where the cultivation of personal effectiveness, national consciousness and the development of leadership qualities and competencies, are undertaken in an explicit way through the programmes designed.

Raffles Philosophy

The Raffles Philosophy course that aims to nurture a community of inquirers with strong empathy and well-honed reasoning and dialoguing skills.


We aim to develop the educated person who contributes to the betterment of society. We want to help our students

  • • To be better persons who aspire toward a higher good for self and others in thoughts and deeds
  • • To be thinkers who manifest a reflective disposition, and respond intelligently to complex and unpredictable situations
  • • To be leaders who demonstrate personal mastery and who strive to create a better age for all
  • • To be pioneers who seek out and seize opportunities with inventiveness and creativity, for the common good


Wellbeing of the self and respect for others

We believe that every person is unique and should be treated with respect. We value each person's potential in the intellectual, physical, emotional, moral, social, aesthetic and spiritual aspects. Mastery of the self is inculcated and manifested through self-knowledge, self-management and a sense of personal meaning, identity and efficacy. The Raffles schools encourage the development of initiative, responsibility, compassion, care, respect for the rights of others and ethical discernment.

Social and civic responsibility

The Rafflesian culture is one where individuals strive to be active and responsible citizens. We value diversity, respect legitimate authority, and seek to improve the quality of life of the local and global community.

The Pursuit of knowledge and wisdom and a commitment to Excellence

In the Raffles schools, students are free to wonder, explore, experiment, and question in their pursuit of knowledge. This freedom is balanced by a strong commitment to excellence, driven by a responsibility to practise the discipline of study and a compelling sense of pride in accomplishing a worthy task.

Responsible risk taking

The Raffles schools are committed to a culture that values the aspirations of our students and inspires the pioneering spirit that challenges the status quo in order to bring about a better society.


The teaching methods employed in the Raffles Programme curriculum is shaped by the Raffles Approaches to Foster Learning (RAFL) framework.

  • • Draws on the learner's strengths and interests
  • • Materials and resources are drawn from and connected to the real world
  • • Provides opportunity for learners to perceive knowledge in a more holistic way
  • • Builds on a variety of disciplines and learning environments
  • • Relates to what has been done in the past and what will be done in the future
  • • Fosters participation and collaboration among learners
  • • Allows learners to interact with the real world
  • • Subjects taught as ways of thinking
  • • Intelligent behaviours - Habits of Mind
  • • Thinking models and diverse strategies
  • • Effective questioning
  • • Communication capacity
  • • Concept development
  • • A global consciousness and orientation; an awareness of the particularities of the local context and its relation to the world
  • • Provides opportunities for learners to construct their own knowledge through exploration and discovery
  • • Identifies learners as valuable creators, thinkers and problem- solvers
  • • Includes learners in the development of the lesson and assessment processes


Curriculum Model and Framework

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.

Curriculum Organisers

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

  • The curriculum organisers are
  • • 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
Constructivist Approach

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
Curriculum Differentiation

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
Higher Order Thinking

The curriculum cultivates critical thinking, creative thinking, conceptual thinking and problem-solving skills.

Courses of study

Year 1 & 2


  1. English Language
  2. Higher Mother Tongue or Mother Tongue Languages
  3. Philosophy
  4. Humanities - Literature, Geography, History
  5. Aesthetics - Art & Design, 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 Art 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 Programme
  • • 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


Assessment is an important part of the teaching and learning process. Our assessment approach follows the Understanding By Design (UBD) model, where assessment is closely aligned to key understandings of subject matter to ensure that it provides accurate evidence of learning.

Assessment modes are varied, rigorous and emphasise content mastery, process skills and thinking skills.

Continual assessment is a central feature of the assessment framework. Both the assessment of learning and the assessment for learning are emphasised.

  • Assessment tools include:
  • • Standardised pen and paper tests
  • • Performance tasks using rubric evaluation • Journals
  • • Portfolio
  • • Oral presentations
  • • Viva
  • • Individual and group projects