Dear Parents and Students,

Good education informs, great education transforms. For about a century,Catholic High School, CHIJ St Nicholas Girls’ School and Singapore Chinese Girls’School have transformed generations of successful men and women - many ofwhom have contributed significantly to the transformation of Singapore. Today, aswe celebrate fifty years of nation building, we are rededicating ourselves toproviding great education to the next generation of students, by coming togetheras a league of schools. The three schools have in common a strong tradition ofexcellence in all-round development of students, an outstanding legacy ofproducing visionary leaders and a strong network of alumni members fromdifferent fields who are dedicated and supportive of the schools. This confluence ofthree schools with strong heritage, sustained traditions of excellence and strongalumni networks integrates the best elements of the academic and studentdevelopment programmes unique to these schools.

An exciting addition to this league is the new Junior College. Together, the fourschools provide a holistic and seamless six-year Integrated Programme to ourstudents. In order to prepare our students to thrive in a volatile, uncertain, complexand ambiguous (VUCA) world, we challenge our students to look beyond the localto the global, beyond problems to opportunities, beyond risks to possibilities, andbeyond the functional and utilitarian to the emotive and cultural. In doing so, wenurture students who have the wisdom, the guts and the will to create the futurethey desire.

If what you read thus far excites you, read on to find out more about what wehave in store for you. Don't miss this exciting ride of a lifetime. Join us and be partof the league that will transform the future.

Ms Soh Lai Leng Magdalen,Principal, Catholic High School

Mrs Tan Wai Lan, Principal,CHIJ St Nicholas Girls’ School

Mrs Low Ay Nar, Principal, Singapore Chinese Girls’ School

Mrs Wong-Cheang Mei Heng,Principal, new Junior College

Introduction

The Joint Integrated Programme (IP) is a joint programme offered by Catholic HighSchool (CHS), CHIJ St Nicholas Girls’ School (CHIJ SNGS) and Singapore Chinese Girls’School (SCGS). Integrating and extending from the best elements of existing signatureprogrammes unique to our schools, our IP aims to provide academically strongstudents with an enriched broad-based curriculum. Our students have theopportunities to engage in a wide spectrum of authentic and future-oriented learningexperiences that will equip them with competencies to navigate in a complex world.

The IP students from Catholic High School, CHIJ SNGS and SCGS will spend their firstfour years in their respective secondary schools before progressing to a new JuniorCollege in 2017. Students in the new Junior College can offer the MOE Music ElectiveProgramme, the MOE Bicultural Studies Programme or the MOE HumanitiesScholarship Programme. Students from the three Joint IP schools can also offer theMOE Bicultural Studies Programme in Year 3 from 2016 onwards.

Weaving Our Shared Philosophy and Purpose

Catholic High School, CHIJ St Nicholas Girls’ School and Singapore Chinese Girls’School have in common a strong tradition of excellence in all round development ofstudents, an outstanding legacy of producing visionary leaders and a strong networkof alumni members from different fields who are dedicated and supportive of theirschools. The new Junior College to be established would leverage the best elementsthat are unique to the three schools, in particular, the synergy resulting from theconfluence of three schools with strong heritage, sustained traditions of excellenceand strong alumni networks, to realise our shared Joint IP vision of nurturing acommunity of principled leaders. Together, the four schools are weaving a tapestryof educational experiences with a strong emphasis on Character, Cognitive andLeadership development, to develop our students with a Passion for Life andService to Society.

Our Shared Vision

Achieving Through a Unified Approach

The above diagram summarises the Joint IP approach for developing and nurturingour students, through the three main blocks of (1) cognitive development, (2)character development and (3) leadership development. The outer portion of thediagram shows the desired outcomes, in terms of the knowledge, skills andattitudes, that are embodied by our graduates.

As principled leaders of tomorrow, graduates of our Joint Integrated Programmewould possess a strong passion for life, and be persons of integrity and discerningindividuals who are challenged to think critically and make sound moral and ethicaljudgements. They would exhibit high levels of distinction in their acquisition andmastery of 21st century competencies and be dedicated and committed in usingtheir talents to impact lives in positive and ethical ways.

The six core attributes of principled leaders and how these attributes would bemanifested are as follows:

1. Personal Mastery - Confident in Self

2. Ethical Leadership - Inspired to Serve

3. Intellectual Curiosity - Joy for Learning

4. Passionate Living - Zest for Life

5. Global Outlook - Balanced in Perspectives

6. Innovative Thinking - Enterprising in Spirit

Qualities of Joint IP Graduates

Weaving Together the Joint IP Curriculum

The Joint IP curriculum offers an enriched, authentic and extensive six-year IPexperience for all our IP students. It not only identifies a common core that is offeredto all our IP students but provides expanded opportunities for student interactionand learning, made possible by the creation of common spaces that honour theuniqueness in each school and enable the three schools, together with the newJunior College, to engage our students in our Joint IP Flagship Programmes in eachschool (please see diagram on facing page).

Our Joint IP Curriculum Framework

Students on our Joint Integrated Programme can expect to immerse themselves inan enriched, extensive and authentic six-year learning experience that would enablethem to explore and further develop their personal strengths, passions and talents.Apart from the Core Curriculum, the Joint IP has three Signature Programmes: (1)World Readiness Programme, (2) Passion Pursuit and (3) Lifeskills and CharacterProgramme, as shown below:

Our Core Curriculum

Our Core Academic Programme ensures

that our IP students are poised to further

their intellectual pursuits and realise

their potentials in different areas of

interests and specialisations by providing

a strong grounding in knowledge and

skills across the different subject

disciplines. Developed collaboratively by

the three partner schools, the Year 1 to 4

academic programme is aligned with the

three disciplines of Languages,

Humanities and the Arts, and

Mathematics and Sciences. This is to

ensure a strong grounding in the content

and skills, and rigour required to excel in

the core subject disciplines offered within

the same disciplinary clusters at JC1 (Year

5) and JC2 (Year 6).

A deep understanding of subject matter

is emphasised as it supports further

intellectual pursuits by enabling students

to transform factual information into

“useable” and new knowledge. Hence,

all Years 1 and 2 students would offer a

general curriculum that enable them to

explore various disciplinary fields and

make an informed choice regarding the

subject options to be offered at Years 3

and 4, and subsequently at JC1 and JC2

including the MOE Special Programmes

offered by the new JC.

Joint IP Flagship Programme

World Readiness Programme

Beyond the Core Academic Programme, our unique World Readiness Programme

(WRP) aims to develop our students’ ability to impact lives in positive and ethical

ways. The WRP prepares our students for the world beyond the classroom,

equipping them to understand Singapore’s role in the international arena and

exposing them to Asian and Western perspectives of geopolitical, social, cultural,

economic and technological issues and megatrends.

For instance, modules offered under Philosophy of Knowledge, some in Chinese

Language, rides on the existing strengths of our schools in nurturing bilingual and

bicultural students. It also develops our IP students to be well-versed in eastern

and western perspectives on knowledge, reason and values. In turn, the Current

Affairs modules are designed to promote an understanding of global issues and

megatrends. Collectively, the World Readiness Programme offered at Year 1 to 4

develops global perspectives and equips our IP students with critical knowledge,

skills and values needed to be the best for the world.

The diagram on the right

illustrates how WRP is

taught over four years as a

spiral curriculum that

deepens our students’

appreciation of cultural

differences, and sharpens

their ability to anticipate

changes and conceptualise

solutions for new problems.

WRP – a Spiral CurriculumAt Year 1 to 4, the knowledge that our IP students acquire in WRP will provide

them with foundational knowledge and skills that will put them in good stead for

specific subjects offered at the new JC. For example, our IP students will be able to

tap on the knowledge acquired to excel in General Paper, Knowledge and Inquiry

and Area Studies subjects (e.g. China Studies).

WRP – Varied Modes of LearningThe WRP lessons are conducted through a variety of learning platforms, some of

which are held within each school (e.g. lectures, tutorials), conducted across the

three partner schools (e.g. annual WRP Symposiums for all levels) or as part of

externally-organised enrichment (e.g. participation in Model United Nations).

Joint IP Flagship Programme

Passion Pursuit

Guided by the firm belief that joy for learning is key to supporting future learnings,

our Passion Pursuit (PP) offers customised opportunities for our IP students to

pursue their learning at an extended or deeper level in both the academic and

non-academic domains in their six years with the Joint IP. Passion Pursuit provides

avenues for high academic achievement, intellectual discovery, leadership

excellence and extra-curricular exploration essential to lifelong learning. This

programme is enriched by the strong partnership among our three schools and our

networks of alumni and community partners.

Passion Pursuit has both core and elective modules. The core module of Year 1 to 4

Research and Mentorship Programme enables all our IP students to have a choice

of engaging in discipline-based or multidisciplinary projects with a teacher mentor

or a researcher and expert in selected fields. A reflective component weaved into

the design of this programme brings our IP students on a journey of self-discovery

to deepen their engagement in these areas. Elective PP modules, on the other

hand, are offered to IP students to nurture their intellectual curiosity and further

their passion in the aesthetic, affective and psychomotor domains.

Year 1 Year 2 Years 3 & 4

Basic Research Intermediate Research Advanced Research

Focused on equipping

students with skills of

Literature review

Proposal writing

Planning for a

research project

Oral presentation

Focused on allowing pupils to

apply the relevant skills

acquired into execution of a

mini group project guided by

teacher mentors

Project titles given by

departments

Focused on allowing pupils to

engage in individual or group

projects that enable them to

delve deeper into a specific

area.

Types of projects:

1. School-based Teacher

Mentorship

2. Mentorship by experts in

specialised fields

Passion Pursuit

Research and Mentorship Programme

The Year 1 to 4 Research and Mentorship component of our Passion Pursuitenables the study of subjects of choice by students at a deeper level, whilenurturing the students to be confident and self-directed learners. This is deliveredthrough a range of creative and innovative avenues, and students can look forwardto engaging actively in meaning-making through rich dialogue and interaction.

The Research and Mentorship Programme, which emphasises equipping ourstudents with the necessary knowledge and skills to engage in research projects ata higher level, is structured as below:

Our three schools work closely with our strong network of alumni, collaboratingorganisations and community partners to provide research and mentorshipopportunities for our students. Our broad base of partners include A*STAR, ChangiGeneral Hospital, National Heritage Board, Singapore Science Centre, Yong Loo LinSchool of Medicine, University of California (Berkeley) and more.

Elective PP modules are offered to IP students to nurture their intellectual curiosity

and further their passion in the aesthetic, affective and psychomotor domains.

Examples of elective modules include Mathematics and Science Olympiad

Programmes, art of ensemble playing and niche sports such as archery.

Passion Pursuit

Elective Modules for Exploration

Talent Development Programmes

The three schools offer a spread of talent development programmes to help ourYear 1 to 4 students transform their gifts into talents. Under these talentdevelopment programmes, our IP students are nurtured to take on challengingassignments that stretch them beyond their current competency and potential.These talent programmes can be in the areas of academics, aesthetics and evensports.

For example, CHS offers the CERGY Programme and Math Research Experiencefor students who have a strong interest in STEM (Science, Technology, Engineeringand Mathematics); SNGS offers a suite of Bilingual and Bicultural Programme(including Translation Programme) and Science Mentorship Programme; and SCGSoffers the Young Scholars Academy and the Liberal Arts Academy.

In addition, the Joint IP schools also offer MOE Special Programmes such as theBicultural Studies Programme (Chinese) [BSP(C)] and the Music ElectiveProgramme (MEP). The BSP(C) was first mooted in 2004 by our late foundingPrime Minister, Mr Lee Kuan Yew, who foresaw the need to go beyond bilingualismto nurture a group of Singaporean leaders who are culturally conversant in boththe East and the West. Our BSP(C) students will develop high cultural intelligencethrough an intensive Chinese curriculum and immersion experiences in China anda Western country, along with opportunities to interact and share theirexperiences with students from other BSP(C) schools. Through the MEP offered inCHS and SNGS, students with an aptitude for music can pursue a deeper and morecomprehensive study in music.

Overseas Immersion Programmes

Authentic learning can take the form of students going on experiential learning andinternships, embarking on leadership projects to engage and provide service to thelocal and global communities. Often, the authentic learning can be greatlyenhanced through situated learning via immersion in overseas context, whileengaging other cultures and making a positive impact on the lives of people aroundthe world.

The overseas immersion programmes offered by the three schools to IP studentsare built upon other Joint IP platforms, such as the WRP and BSP. Within eachschool, IP students have access to other opportunities for overseas immersion, e.g.through CHS’ UK Immersion Experience, SNGS’s Cultural Intelligence (CQ)programme and SCGS’ Young Scholars Academy. Our schools also leveragestakeholders and community, such as alumni experts, to provide support, adviceand resources, especially in the area of overseas academic and industrial visits andattachments.

Lifeskills and Character Programme

The Joint IP Lifeskills and Character Programme, emphasising acquisition of core

knowledge and nurturing of sound values and skills to develop active citizenry, will

play an instrumental role in enabling IP students from our three schools to bring

about positive changes in the world, our society, their own school community and

family.

These would be delivered via three key areas, namely the Co-curricular Activities

and Physical Education, Character and Leadership development, and Careers and

Further Education. Provisions are made for IP students to be involved in either

level-wide activities or activities for targeted groups of students, to facilitate

bonding among the IP students from all three schools as detailed in the table

below:

YEAR 1 YEAR 2 YEAR 3 YEAR 4

Character Development

Core Social etiquette module Outdoor education module

Electives

Local Values-in-Action (VIA) Overseas VIA to neighbouring countries

Overseas VIA China, Vietnam, Cambodia, etc.

Self-initiated projects using service learning principles, with local and overseas organisations

Careers and Further Education

Core Career and Further Education talks

Electives Learning Journeys such as industrial visits

Work Attachments and Job Shadowing Apprenticeship Internship

Note: Actual sequencing of programmes may differ across schools.

YEAR 1 YEAR 2 YEAR 3 YEAR 4

Leadership Development

Core

Leadership Development Modules (Progressive) Ethics Education Governance and Public Administration Intra- and Inter-personal Intelligence

Young Leadership Conference I

Meet-the-People Sessions

Meet-the-People Sessions

Young Leadership Conference II

Electives E.g. Open Little Eyes Conference Model United Nations / ASEAN Emerging Economies

Student Leadership Programme

We seek to nurture leadership in every IP students through our sustained andcoherent Joint IP Student Leadership Programme that aims to empower studentswith the attributes of Principled Leaders of Tomorrow, such as integrity, resilience,21st century competencies, world readiness, compassion, and a passion to serveand lead others in learning and making positive changes to the world.

The Year 1 to 4 Joint IP Student Leadership Programme, which emphasisesequipping our students with the necessary leadership knowledge, skills andattitude, is structured as below:

Note: Actual sequencing and format of programmes may differ across schools.

Co-curricular Activities, Physical Education and

Arts Education

The Joint IP schools offer a wide range of established Co-curricular Activities (CCAs),

Physical Education and Arts Education programmes to develop each student holistically

as an all-rounded person. Our IP students are guided and given opportunities to live a

balanced education experience that cultivates and develops friendship, resilience, life

skills, leadership qualities and other soft skills. The students from the three schools also

have opportunities to collaborate in their CCAs, e.g. joint drama performances and

choral performances.

The Joint IP Advisory Panel

Our esteemed Advisory Panel comprises the following alumni:

(Back row, from left to right)• Professor Su Guaning, President Emeritus of Nanyang Technological University

(NTU)• Professor Chong Tow Chong, Provost, Singapore University of Technology and

Design (SUTD)• Ms Tan Su Shan, Managing Director and Group Head, Consumer Banking and

Wealth Management, DBS

(Front row, from left to right)• Ms Yong Yin-I, Permanent Secretary, Public Service Division and National

Research Foundation (Prime Minister's Office), and Chairman of InfocommDevelopment Authority of Singapore

• Ms Jennie Chua, Justice of Peace, and concurrently Singapore’s Non-ResidentAmbassador to the Slovak Republic and the United Mexican States

• Ms Koh Juat Jong, Solicitor-General, Attorney-General’s Chambers (Retired)

Founded in 1935 by the Rev. Fr. Edward Becheras, Catholic High School is a premier institutionwith a vision to groom every student into a leader, gentleman and bilingual scholar of highintegrity and robust character, who is passionate about life, learning and service to others.

As an autonomous Special Assistance Plan school, CHS is a school of distinction in innovative andchallenging programmes, a forerunner in character building and a beacon for the mindset ofexcellence, firmly built upon the foundation of Christian values. As a Catholic mission school, loveis our corner-stone and the motivation behind all our actions. We are committed to providing asupportive and loving environment in which every life is touched.

The distinctive features of the quality educational experience that CHS offers stem from acurriculum strong in academic distinction, leadership and character development, as well assports and aesthetics excellence. All students in CHS benefit from a forward-looking curriculumcentred on developing 21st century competencies such as critical and creative thinking, civicliteracy as well as communication skills, through inquiry-based learning, research and passionpursuits.

Catholic High School

CHIJ St Nicholas Girls’ School

Founded in 1933 by the Sisters of the Holy Infant Jesus Order as a Chinese medium grant-in-aidCatholic school, CHIJ St Nicholas Girls’ School is an autonomous, Special Assistance Plan schoolwhere all work together to promote the core values of truth, justice, freedom and love.

In CHIJ SNGS, though a balanced, holistic and forward looking curriculum, we inculcate in everystudent the belief that she has the capacity to make a positive difference and is encouragedalways to use her talents and abilities for the betterment of all.

As Girls of Grace, our students possess purity of heart and mind, and are gracious in manner,speech and the way they present themselves. Also being Women of Strength makes themresilient, confident, resourceful and independent learners, always striving for all-roundexcellence. Becoming Leaders with Heart, all students are leaders with empathy and compassionfor others, as well as globally-aware and culturally-sensitive team players. Guided by our school’score values and emphasis on respect, dignity for all, sisterly love, humility and gratitude, these keypillars of the CHIJ SNGS educational experience prepare our graduates to thrive in the 21st centuryand meet the needs of an innovative, inclusive society.

Singapore Chinese Girls’ School

Singapore Chinese Girls’ School was founded in 1899 by Straits-born Chinese gentlemen whobelieved in offering girls an education that could match their male counterparts. The SCGSeducation philosophy stems from our strong belief in providing a holistic and balanced educationfounded on a bedrock of timeless values and rich heritage. We are committed to building aculture that fosters individual excellence and achievement based on every student’s personalcharacteristics, needs, interests and aptitude. Our students enjoy an environment that values thewarmth and stability of a strong family.

SCGS graduates are women of character who are confident, articulate, gracious and well-respected in their chosen careers. Our holistic education develops women leaders of tomorrowwho are world-ready and well-prepared for life as global citizens. The three pillars of our SCGSExperience comprise the Talent Development, Character and Leadership, and Living and LifestyleProgrammes. The SCGS experience gives our students insights into themselves whilst openingwindows to the world. With more than a 100-year heritage, a track record of outstandingachievements and a wide network of supporters behind her, the SCGS student is poised forsuccess.

Care, Honesty, Service

Simple in Virtue, Steadfast in Duty

Sincerity, Courage, Generosity, Service

Our College

Upon opening our doors to students in 2017, our college will be the newest Junior

College to enter our education landscape. With fresh eyes, we relish the

opportunity to nurture the next generation of youth, thinkers and leaders through

a variety of exciting and forward-looking programmes. Our students will go

through a range of education experiences that will not only intrigue, inspire and

invigorate, but also provide opportunities for students to introspect and learn to

make an impact in their community, in Singapore, and in the world. We look

forward to welcoming our pioneer batch of students – students we believe will

have the wisdom, the guts and the will to create the future they desire.

Youth with Purpose Thinker with Heart Leader with Courage

Our Vision

Every Student a

Our Mission

WeEnable students to learn continuously,

Empower students to seek all-round excellence, andEmbolden students to pursue their purpose.

Student Outcomes

Our Graduates are critical and inventive thinkers who have strong moral and intellectual integrity.

They are anchored in values, guided by purpose

and fuelled by passion.

They are perceptive youth who respect ideas and embrace diversity.

They give the best of themselves and bring out the best in others.

They are skilful and courageous leaders who inspire hope and excellence.

They are unafraid to stand up for what is right, even if it means standing alone.

They are concerned citizens and global ambassadors who serve others humbly and selflessly.

They contribute actively to society and strive to advance Singapore

and the world.

Our Values

We live with integrity; truthful to self and to others.

We connect with love; love demolishes all barriers.

We lead courageously; courage brings us forward.

We serve selflessly; our greatest joy is in giving.

Our students will experience a distinctive education, captured byour 5i Curriculum Framework: Intrigue, Inspire, Introspect,Invigorate, and Impact. This is the menu that shows the diet ourstudents will be nourished with during their two years with us.

Intrigue Science Programme

Language ProgrammesHumanities Programme

Mathematics ProgrammeKnowledge Skills Programme

InspireTalent Development Programme

Humanities Scholarship ProgrammeBicultural Studies ProgrammeSTEM Research ProgrammeMusic Elective Programme

Liberal Arts Programme

IntrospectLeadership Advancement Programme

Lifeskills & Character ProgrammeLife Coaching Programme

Co-Curricular Activities

InvigoratePhysical Education Programme

Internship & Externship Aesthetics Programme

Passion Pursuit

ImpactCultural Immersion ProgrammeWorld Readiness Programme

Innovation & Enterprise Values-in-Action

5i Curriculum Framework

IntrigueMillions saw the apple fall but Newtonasked why. We believe that curiosity ismore important than mere knowledge.Hence, our academic programme isdesigned not simply to inform but tointrigue. Teaching and learning at thecollege is supported by three pillars: brain-based learning, educational psychology,and professional collaboration amongteachers. Interesting lessons are designedto develop students’ cognitive andmetacognitive abilities. We believe thatthe greatest gift a great education canprovide is not great knowledge but anundying thirst for knowledge. After all, thefuture belongs to the curious.

InspireWe want our students to inspire and beinspired. An inspired person finds it easy toaccomplish the difficult; an uninspiredperson finds it difficult to accomplish eventhe easy. Our flagship Talent DevelopmentProgramme, along with our HumanitiesScholarship Programme, Bicultural StudiesProgramme (Chinese), STEM ResearchProgramme, Music Elective Programme,and Liberal Arts Programme provideplatforms to inspire students to pursuetheir dreams, and opportunities for them tobe an inspiration to others in their pursuitof excellence.

IntrospectOur experiences are only as good as thelessons we draw from them throughquality introspection. It is thus unsurprisingthat studies have shown that the mostsuccessful people in the world have highintrapersonal intelligence. Highintrapersonal intelligence enables one todiscover his values, beliefs and passion. Italso allows one to draw the most valuablelessons from his experiences. We developintrapersonal intelligence in our studentsthrough meaningful introspection and bycultivating their personal voice. OurLeadership Advancement Programme,Lifeskills and Character Programme, LifeCoaching Programme and Co-Curricularactivities are designed to encourage andimpart the important skill of introspection.

InvigoratePassion is focussed energy. We want ourstudents to be in love with their life andharness the power they get when they focuson what excites them. We believe that aneducation is incomplete if our students arenot invigorated or if they do not feel excitedabout what their future holds.

ImpactWithout making a contribution, greatambition and achievements are of littlesignificance – so what is an educationalexperience without the opportunity to makean impact? Students can look forward toexciting opportunities to make animmediate impact, and learn how tocontinue making a difference to our future,so as to build better communities, a betterSingapore, and a better world.

5i Curriculum Framework

Flagship Programmes

[Inspire] Talent Development Programme When students fail to harness theirgifts, they merely harness mediocrity. Not only do we help our students work ontheir weaknesses, we also help them transform their gifts into talents – the veryessence of talent development. Under the Talent Development Programme,students will be groomed to take on challenging assignments that will stretch thembeyond their current potential. These can be in the areas of academics, aesthetics,sports or social services. We believe that every child who walks through our schoolgates is gifted, and through this programme, they will be inspired to furtherdevelop their strengths and achieve new breakthroughs.

[Introspect] Life Coaching Programme Even though students go through similareducational experiences, what they learn from these experiences differs. Lessonsare drawn based on each student's beliefs, values, experiences and assumptions. Inthe Life Coaching Programme, every student will receive personal coaching from anassigned Life Coach who will be a teacher, Head of Department or the Principal.Life Coaches will help students make their educational journey a holistic one,where lessons can be drawn from their experiences both inside and outside of theclassroom. In this way, education is truly student-centric and personalised, andevery child will achieve maximum growth.

[Invigorate] Passion Pursuit Passion Pursuit builds on the foundation from Years 1-4, broadening and deepening our students’ Passion Pursuit experiences throughproviding a range of new opportunities to discover new interests that sparkcuriosity, wonder and an intrinsic desire to learn. In addition, reflecting on theirexperience, students will be given greater opportunities to continue building ontheir projects or activities from Years 1-4. Thus, the Passion Pursuit programme willbuild a community of students and staff who are excited about pursuing currentinterests at a deeper level, and embarking on new adventures through dedicatedopportunities to learn, play and explore.

[Impact] World Readiness Programme To effectively navigate our increasinglycomplex world, critical and inventive thinking, and effective communication are amust. Beyond these crucial skills, students must anticipate changes and understandinterdependencies within systems in order to plan, design, execute and evaluatesolutions for new problems. The World Readiness Programme emphasises thedevelopment of global awareness, cultural intelligence, and critical knowledge,skills and values needed to understand, engage with, and ultimately make animpact on our world.

Our Staff

We asked our staff to tell us about where they went to school, their achievements,

their experiences in and contributions to the education service, as well as snippets

about their personal lives. Here are some excerpts from our team:

Mr Boy Eng Seng, Deputy PrincipalBachelor of Engineering (Honours 1st Class), (NUS)

Master of Engineering (NUS)

MOE Postgraduate Scholarship

Master of Education (University of Melbourne, AU)

Certificate of Honour for Inspirational Mentorship of a Koh Boon Hwee Scholar (NTU)

Certificate of Exceptional Teaching (The Patty Jeanne Semura Award, Stanford

University, US)

I was the President of the Student Council in secondary school and Vice-Chairpersonof the Chinese Society in junior college. In 2004, I joined a team of teachers to designthe Victoria Integrated Programme (VIP) and subsequently helmed the programmeas Head of Department in 2008. There, I was heavily involved in theconceptualisation, review and implementation of the VIP. When the VIP expanded toinclude Victoria School and Cedar Girls’ School in 2011, I left Victoria Junior Collegeto join Victoria School as Vice-Principal and to set up the Victoria-Cedar AllianceIntegrated Programme (VCA IP). After having great experiences in designing andimplementing the VIP and VCA IP, I was hoping to be given the opportunity to start anew school. Hence, I was elated when I received the news that I would be joining thenew college. I have a loving wife, two lovely daughters, and a loveable goldenretriever called Tikki Tikki Tembo-no Sa Rembo-chari Bari Ruchi-pip Peri Pembo.

Dr Chok Yew Keong, Head of Department / ScienceBachelor of Science (Chemistry) (Honours 1st Class) (NUS)

Master of Science (NUS)

MOE Postgraduate Scholarship

Doctor of Philosophy in Chemistry (NTU)

Singapore National Institute of Chemistry Gold Medal

Lijen Industrial Development Medal

I received an award for being the overall top Secondary 3 and Secondary 4 Sciencestudent. I was the top Chemistry and Physics student in secondary school, and thetop Chemistry and Mathematics student in junior college. I was also the sectionleader for the plucked string instrument section in my secondary school’s ChineseOrchestra. With my interest in the sciences, it was natural for me to go back toschool as a science teacher, and I taught H2 and H3 Chemistry at A-Level. In 2009, Ipursued my doctoral studies and joined the Sciences Branch of the MOE CurriculumPlanning and Development Division. There, I was heavily involved in the review ofthe A-level Chemistry curriculum which will be implemented nationwide in 2016.Having conceptualized and developed the revised curriculum, I am glad to have thischance to start up a new science department, to chart the direction of scienceeducation in the school, so as to bring out the intent of the revised curriculum. I liketo listen to music, mainly Cantonese and Chinese pop songs, which led to my interestin singing karaoke. I also enjoy searching for good food with my colleagues: Goodfood with great company is the best gift! In my free time, I like to do computergraphic design work.

Ms Adrienne de Souza, Head of Department / Project Work & Integrated

ProgrammeMOE Education Merit Scholarship

Bachelor of Science (Biology) (Honours 1st Class) (Imperial College London, UK)

MOE Postgraduate Scholarship

Master of Education in Mind, Brain, and Education (Harvard University, US)

I was involved in debating and robotics in school, and had the opportunity to represent

Singapore in both activities. I represented Singapore in the Bridging Minds 2003 debate,

a debating programme that seeks to promote friendship and goodwill between the two

countries. At the National Junior Robotics Competition, my team won two awards - the

overall top award, and the best robot performance award; the latter brought us to South

Korea to represent Singapore in another robotics competition. There, we won the award

for the best animal robot - we were the only team that used mixed materials to build a

fur-covered adult and baby Emperor penguin robot! I am a hybrid creature, having

taught Biology, General Paper and Project Work at A-level. In MOE HQ, I led a team at the

Curriculum Planning and Development Division in the national review of General Paper

and Project Work. To me, joining a new college is a rare opportunity and it excites me

immensely – for how fortunate am I to be able to help start a new school, to

conceptualise programmes, to imagine possibilities, and to help shape and watch a

school and culture form before my eyes? I love learning – or trying to learn – new things.

Recently, I picked up a few basic ukulele chords and surprised my family by playing a

traditional Eurasian (Kristang) song. Less recently, I attempted to learn how to ride a

unicycle. I also enjoy making ice cream (current favourite flavour creation: bacon, salt

and dark chocolate), Rainbow Looming and making pop-up cards.

Mr Kevin Ang, Head of Department / Physical Education & Co-Curricular

ActivitiesPublic Service Commission Scholarship

Bachelor of Science (PE, Sports Science and Mathematics) (Honours 2nd Upper)

(Loughborough University, UK).

I was in the prefectorial board in secondary school and was a student editor for the

school annual. In junior college, I was in the canoeing team that placed third in National

Schools' A Division Competition. I was fortunate to receive a PSC scholarship to attend

the renowned PE and Sports Science programme at Loughborough University. I taught in

a junior college for 10 years and I think the greatest impact I have had was making PE

classes interesting and having students continue that interest well after they leave the

education system. Many of them come back to tell me that they miss my lessons and

that I inspired them to be fit. I organised sports science lectures for the sports CCAs to

improve their performance further and gave performing arts students a platform to

showcase their talents to the public. As a Physical & Sports Education Officer in the

Student Development Curriculum Division, I worked on the PE syllabus for secondary

schools and pre-university, as well as for O-level PE. I also looked into assessment in PE

and PE safety. I believe that the chance to join the team to start a new school is too good

to pass up, for it is a once-in-a-lifetime opportunity to shape the direction and culture of

a school. I like to play a lot of sports but my two main passions are tennis and triathlon.

As much as I am into sports, I love the arts as well. I enjoy different genres of art and I

have a keen interest in photography. My lovely wife, adorable daughter and two cute

cats at home provide me with much joy and laughter.

Ms Liu Lijun, Head of Department / Character & Citizenship EducationBachelor of Science (Chemistry) (Honours 2nd Upper) (NUS)

Justice Choor Singh Gold Medal for Best Performance in Education Studies (NIE, NTU)

I was the Vice-President of Student Council in secondary school and Vice-President of

Harmonica Orchestra in junior college. I started out as a young and idealistic Chemistry

teacher, full of drive. In my classroom, every lesson is full of fun and fireworks. In 2008, I

was invited to be part of the MOE teaching recruitment video and I enjoyed one month

of ‘attention’ from the public. Learning from the wisdom of the more experienced

teachers around me, I grew to become more skilful, and to balance idealism with

pragmatism. Yet, the passion in me continues to burn strongly, as do the fireworks in my

classroom! I believe that I can make every child love learning. I became more

adventurous in experimenting with pedagogies to enhance collaborative learning among

my students. In 2011, I helmed the Student Leadership Programme in a junior college,

before taking on the role of Head of Department for Project Work. As HOD, I led the PW

teachers in designing a PW curriculum which offers a rich learning experience for the

students. I also strengthened the Professional Development structures to suit the

differentiated needs of teachers. Just like how I teach my students to have the courage

to explore possibilities for themselves, I want to join the new college because I want to

see what new possibilities I am able to create for myself, in a new environment with a

new profile of students. The thought of being in the pioneering team to start a new

school electrifies me! I love to doodle and create art. I am constantly curious and I love

to try new things. Cafe hopping is my new-found hobby!

Our leadership team

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