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Sundown: Grad Night 2019

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By Rachel Leong (20A01A), Mah Xiao Yu (20A01B), and Megan Soh (20A01B)
Photographs courtesy of Raffles Photographic Society

The golden hour had finally descended upon the batch of 2019. As the sun set and dusk edged close, the stars of the night began to emerge, illuminating Orchard Hotel. Dressed in their Sunday best—complete with elaborate hairdos and flawless makeup looks—the Year 6s made their way to the Grand Ballroom, breathtakingly radiant (rivalling the sun itself!) with the post-A’s glow.

The Year 6s were dressed in all manner of resplendent dresses and sharp suits. Some of the ladies were dolled up in long, flowy ballgowns in soft hues of dusty pink, pastel blue or alabaster white, akin to princesses straight out of a fairytale. Others favoured bolder choices, like striking bodycon dresses in shades of dark red and black. The gentlemen were clad mainly in tuxedos, though we did see some trying to spice it up with unconventional colours like maroon. We even saw a senior dressed in a traditional baju melayu costume!

While waiting for the programme to officially begin, some seniors stopped by the flower booth to make mini bouquets for their friends while others headed straight for the photo booths, which were well-stocked with all sorts of funky props and set against a glittering backdrop. Many were pleasantly surprised by the gifts that greeted them at their tables: a personalised name card (all 700 hand-calligraphed by Celest Teng, 20S06I), and a sleek silver bracelet inscribed with the words “Raffles Batch of 2019”.

A personalised name card and a silver bracelet, just for the seniors.

On the screens around them, a video montage chronicled the Year 6s’ journey over the past two years, featuring highlights from events like Orientation and Batch Night to take them on a trip down memory lane. All the while, lively songs blasted from the speakers, setting the exuberant tone for the night.

Soon, the music came to a stop, making way for the opening performance by WILD2, a trio consisting of Evan Choo (19S03B), Sherwin Lam (19S060) and Ryan Ng (19S06N)—the vocalist, pianist and guitarist respectively. (Theodore Kuah (19A01B) is also a member, but was unfortunately unable to attend that night.) They started off Grad Night with a bang, performing rousing renditions of ‘10,000 Hours’ by Justin Bieber and the classic ‘You Belong With Me’ by Taylor Swift. It was a fantastic way to hype up the Year 6s for the memorable night ahead. 

Tables filling up with people and hearts filling up with anticipation.

Without delay, the event was officially commenced by the emcees Eric Xiong (19S03E), Sarah Bte Shahrin (20S03D), and Shivraaj Singh (19S03B), who comically introduced themselves as Eric, Erica and Indian Eric respectively. Jowell Ling (19S07B) then took the stage and performed two songs, both in Chinese: 《真的很不在乎》(‘I Really? Care’) by 杨坤 and《追忆往事》(‘Reminiscing’), a song he wrote to the melody of Kim Sejeong’s ‘Flower Road’ . Singing out his own lyrics with utmost sincerity and a soothing voice, he set a delightful ambience for those treating themselves to appetisers and those queueing at the photo booths. His handwritten Chinese lyrics for his second performance were poetic, expressing regrets at a missed opportunity. “I felt that at a time like Grad Night, when we are filled with all the ‘离愁别绪’ (‘parting grief’), we [would] want time to rewind to the happiest time we had; or in the case of my lyrics, to the time before I had that particular regret.”

Following Jowell’s performance, the emcees announced the start of dinner-cum-song dedications. The doors of the ballroom opened up for the hungry attendees, leading them to the scrumptious buffet that had been prepared for them outside. Ranging from mouth-watering seafood to steaming hot pasta and sweet desserts, it was guaranteed that everyone would be able to eat to their hearts’ content that night. As everyone helped themselves to the generous portions of food eagerly, a few stepped up to the councillors’ song dedication booth. Song dedications mostly went out to friends, as a thanks for the great years spent together in Raffles and for sticking by one another through thick and thin.

Platters full of joy.

As everyone gorged themselves on their delicious dinner, Liang Hui (19S03A) performed an amazing cover of ‘Think Of Me’ from The Phantom of the Opera. Her powerful voice reverberated throughout the ballroom, spreading chills amongst everyone in the audience, and her mind-blowing high notes in particular incited rousing applause and hearty cheers. The long-awaited lucky draw also began shortly after, with 50 prizes to be given out. From Starbucks gift cards and Koi vouchers to studio wireless earphones and the coveted 1st-prize Universal Studios Singapore season passes, some lucky seniors were treated to a welcome bonus to the completion of their Raffles journey.

Just a peek at the mountain of prizes waiting to be won.

The stage was soon cleared to welcome Black and Yellow, a duo consisting of Srivibhav (19S06I)  and Guang Ping (19S06I). Their performance was not unlike others—featuring singing and beatboxing—but what set them apart was their incorporation of comedic banter into their songs (“I think it’s like this,” “eh no leh, I think it’s like this.”), resulting in raucous laughter from their audience. They ended their very entertaining performance with a remix of Wiz Khalifa’s ‘Black and Yellow’—of course—and though they remained humble with their ending remarks, they were met with a large round of applause.

Next up was Cadence, an acapella group comprised of Chorale seniors, who gifted the ballroom a hearty dose of nostalgia through beautiful renditions of songs. These included ‘Jumpstart’ by These Kids Wear Crowns, which was the finale song for their batch’s orientation dance, and ‘We’re All In This Together’ from the High School Musical movies, which also served as the characters’ graduation song. As meaningful as it was for the audience, the performance was also the group’s last chance to come together after their A’s to sing in a final reprisal of a Rafflesian student singer’s career, as Cavan Koh (19A01D) told us. Gabriel Song (19S05A), a fellow groupmate, agreed: “[I think] it’s a great moment to commemorate the memories that we’ve made over the past few years.”

Their sentiment was shared by many of the other Year 6s, including Chew Jay Hong (19A13A), who reminisced about the exciting and vibrant times he shared with his batchmates that passed them by in an instant. “Sometimes [it’s] too rushed to stop, take in the moment and enjoy,” he said bittersweetly. With a bright smile, he shared with us what he cherished deeply from his JC experience. “I was very inspired by a lot of people who did not journey with me in secondary school but offer a lot of perspectives [regarding] JC life, such as what it means to be maturing as an adult, as well as different attitudes towards academics and school life in general.” He also added that his friends were an important source of motivation for him. “Anyone can relate to it—JC is a really tough time and you need friends through the trials and tribulations. It’s through the tough periods that we cherish each other more.”

Friends make the journey special.

Finally, to conclude the night, Afterhours (the graduating Rock batch) took the stage. They delivered an amazing performance with a tracklist containing songs like ‘I Will Survive’ by Gloria Gaynor, ‘Ain’t It Fun’ by Paramore and ‘Breaking Free’, also from the High School Musical soundtrack. With their vibrant performance, Grad Night ‘19 ended on a merry note, leaving everyone in high spirits, but beneath the laughter and smiles lingered a tinge of pathos that this was to be the Year 6s’ last school event.

It was truly a memorable night for everyone; not just for the Year 6s, but also for the Year 5s involved. Indeed, the councillors put forth their best effort to make Grad Night a huge success as one last farewell gift. “There were definitely a lot of challenges; you only see the glamourous part of everything put together,” said Ariel Kok (20S03L), overall liaison of Grad Night ’19. “A lot of things are not as simple as you think they [were]. We have to try and troubleshoot any problems along the way and our team had to try to solve them.” 

Finally, the sun is down and the stars are high up in the night sky, marking the conclusion of this chapter of the seniors’ lives. But we can only look forward to what the new day will bring for the batch of 2019; with the next sunrise, we wish our Year 6s bright days ahead as they move on to the next chapter of their lives!

The stars of the night—the Y6 performers who made the event even more memorable.

Taking H2 Spanish in JC – Es Pan Comido! (Please Mind the Platform Gap)

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By Jermaine Wong (20S03R)

Since ‘Despacito’ topped the Billboard Hot 100 in the summer of 2017, the popularity of Spanish pop music––and along with it, Spanish and Latin American pop culture––has skyrocketed worldwide in recent years. However, where most people think of Latin pop music or telenovelas at the mention of Spanish, there is more to discover. 

This is because while Spanish in secondary school focuses on building a strong foundation in grammar and vocabulary, the H2 curriculum places greater emphasis on understanding Spanish and Latin American history, culture, and societal issues. Some of the topics that we discussed this year as part of the J1 curriculum include (but are not limited to) Health and Fitness, Education, and Family. These themes were also tested in our Oral, Reading, Essay, and Listening assessments. For example, several essay questions that we covered under the aforementioned topics are: 

  • ¿Se puede usar el deporte para dar ejemplo a la gente de justicia, de amistad, y de coraje? (Can sports be used to set an example for people of justice, friendship, and courage?)
  • “La educación es el arma más poderosa que puedes usar para cambiar el mundo,” Nelson Mandela. ¿Hasta qué punto estás de acuerdo? (“Education is the most powerful weapon you can use to change the world,” Nelson Mandela. To what extent do you agree?)
  • La idea de la familia tradicional no tiene importancia para los jóvenes de hoy. ¿Hasta qué punto estás de acuerdo? (The idea of the traditional family does not matter to the youth of today. To what extent do you agree?)

The J2 curriculum would include the other topics in the H2 syllabus that were not taught in J1, such as the Media, Technological Innovation, and the Environment. For more detailed information on the topic areas covered, you might wish to refer to the 2020 SEAB syllabus for H2 Spanish

In comparison to Secondary One to Four Spanish, the marking criterion for each component is significantly more stringent as candidates are expected to conduct their own self-directed learning outside of the classroom. To elaborate on the assessment structure:

Speaking Reading and Writing Essay Listening
Duration ~ 20 minutes 1 hour 45 minutes 1 hour 30 minutes ~ 1 hour 15 minutes
Total Marks 100 (20+40+40) 70 (30+20+20) 40 (24+16) 50 (10+40)
  • In the Speaking (i.e. Oral) component, we first give a 3-minute presentation on our topic of choice from Section 4 (Topic Areas) of the SEAB syllabus. This is followed by 7 to 8 minutes of Topic Conversation on our chosen topic, and finally, 8 to 9 minutes of General Conversation. The mark allocation is 20 marks for Presentation, and 40 marks for each Conversation.
  • The Reading and Writing (i.e. Reading Comprehension) section comprises two passages. Questions related to the first passage consist of Vocabulary Recognition (5 marks), Grammatical Recognition (5 marks), and Open-Ended Questions (OEQs) (20 marks). Questions related to the second passage comprise only OEQs (20 marks). For OEQs, we are not only assessed based on the relevance of our answers to the questions, but also based on our ability to paraphrase the material from the passage –– 5 out of the 20 marks for each set of OEQs are set aside for Quality of Language. Lastly, we have to summarize and give our personal opinion on both passages in 140 words or fewer (20 marks).

  • For the Essay component, we are required to write an argumentative essay of around 250 to 400 words based on the question we have selected. Each of the five questions is related to a different topic listed under Section 4 of the SEAB syllabus, and changes every year. Out of 40 marks, a maximum of 24 marks and 16 marks can be awarded for Quality of Language and Content respectively.

  • The Listening Comprehension section is also more challenging, with discussions about complex issues such as scientific findings rather than simple conversations about everyday life. In the first section, we have to fill in blanks, grids, tables, or other diagramatic aids based on two short conversations (10 marks). In the second, we answer OEQs and are assessed both on Content (30 marks), and Quality of Language (10 marks). 

In J2, we will also have several months to work on our Coursework, which should contain two or three pieces of writing totalling approximately 2000 words. There is a lot of creative liberty given with regards to how we can craft our pieces –– they can take the form of a poem, a narrative, and more. While adapting to these changes might seem daunting at first, the new class environment would definitely help you to adjust well!

With a small class size of seven, the atmosphere is cozier and more intimate. Lessons are conducted twice a week on Mondays and Thursdays, from 5.30pm to 7.30pm, at the Newton MOE Language Centre (MOELC). During a typical lesson, we might play games based on Spanish game shows, watch Spanish movies and TV shows on Netflix, or debate sociopolitical issues surrounding Spanish-speaking countries. Other times, we have even borrowed the kitchen on campus to make Spanish delicacies like torrejas and tortilla de patatas (an omelette made with eggs and potatoes). 

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 Our Spanish teacher, Ms Dunne, and our entire class enjoying the torrejas and tortillas de patatas we made in the MOELC kitchen.

At the end of J1, there is also the Overseas Study cum Immersion Programme to Spain for students who received the Language Elective Scholarship (Spanish) (SLES). This year, we will be going to Granada, a city in the south of Spain that is home to the Alhambra, a majestic Moorish palace and fortress complex. To qualify for the SLES, candidates must have attained at least a B3 in Spanish for the O-level examinations (a B-grade is also a recommended prerequisite for taking Spanish at the H2 level). Successful applicants will also receive an annual allowance of $1000 and enjoy subsidised school fees. 

Now that we’ve covered the basic details, you might still be wondering: why Spanish? While other arts subjects might seem more practical in terms of future prospects, there are a host of opportunities that await you after your two-year journey in H2 Spanish! After all, it has the second largest number of native speakers in the world (after Mandarin), and is the official language of 21 countries. Furthermore, Spanish is commonly spoken in other countries such as the United States. Hence, being fluent in the language grants you the opportunity to study or work in Spain and other Spanish-speaking countries in future. 

Nevertheless, the above-mentioned are not the only reasons you should consider taking H2 Spanish. I would say that a strong passion for the Spanish language and culture is more important, as it makes all the (apparent) sacrifices––after-school classes and additional assessments––worthwhile. In fact, you would scarcely pay attention to these aspects if you look forward to attending classes every week. Instead, it is the the laid-back lessons with our teacher, Ms Dunne, and the enjoyable class outings––whether they were to the Mexican Film Festival at NUS or to the KFC at Velocity––that have come to define my H2 Spanish experience. 

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My classmates and I with Ms Dunne at a booth in the MOELC canteen on Hispanic Day!

Ultimately, if you have a strong interest in Spanish and wish to discover more about the rich culture and history surrounding the language, H2 Spanish might just be the right choice for you. So, what are you waiting for? ¡Será pan comido!

Stacking the Shelves: The RI Library (OH2020 Print Edition)

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Did you know that RI is one of the few schools in Singapore to have a professional librarian? 

And have you ever wondered how a book made its way from the dusty stockroom of a publisher to come to be on the shelves of the school library?

“You’d think: ‘A book is just a book’, right? However, there’s actually a lot of work that goes on behind getting a book ready,” says head librarian Mrs Joanna Chow, who oversees both the Shaw Foundation Library (SFL) and the Hullett Memorial Library (HML) over at Y1-4. 

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Mrs Joanna Chow, RI’s Head Librarian

Unlike other school libraries, which might only be able to put in a book order once every term or semester, the SFL processes orders on a daily basis, so students and teachers get the items they need as quickly as possible. 

Whenever a teacher puts in a request for an item, the librarians first have to check that the item is not already available in the library. After this basic step has been conducted, a dizzying list of questions then follows: Where’s the cheapest place to get it from? Is it out of print? Is there local stock? Overseas stock? How urgent is the request? 

Occasionally, there will be requests which call for a little more ingenuity and resourcefulness on the part of the head librarian. “For example, currently I have a request to buy this book about Zapin, which is a folk dance of the Malay world. But the book is actually already out of print.”

However, Mrs Chow isn’t going to let something as small as a title being out of print get in the way of her acquisitions—she manages to locate a copy of the book in Malaysia. To avoid paying for exorbitant postage costs, Mrs Chow calls upon her extensive personal connections to get someone who lives in Malaysia who comes to Singapore regularly to help her bring it out. 

“So things like that, we will try to go all out to help the teacher get the book because it’s part of the curriculum. I like to make sure I have exhausted all avenues before I tell the teacher, ‘I can’t do it.’”

Apart from her Singapore collection, there is another collection which is a personal point of pride for Mrs Chow: the exam papers compilations in a corner of the Quiet Study Area. For copyright reasons, the librarians are not able to put up the electronic versions of the other schools’ papers online. 

“Some people say, ‘It’s so old fashioned’, but it’s actually a lot of work for us. Sometimes when we receive the soft copy [from the other schools], there’s no cover page and we need to create a cover page. If you go and take one exam book, you will understand. We stamp every page number so that you know what page number Hwa Chong is, rather than have to flip every single page.”

To encourage RI students to read more, Mrs Chow shares that the library has resorted to some rather unconventional measures, such as putting up magazine articles from The Economist or TIMES on the board outside the toilet next to the library.

“Because when people are waiting for their friends at the toilet, they actually stand there and read! So it’s actually quite useful to have that. [Just one of] a lot of different aspects that we try [to] encourage people to read.”

Thanks to the hard work of the librarians, our library is well-equipped to support RI students. Do drop by! 

Going Against the Grain: Niche Subjects (OH2020 Print Edition)

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Do you want to go against the grain? Have no fear, for niche subjects are here! Disclaimer: experiences may include unlucky timetabling, knowing your tutors better than you’d like, and an absence of recorded lectures. Do head to the SEAB website and these subjects’ booths for more details!

ELL

H2 English Language and Linguistics (ELL) investigates the nature of the English language and contemporary issues surrounding it.

To take ELL, RP students must attain at least 3.6 for English in Year 4, while JAE students must attain at least an A2 in their English O level examination; however, those who do not meet these criteria may take the ELL Qualifying Test in January.

Paper 1 (Analysing Language Use) examines how language changes according to its use and user; students analyse text types at levels such as syntax and discourse analysis. They must compare two texts of different types and discuss their differences, before adapting three stimulus texts into another text type and commenting on the changes they have made.

Paper 2 (Investigating Language Use in Society) involves sociolinguistics. Students complete three essays, chosen from two sections of two questions each. One section concerns the reasons and attitudes towards language change and variation (covered in Year 5), while the other examines the relationships between language, culture, and identity (covered in Year 6).

All ELL students are invited to attend the annual English Language and Linguistics Symposium in April and are eligible for the MOE English Language Elective Scholarship (ELES).

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Dr Joe Bennett and Dr Gareth Carol
speaking at the ELL Symposium in 2018

CLL, MLL and TLL

Unlike ELL, which concerns linguistics, these actually stand for Chinese, Malay and Tamil Language and Literature (CLL, MLL, and TLL) instead. 

Each subject is assessed in three papers: Essay and Comprehension (Paper 1), Comprehension E-exam (Paper 2), and Literary Analysis (Paper 3). 

Paper 3 requires candidates to answer four questions based on the genres they have studied. For CLL, tutorials cover 古文 (classical prose), 韵文 (verse), 现代小说 (contemporary prose), and 现代戏剧 (contemporary plays). For MLL, the genres taught are sajak (modern poetry), cerpen (short stories), plays, and novels. And for TLL, the curriculum encompasses one novel and an anthology of Singaporean Tamil literary works, including poetry, short stories, and plays.

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MLL Batch ’20

Examinations aside, what else can students look forward to?

In Year 6, eligible students can take H3 CLL or MLL, which fall under the NUS-MOE HSSR Programme. They are required to write a research paper on one of the topics offered that year. MLL students can also apply for the MOE Malay Language Elective Scholarship; however, CLEP and TLEP for CLL and TLL students are not offered at RI.

While H3 TLL is unfortunately not offered, not all is lost for TLL students! Students can look forward to activities such as the Pre-University Seminar on Tamil Language and Literature organised by Yishun Junior College’s Indian Cultural Society and National Tamil Language Month activities. They can also join inter-school competitions like Sorchilambam and Yutham. Additionally, students are eligible for the National Elective Tamil Language Programme (NETP) and the accompanying scholarship, both administered by Umar Pulavar Tamil Language Centre. 

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TLL Batch ’18

MUSIC

Passing the admission test (including music listening, analysis, and practical tests) is the only prerequisite to take H2 Music, though it is suggested that students should attain the level of at least ABRSM Grade 5 in Practical and ABRSM Grade 6 in Theory. Students who have completed the 4-year MEP course in RP or scored at least an A2 in Higher Music or A1 in Music at the O level examinations may also apply for the MOE Music Elective Scholarship (MES) by submitting either a recording of their performance or a portfolio of their compositions. 

There are three fundamental aspects of music study: music performance (solo and ensemble performance), music writing (composition & harmony), and music history (listening/analysis). These are organised into three components at the A levels: music practical, coursework (composition), and a written paper.

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This year’s H2 Music batch at Bricolage, their music showcase held at the library@Esplanade.

The music practical involves a 15–25min programme, with smaller internal practicals as mini dry runs for the ‘A’ levels itself. The music writing coursework involves some stylistic imitation and composition techniques. There is also free composition, a single work (3-5 minutes) where students are encouraged to structure and develop original musical ideas, with a cumulative coursework portfolio being submitted at the A levels. Additionally, the written paper involves three parts: Asian music studies (Chinese and Malay music), commentary on an unseen piece of music (based on the focus topic), and an essay based on the focus topic for the year (music in America from c. 1890–1960).

Lessons still follow the lecture-tutorial system. However, with a class of only 10–20 people, tutorials focus on smaller batches of students, allowing for individual care and attention. Lectures cover the focus topic as well as Asian music, while tutorials allow students to work on their individual performance recitals and music writing portfolio.

ART 

A-level Art students must produce three different submissions, namely: a written paper, eight A3 sized boards that document all they have done and learned in the two years, and their Final Work, which can take the shape of any form of art. 

There is an entrance test for aspiring Art students, comprising written and practical components, as well as an interview. Applicants are encouraged to bring along a portfolio of works, though it is not compulsory!

Students are trained to see in different perspectives, and thus be good artists and good people. This is exemplified by the Art teachers’ motto: look longer, look closer, look harder.

Furthermore, outings are aplenty, be it school-arranged or just a fun trip with your classmates! Examples of outings that this year’s 11-student batch have gone for are the Lasalle Graduation Show, UOB South East Asia Focus, and the Murakami exhibition at the STPI Creative Workshop and Gallery.

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The 2017 MEP Showcase poster; MEP Showcases highlight the talent of each H2 Music batch by featuring performances of original compositions.

KI

The prerequisites for RP students are an overall GPA of 3.6 and a 3.6 in English. Prospective candidates will also have to pass a placement test, which JAE students can sit for.

The A-levels involve three papers. Paper 1 involves writing two essays, one on pure epistemology, and the other on knowledge in a particular field of study (e.g. history). Paper 2 concerns critical thinking; students evaluate arguments presented in the form of three passages. Paper 3 is the Independent Study, involving a 3000-word paper on any topic of interest (as long as it involves the nature and construction of knowledge) over six months in Year 6. 

Unfortunately, KI cannot be taken with other niche subjects except a third language at H2 level.

Taking a Third Language in JC (OH2020 Print Edition)

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Four third languages are offered at the H2 level—Japanese, French, German, and Spanish. Lessons are held twice a week from 5:30–7:30pm at Bishan MOELC (Ministry of Education Language Centre) for all languages except Spanish, which is held at Newton MOELC instead. Prerequisites may differ across the languages—prospective students are advised to check with MOELC for more details. 

Overall, H2 third languages require a heavier emphasis on culture, history, and current affairs; they can be said to be GP in that particular language. Lessons are usually discussion-based with student presentations: for instance, H2 French students are shown news articles, videos or slides, while H2 Spanish students might play Kahoot! quizzes, watch Spanish movies and TV shows on Netflix, or debate sociopolitical issues surrounding Spanish-speaking countries. In contrast to what one might have experienced in secondary school, little class time is spent on grammar and vocabulary. 

The A-level examination for all H2 third languages involves five components: the essay, listening comprehension, reading comprehension, oral, and coursework (a research paper about any country that speaks the respective third language). Internal examinations may be a bit more rigorous in nature, as examinations are held at the end of every academic term, in addition to an end-of-year exam.

Nevertheless, taking a third language at H2 level has its perks. Candidates that have attained at least a B3 for the O-level examinations may apply for the Language Elective Scholarship (LES) of their respective third language, and undergraduate scholarships may also be offered. Students may also participate in other fun activities during their time as an H2 third language student. For instance, H2 Japanese students may be required to participate in competitions and help organise events, while H2 French students have field trips to places such as the Alliance Française médiathèque (library) and Lycée Français (Singapore’s French international school) for Francophonie Festival. H2 German tutors also readily inform students about available events they can partake in such as volunteering to assist in German lessons for children at the Goethe Institute or attending the annual German Film Festival; similarly, H2 Spanish students get to attend the Mexican Film Festival at NUS.

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The H2 Spanish class enjoying their
handmade torrejas and tortillas.

One disadvantage is that CCA options may be limited: two days of the week are off-limits, unless special arrangements are made. Overall, however, taking a third language at the H2 level will be a gratifying experience if one not only has a deep passion for not only the language, but also its culture, history, and current affairs.

A Day in the Life of Teddy (OH2020 Print Edition)

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Many Rafflesians would know of the sleek-looking cat with a glossy coat of grey and black fur lurking around the Y5-6 campus. He responds to the name Teddy and is most frequently spotted at the Crib, staring down the humans that pass him. Raffles Press follows our favourite feline friend around for a day to find out what an average day looks like through Teddy’s eyes.

10.53am 

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Three humans have just entered my lair. They don’t seem to have any food on hand, so I lose all interest in them right away and go on the defensive. I growl at them to show them that it’s my territory. Honestly, if they don’t bring offerings, why bother visiting? I wonder what they’re doing sitting so close to me. Oh well, it doesn’t matter.

11:23am

Argh, here I am trying to take a nap and those humans playing foosball are so noisy! Whatever, I guess that’s nothing new. I am certainly used to the ruckus. Not saying I like the noise though! Seriously, you’ve got to give a cat some peace and quiet once in a while!

12:24pm

I hear a loud sound from the lockers. Who’s there? What’s happening? Stay away! Oh, it’s just someone opening their locker. How boring.

12:43pm

The three humans keep staring at me… How strange! They are shoving black-coloured devices in my face and seem to be observing my every move. I shall turn away from them to continue sleeping in peace.

1:05pm

Yes! The foosball players have finished their game. Finally some peace and quiet for me! Wait, they’re walking over. They are probably going to apologise for the loud noises. Oh, they are scratching the back of my neck. That feels so good! Apology accepted guys! Oh no, where are you guys going? Give me a belly rub!

3:50pm

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I am bored again. Looks like it’s time to explore. I jump up to the table where the three humans are sitting at. You should see how startled they were when I jumped up! Why are they still here? Stop staring at me! I get that I’m cute, but this is getting creepy!

5:16pm

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I spot a mysterious plant on my walk! I sniff and paw at it to investigate its origin. Hmm, should I take a taste? Ooh, it tastes good! They’re a little hard to pull out though.

6:00pm

Ah, that was enough action for the day. I guess it’s time to head back and sleep again!

Dear humans, I guess this is where my narrative ends. I am too tired to write any further and it’s time for another nap. Sleeping is such fun, isn’t it? It’s my favourite pastime! I hope that this diary entry was interesting enough for you! Remember to give me a belly rub (and preferably some cat treats) the next time you see me!

Hybrid Subject Combinations (OH2020 Print Edition)

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Many will be familiar with the two distinct streams, Arts and Science, and might even be torn between both. However, few stop to consider staying in the middle.

Hybrid combinations are essentially combinations that comprise two science subjects and two arts subjects. The two sciences would consist of Math and either Chemistry or Physics, coupled with H2 Economics and another arts subject (though you can request for special combinations if you think H2 Economics is not for you). It is worth noting that while RI treats the hybrid combinations as part of the science stream, people will often understand you better if you just said “hybrid”.

Unfortunately, BMEX is not offered as a combination as Biology has to be offered together with Chemistry to allow for the widest university course options.

While the hybrid combinations stray from the traditional science or arts combinations, they definitely offer a unique mix of numbers and frantic scribbling that may be enjoyable for some. It’s a nice balance that is suitable for those who have some aptitude for both skills—this is because you get to hone them simultaneously.

In fact, this balance and versatility comes in handy when applying for university! Hybrid students are situated comfortably in the middle of two vastly different streams, giving you the flexibility to take a science course (e.g. environmental engineering or pharmaceutical chemistry) in certain universities, while still having some background in the humanities subjects should you choose to study liberal arts further down the line.

Some may assert that hybrid stream students won’t have options in university, but this is verifiably untrue as options are only marginally limited.

It’s obviously scary to realise that you might be selecting your future career with this choice, but little can beat passion when you’re thrown into the intense rigour of JC life. After all, with so much happening, some students might find it challenging to derive happiness and enjoyment from their endeavours. Therefore, you can avoid being one of them by simply choosing what you truly want to do, but remember to do your research and look into potential courses in university that you might want to pursue.

Once Upon(d) A Time: Y5-6 Raffles Biodiversity Pond (OH2020 Print Edition)

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Not too far away from the Marymount Gate sits the oft-ignored Biodiversity Pond, known only for its half-faded sign that heralds the “testicle-eating” pacu. Few actually stop to wonder—exactly what goes on in and around the pond? Raffles Press is here to fill you in on those questions, including the pond’s very own caretaker, Mr Lim Bah Hock. 

What’s in a Pond?

The Raffles Biodiversity Pond was built in 2009 under the Turnkey Project. Its intention was “to showcase flora and fauna from Southeast Asia”, allowing students to learn about ecology and biodiversity outside their curriculum. Hence, the pond serves a didactical purpose in addition to its aesthetic one. And it has served its purpose well—in 2010, it received a silver award from the Landscape Industry Association of Singapore (LIAS) in recognition of its outstanding design.

The first things one might notice about the pond are the slick, black noses of large fish surfacing to take in air. They belong to shark catfish, specifically, the iridescent sharks. Their diet consists of plant matter and other smaller fish, which does not harm any of the ponds’ residents as the sharks receive daily feed. They might be rather big, but they are dwarfed in both size and aggression by larger fish in the pond like the gourami or the pacu.

Moreover, many collectors pride themselves on getting their hands on the Asian arowana, believing it to bring good fortune to their owners. We should, too, for in our very own pond resides the Asian arowana.

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The Scleropages Formosus (Asian arowana)

The waters of the pond may hold some truly remarkable fish, but what about the plants that line its perimeters? Clusters of the dwarf papyrus, among other plant species, have eagerly made their homes in our very own Biodiversity Pond.

The Pond’s Trusty Caretaker

As the sole caretaker of the pond now, Mr Lim tells us in Mandarin that although he wasn’t trained with aquatic life care, he still feels a connection towards the fishes.

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Mr Lim feeding the fishes, which eat with gusto.

He may appear to speak nonchalantly, claiming that he sees taking care of the fish as merely “feeding them”, but it is evident that, deep in his heart, he truly cares about the pond. He shows us picture after picture of dead fish on his phone, recollecting the times when fiercer fish would engage in vicious fights over the fry he would buy for them. 

The Tilapia Problem

Due to some indiscretion over the years, a few tilapias were released into the pond, where they quickly multiplied and now reside in hundreds. And the numbers are still climbing.

As a result, the tilapias now pose a hazard to the rest of the pond due to the large amounts of nitrogenous waste they release, putting much pressure on the filtering systems of the pond. They also compete with the native fish for resources, further endangering the fishes’ lives and putting them at risk for disease. Unable to withstand the pollution and limited food and space, some species have even entirely disappeared from the pond for good. 

In Conclusion

Though limited interest in marine biology may discourage many of us from hanging around the pond and making loving eye contact with the fish for hours on end, it wouldn’t hurt to start taking more of an active interest in the first functioning ecosystem you see every school day. After all, amidst the craziness of school life, temporary stress relief can always be achieved by going to the pond, to be blissfully alone with only your thoughts, the fish and the occasional fowl to keep you company.


Monday Enrichment Programmes (OH2020 Print Edition)

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In Year 5, students will have the opportunity to participate in Monday Elective Programmes as learning enrichment. Below are just three of the myriads of programmes offered, so if none of them catch your fancy, fear not! 

International Service-Learning & Leadership Elective (ISLE)

ISLE is way more than just going to school every Monday 2 hours earlier than everyone else—it is a journey.

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ISLE Team B(agus) at their 2019 recce

A notable part of this journey would be the recce—a 3D2N trip to the school where you’ll spend the year-end trip at. Expect being clueless and working together with your teammates to get the exact dimensions for specific structures, figuring out what aspects of the school can be improved or refurbished to make it more student-friendly, and going down to the hardware store personally to order and make an inventory of what’s needed. 

As for the year-end trip, what will probably stick to you most will be the interaction with the students. You’ll be planning and conducting lessons for them, and the language barrier only makes the task even more challenging than it is. Furthermore, the construction you’ll be carrying out will be physically taxing, but it really puts into perspective what it takes to build and maintain school grounds. 

We learnt so much more than we asked for. We grasped with how to work with different personalities and working styles under tight deadlines; we learned to serve from our hearts; and we discovered the importance of stepping out of your comfort zone, leaving us more reflective and confident in ourselves. 

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ISLE members working on construction during their year-end trip.

Bicultural Programme (China)

To most Chinese students in JC, Secondary 4 will be the last year they come into contact with anything related to Chinese while in school. However, for the participants of the Bicultural Programme (China), the Chinese Language is not just a tool for communication—it is a key to unlocking greater insights into China’s workings. 

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Brewed tea from a tea sampling session

This programme aims to increase the understanding of China amongst students. To allow students to understand China in depth, external speakers who specialise in various fields are invited to share their knowledge. Furthermore, time will be provided for students during some sessions to research and work on a group task that allows them to present on a topic of interest. 

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Bicultural Programme members in Guangzhou

A key highlight is the year-end immersion programme to China. Cities that previous batches of students have visited include Xiamen (2017), Shanghai (2018), and Guangzhou (2019). During the trip, we attend lessons in local schools, as well as visit work spaces and factory galleries. Moreover, we visit cultural sites and local landmarks to experience the rich history and understand China’s current strong economic development. 

Ecological Literacy Programme (Eco-Lit)

The Ecological Literacy Programme, also commonly referred to as ‘Eco-Lit’, isn’t just your typical ‘green club’. We learn to embrace curiosity about the environment and its value to us.

Besides being in awe of the flora and fauna around, we see beauty in the links nature has to the community and culture of a place. All our members have their own journal in which we record everything we learn from our ventures, allowing us to develop into effective leaders who understand what it means to be sustainable.

When our Monday mornings aren’t spent outside, we partake in intriguing activities in school. Sessions with experts who are involved in conservation or the environmental sector facilitate learning about the various perspectives of the ecological challenges we encounter. We also maintain a garden where we grow and harvest fruits and vegetables.

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Eco-Lit members planting seeds in their garden

The most exciting part of Eco-Lit would be our extended field trips: in 2019, we had a day-trip to Pulau Ubin, and even an end-of-year trip to Taiwan! Furthermore, we are provided with the exclusive opportunity to publish our own books, allowing members to raise environmental awareness through a creative medium.

Overall, we are not only given the opportunity to form intimate connections with the world around us, but also to experience it with like-minded batchmates.

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The members on a suspension bridge in Taiwan during their end-of-year trip.

Please Mind the Platform Gap: Choosing Subject Combinations – The Hybrid Combinations

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By Kelly Leong (20S07C)

All opinions expressed in this article are the author’s own and are no substitute for formal academic advice.

Ah, selecting a subject combination: a time of great distress for those not yet certain of their aspirations, or those with so many passions that selecting just four subjects becomes a daunting task. Many will be familiar with the two distinct streams, Arts and Science, and might even be torn between both, but few would stop to consider staying in the middle.

If I were to be honest, I don’t think my parents fully supported my decision to take this subject combination initially. Even I had qualms of my own! In fact, the days leading up to inputting my subject combination were full of doubt and uncertainty:

“Shouldn’t you reconsider?” 

“Will you have a job?”

“Are you sure you’re making the right choice?”

And to answer all these questions, one has to understand what taking a hybrid combination entails.

So, What Exactly is ‘Hybrid’?

A quick Google search on ‘Hybrid Combinations in JC’ will pull up a multitude of results—most notably the Reddit and various forum pages. Filled to the brim with rumours and concerns of students who have considered the hybrid combinations, mixed with a dash of advice from ‘jaded’ seniors, it’s a trove of opinions that may do nothing but confuse.

To put it simply, hybrid combinations are essentially combinations that comprises two science subjects and two arts subjects. The two sciences would consist of Math and either Chemistry or Physics, together with H2 Economics and another arts subject (though you can request special combinations if you think H2 Economics is not for you). It is worth noting that while RI treats the hybrid combinations as part of the science stream, people will often understand you better if you just said “hybrid”.

Unfortunately, for those aspiring to take H2 Biology in isolation (BMEX), you’ve been had—this combination is not offered due to MOE regulations.

And What Can I Expect From This Peculiar Combination?

While the hybrid combinations stray from the traditional science and arts combinations, it offers a unique mix of numbers and frantic scribbling that can be enjoyable for some. For Christine Sim (20S07A), “hybrid was the most balanced for [her]”, and she feels that “it’s pretty good if you’re someone who likes both arts and sciences”. One can expect fewer calculations than those taking PCME, and less writing compared to those taking H/GELM. It’s a nice balance, suitable for those who have some aptitude for both skills, as you get to hone them simultaneously.

In fact, this balance and versatility comes in handy when applying for university! Hybrid students are situated comfortably in the middle of two very different streams. This gives you the flexibility to take a science course (such as environmental engineering or pharmaceutical chemistry) in certain universities, while still have some background in the humanities subjects should you choose to study liberal arts further down the line.

Of course, this same ‘staying in the middle’ concept may turn on you should you decide to pursue specialised fields, such as Aerospace Engineering or Medicine, since most universities require students to take two sciences other than Math to be eligible for such courses. Chances are, though, that you already aren’t especially inclined to the sciences if you’re considering this stream.

Okay, I’m Listening, But I’ve Heard Some Things…

There are some stereotypes and rumours about those taking the hybrid combinations, and of course these may be formed on some basis of truth, albeit warped and slightly exaggerated. I’ve heard a number of them myself from the grapevine extending batches back, so here’s my take on some of the more prevalent ones:

  1. People take hybrid combinations because they don’t know what to do or are unable to cope with studying the ‘full’ science stream.

This statement cannot be entirely disputed since there are a variety of reasons why someone would choose to take any combination. Yet, it’s rather unfair to generalise everyone taking such a combination as indecisive teenagers or struggling academics (and even if they were, there’s nothing very wrong about that!). Debbie Kang (20S07C) expresses that the hybrid combinations was her choice as she simply “did not enjoy any of the other two sciences”, but still did not want to fully enter the arts stream as “she had an interest in some branches of science”. Hence, the middle ground was the most suitable option for her. 

I myself took this subject combination above a ‘full science’ one because I had ruled out (with swift decisiveness) certain specialised fields, and hence decided to free up a subject and study something I enjoyed.

  1. You won’t have options in university.

A simple glance at any university course requirements would assure all anxious Year 5s-to-be that this is verifiably untrue. It’s not that one has absolutely no options in university, rather that your options may just be marginally limited. For instance, while you might be unable to pursue Marine Biology in certain universities, you may still chase your dreams taking Pharmaceutical Chemistry instead. I recommend you check the admission requirements for your course of choice to determine if forgoing a subject is alright. You’d be surprised at the options you still have, as requirements often vary by university. Urban legend even speaks of students who have gone on to do Medicine without taking two sciences!

  1. Hybrid classes are one of the least academically-inclined classes. 

I would like to express that this is once again a hasty generalisation, and a rather unfair continuation of the first rumour. As you would have heard during matriculation, students in Y5–6 are first sorted into classes by subject combination, a whole host of other factors, and lastly by grades. The relatively small cohort of hybrid students means sorting students based on combination and timetable clashes is often enough. Sure, one could argue that without streaming (such as in PCME/BCME classes), hybrid classes tend to be a mix of people with different aptitudes for academia, and varying paces of learning. Some may be more serious about grades than others, and the class as a whole could be ‘rojak’, but it all boils down to the individual, doesn’t it? As a close friend of mine put it, variety is the spice of life!

Huh, Maybe This is Where I’m Meant to Go!

In retrospect, I don’t have many regrets about choosing a hybrid combination, and I’m definitely glad I did not reconsider; personally, I’m enjoying the mix of chemical equations and geography essays. So, if you want to study Newtonian mechanics, learn about the economy, work out some mathematical proofs and understand the English language all at the same time, consider taking up a hybrid combination! Just remember to do your research, and look into potential courses in university that you might want to pursue.

It’s obviously scary to realise that you might be selecting your future career with this choice, but little can beat passion when you’re thrown into the rigour of JC life. With so much happening, it may pose a challenge to some to find happiness and enjoyment.

You can avoid being one of them by simply choosing what you want to do.

Please Mind the Platform Gap – Changing Your Subject Combination

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By Valerie Tan (20A01E)

Maybe you haven’t thought much of your matriculation form since the day you submitted it. Or maybe there’s been a persistent nagging feeling in the pit of your stomach since you confirmed your subject combination as a JAE student. Either way, you’re presented with a shiny new timetable and class one day in February, and are informed that you’ll have to stick with them for the next month or so.

You go to your Physics lecture for the first time and zone out to the lecturer’s rambling on measurements, wondering what on earth you’re doing here. You think back to that form you submitted during JIP, or filled in during your JAE exercise. H2 Physics, you’d written, thinking that all would be well. What a fool you were! For now the only connection you feel to Physics is that it makes you physically ill, and you want out.

Sounds like you? You’ll be glad to know not all hope’s lost just yet, with the help of an appeal form that’ll appear on the student’s portal towards the end of February. You’ll then be free to change your subject combination—subject (haha) to the timetable committee’s ability to fit you in somewhere, of course.

But of course, decisions should never be made rashly. Changing your subject combination has the potential for regret, too. There are a few things to consider before you decide to do so.

Interest

Your decision is fairly easy if you know that you absolutely detest the subject you’re taking at the moment. If opening your Economics notes makes you want to cry, or if Chemistry makes you sick, there’s almost no doubt that a change in subject combination will be right for you. Whatever you take up in replacement, it’ll definitely be a much more pleasant experience.

A similar situation would be about being deeply passionate about another subject that you, for some reason or another, didn’t end up taking at first. This may go along with the previous situation, but not always. In this case, the subjects you’re taking right now are fine; you might even be enjoying them. But you miss learning about Biology, or Literature, or whatever else your heart is dreaming of right now. Taking up this subject would necessitate dropping another subject, of course, even if it’s one you still like. But if it’s worth it, why not?

Ability to do well

This is easy enough to think about, and tends to go along with interest. A deep passion for a subject is likely to motivate you to work harder, while hating something is likely to send your grade for it spiraling down. This is especially when your interest in it is so low that there’s no hope of trying to discipline yourself into studying for it. With the end goal of A levels in sight, it’s natural to want to pick subjects that you’re able to do well in, rather than ones that leave you floundering in the dark. If what you’re taking at the moment doesn’t match up with what you’re able to score in, a subject combination change may feel appropriate—and especially so for the most pragmatic among us, for whom A levels is the be all and end all of things.

For the above two points of consideration, it’s always wise to do your research first. A subject that seemed tame and manageable in Upper Secondary may end up being unexpectedly different, and thus boring and hard to tackle, at JC level. Perhaps Literature was fun previously, but will it feel the same when you’re faced with Andrew Marvell? Or how will Chemistry be like with the endless number of calculations you have to do now? To gauge how the subject will be like at the A levels, you should consult friends currently taking the subject you’re eyeing (borrowing their notes to study is always a good idea), ask your seniors for help, check the syllabus handily put up online by SEAB, or seek advice from a teacher—JC or upper secondary.

Take the example of Nadine Lee (20A01C), who excelled in Chemistry in upper secondary, and considered changing her subject combination to include it, but chose not to in the end. “I talked to my friends who are taking Chem,” she shared, “and they said it was a lot of number crunching. I’m really bad at working with numbers, so that made me reconsider. I also took someone’s Chem stuff to read through and got really put off. The number crunching would’ve shredded me and made me very stressed, so I’m glad that I didn’t take Chem. I appreciate it as a discipline deeply, but I’m not cut out for the numbers in it.”

After consulting those around you, if you’re sure that you like the subject you’re considering and will be able to do well in it, taking it up in place of another seems like a natural choice.

Unless…

Recall our first sentence in this section; the ability to do well “tends” to go along with interest. But of course, there are limits to this statement. Sometimes you fall in love with a subject, but don’t do well in it, especially under duress in an exam setting. And there are some you excel in, but could actually care less about. Your ability to score and your interest in a subject clash, leaving you at a loss. And unfortunately, the desire to do well is pretty much unavoidable at the A levels.

In such cases, what do you do?

Unfortunately, there is no solid answer to this, and is ultimately based on what you value more—your A level grades, or the content that you learn in school.

Sophia He (20S03H) gave some insight into her subject combination choice: despite being deeply interested in the humanities and even securing a spot in the Humanities Programme (HP), she chose to take BCME instead. “I really like the humanities,” she admitted, “but I realised that I panic a lot when I study them, because […] there are technically an infinite amount of materials to consider, which lowkey freaks me out in an exam setting as compared to the more rigid structure and curriculum of sciences. And so I thought, with the stress of A levels and all, that I should probably just choose something I’m more comfortable with, even though I may not be that interested in the subject matter.” Instead, Sophia chose to take on CCAs that allowed her to continue to “explore the arts in a more leisurely setting”, balancing between pragmatism and passion.

“I think it’s good to think deeply about your own learning style […] and ensure that it suits your subjects, sometimes in spite of your interests.”

“Just because you don’t take a subject in the ‘formal’ aspect doesn’t mean that you can’t explore it in your free time,” Nadine also added. If you’re passionate about a subject, but don’t perform well in it in school, it’s still available for you to pursue at leisure: “Even now, in my own time, I read up on Chem-related stuff just for my own pleasure.”

Practical value

The third point of consideration can come in useful in such a dilemma as well. Something to think about might be your university course. If the course you’re gunning for doesn’t require a very high UAS, taking something you’re interested in but might not do well in might still be a fairly safe option. On the other hand, if you’re looking to read something like NUS Law or Medicine, both of which consistently boast IGPs of AAA/A, you’re better off taking whatever you’re better at. After all, the odds are that you don’t hate whatever you’re taking; it’s probably more a sense of indifference you’re experiencing, which is likely to give way once you remember what you’re taking this subject for.

Generally, if you’re sure that the subject you’re considering dropping will not have any bearing on the pool of careers that’s available and appealing to you, the answer is fairly simple: drop it! Personally, this writer was faring decently in Chemistry, but decided to swap it out for History once she realised she wouldn’t ever go into a field that required it. On the other hand, Nicole Lim (20S03I) chose to forgo her HP offer in favour of BCME to keep her options open: “Being an active runner in the school team, sports science and physiotherapy were two career paths I was seriously considering and was not ready to rule out. Accepting the HP offer would mean closing my window to them and limiting my options. […] Eventually, I decided that even though the sciences felt a lot more painful to learn in such great detail, two years of discomfort would be better than being on a road of no return if I were to realise that the humanities was not something I wanted to pursue at the end of my A levels.”

In the above two cases, despite the different thought processes and outcomes, the practical value of the subjects taken was definitely a consideration.

“If you’re undecided, like me, especially with careers which seem to be at opposite ends of the science-art spectrum, I suggest you take the combination that gives you the most options. JC, after all, is still a time to explore and learn more about your interests.”

Class environment

Sometimes you’re comfortable with your subject combination. You go about Orientation without a sliver of doubt or regret in your heart. Then you receive your class allocation, trot off to your Civics classroom, and boom—it’s a disaster. Such a disaster, in fact, that you’re willing to change your subject combination to get out of it.

A poor class environment is definitely a valid reason to change your subject combination, and shouldn’t be disregarded—because JC is not all about the A levels, but also about the friendships you make along the way. One could love the subjects they’re taking, but have a miserable two years because of their classmates. In the worst scenarios, the class environment could even take a toll on their mental health, impinging on their performance in school and CCA as well. If you’re struggling to go to school every day because of your classmates, and are willing to do anything to leave, changing your subject combination to one that belongs in another class might be a way out.

Cheryl Chan (20S06P) faced this experience with her previous class: “It was really stressful being in a class where everyone was good at everything. I felt very inferior, and insecure, and just unhappy.” Together with stress arising from the fear of being unable to cope with her studies, this prompted her to leave her class by changing her subject combination, where she opted to drop Chemistry RA entirely (though one must acknowledge that her situation was fairly unique, as her minor change didn’t require her to take up an additional subject in replacement). Fortunately, this turned out to be a good decision; things got better for her, and she is now “happier in [her] new class”.

These are usually the main four points to take into account when deciding whether or not to change your subject combination. There are a few things that you shouldn’t consider, too, at least not as much as the above:

External pressure

“Ah girl, you should do medicine, then earn a lot of money! Got future one.”
“Eh, do HELM with me, then we same class!”
“You know, I think you’re doing really well in Chemistry, you should continue taking it…”

Parents, friends, and teachers alike are bound to have their thoughts on what you should take. They’re not wrong to have their own opinions; they all (or at least, mostly) want the best for you. But you’re not wrong for rejecting them either, for wanting to make your own choice. Having the possibility of better life prospects or being in the same class as your friend won’t be worth it in the long run if you don’t do well in the subjects, or don’t need them for your university course in the end. While you can take their thoughts into account, you should ultimately still pick the subjects that are more relevant to your life as you see it. If Chemistry is rapidly melting your brain, and the only thing keeping you from dropping it is your parents’ wish for you to be a world-famous doctor, replacing it with a different subject is likely to be better for you.

These sentiments were shared by Celine Tan (20S06A), who dropped Economics for Literature instead: “Don’t pick a subject combi just because your parents want you to take those certain subjects. It’ll most likely suck any joy you had for learning.”

Another form of external pressure is one that is less direct and obvious in nature, but that can be equally harmful to those struggling with a subject they’re taking now: the pressure of convention. With so many students taking the ubiquitous combinations of BCME and PCME, it can be easy to believe that that’s a path that you should follow too, even if you don’t truly want to. This was the case for Minnal Dhayalan (20S06A), who swapped out Economics for History: “I had chosen Econs to try and take more of a typical combi, and since most of the school took Econs, it had to be the right choice, right?” Unfortunately, the answer to this turned out to be a solid “nope” for her, as Econs “just wasn’t [her] thing”, contrary to the trend that the rest of the student population presented. Indeed, though some subjects are taken by a huge majority of students, the truth remains that not everybody is cut out for them. What’s the point of following the crowd if the journey isn’t going to be as fulfilling for you?

Steep learning curve

It can be hard to tell the difference between thinking, I can’t and don’t want to do this right now, but I’ll get better at it eventually, and thinking, no amount of effort till A levels is going to save my grade here. A steep learning curve must always be taken into account, especially for the sciences. Dropping a subject on impulse because of the huge jump in content, or an unwillingness to start studying again after the joy of three months of freedom, isn’t really a great idea.

This is the most subjective point to consider, but such a dilemma can be fixed to some extent by looking at your experience with the subject last year (though this tip is sadly inapplicable to new subjects in JC). Even if the journey wasn’t a breeze, if a fairly normal amount of work was enough to score you an A, you’re likely to be able to eventually cope with it in JC. On the other hand, if multiple all-nighters cramming formulas in your head never paid off, it’s probably fine to change your subject combination in favour of something else that you’ll be better at. It’s worth noting, of course, that “no combi is an easy way out,” as one Year 5 who wished to remain anonymous remarked. There will always be hardships with any subject you take, old or new; what you should take note of is whether you’ll be able to continue coping with it.

Fairly certain that you want a change, but still afraid of regretting it? Take the leap of faith! A number of people have done it, and are mostly satisfied. In a small survey conducted with 10 students who changed their subject combination, there was an overall increase in the level of satisfaction with their subject combination after the change: the average score was bumped up from 2.2 to 3.3, with the minimum score of 1 being “very unsatisfied” and the maximum score of 4 being “very satisfied”. This increase is even more pronounced if we disregard the anomaly of one student who, upon changing her combination, regretted it and returned to her previous combination (which, yes, you can do if you submit your appeal form early enough!): the average level of satisfaction would then have increased from 1.7 to 3.5. Evidently, this decision turned out to be a positive one for most, if not all, of those who chose to change their subject combination; many reported feeling “much better” and “very happy”, with one going so far as to call it the “best decision of [their] life”.

Of course, there will always be some students for whom this change did not yield much happiness. One Year 5 student, who opted to remain anonymous, said: “After you change your combi, you might start questioning your choice a lot, especially if it was a tough decision for you. But all you can really do is make the most of it. I wasted a lot of time just lamenting my decision, when I could have just sucked it up, which would have been a lot better.” Nevertheless, this group of students forms but a small minority, and if your heart is pulling you towards the change, it is perhaps best to run with it.

By now, maybe you’re leaning towards changing your subject combination, but are afraid that you’ll be rejected. You’ll be glad to know, then, that the odds of your desired combination being accepted are, thankfully, usually pretty high. Unless it’s a rare combination, of course, because the school might not be able to accommodate it, or if you need to take an entrance test for it, as in the cases of special subjects such as ELL or Art. But this writer recommends that you go for it anyway; there’s no harm in trying, even if the school ends up rejecting your application.

(Here’s a tip: if you’re trying to change to a rare combination and are 100% sure that you don’t want to end up stuck with your current combination, it’s best to apply early. Even if you get rejected, you can swiftly follow up with a backup that you don’t mind switching to either.)

And maybe you’re wondering now: what class will I end up in after my change is approved? The answer is that it really depends on how common your subject combination is. Changing your combination to PCME leaves you with a grand total of about 20 possible classes to end up in, so you’ll usually be randomly slotted into anywhere with vacancies. (Or if there’s a pattern, it hasn’t been figured out yet.) On the other hand, if you’re changing to a fairly uncommon combination, asking around should do the trick. For instance, the first two or three S03 and S06 classes are usually for those who don’t take Economics, and doing H1 Mother Tongue or Math with a common combination like BCME will also greatly narrow down your list of potential classes.

Overall, whether or not you end up changing your subject combination or not, what’s most important is that you make a choice that you are most comfortable with, and that will benefit you in the long run. Natalie Leong’s (20A01B) comment seems to be the most fitting way to close this article:

“It can be helpful to consider others’ views and opinions but ultimately, the choice is your own! Really cheesy, but the best piece of advice is to just follow what your gut is telling you to do.”

A Level Results 2020: Eagle Eye and Gryphon Strength

Raffles Science Symposium 2020

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By Rachael Koh (20S07C)

Raffles Science Symposium (RSS) is an annual event organised by the Raffles Science Institute (RSI) in conjunction with Raffles Guidance Centre (RGC) and the Peer Helpers Programme (PHP) that features research projects and sharings on science and mental health. This year, RSS took place on 29 January at the ISH and Innovation Centre. 

The symposium is divided into two strands: Science and Mental Health, which happen concurrently. 

The Science Strand of RSS is a platform for students to share the research projects they have done with judges, whether through the Science Research Programme (SRP), the JC Science Award or the MOE Local Student Attachment Programme (LSAP). After the judging is complete, students will attend a sharing. This year, Dr Toh Tai Chong (PhD, Life Sciences), Professor at NUS, shared about how the Arts and Sciences are not exclusive.

 

Science Strand:

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The teams presenting their projects to the judges

In the ISH, the research teams stand around their boards, buzzing with chatter. After pouring their hearts and brains into their projects, these boards are the hard earned fruits of their labour.  Each team buzzing with anticipation, they anxiously await the judges to evaluate their project. With a maximum of 5 judges per project, their feedback is extremely useful as preparation for future competitions, like the Singapore Science and Engineering Fair (SSEF). Once the judging is over, students are free to walk around and look at other’s projects, and interact with the students from other schools who are also presenting their projects.

For many, the highlight of their journey was their lab experience, where they learnt how to use fancy lab equipment and lab techniques. Although you do have to approach your own mentors, this also means more freedom in your choice of research topic. 

“Our project was basically about polishing 3D printed materials. The most memorable thing is when you do the experiments and hands on part which lasted like all day every day. Overall it was quite interesting and we were both quite happy with the experience. I just wish we knew beforehand that it would be at NTU which is super far away,” said Jitesh Ruban (20S03I), whose project was titled ‘Novel approach to characterise stream finishing for material removal model development’.

One project that was particularly interesting was ‘Examining a murine model of Bronchopulmonary dysplasia’. Or in simpler terms, attempting to establish an effective mouse model for a lung disease (aka bronchopulmonary dysplasia) by Evangeline Chen (20S06P) and Yang Liting (RVHS). They learnt research techniques that were typically not found in normal labs, such as dying a minced mouse lung and learnt how to analyse this data.

According to Cheyenne Seah (20S03A), her mentor was extremely generous with her knowledge. Due to her team’s lack of in-depth knowledge about their research topic, their mentor lent them her textbooks and sent them relevant research articles to broaden their understanding of the topic, while interns in the lab would give suggestions on how to compile data to make it look good on their report. Although there were times when it got tough (such as trying to read literary reviews with science terms you can’t understand), all in all it was still an extremely enriching experience.

When asked about whether they would recommend taking up these projects to the juniors, most agreed: If you have a particular science topic that you’re interested in and have time to spare, why not join any of these programmes and do something productive during your holidays?

 

Mental Health Strand: 

In contrast to the project presentations in the Science Strand, the Mental Health Strand is more of a symposium that hopes to advocate for and increase awareness about mental health in RI. Featuring talks and sharings, the symposium is open to all who are interested, including those from other schools. This year’s focus is on treatment beyond medication for mental health and well-being.

 

Dr Lim Wei Shyan on Psychological Well-Being

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Dr Lim sharing about the different aspects of PWB

According to Dr Lim, Psychological Well-Being (PWB) comprises Subjective Well-Being (SWB), Hedonic Well-Being (HWB), and Eudaimonic Well-Being (EWB). Sound complicated? Well, it’s actually simpler than it seems. 

SWB is a self reported measure and essentially describes your quality of life, including emotional reactions and cognitive judgements. It can be measured through your personality traits, fulfilment of psychological needs like respect or social support, and external factors like whether you passed that math lecture test. 

HWB refers to the perception that increased pleasure and decreased pain leads to more happiness. This is usually achievable through positive thinking, which can result in increased physical activity and fitness, lower rates of illness, and better-maintained social relationships. However, the focus on relationships would mean less attention on achievements, and may even lead to more egocentric behaviour. Thus, it is still important that we do not pursue an idealized form of happiness, but rather appreciate little things around us. 

EWB refers to subjective experiences related to the desire to live life to the fullest. Whether it be through volunteering, which can be both a distraction from the exhaustion of school work and extremely fulfilling, or spending time with your friends, which satisfies your basic psychological needs and induces positive emotion, as long as you feel that you have completed something, that’s EWB. The best way to increase your EWB would be through exercising gratitude. 

Essentially, your PWB just depends on whether you feel that your life has purpose, and whether you appreciate the little things in life. Perhaps you could try to look at yourself in the mirror while you are brushing your teeth every morning and remind yourself to do something good or just appreciate the people around you more.

 

Professor Angie Chew on Engineering an Undefeated Mind

“Who needs enemies when we are so good at beating ourselves up?” 

As students, especially in Year 6, we are concerned about our grades. As someone who has seen Ultraman and Superman on her result slip one too many times, I found Professor Chew’s talk as comforting as going home after getting my results to lie on my bed for 5 hours. 

Her point was that our grades don’t matter as much as we think they do. Exams are created to test the knowledge we have learnt in tutorials, not the other way around. Rather than seeing it as a chore, learn with curiosity, and truly enjoy what you are learning. Don’t focus on your flaws, be more forgiving to yourself when you make a mistake, and focus on the learnings from this negative experience instead of the negative experience itself.

She then went on to share short stories about her experience raising children. Although there were ups (getting prestigious scholarships), there were also downs (losing said scholarship in the same year). I know. Losing a scholarship? Wasn’t she mad? 

As a matter of fact, she didn’t. Rather than treating it as the be-all and end-all, they focused on what they could learn from this experience, and her son went on to be a top scorer in his exams. If they had focused on negative thoughts rather than on moving on, they would have wasted their time over something that has already happened. Instead, they tried to fix the problem – something that we rarely do.

Negative thoughts not only have an effect on our emotions, but also the physical construct of our brain. The more negative thoughts we have, the more enhanced the right side of our brain. Similarly, the more positive thoughts we have, the more enhanced the left side of our brain. SInce the functions of both the left and right brain are complementary, this may throw off their balance, causing our mind to be unable to absorb information as well as if both sides were equally developed. 

So, the next time you think, just take note of what kind of thoughts usually occupy your mind – do they empower you or do they make you feel defeated? If you notice that you’re thinking negatively, STOP! 

S – Stop for a moment

T – Take a breath

O – Observe your experience and why you are thinking negatively

P- Proceed

This will help you prevent negative thinking, and enable you to be happier. 

Balancing content and engagement may be tough, but with her wit and humour, Professor Chew managed to keep the room absorbed in her speech. 

 

Ms Ma Jialin on the Mindfulness in Schools Project – the .b curriculum

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Ms Ma on mindfulness in RI

Similar to Professor Chew, Ms Ma also addressed the fear of failure and not being good enough in students. Oftentimes, students feel so afraid of failure that they either a) drown themselves in textbooks and notes, believing that taking breaks is a waste of time, or b) procrastinate, doing nothing but taking breaks.

If you’re part of the former, then there’s a special type of break that you can take. 

Mindfulness. 

Research has shown that mindfulness practice can reduce stress and drive academic influence. But what is mindfulness exactly?

Mindfulness is the purposeful paying of attention to the things around us in the present moment with curiosity and kindness. Usually, you would begin by sitting up straight, and closing your eyes. It’s a good way to increase our HWB and enable us to think more positively, which is especially important for students during exam season. 

Some challenges faced in implementing mindfulness in schools is the opinion that mindfulness is a religious practice. It’s actually fully secular. 

While mindfulness may not be for everyone, there’s no harm in giving it a try. Whether it actually works and you end up feeling more calm and focused, or you end up falling asleep and taking a quick power nap, either way its effects are beneficial to the common student.

Why don’t start small, and see whether you notice any benefits from taking 5 minutes of your day to practice mindfulness?

 

Dr Imelda Caleon on Current Trends in Positive Psychology and Positive Education

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Dr Caleon interacting with the students

Positive psychology is the study of science and society, focused on EWB whilst emphasizing traits, mindsets, and behaviours that may affect the quality of life of an individual. 

It mainly focuses on 5 aspects: 


P – Positive emotions

E – Engagement

R – Relationships

M – Meaning

A – Accomplishment

Positive Psychology used to be criticised for encouraging people to look only at the positives in life. Studies have shown that people who are overly optimistic and ignore the negatives in life are often the very ones that end up in danger, with high mortality rates. They engage in riskier behaviour as they ignore the dangers in certain situations, which pessimism can help identify.

Positive Psychology 2.0 has hence evolved to look at the different aspects of life that shape our experiences, both positive and negative, and encourages having a good blend of both. If you remember the movie Inside Out, it’s essentially the plot of the movie but in two words.

This is implemented in schools through positive education, which teaches skills of achievement and well-being that enhances learning in students. 

 

Ms Chua Kah Hwee, Ms Woo Mei Hui on Peer Helpers Programme (PHP)

The symposium ended with a sharing by Ms Chua Kah Hwee and Ms Woo Mei Hui, the school counsellors. PHP equips students with skills like active listening and peer support, as well as teaches them about the causes and symptoms of some mental illnesses. Each batch of Peer Helpers comprises around 40 students. They participate in events such as the Mental Health Awareness Week (MHAW) and run My Rest Space (MRS). 

If you too would like to learn basic counselling skills and understand more about mental illness and mental health, why not consider joining PHP?

 

 

RSS Mental Health Strand was definitely an interesting experience for many, teaching its participants the importance of our psychological health and little ways to improve it. All in all, the Raffles Science Symposium was definitely a success, enriching everyone who attended. 

 

A Level 2020 Student Features: Let Our Hearts Be Stirring

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By Gabrielle Ng (20A01E), Valerie Tan (20A01E), Max Chwa (21A01A), and Faith Wei (21S03C)

This year, Raffles Press invited four Year 7s who have invested their time and energy into their respective sports, instruments and other pursuits to share about their JC experience, and any advice they may have for juniors. Read on to learn more about the holistic side to these Rafflesians, and what they get up to when they’re not busy studying!

This is Part 1 of our A Level 2020 Student Feature.

Marsha Shahrin

While most of her peers prefer to spend their time indoors, Marsha has always had a second home among the waves.

Marsha was a member of the national sailing team from Primary 5 to Year  2 before she transitioned to windsurfing in late 2015. Since then, she has gone on to represent Singapore in multiple international competitions, including the Techno 293 World Championships in Italy and the third Youth Olympic Games in Buenos Aires.

“My favourite part about doing competitive sports and representing the country is the opportunity to travel around the world,” she says. “I enjoy being in other countries / states that one wouldn’t even think of planning a holiday to like Helsinki, Bodrum, Hungary, and Buenos Aires […] Observing the culture and the way of life in a different country is very interesting and I feel very fortunate to be able to do so.”

However, the life of an outstanding athlete isn’t always smooth-sailing. When she’s overseas, Marsha constantly feels the need to do her country proud, whether by excelling in sporting events or ensuring that she behaves with the proper decorum.

“As a representative of something, be it school or a country, there will always be a sense of fear, anxiety and self-doubt,” she confides. “For example, going to the Youth Olympic Games in 2018 and doing press and interviews for various media outlets made me feel very pressured and anxious, because it made me feel that I had to give it my best, or else I am letting the country down.”

Her struggles weren’t just limited to those she faced in international competitions: back in Singapore, Marsha spent most of her first year and part of her second year in RJC training and competing while balancing her academics at the same time. 

Her secret? Time management. 

“Like anything in life, the more you practise it, the easier that thing gets,” Marsha shares. “It also helps that I lower my expectations and set realistic goals for both sports and school because having too high standards often puts people in a state of stress which ultimately would affect how well we perform at the end of the day.”

As a result of her training sessions and competitions, Marsha often misses out on opportunities to spend time in RI with her friends and classmates. “I probably didn’t experience much of RI as most people, which is a shame because most of my friends really had a blast.” And yet, that doesn’t mean that she didn’t enjoy herself as well. Marsha cites her class as being one of the best parts of RI: “Everyone in my class is truly unique and our differing personalities makes it so easy to fit in and just be yourself. My class is also super hardworking so it really pushes me to keep doing my best.”

Even though she had to sacrifice some time in school, Marsha still doesn’t regret the path she’s chosen. “I never really regret making myself busy with all the balancing I have to do because it feels far more rewarding being able to achieve something.” 

To this day, she still recalls winning her first international event at the Bodrum International Optimist Regatta 2013 with pride. “I finished 1st in the Girl’s category and I remember taking home so many trophies for that event. I think winning, under the Singapore flag, is most rewarding because you see all your hard work translate into something tangible and it allows you to see that every bad thing about being a national athlete will never outweigh the great things about it.”

When asked what advice she has for juniors who are also national athletes, Marsha encourages them to remain hopeful:

“I know how hard it is for one to not give up on something that isn’t working out. I have more lows than highs in my sporting career and I can’t lie and say that I[‘ve] never thought of giving up. When something isn’t going right today, you have to pick yourself up and learn from the mistakes you made […] because from failure, there are thousands of things we can learn and we can use those things to constantly improve ourselves.”

Marsha plans to continue her windsurfing journey in the future, aiming to qualify for the Asian Games in 2022. She would like to thank her teachers, particularly her CTs Ms Angela Mi and Mr Michael Seah, for always looking out for her class. She would also like to thank her class for their kindness, and the aunties and uncles in the canteen for making great food.

Sudarshan Thirumalai

Meet Sudarshan Thirumalai: the student delegate with a heart of gold. 

Inspired by the unique rigour and protocol of his very first Model United Nations (MUN) conference attended in secondary school, Sudarshan Thirumalai did not hesitate to join the Raffles History and Strategic Affairs Society (HSTA) upon entering RI. 

Hereafter began his fruitful journey of both participating in and organising annual MUN conferences. Not a single meeting left him empty handed—from managing conflicting viewpoints to humbly taking failure in his stride, the takeaways he gleaned from MUNs were numerous and priceless.

On top of his MUN pursuits, Sudarshan was a devoted volunteer for and eventually spearheaded the community project Empowering Generation Z (EGZ), a tuition programme for primary school children from disadvantaged backgrounds.

Besides mere tutoring, Sudarshan shared that a key mission of the programme is for tutors to “strive to connect emotionally with their tutees”, forming genuine friendships with them. It was precisely this poignant bond that led him to join the forefront of the project. 

“Although I wasn’t too keen on being in the organising committee at first, I had grown attached to my tutees and felt that I could be able to greatly contribute to the project to improve their experience and help them more than I already was,” he explained.

Under his steadfast leadership, EGZ took a leap of faith to begin enlisting the help of students from other schools. The move was met with significant success, quickly achieving a larger volunteer network and a smaller tutor-to-child ratio. 

Yet, no journey comes without trials and tribulations. 

“There was a shortage of tutees in some centres and we were having difficulties in promoting the project,” Sudarshan recalled, admitting that “it was easy to lose motivation”.

Sudarshan’s personal life certainly took a toll from juggling both schoolwork and extracurriculars. Acknowledging that it is “always difficult” to balance the two, he shared that he had to “sacrifice a lot of [his] hobbies to remain on track for my studies, my CCA and to plan sessions for EGZ”.  Often, his hefty workload did not even allow him the time to watch Youtube, the most ubiquitous leisure activity many teens would not dare to imagine missing out on.

Fortunately, Sudarshan’s troubles were not ones that he grappled with alone, but rather ones that his teachers and friends played a big part in ameliorating. The faithful receptiveness of his teachers towards academic queries and mutual support his study groups with friends provided were crucial pillars of support that Sudarshan humbly credits for his present achievements. 

Regardless of the many challenges faced along the way, Sudarshan gleaned invaluable lessons from his experiences.  He shared that hard work and unwavering perseverance in tutoring occasionally unwilling students were crucial in his line of volunteer work. Eventually leading to one of his most inexplicably warm moments when the students expressed they would miss him once he left, these universal values are surely etched in stone for Sudarshan. 

With an evidently genuine heart for the community and ardent passion for service, Sudarshan’s dedication to giving back extends beyond his experiences thus far. When asked his aspirations for the future, he shared: “I hope [to] select a university course that I enjoy and find meaningful ways to give back to society. Moreover, I want to be involved and committed in any community that I am a part of as JC moulded me to be.”

His advice for juniors? “Make the most of your time in JC,” he encourages. “You wouldn’t want to graduate wondering about what could have been, so you should seize the opportunities that come your way.”

A Level 2020 Student Features: Whate'er The Test

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By Sophia He (20S03H), Noelle Leow (21A01B), Shaun Loh (21A01A), and Rachel Ho (21A01B)

This year, Raffles Press invited four Year 7s who have invested their time and energy into their respective sports, instruments and other pursuits to share about their JC experience, and any advice they may have for juniors. Read on to learn more about the holistic side to these Rafflesians, and what they get up to when they’re not busy studying!

This is Part 2 of our A Level 2020 Student Feature.

Janika Oh

Up till the age of 11, Janika participated actively in CCAs, took part in multiple classes, and hung out with friends. But all that changed when she was diagnosed with scoliosis.

Even after the diagnosis, she hoped that with wearing a brace, chiropractic sessions, pilates, and swimming, her spine would straighten itself. But it only got worse: by Year 2, her curve was so serious (an S-curve of 60 degrees each) that surgery was inevitable. 

After the surgery, recovery was slow for Janika. As she shared, “I even needed help feeding myself and going to the toilet at first. That was the lowest period of my life.” However, Janika was determined to recover and bounce back stronger, and this determination fueled her to pursue her passion in music after her recovery. 

Janika thus chose to study H2 Music, which was “the best decision [she] made in JC”; she even served as the vice-chairperson of her CCA, Raffles Rock. It was not easy for her to relearn basic motor skills, but she managed to overcome her physical restrictions to play the drums in Rock and serve as the percussion Sectional Principal in the Singapore National Youth Chinese Orchestra (SNYCO). Janika joined SNYCO in Year 2, and was the youngest member of the section then. According to her, “being in SNYCO was very different from being in a school orchestra.” Janika also benefited greatly from the other opportunities offered by SNYCO, which included other gigs, school outreach concerts, masterclasses, exchanges and overseas trips. In Janika’s five years as a member, the orchestra toured Beijing and Shanghai; she was also sent to Macau to participate in the 2017 Macao International Youth Music Festival.

Janika’s involvement in SNYCO extended to leadership roles as well. She served first as a section leader in her third year, then as a member of the Executive Committee for two years. From these leadership experiences, she learnt that “in such a large orchestra, close bonds were needed to strengthen teamwork, create a sense of belonging and make long-lasting, supportive friendships…gaining the respect and support of my sectionmates was essential for all of us to improve by being open-minded about criticisms.” 

Janika also hopes to use her talents in music to help those who are disadvantaged, so that they, too, can be inspired to look at their situation differently and be empowered to overcome their challenges. Janika used her talents in music to give back to the community by performing for fundraising concerts as it provided her the opportunity to perform alongside other youths and disadvantaged musicians to inspire them.

One of her most memorable experiences was performing a duet on the marimba with Ms Lily Goh, a deaf musician. “Although she is deaf, it doesn’t make her different from the rest of us,” Janika shared. “She’s also human and deserves to dream and set her own goals, to try things that others may think she is incapable of doing.” Janika was inspired and humbled by Ms Goh, who did not let her disability hamper her dreams, and instead used it to inspire others. 

While pursuing music at such a high level requires much commitment, Janika did not let it distract her from her pursuit of academics in the time leading up to the A Levels. “I think enjoying what I do helped me with juggling my commitments”, she says. “For me, my top priority was studying, and I only took up additional gigs or performances if I felt that I had the time. I did not view them as jobs or a chore to do, but rather put my all into anything I was focusing on at that time, be it performing or studying.”

However, even with such a disciplined mindset, it was inevitable that things would get challenging along the way; Janika’s time was made easier by her friends, who checked in on her and helped her with her schoolwork, and her family, who made sure she slept as early as possible. 

Apart from music, another passion of Janika’s is engineering. She was in the Physics Raffles Academy (RA) in RGS, and participated in physics-related activities like F1 in Schools and World of Science hosted by the Defense Science Organisation National Laboratories (DSO), which led her to applying for an internship with DSO at the end of Year 4. Janika hopes to marry her two loves for engineering and music by studying music production or music technology in university, as she believes that pursuing both fields will allow her to be both a creative thinker and a logical problem-solver. 

To her juniors, Janika hopes that they will remember JC as more than a time of “mugging, mugging and more mugging”. “Instead, take this time to learn more about yourself,” she advises. “Make the most out of JC by creating memories together with your friends and teachers! Try your best in whatever you do, and I’m sure you will all succeed in whatever endeavors you embark on in the future.”

Janika would also like to thank her teachers, her friends, and the aunties at Chill for their unwavering support that has brought her to where she is today.

Grace Shani Anthony

Grace Shani Anthony excelled tremendously in sprinting throughout her years in Raffles. Although training was sometimes arduous, the sense of accomplishment she derived from each session, complemented with the solidarity she found among her teammates, was what made it “super worth it”.

To Grace, doing well for races is always a testament to her hard work. It is of no wonder that she has also been nominated for Young Athlete of The Year 2019. 

Her interest in track was first kindled by her brother who later competed alongside her at track events, including the ASEAN school games. Acting as a constant source of support for her, Grace felt that their sibling bond was not only another form of motivation and encouragement for her to push on, but also a boost to the enjoyment she derives from her practice. With this ardent passion and skill for the sport, alongside steadfast support from family and friends, Grace had her eyes set on competing at the 2018 Youth Olympic Games in Buenos Aires. 

However, life is unfortunately filled with unpredictabilities. While holidaying in California, a most unforeseen tragedy befell Grace: she fell victim to a car accident that resulted in a debilitating torn left meniscus, not only forcing her to withdraw from the sport that had been such an integral part of her life, but also dashing her dream of competing at theYouth Olympic Games. Returning to peak physical form after an entire nine months of inactivity is a feat that would put any athlete’s mettle to the test. 

What may have seemed like a sudden end to her athletic journey was turned around by Grace’s phenomenal tenacity and fortitude. She clinched the A Division girls’ 200m champion title in 26.09 seconds as well as a gold in the 4x100m relay at July’s Vietnam Open. Behind this stunning comeback, as quintessential of every sporting legend, was a less glamorous, grittier backstory: “It got very difficult to manage track and studies in Year 6 because I was competing quite a bit,” Grace admitted. “I travelled to Taiwan and Vietnam so each time I was away, I missed out on a lot that went on in school, including Common Test (CT) 1. I didn’t really have time to catch up on my work and did really badly for CT 2 later on.” 

Refusing to let her athletic ambitions compromise her academic performance, Grace sought help from teachers and friends when overseas and conscientiously completed all her schoolwork. Her efforts eventually paid off—from a S/S/E/D/D in CT 2 to B/B/B/B/C in Prelims and then a stellar record of straight As in the A Levels. Once again, through sheer determination and hard work, Grace had overcome all odds and delivered outstanding results.

When asked about what motivates her to not throw in the towel and strive on, Grace shared about how the invigoration and satisfaction derived from pursuing athletics increases her motivation and confidence. “I always feel stronger and faster after each training, and nothing else makes me feel like that,” she remarked.

She only has these wise words to say to all her juniors: “If you really want something and put your mind to it, you will be able to achieve whatever you want. Just believe in yourself!” Grace also revealed how important it was to take things one at a time, and not to worry about everything at once.

While she has already successfully enrolled into her top choice, University College London (UCL), Grace will be keeping her options open as she awaits the results of her other applications. She would like to express her sincere gratitude toward her teachers and friends for their support and help throughout this journey.


Gryphon Strength: Kiwi Cup 2020

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By Rachel Leong (20A01A) and Jermaine Wong (20S03R)
Photos courtesy of Raffles Photographic Society

It was the bright, sunny afternoon of 17 January 2020, and the stands in the Saint Andrew’s Junior College (SAJC) stadium were filled with rows of supporters. Rafflesians, from Year 1 RI boys in their orientation shirts to Year 6 councillors with their faces painted green, black, and white, had come to watch what was sure to be an exhilarating match. The stadium was abuzz with anticipation for Kiwi Cup, an annual tradition between the rugby teams of Raffles and SAJC. 

On one half of the bleachers, curious SA supporters, clad in red and blue, had gathered by their school field to watch their team play after a long, tiring day of lessons. On the other side of the stands, black, white and green dominated; the Raffles supporters had come a long way to cheer on their team. The electrifying atmosphere was filled with chatter as everyone watched the first game of the tournament, where the teams from the secondary division of both schools battled it out, setting up an exciting background for the second match. Finally, at 3.15 p.m. sharp, the highlight of the day began: the match between the JC teams was about to kick off.

The sea of Raffles supporters, waiting for the game to begin.

Before the match began, our players huddled together in a tight circle for a final discussion as the crowd cheered them on with their rousing cries of “Raffles! Raffles!”. Their faces lined with steely expressions, the ruggers then lined up and faced the sea of supporters with their arms wound tightly around each others’ backs. The coaches from both teams were invited to walk down the long line of players, graciously encouraging everyone regardless of school, and even stopping occasionally to chat with a few boys.

Once all the players had been greeted, both teams stood still at attention, faces serious and posture ramrod straight. Over the speakers, the Institution Anthem began to blare out, prompting all Rafflesians, ruggers and supporters, to sing along. The team stood tall and firm, their determination to claim victory clearly evident.

Instilling courage and determination.

The ending of the school songs brought about a rowdy, energetic round of hoots and cheers, with supporters on both sides screaming encouragement with utmost gusto. Against the background of overwhelming support, the teams moved to the lush green expanse of the field, getting into position. In what appeared to be a declaration of war, the SA ruggers re-positioned themselves into a new formation and performed a haka dance, accompanied by loud shouts and body slapping. The cheers of their supporters rang out loud as they moved back into a straight line, and the Raffles ruggers, who had been watching with stony expressions, had their turn to do a cheer in response. Their supporters soon joined in with their enthusiastic cheers of “Unite” and “R-A-F-F-L-E-S”.

The councillors leading the school in cheering on our team.

The game was off to an intense start; within minutes, players on both teams tackled their opponents unapologetically in their attempts to regain possession of the ball. Soon, the referee’s whistle signalled that a free kick would be awarded to SA, although the Saints ultimately did not manage to score their penalty goal. Reinvigorated, our Rafflesians cheered with renewed fervour every time the ball came near the try line. However, the unforgiving nature of the sport also resulted in several injuries, including one sustained by #5 (Leon Kollart) upon receiving a brutal kick in the head. Despite these setbacks, Team Raffles persevered; after many rough tackles and mauls, #13 (Murugaiah Jayaprakash) snatched the ball and fought through our SA opponents to land a successful try for RI. 

Raffles vs Saints: a fight for control.

Alas, the Rafflesian players’ headstart was short-lived. The Saints quickly caught up by scoring two consecutive tries. Following that, Raffles jostled for the ball before #15 (Jonathan Lim) received it and prepared to kick it into space. That spurred on further hoots from the Rafflesian supporters, who had started cheering with renewed vigour. Extra shouts ensued when, in a show of incredible strength, #10 (Ray Peh) kicked the ball till it flew off-field, narrowing landing right before the stands and the eyes of stunned supporters. 

In the blink of an eye, an announcement blared out to signal the start of halftime, giving everyone a much-needed rest. Both teams huddled at the far ends of the fields in a tight circle, intensely discussing strategies. The spectators, meanwhile, grabbed a chance to visit the washrooms or to purchase cold drinks from SA’s drink stall as a respite for the blazing hot weather. Finally, the game restarted, everyone returning to the action with clearer minds.

The players once again resumed the game ferociously, both sides giving it their all. Though the Saints held onto their lead persistently, the Raffles ruggers continued to stubbornly chase the ball. #11 (Spencer Wee) managed to get the ball, but lost his chance to score after being tackled by an opposing player. This prompted the Raffles supporters to start another round of screaming, and the councillors enthusiastically led the school in ear-splittingly loud cheers: “when I say Raffles, you say oh!”. Perhaps motivated by the shouts of his supporters, #15 (Jonathan Lim) successfully stole the ball from the rival team to fervent cheers from the stands. The ball flew around in the air as it was passed from member to member swiftly, first from #11 (Spencer Wee) then to #23 (Joshuan Han). The latter ran into a difficult struggle for the ball with a SA rugger, which unfortunately led to SA’s #12 scoring. 

As the rest of the game played on, SA managed to score a few more points. Undeterred, the Rafflesian supporters engaged in round after round of cheers, hoping to encourage their players to not give up. Unfortunately, the last whistle ended the game all too soon. With the final score of 20-5, SA brought home the title of Kiwi Cup victor, snatching away RI’s 2-year winning streak.

Jubilant, the SA team rushed into fierce embraces with one another, while the clearly disheartened Raffles ruggers consoled one another quietly. Both teams gathered at the edge of the field in front of the bleachers, receiving medals from the Kiwi Cup committee. The audience clapped, two sides of the bleachers watching on with conflicting emotions. The Saints were euphoric, cheering on loudly as their team was presented with a large, shiny trophy. Disappointed but nevertheless still proud of the Raffles ruggers, the Rafflesians encouraged them by giving them a final cheer to thank them for their hard efforts. The councillors urged the Raffles supporters to participate in a congratulatory cheer for SA, and shouts for SA rang through the air. 

Rafflesians express their thanks to their team for the hard game.

As the sun set on the end of a long game with the sky coloured beautiful shades of gold and orange, the crowd dispersed, the game no doubt the highlight of their Friday. Both sides left with their hearts filled in different ways. Though RI had lost this year’s Kiwi Cup, there was no mistaking the determination in the Raffles ruggers’ eyes. Undoubtedly thinking ahead to next year’s match, they were ready to fight for the champion title of Kiwi Cup 2021. Though it was a difficult game, the Raffles ruggers had certainly displayed strong fighting spirit, never giving up even when the odds were against them. Raffles Press would like to thank and commend the rugby team for their valiant efforts, and to wish them the best of luck in their future matches!

Well done, Raffles ruggers!

Team members

#15 – Jonathan Christopher Lim Shao Hwei — Captain
#11 – Spencer Wee — Vice-captain
#12 – Matthew Ho — Secretary
#1 – Aaron Michael Khoo Jing En
#2 – Nicholas Goh
#3 – Lim Rui Lin Jedidiah
#4 – Ilyas Kurniady Bin Kamsul
#5 – Leon Kollart
#6 – Lee Jhinng Hwee
#7 – Aldrick Ang
#8 – Dennis Xu Zicong
#9 – Seow Wen Jun Patrick
#10 – Peh Chang Fong Ray
#13 – Jayaprakesh
#14 – Jerome Wee Jing Kai
#16 – Heng Wei Ze Nigel 
#17 – Jared Ee Chee Wei
#18 – Kyler Teh Kai-En
#20 – Edric Bennett Tan Teng Yau
#21 – Dhanasekaran Janaardhanaprabu
#22 – Shen Mu Kuan
#23 – Joshuan Han Zhu Yi
#24 – Tay Quan Yan
#25 – Kumar Sivaharun
#26 – Muhammad Syuaib Bin Mohd Shafik

Keep Calm and Carry On: Confronting COVID-19

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By Huang Beihua (20A03A) and Sarah Lok (20A03A) 

It began as a forwarded message, then a few Instagram stories, panicking inquiries from juniors, and finally a visit to Stamford in some false hope for falseness.

For all the late-night Council meetings, scrupulous safety measures, and painful reductions to its programme, Orientation could not, in the end, escape cancellation.

“We already anticipated it, but when it was official it just felt worse,” lamented Mah Zi Feng (20S03C), an Orientation Group Leader (OGL). “It felt even worse when all the ‘thank you’ messages came in.” 

While Orientation was perhaps the most visible among the spate of cancellations, numerous other disruptions have been felt all over our school life. Floorballer Brian Choon (20S06D) shared that the team was “all a bit sad that there weren’t any more friendlies”. “We don’t know whether our concert can still go on,” added Megan Hon (20S06D) of Piano Ensemble, “but preparation-wise we’re still taking it as it is”. Others were less optimistic: “I think the coronavirus situation is such a bummer that seriously distracts us from competitions,” shared Jensen Koh (20A03A) of Table Tennis. 

Councillors staying back for discussions were also affected. As Ma Fanghe (20S06L) mentioned, “we dragged on later than usual […] it was around 9pm and it happened to coincide with the news of school cancelling on Friday.” Indeed, the school’s worst fears came true on the night of 27th February: a fellow Rafflesian was, unfortunately, infected with the virus. 

“[When] the news broke out that a junior had gotten the virus, that made me realise how close the problem actually is […] instead of being frustrated that plans for [future events have been] disrupted, I feel more worried about the virus and whether our schoolmates are safe.”

Ma Fanghe (20S06L)

The spate of disruptions inevitably means skyrocketing fears. Trapped amidst it all, we see fright for the dreaded infection in every corner of the (mundane, perhaps, but at least once reassuringly constant) routine of our daily lives. All mass gatherings have been cancelled, a ban on going over to the Y1–4 canteen was unfortunately enacted, and—for better or for worse—using the replay speed button on Panopto has become an essential life skill. Masks have flown off the shelves, hand sanitisers have become a new staple on the dining table, and the nightly updates on new infections from our dutiful Straits Times phone applications (and gov.sg Whatsapp channel) have started to dominate conversations. 

It is hard not to be caught in the panic, when everywhere we look reminds us that business is nothing of the usual. The measures taken were necessary, certainly, but who could say they did not wish all these—the lost opportunities, the fragmented memories, and the potential disappointments—did not have to happen? The air seems heavy with regret all around.

Yet, the fact is that life still goes on—as it always does. In spite of everything, many persist to find channels to keep their communities strong no matter what those might be—CCA, schoolwork, or friendships. 

A member of Raffles Interact mentioned that their service sessions were “suspended” and thus “none of [them] could go down to the service centres” given the present situation. Yet, they’ve taken the situation in their stride—their weekly sessions have now been transformed into dialect courses and sharings led by their own members. 

Proposed adaptations can be seen over in Raffles Runway too: “While there has been a pushback on our schedule, plans have been thrown around, such as shifting our model auditions to a digital medium where potential models can submit their walks to us online for vetting,” stated George Bai (20S06S). 

“Honestly, I’m worried but also optimistic […] with the huge community support and backing from not just within our school but around the world towards those who are going through this tough time, I sincerely believe we can get through this as a community.”

George Bai (20S06S)

Orientation Group (OG) MR12 was on a Discord call—a contact-free substitute for the OG dinners Y6s so fondly remember—when news broke of the cancellation of Orientation. “Honestly, it broke my heart to tell [my OGlings] that we couldn’t even go out for OG dinner or hang out in school”, recalled Jannatun Tajrian (20S03A), one of MR12’s OGLs. 

Her worries regarding disheartened juniors proved to be all but unfounded, however—she was, in fact, “sadder than them”. To her pleasant surprise, MR12 was immediately enthusiastic in finding contactless ways to meet up on the very same voice call; they went on to initiate a Secret Valentine’s lunch when school officially began for the Y5s—complete with full OG attendance. 

“It was heartwarming to see how much they cared to make the most out of it.”

Jannatun Tajrian (20S03A)

This initiative on the part of the Y5s was no anomaly: Jovan Ang (21A01B), along with his former Y4 classmates, decided to call for an OGL Appreciation Day. 

“At the time,” he enthused, “my Y4 class was already doing this spontaneous thing where we dedicate each day to a certain member of our class to appreciate them […] when news of Orientation being cancelled broke out, we decided to dedicate a day to the OGLs instead to appreciate their efforts.” Their hashtag, #oglappreciationday, may not have become ubiquitous on Instagram feeds or stories, but their appreciation pictures remain there, speaking their heartwarming thanks to any OGL it encountered.

Elsewhere, this optimism was evident just as much. Those walking by the classroom corridors of Block J would have found it transformed into a gallery walk of memes: A4-sized posters adorned every window (and the Instagram stories of amused passers-by), calling upon their readers to “GPA before PDA, say no to physical contact” and to “nCoV: no Coughing on Visitors”. 

A timely reminder on Valentine’s Day.

For their creator, Lim Zheng Wei (20A03A), the humour of these posters was a response to “the whole of Singapore collectively losing their minds in a cloud of mass hysteria”. In this atmosphere of fear he was resolved to help defuse, “humour seemed like an appropriate antidote through which people can be reminded to keep their chill and have a good laugh.” And reminded they were as they turned away from the posters to continue with their daily lives—and with enlivened smiles.

Feeling lost about how to stay happy and healthy? Here’s your guide.

In Zheng Wei’s words, “embrace teachers, not hysteria”. Given the present situation, our teachers have not only had to adapt to new methods to disseminate information, but also deal with certain unexpected complications along the way. Mr Gerald Choo (Chemistry Department, Y5–6), being the first lecturer to be affected for H2 Chemistry, had to record his lecture at home over the weekend and upload it as soon as he could in time for the first lecture slot the following week.

“I recorded the lecture in my room with the door closed while my mother was watching TV in the living room.” said Mr Choo. “But I think I spoke very loudly—too loudly in fact. When I finished the recording and went out to the living room, my mother gave me weird stares.” 

“I think she had thought that I was having a conversation with myself in the room.”

Mr Gerald Choo (Chemistry Department, Y5–6)

With this new system in place, the teachers weren’t spared from their fair share of difficulties: due to technical issues or the need to re-edit components of the lecture, Mr Jason Lai (Geography Department, Y5–6) found himself having to re-record and edit his lecture videos at times. Still, even as he describes the changes to the lecture system having been “quite challenging”, he manages to find the silver lining amidst these struggles—he “enjoy[s] the time in the morning for attendance and temperature taking… not having to rush in the morning for flag raising has its advantages.” 

Even the often troublesome video lectures could be approached with a fair dose of humour. Referencing the subject code for H2 History, Ms Lynette Lim (History Department, Y5–6) transformed into a radio broadcaster as she thanked students for “tuning into channel 9752, your history channel” at the beginning of each lecture video; she even imbued a tender sweetness into an otherwise unforgiving revision routine by recording her son wishing everyone “all the best for revision” at the end of her last lecture. Mr Lai, meanwhile, confessed that listening to himself helped discover answers to every teacher’s perpetual confusion:

“I personally find it quite strange to listen to myself, but it reminds me of my soothing and melodious voice, which my wife says that I have… maybe that is why some students travel to slumberland during my lectures.”

Mr Jason Lai (Geography Department, Y5–6)

There have also been unsung heroes working behind the scenes to help the school adapt to COVID-19 as well: not only have our school cleaners been tirelessly sanitising commonly-used areas such as the library and the canteen, but RI’s timetable committee has also accomplished the logistically remarkable feat of rearranging a grand total of around 2400 students from their original lecture locations to new classroom venues. Said Mr Edmund Kwok (History Department, Y5–6): “I really salute [the] timetable committee… [they’ve had] to figure out how to fit the classroom-based lectures into the curriculum given the limited classrooms that we have.” 

Weaved together, this kaleidoscope of stories tell a tale of persistence, of optimism, and above all, of a relentless resolve to rise above the challenges, however pervasive they may seem. It may be true that the epidemic has intruded upon far too many aspects of our daily lives, but one thing is certain: stories of those who, unfazed by terror, continue to adapt and support those around them can be found everywhere. 

Let’s keep calm and carry on.

We’re Going to Build a Wall…

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By Koo ii (21S05A)

And no, it’s not the one you’re thinking about.

Press will be putting up a paywall on Word of Mouth. For the uninitiated, a paywall is a setting on a website that only permits viewers who have paid for a subscription to view its contents. (For the even more uninitiated, Word of Mouth is Raffles Press’ online news publication, the website this article is published on.)

Rising costs of website maintenance and plans to upgrade user experience have made it necessary to restrict free access to this news publication.

In light of this, the paywall will commence on 27 April 2020, Monday, Term 2 Week 6. For now, though, access to articles published before the commencement date, including the Archives, will remain free for all readers. More details such as the subscription tiers and their corresponding fees will be announced in due course. Each subscription tier will have different benefits to subscribers, including varying accessibility to articles in certain categories. 

Lifelong access to all articles on Word of Mouth, for instance, will be given to the highest tier of subscription, “Pal of Press”.

Fees and access to articles for lower tiers will be on a monthly basis, with Raffles Institution students paying fees via GIRO. RI staff, students and alumni will enjoy discounted rates. Subscription for RI staff and students will be opened first on the Stamford portal, and subsequently subscription will be opened on this website for members of the public.

Owing to the fact that readers of Word of Mouth will have to log into their accounts to access articles, user experience on the online publication will also become more personalised. With advanced artificial intelligence and machine learning algorithms, it is now possible to customise the sequence in which articles are listed on the homepage, based on each account’s history of read articles.

Off the Beaten Track

Launching a paywall, uncommon for a school publication, was not an easy decision for the Prexco (Press’ Executive Committee). “The paywall entails broaching the debate of free versus paid journalism, the issue of user privacy and the technicalities of coding a paywall onto our website,” the chairperson expressed, sharing their concerns.

“Such a decision required much deliberation, but eventually we saw the potential of this new system and the possibilities that it brings, and took the leap of faith. We hope that our readers will lend us their continued support, and look forward to providing an enhanced reading experience on our website!”

Discontinuing free access to the newsletter does not mean that readers cannot get the latest school news without paying the subscription fees.

An alternative source of information would be our Instagram page @rafflespress, where readers can still receive nuggets of news on our grid, alongside other forms of content such as quizzes on Instagram stories.

Yet of course, subscribers will get access to a wider range of content and a more in-depth news coverage on our website, getting their money’s worth.

Thanks and Thanks and Ever Thanks

Of course, Raffles Press and Word of Mouth would not be here today without our loyal readers.

Discussing issues that Rafflesians care about through news informed by a plurality of opinions, experiences, and perspectives has always been our mission here at Press, and we are committed to delivering our promise to our supporters, be they subscribers or not.

As such, we are holding a giveaway of twenty “Pal of Press” subscriptions, granting lucky winners lifelong access to all our articles for free!

Yes, you read right—simply follow the steps below to join the giveaway. Once again, thank you for your continued support, and see you on the other side of the paywall!

  1. Find the secret code in this article by identifying the first letters of each paragraph (including the subheadings)
  2. Key the code into the giveaway form here
  3. Good luck!

CCA Heirlooms: Armbands, Ukuleles, and Other Objects Which Bind

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By Ng Ziqin (20S03H)
Photographs by Joel Leong (20S03O) from Raffles Photographic Society unless otherwise captioned

So school closures have finally happened, but remember those early days when CCA being suspended was the biggest of our COVID-19 worries?

The extension of home-based learning till 4 May is just the latest in a series of increasingly stringent COVID-19 precautionary measures, one of the earliest of which was the suspension of all CCAs for Term 2. Because of the suspension of CCA, many Year 6s have not had the chance to meet their new Year 5 juniors, while a minority of CCAs have not held a single CCA session for their Year 5 members this year.

Given that the Year 6s will soon be leaving due to CCA stand-down at the end of Term 2, opportunities for inter-batch interaction and bonding look to be rather limited. It seems increasingly likely that the Year 6s will step down without forming any meaningful relationships with their respective CCAs’ junior batches.

What would this, then, mean for the continuation of CCA identities?

Looking back on my own journey in Raffles Press, my interactions with Press ’19 as a Year 5—through event coverage, weekly CCA sessions, and special events like camp and Pressing Ahead—all played a crucial role in shaping my outlook on the purpose of Press in RI and informing my role as one of the latest members in the CCA’s long history. Although we only had the Year 6s for one school term, that one term proved instrumental in establishing a sense of continuity for Raffles Press in my batch, giving us an idea of what Press had been in the past, what Press was now, and what Press could be. 

Press Camp 2019. (Photo: Mr Patrick Wong)

But the Press ‘welcome session’ which was substituted for camp this year (held during the March holidays when COVID restrictions were slightly more flexible) was a completely different ballgame. Due to the three-hour limit on all CCA activities, our once twelve-hour long programme had to be scaled down considerably. Consequently, several activities from the previous year were removed—the whodunit storyline segment, going out to eat together on the first night, and a scavenger hunt at the Asian Civilisations Museum. With COVID-19 and the restrictions it has placed on CCA activities, I fear that my juniors won’t be able to have the same Press experience I did. 

However, rather than being a new challenge created by COVID-19, the continuity and the creation of a CCA identity which spans across batches seems to be a perennial problem for CCAs at the junior college level, and one they have always struggled to overcome.

In secondary school, where there were multiple batches of seniors at any one time, there would always be someone around to tell newcomers of the ‘history’ of the CCA—the traumatic teachers-in-charge or coaches whom our seniors had suffered under in the past, the CCAs we had a friendly rivalry with, and our CCA traditions. 

However, the fact that there are only at most two batches at any one point of time in a JC CCA makes it very hard for CCAs at this level to establish a fixed identity. Instead, CCAs seem to suffer from a form of collective amnesia, whereby CCA reputations and inter-CCA relations are constantly being redefined with each new batch at a dizzying turnover rate.

Here’s an example: old, expired Press feuds which no one would have known about if not for the fastidious records of my predecessors, written down in a notebook passed from one chairperson to another since 2007. As the notebook’s latest owner, it was with great amusement that I read about Press’ former ‘blood feuds’ with various other CCAs including Writers’ Guild, Students’ Council, and, strangely enough, Street Dance. 

Meet the Press notebook. (Photo: Ng Ziqin)

As a practice, the passing down of objects during times of transition is far from new to human history. Organisations endure, even as the individuals within them come and go. Whether it’s the Beggars’ Sect’s ‘dog-beating staff’ in the wuxia fiction of Louis Cha or the Sword of Gryffindor from Harry Potter, these objects do not belong to any one individual and instead, by being passed on, represent the passing down of a group identity. 

Yet, it might still surprise you to know that just like the Press notebook, a sizable number of CCAs in RI possess an object which has been passed down across several batches, much like a family heirloom—a ‘CCA heirloom’, if you will. A poll conducted in late 2019 of 42 CCA Leaders (CCALs) revealed that about 40% of the CCAs polled owned such an object. The objects passed down often have some sort of conceptual relation to the CCA, although the nature of this relation varies wildly from CCA to CCA, from the blindingly obvious to the mind-bogglingly abstract.

Many CCAs pass down objects which are fundamental to the activity they engage in as a CCA; their relation to the CCA they represent is self-explanatory. For instance, Floorball possesses a floorball stick which has been passed down for around 10 years, Squash owns a squash racket with the names of former captains written on its grip, and Modern Dance has a pair of black jazz pants with the words ‘Modern Dance’ written on the left hip.

“Because jazz pants [are] something that every dancer will have. I think the seniors […] just bought one just for the CCA, and it’s quite old already. I’m not so sure how old, but it’s pretty old,” said Modern Dance chairperson, Jerlynn Chia (20S03D). The jazz pants are not worn by her for practice; their purpose is purely symbolic.

In the same vein, Soccer (Girls)’s artefact is a prime example of a practical object whose role has since faded into symbolism. It’s an armband with the word ‘Captain’ on it and, like Jerlynn, Zitin Bali (20S06D) has never worn her item either.

“You’ve never worn this?”

“No, no, you can’t!” said Zitin in response to my (offensive) insinuation. “It’s supposed to be around your arm, right? But the minute you put it around your arm, it would just […] fall off. It’s not functional. And our coach gives us a new one every season [in April].”

She also pointed out that the armband, which the captain got in 2004 from the team’s training jersey supplier, serves as a visual reminder of the leaps that have been made in armband technology since then.

“You see these things?” she said, pointing to the strings on the armband. “You don’t have them anymore. It just shows how far armbands have come, actually, in terms of fashion. Because now, it’s just one loop and you just put it around your arm but last time, you had to strap it on, things like that. […] I think it could use a wash but I’m very worried that if I wash it, it would… yeah.”

On the other hand, Guitar Ensemble’s heirloom requires a little more explanation before it starts to make sense to the uninitiated. For one, there are two of them: a ukulele, and a framed apology letter from 2016. And rather than receiving the items from their predecessors, Guitar chairperson Lisa Truong Dam Linh Giang (20S03G) and her Exco actually stumbled upon the heirlooms by accident, while cleaning the guitar storeroom one afternoon.

“To be honest, the framed apology letter… it was just a running gag, I guess,” said Lisa. “It’s basically about an Exco member who was also an OGL and instead of going for CCA, he attended something that was, like, optional, as an OGL. […] From what I know, he probably got punished really, really badly. At that point there was this practice of writing apology letters, I guess. The CCA probably found it funny and they probably framed it up. I mean, from reading it, you can tell there are some sarcastic undertones.” 

To some, being asked to choose between the two items would be like being asked to pick only either Chill waffles or claypot from the Y1–4 canteen. But Lisa had no such reservations about telling me which item she preferred. 

“I mean honestly, I would say I kind of prefer the ukulele, because I don’t personally know the person who wrote the apology letter. Like, I’m just not in on the gag and I feel kind of left out. But […] [the ukulele] has a lot more meaning because all the Exco members from at least the year 2014 have signed on it. And it’s really cool to see that.”

Other CCAs such as the Visual Art Club pass down objects which display their chairpersons’ skills and well wishes.

“So what’s so special about this is that, compared to passing down a pen or a palette or something like that, we can write encouraging messages as well as the hopes that the previous chairperson has for the next one,” explained Zhang Yihan (20S03B), the chairperson of the Visual Art Club. 

“So it’s just like the passing down of responsibility as well. But along with that, being a sketchbook, we can have our own unique sketches inside so that when it’s passed down, the future generations can take a look at how the different art forms have developed over the years. It’s a [tangible} item but it also brings along more encouraging messages. […] In Year 1–4, we passed down a brush pen. As compared to that, I think that this [sketchbook] has a more interactive and personal feel to it.”

This is Yihan’s favourite sketch from the Art Club sketchbook.

When I last spoke to him in October 2019, Yihan was already busy planning and drafting his sketch to add to the sketchbook.

“From my year onwards, I’m trying to incorporate something new to it. This is the sketch I have done of [the previous chairperson]. So I’m trying to incorporate this new thing where the new chairperson does a sketch of the previous one. And it can be either pasted inside here or directly passed down.”

And finally, the most abstract CCA heirloom belongs to the Mathematics Club. Unlike the other CCAs, the club’s heirloom is the intangible tradition of creating 3D structures out of origami.

“One ring to rule them all, one ring to bind the– oh wait, sorry, wrong ring.”

“So there was a senior who […] was quite creative, so he started this idea of trying to make origami. And then ever since then, these origami pieces have appeared, and some of them disappear, but then more get built, and so on. Many have been made, but this one, the ring, has been made multiple times. Our seniors made it as well, but apparently that [particular] ring doesn’t exist anymore because it was broken and built into other stuff. But it’s the idea of this ring that remains,” explained Aloysius Ng (20S06J), chairperson of the Mathematics Club.

“During the session some time in March this year, we sat down with the senior batch and created this one.”

Building the structures is often a team effort which takes the entire CCA.

“This couldn’t be independently created… […] This was a rather collective effort. Our CCA usually ends around 6.30. That night, we stayed until 7, the security guard came to chase us out, and it still wasn’t done. So the next day, some of [my batchmates] came back to continue building this.”

But as COVID-19 rages on and CCA remains suspended, will simply passing down objects be sufficient to ensure the continuity of CCA identities? 

It’s worth noting that Guitar Ensemble’s framed apology letter would not make much sense to the CCA without the accompanying backstory. This is an even bigger problem for Math Club, whose heirloom would quite literally cease to exist if an inter-batch CCA session on making the origami units does not happen some time in the near future, leaving behind only the empty husks of the pre-made origami structures in place of the fun CCA tradition that they used to represent. 

This underscores the point that what is being passed down goes beyond the objects themselves. Rather, it’s the stories and traditions associated with the objects which differentiate them from mere pieces of junk and make them treasured objects worth passing down. With the limitations COVID-19 has placed on gathering outside of one’s household, it would be tragic if the objects were simply shoved into the hands of successors with nary a word on their fabled histories. It would be an even greater disaster if, instead of being passed down, these objects remained in the cupboards and junk drawers of the CCALs of Batch ‘20 and were lost to future batches forever.

Furthermore, while the objects might lead to feelings of continuity and history between the chairpersons of one batch and the next, these feelings are not necessarily transmitted to the rest of the CCA, unless they, too, are made aware of the object. However, it appears that for most CCAs, this is not the case. 

Of the 42 CCALs surveyed, more than half claimed that the rest of their CCA-mates did not know about the object’s existence or even what it looked like. And as a CCA chairperson myself, I personally wasn’t even aware that my own CCA heirloom existed until three months into my term, when my predecessor arranged to meet up over marshmallow toast at the Professor Brawn Cafe to pass it to me.

In times like these where COVID-19 has limited opportunities for inter-batch bonding, the passing down of CCA heirlooms becomes all the more important. Now more than ever, they symbolise the tenuous link between one batch and the next, as well as the persistence of a CCA’s identity. 

As the saying goes, “a country without a history is like a person without a memory”. It is only by knowing where we come from that we can know who we are. It is only through understanding our relationship to a greater timeline of students who once faced the same troubles and joys we currently do that we can begin to unpack our roles as soccer players, guitar ensemble members, dancers or writers in this community.

Even for CCAs which don’t have an heirloom, the great thing about traditions is that they have to start somewhere and with someone. For example, although her CCA does not currently have a CCA heirloom, the Gavel Club chairperson, Sia Xinyu (20A13A), is planning to start the CCA heirloom tradition in her CCA this year by passing down a gavel to her successor. 

In fact, it might even be the case that CCA heirlooms and traditions require constant tweaking and modification in order to remain relevant to the successive batches of students that they are passed down to.

For instance, while she will be passing down the armband to her successor, Zitin also has plans to start a new tradition of her own for Soccer (Girls).

“I was also thinking of doing something else as well. Like, in my old CCA, they had a sports bottle, and then each batch had signed and written a small note. So yeah, I want to do that too.”

Soccer (Girls)

Zitin Bali (20S06D), ‘Captain’ armband, 16 years.

“Immediately after elections—while everyone was still there, actually—our coach brought it up. And then he was like, ‘So this has been here for a very long time and [the previous captain] wants to give it to you now.’ And it just happened. We took a photo and that was it.”

Guitar Ensemble

Truong Dam Linh Giang (20S03G), ukulele and framed apology letter, at least 6 years (ukulele) and 4 years (apology letter).

“We just happened to find it, because we were cleaning the storeroom. And it was quite funny because I think we weren’t supposed to find it? Our previous chairperson had just come down that day to see how we were doing because she was doing her A Level prep. And when she got down, she saw us holding the ukulele and she was like, ‘Oh! Yes! The ukulele!’”

Visual Art Club

Zhang Yihan (20S03B), sketchbook, 4 years.

“The previous chairperson just passed it on to me during the Year 6 farewell session. I was quite shocked because most of the CCA members don’t really know that there’s this CCA item. We don’t really, like, take this out to show other people, right? So I was quite shocked at first. And then I started flipping through and I saw some of the messages from the seniors of 2016 and their drawings. It just gives me this sense of responsibility and the duties that I have to carry out to lead the CCA well.”

Modern Dance

Jerlynn Chia (20S03D), a pair of jazz pants, number of years unknown.

“Yeah, the previous chairperson just told me not to touch it ever again. Just pass it straight on to the next one. […] I was a bit confused, because I didn’t even know there were jazz pants just for the CCA. My batch doesn’t even know about this.”

Math Club

Aloysius Ng (20S06J), the tradition of creating 3D shapes from origami, 5 years (the first instance of this origami appearing). 

“Own? They’re just left in here, we’ve never bothered to wonder whose they are.”

A Home Away From Home

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By Raffles Press

When we think of Little India, the typical perspective of a tourist comes to mind: bright lights, flavourful Indian cuisine, and vibrant colours of ethnic architecture all pander to the exotic imagination of the tourist gaze. 

Yet, many Singaporeans neither consider the living, breathing community of everyday people trying their hardest to make a home in a foreign land behind the glitzy veneer of a cultural showpiece, nor see the diverse patchwork of ethnicities and cultures weaved together behind the popular perception of a homogeneous Little India.

When Raffles Press took a visit to Little India earlier this year, the first thing that we discovered was that there exists a little haven for migrant workers from Bangladesh within the area. Hidden from the knowledge of most local Singaporeans, Little Bangladesh, nestled in the midst of Little India, offers us a glimpse into how the area has become a home away from home for these migrant workers. 

The streets of Little Bangladesh.

We were fortunate to have Ms Victoria Galvez (Knowledge Skills, Y5–6) and her sister, Ms Alexandra Galvez, as our tour guides. Ms A. Galvez had conducted extensive research on Little Bangladesh in Singapore, interacted closely with the migrant workers, and even lived with one of their familiesthe family of one of these workers in Bangladesh for a while. 

The poor writers of Raffles Press had no idea what to expect leading up to the trip, told only to bring liquid sustenance (read: water) and some currency. Agreeing to take these lost journalists under their wing, the two Ms Galvezes proceeded to bring us around the relatively less travelled areas about Little India. 

Being very typically Singaporean, one of the more memorable highlights of this excursion was of course, the food! With unique produce and spices native to Bangladesh and India, the food that we gladly indulged overwhelmed our taste receptors with an explosion of unique flavours. An especially interesting snack, which the more valiant among us tried, was paan, a dessert made by filling a crunchy betel with areca nut, along with other spices, herbs and sauces; its taste was a wondrous combination of sweet and herbal, with a strong bite and crunchy texture.

Perhaps the most distinct characteristic of Bangladeshi cuisine is its use of “Panch Phoron”, the glorious Bengali five-spice mix made from cumin seeds, fennel seeds, fenugreek seeds, black mustard seeds, and nigella seeds. If most of these ingredients seem foreign to you, just take our word that the combination is heavenly. 

The exotic combination of ingredients used to make paan.

Panch Phoron took centre stage when it came time for lunch, when Raffles Press gathered into a cozy eatery, New Shapla Restaurant, to experience a typical Bangladeshi meal. We began with naan, a leavened, oven-baked flatbread popular in Bangladesh. The naan served here is prepared the traditional way, every batch freshly slapped onto the walls of a cylindrical oven to bake upon ordering. 

The preparation was quite a spectacle to behold, as the chef expertly wielded a long steel pole to line naan along the interior walls of the oven. One curious journalist wandered too close in an effort to observe the mesmerising process, and almost ended up with singed eyebrows. The dal, a delicious lentil gravy dish, was a perfect blend of savoury and spicy, and it formed a heavenly combination with the naan—the flavours just came to life.

Raffles Press being treated to the “best Bengali food in Singapore” at New Shapla Restaurant.

After the hearty meal, we were treated to dessert: vermicelli milk pudding and sweet yogurt pudding, the latter of which was packed with such blissful sugary goodness and immediately skyrocketed to the venerated position of our new favourite dessert. The reason behind the potent sweetness of these desserts, we found out, was actually to provide migrant workers with the glucose to sustain their energy levels during long days of labour.

Apart from just eating food, we had the chance to look at food too! While being led down the streets of Little Bangladesh, we came across a quaint little grocery store stocked full with a wide variety of colourful fruits and vegetables, some of which we had never even laid eyes on before in our NTUC Fairprices. The owner explained that a large proportion of the produce was bought from Malaysia. To source for foods that can only be found in their homelands, some of the items were purchased all the way from Bangladesh itself.

However, while there are numerous indicators that Little Bangladesh has become a home away from home for a lot of the migrant workers, it still falls short of the place their hearts belong to as they experience the inevitable pain of working and living away from their families at the end of the day. 

A particularly poignant moment was when Ms Galvez brought us to Mustafa Centre and shared with us more about “transnational parenting”. According to her, migrant workers often buy gifts from the mall to send back to their families as acts of love, especially their children, in an attempt to make up for their long periods of absence from home. 

This definitely struck a chord within us. 

It’s undeniable that most of us are potentially guilty of harbouring mere superficial perceptions of migrant workers: we often fail to think of them as fathers, husbands and sons just like our own, who have families eagerly awaiting their next visit home. We don’t think of how hard it must be for them to be away from their loved ones, toiling hard in a (still) foreign land without being able to come home to see the faces of the people they’re working so hard for. 

What hit even closer to home was how Ms Alexandra Galvez mentioned that some migrant workers would walk past landmarks and buildings in Singapore, while holding a strong sense of pride knowing that they were part of the building process. “I built MBS!” Ms Galvez recalled one of the workers declaring proudly to her. 

This particular sharing sparked a realisation in most of us: many of us often underestimate the extent of the sacrifices these workers make to come here in hope of eking out a better life for their families. And we never really consider how much they contribute to Singapore—after all, laying the foundations for our country’s infrastructure has been taken so much for granted as but their job, while ours is, ostensibly, to merely spend money at the places they construct. It is definitely safe to say that Singapore would not have gotten to where it is today without the help of these diligent workers.

Overall, this was an opportunity of incredible insight to see how the Bangladeshi workers had built their own little community, setting up deep roots and bonds past and beyond the tourist-friendly, commercialised image of Little India. It was clear to all of us that being in a completely foreign country, separated from family and friends, would be an incredibly daunting prospect to anyone. Admittedly, while we would never be able to share the same experience personally or put ourselves completely in their shoes, we were deeply humbled to have had the meaningful chance to learn about something so important, yet so separate from our ordinary lives. Looking around at Little Bangladesh, the place that so many of these workers called their home away from home, we were able to see the daily pleasures and struggles of these people.

It was an eye-opening experience for all of Raffles Press, and when the sun set on a long, meaningful day, we went home with new lessons tucked away into our hearts.

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