By Kylie Wong (14A01B) and Lim Shaomin (14S03K) 

*Spoilers alert

Yards of scarlet curtain, a chorus of golden angels, a precariously hanging chandelier- the Opera Garnier is the majestic setting of the strange events that occurred in the 1880s

Settle in your seats, ladies and gentlemen! The Phantom of the Opera is back in Singapore, and with the Marina Bay Sands theatre as the lush setting of its two month run, one can expect nothing less than to be dazzled and swept away by the masterpiece of well- known impresario Lord Andrew Lloyd Webber.

To those unfamiliar with the story, Phantom is centered on the destructively passionate love the Phantom has for young Christine Daae, whose voice he has trained since she was little. Believing the Phantom to be her ‘angel of music’ at first, Christine is unaware of his all-consuming love for her until the arrival of her childhood sweetheart Raoul, the Vicomte De Chagny. Between following her dreams of being a Prima Donna of the opera, escaping the clutches of her jealous maestro, and spending time with the love-struck Vicomte, Christine is ‘twisted every way’.

In this, Claire Lyon navigates her role as Christine admirably. Being one of the few actresses in the world to have been involved in both Phantom and its sequel Love Never Dies (where she understudied the role of Christine), she is no stranger to the demands of the role. Her crystalline soprano soars in the fluid cadenza at the end of Think of Me, the famous E6 (the highest note in the show) during the title song, and in the high tessitura and emotive passages during Wishing.

Brad Little is no stranger to performing as the Phantom- as one of only four men to have performed the role more than 2000 times, his interpretation of the Phantom is executed with every nuance of emotion and pain appropriate to the role. His vocal ability was most evident during the performance of Music of the Night- like Christine, the audience was equal parts enthralled, entranced and enchanted. I Remember/ Stranger than you dreamt it saw a golden voice flush with tenderness turn into a deluge of angry accusations flung rapidly at the overly- curious Christine, and transform again into a plaintive wail of agony and grief as he struggles to hide his deformity from his lovely protégé after the unmasking.

The wonderful Brad Little and the lovely Claire Lyon are the pillars of the production

Anthony Downing plays the handsome Vicomte, just as determined as the Phantom to claim Christine’s heart as his own. Valiant, rich and handsome, the Vicomte De Chagny is every girls’ Prince Charming- the knight in shining armour come to whisk the damsel in distress away from the clutches of a monster. As Christine and Raoul exchange vows of love on the rooftop of the Opera Garnier in a sweet duet (All I Ask of You), we seethe on behalf of the Phantom, cursing Raoul for his untimely appearance as patron of the Opera house and Christine, for falling for him so easily. Act 1 thus comes to an end with the Phantom’s threat of revenge over Christine’s apparent betrayal.

Raoul has not forgotten about his ‘Little Lotte’- the endearment he uses to address Christine

Act 2 begins with the Masquerade Ball, six months after the events in Act 1. The entire cast is present and brilliantly attired; the voluptuous reigning diva Carlotta and her admirer Piangi, the matronly ballet mistress Madame Giry, her daughter Meg, and the titular heads of the opera house, Andre and Firmin all join in the festivities, hoping the Phantom would have disappeared for good after his half- year absence. A stellar show requires a strong supporting cast, and in Phantom, there is no doubt that the supporting cast members are more than able to do the heavy lifting along with the main characters.

‘ Masquerade, paper faces on parade!’

Despite the ability of the actors, however, little could be done about the lack of chemistry between Little and Lyon. As Joel Schumacher (director of the 2004 Phantom of the Opera movie) had so aptly put it- “Christine’s relationship with Raoul is her romantic awakening as a teenager, but her pull towards the phantom is a sexual, soulful union.” There was nothing sexy or soulful about the scenes between Christine and the Phantom, not even during the Point of No Return, arguably the most sensual song in the set with lines like  ‘our passion play has now at last begun/ how long should we two wait before we’re one?’. Little and Lyon were brilliant individually, but lacked that essential spark during their scenes together.

High expectations might come from most phans familiar with Sierra Boggess, Ramin Karimloo, John Owen- Jones and many more famous Phantom alums. Regardless of whether one enters the Marina Bay Sands theatre skeptical or hopeful, they would most likely leave it satisfied. Brad Little, in particular, was a delightful surprise- we see him at his best during the worst of the Phantom in the Final Lair scene. Most heartbreaking is when the Phantom tells Christine he loves her for the first (and perhaps the last) time; his quiet declaration belying the intensity  of the roiling emotions that must be present within him. At the end of the show, the stark white mask that Meg Giry finds is all that is left of the Phantom, and the scarlet curtains swish close to thunderous applause. Emotions ran amok as the audience struggled to come to terms with the less than favourable resolution between the Phantom and Christine. For those wishing for a happier ending, there is always the sequel to Phantom- Love Never Dies, a 2010 production centered around the lives of the Phantom, Christine and Raoul ten years after the original. (The Australian production is available on YouTube, and much recommended over the original London one, which performed badly in ticket sales.)

A show first performed in 1986, a love story that has endured the ever- changing scene of musical theatre, the Phantom of the Opera is a show for everyone, and will touch even the hardest of hearts. All in all, nothing short of a phantastic production!

*Phantom of the Opera ends its run in Singapore on 1st September 2013

By Law May Ning (14S03O)

“So you’re a member of the Boys’ Brigade.”

A statement like that brings to mind bad jokes, somewhat-cute-but-slowly-growing-out-of-it preadolescent boys, and loads and loads of marching.

Of course, the more enlightened amongst us would scoff at such stereotypes, and as Raffles Press found out, the Boys’ Brigade is far more than that.

In our latest interview feature, we spoke to Josiah Tan Yi Teng and Ang Zheng Shun, who were recently conferred the Boys’ Brigade President Award, the highest achievement one can attain as a member of the Boys Brigade. They tell us about their passion for BB, their choice to continue in the BB as a CCA, and even their thoughts on the strict drills that are characteristic of Uniform Groups.

Josiah receiving the award from President Tony Tan

Zheng Shun receiving the award from President Tony Tan

(Josiah – J, Zheng Shun – Z)

1) Could you share your thoughts on winning the Boys’ Brigade President’s Award?

 J: Personally, attaining this award is a form of affirmation that I have achieved the rigorous standards demanded by the application process. The level of service demanded by the Primer’s Program requires a certain level of competency, and I found myself growing exponentially, in terms of my capacity to lead, organize and manage events and manpower. Beyond that, my time as a Primer was also a time of tremendous growth in my spiritual life. I got to meet many amazing people such as my Captain, Mr John Samuel, who inspired me with their passion for God and dedication to service. These spiritual giants helped me to mature as a Christian and inspired me to deepen my relationship with God.

 Z: It really means a lot to me personally. Apart from the fact that it is a form of recognition for myself, it is also dedicated to all the people whom have played an integral role in my growing years – my parents, officers, teachers, old boys and batch mates. They have given me a lot of support and encouragement throughout my years in RIBB and I am really grateful for them.

Attaining the award does not mark the end of my journey in BB. It marks a new beginning. It is a form of motivation for me to continue serving the BB in greater capacity, and at the same time inspire more Boys to join the BB and continue in Year 5 & 6.

2) What motivated you to join, and remain a member of, the BB?

 J: The Boys Brigade Primers Programme is based on the themes of service and leadership. As a Primer, I serve my company (at the Y1-4 side). I was motivated to return to the company as a Primer as I believe that fundamentally, the Boys Brigade is about investing in lives. I view my service in the Boys Brigade as an area of ministry, one which I am uniquely placed to excel in. Looking back at my years as a Boy, I can’t help but give thanks for the many seniors and officers who have helped me grow and mature as a leader. As a Primer, I hope to make the same difference in the lives of the Boys, by helping to mentor and grow the next generation. Most importantly, I serve because everything I do in the course of my service reminds me of God and draws me closer to Him. There is something special about service, for when we serve others, we serve God. My service involves teaching badgework programs, training the Boys for competitions, and guiding and mentoring the Y4 leaders.

 Z: When I was allocated to BB in Year 1, I was rather disappointed because it wasn’t my first choice. However, I still stayed on to give BB a shot and through the years, I found that BB is a really fun CCA! BB is an all-rounded CCA because it provides many opportunities to nurture our Boys, in terms of their physical fitness, leadership platforms and community involvement etc. I continued with BB in JC because firstly, I wanted to forge stronger friendships with my batch mates (most of them came back as well) and secondly, I wanted to give back to the BB with the skills and knowledge that I have learnt.

3) What would you consider the key achievements as a member of the BB?

 J: My main area of service was in the BB Blaze competition, an endurance race incorporating adventure elements. A typical race involves a 30km cycling leg, archery, rappelling, kayaking, micro-navigation and other miscellaneous activities, all linked with 20km of running total. My company sends in 3 teams every year and as the Head Trainer I am in charge of planning, organizing and leading in the blaze trainings.

 For me personally, heading the Blaze training programme was a remarkably enriching experience. I had to juggle my commitment to BB with my responsibilities as a student, which proved especially hectic in the first two terms of the year. Through it all, I learnt teamwork and communication through working with a large group of helpers. I also learnt the principles behind physical training and how to develop a schedule that was pragmatic, efficient and beneficial.

 I am also a leader and mentor when teaching and leading the Boys in training. In terms of aptitude, I have to be competent in the skills I teach (be fitter than the boys etc) while in terms of values I have to guide the Boys under me, modelling perseverance and reliance on God for strength.

 Z: There are 2 main things that I wish to highlight. Firstly, it would be the BB Blaze competition. BB Blaze is an adventure racing competition among BB companies which involves a total of 45km of long distance running, cycling and kayaking. It also encompasses various station activities such as abseiling, archery, and micro-navigation. I took part in BB Blaze when I was a Boy and now coming back as a Primer in Year 5 & 6, I helped to train my juniors and prepare them for the competition. Personally, I feel that BB Blaze is something that we hold dearly to our hearts and are very proud of because it really helps to nurture our Boys in terms of physical fitness and mental strength. Furthermore as a trainer, I think it’s even more encouraging to see my juniors outdo themselves (and their seniors) in every training and also to be able to witness their growth in character through the BB Blaze programme.

Secondly, I feel that what makes us unique as an UG would be our bagpipe band. The reason for a bagpipe band is because of our Scottish roots, that we were founded in Glasgow, Scotland. There are mainly 3 instruments in a bagpipe band – the bagpipes, snare drum and bass drum. I myself play the bagpipes and I feel that it has been an amazing experience thus far. Learning to play the bagpipes has allowed me to expand my musical knowledge, especially since I do not have musical background. We are also given the opportunity to interact with other BB Boys from other companies through pipeband competitions such as the annual Pipes & Drums Festival.

4) Tell us about how you juggled your CCA commitments with schoolwork and a social life.

 J: For me, my closest friends are my batchmates, serving alongside me. Hence, a large part of my social life revolves around my service in the BB. Even when we’re not having CCA, I still spend most of my free time studying/hanging out with my batchmates at Raja block. In terms of schoolwork, grades have never been a big problem for me. Of course, when I’m very occupied with BB, my schoolwork inevitably suffers, for example I was really busy with Blaze training during term 1 and hence didn’t do well for my CT1s. However, we always stand down before major exams, and if you put in the effort and keep your priorities straight, the grades shouldn’t be a problem.

 Z: BB has been my one and only CCA for 6 years, hence it is not surprising that my closest friends in school are my BB batch mates. In fact, I am also very close to some of my BB juniors and seniors as well. As such, a large part of my social life revolves around my BB friends. Although there were occassions when I had to commit quite a significant amount of time to BB, but I believe that it does not deprive me of the time I spent with my other friends and more importantly, my family. Academics wise, generally I feel that I am able to cope with my schoolwork, despite having heavy commitments on some occasions.

5) Some would say that the Boys’ Brigade (and other uniform groups) provides unnecessary regimentation and serves no meaningful purpose in a student’s life. What are your thoughts on this?

 J: I think that regimentation is, to an extent, useful. It helps build discipline and camaraderie, and teaches boys to aim for excellence (for example, to aim to perfect their drill, to be punctual, etc) What is unnecessary is if regimentation is excessive for no reason other than tradition. For example, in many UGs seniors often ‘tekan’ boys by making them do lots of push ups or other forms of physical punishment. Many times, this is carried out simply because the seniors themselves went through the same thing when they were sec 1/2, and hence are merely modeling after their own seniors without thinking about the rationale and principles behind such physical punishment.

 Z: Unlike what many people think, regimentation does serve several purposes in teaching lessons, such as instilling punctuality and discipline in boys. It is very much similar to NS actually. In the process of doing push-ups, they also forge stronger bonds with one another because they know that these are the people who have been through the tough times with them. As seniors, we do not encourage or resort to “physical punishment” without any basis. We always ensure that we explain our rationale behind the punishment to our juniors.

6) Any advice for juniors who may be considering joining a UG or are already in the BB?

 J: There’s definitely a lot to look out for in a UG! UGs differ from sports in that they place much more emphasis on principles and values which will stay with you for life, rather than just a skill or sport. They are also great places to develop leadership qualities, and forge strong friendships that will last a long time.

 Z: To all the juniors currently in a UG, try to look beyond all the activities and consider the takeaways, be it the tangible skills or intangible values. UGs also provide many leadership opportunities and places a strong emphasis on character development, thus I strongly encourage more people to join UGs!

—-

The President’s Award is the highest award that a Boys’ Brigade member can receive, this year, there were five recipients and the awards were presented at the Istana by President Tony Tan on the 16th July.

Raffles Press congratulates Josiah and Zheng Shun on this outstanding achievement.

By Lee Chin Wee (14A01B)

It is no surprise that the Public Service Commission (or PSC, for short) Scholarship is one of the most sought-after and coveted scholarships one can get upon finishing their JC education. After all, we are Singapore, a nation where working in the public sector is often perceived to be a privilege rather than an entitlement. Each year, thousands of J2 students apply for one of these scholarships, electing to go through a rigorous selection process of interviews, peer reviews and teacher-recommendations.

The distinction of being awarded the President’s Scholarship, therefore, is not to be taken lightly. It is awarded to ‘students who have gone beyond excellence in academic pursuits and co-curricular activities to distinguish themselves,’ and who have ‘strong ethos in public service’. Only the most outstanding recipients of the PSC Scholarship are eligible for such an award.

“It is essential to rear a generation at the very top of society that has all the qualities needed to lead and give the people the inspiration and the drive to make it succeed.”

– then Prime Minister Lee Kuan Yew, in 1966.

Whilst we always strive to excel, it is important to never lose sight of the people around us who have enabled our successes, and to never assume that the benefits we enjoy are solely the fruits of our own labour. Just last week, I caught up with I Naishad Kai-ren, one of this year’s President’s Scholars, and also one of the most humble, yet accomplished Rafflesians I know.

Naishad with his family at the awards ceremony

1. What are your thoughts on winning the President’s Scholarship? 

It is a great honour to have been selected as one of this year’s President’s Scholars. And there are certainly many people that I want to thank for helping me get to where I am today.

My family, for one, who has always been there for me. My parents especially for putting up with me coming back really late on certain days. And of course my brother and sister who have supported me emotionally and helped out with so many things at home.

A special word of thanks to my Humanz tutors for enriching my Raffles experience and also for guiding me through the two years. What we did together in Humanz made it more than simply preparing for an exam at the end. From time to time, certain events will remind me of them and even now I can still hear their voices, particularly those of Mr Reeves and Mr Purvis!

They say it takes a village to raise a child. I think at the end of your 12 years of education when you step back and look at how much you’ve grown, you’ll realize there are many people who have contributed to it. It may be in the smallest of ways but you know you wouldn’t be the same without it.

In this respect, I’m thankful for what those around me have shown me in daily life – teachers, classmates, councilors, choristers, peers. Seniors and juniors have in their own ways, inspired me and given me cause for reflection. There’s a Chinese saying (bu chi xia wen) which means that we should be willing to learn from anyone and I wholeheartedly believe in it.

2. There has been much talk recently regarding ensuring ‘different paths to success’ for Singaporeans. The more diverse and representative composition of this year’s PSC recipients reflects this shift in mentality. As a Rafflesian, what are your thoughts?

I think recognizing there are multiple routes to success allows for more Singaporeans from diverse backgrounds to play a part in nation-building, whether that’s through policymaking or ground-up efforts. It is an opportunity for an active citizenry to flourish in an era where the government cannot be expected to solve every problem.

3. You were President of the 31st Student’s Council, a straight As student and an important member of Raffles Chorale. How did you manage to balance all these commitments in JC?

Right up I’ll tell you it wasn’t easy. Gearing up for the exams, I thought I hadn’t done a good job of balancing my commitments. Each of these – Council, Chorale, academics, community service- took a lot of time.

But I think over the 6 years I’ve learnt to prioritize. Knowing what’s important to me has made it a lot easier to sacrifice what’s not as crucial. I found that so long as I reminded myself of what I wanted out of my years in RI, there was always motivation to press on.

4. Upon leaving RI, did you have any regrets?

Definitely. Everyone leaves the school with regrets. But I think what’s crucial is knowing how to move ahead despite those regrets. Of course this doesn’t mean that you don’t reflect on what’s past. Rather, it’s about understanding what could have been done better and applying it to similar situations in future.

At the end of the day, regrets are an indication of greater expectations for oneself. High time to turn them into reality!

5. Out of interest, what university have you been accepted to? 

I’m headed to Brown and as I write this, I am extremely excited for my new term, which begins tomorrow!

I’m hoping to major in history and this has been an enduring love since secondary school. My very first history teacher – Mr. Janus Lim – played a critical role here. And of course my history teachers after as well, Ms Tang Swee Noi, Mrs Neoh Terh Ling, Ms Lynette Lim and Mr Michael Rollason.

I’m also considering a second major either in political science or international relations but I’ll decide on that in my second year.

6. Looking forward, what are your ambitions post-graduation?

I’ll be working in the ministries when I return and I’m looking forward to trying out the different postings. Singapore is entering a challenging period and much of the responsibility is going to fall on the shoulders of policymakers to try and create a more fulfilling life for all Singaporeans.

Besides that, I’m going to keep singing with the newly formed alumni choir, Raffles Singers. We have big plans so stay tuned!

7. Any last thoughts for Rafflesians who aspire to become student leaders and even PSC scholars?

I have always held leaders to very high standards – those who’ve worked with me will know this. My philosophy is simple – be a role model. If you want people to look up to you and follow your lead, you have to lead by example. People demand perfection and their expectations are sometimes astronomically high but leaders are people who make the impossible reality.

Coupled with that though, is something I’ve found extremely important over the years – humility. Many people seem to have forgotten the value of this but it goes back to something entirely human. No one is perfect and no one will ever be. We all have to accept that we cannot be experts in all fields and be willing to learn from others.

Part of my personal ethos has always been to do my best in whatever task I undertake. My parents and my conductor, Mr Toh, have inculcated this in me. In the choir, we never sing to get the Gold or the 1st prize. For us, it’s about performing the music to the best of our abilities for that intrinsic satisfaction, knowing that we’ve done the music justice. Extrinsic rewards fade with time, but what endures is the knowledge that we’ve persevered and put all our effort into a shared pursuit.

My last piece of advice is to follow your heart. Don’t get absorbed into fulfilling perceived requirements for scholarships or universities. Do what you’re passionate about and the relevant panels will recognize that. Be genuine about whatever you do and the sincerity will show.

We wish Naishad all the best in his future endeavors as he embarks on an entirely new chapter of his life!

By Allison Choong (14S05B)

As the follow-up of this two-part feature on our very own Rafflesian Presidents’ Scholars, we feature Stephanie Siow Su Lyn, one of our previous vice-presidents of the Students’ Council.

Stephanie at the award ceremony

1. What are your thoughts on winning the President’s Scholarship?

The immediate thought that comes to mind is that I am, above all the other emotions that I am feeling at this point, grateful. I am thankful for many people – my family, teachers, friends (a shoutout to my class, the 31sts, bballers), boyfriend – and the list goes on. These are some of the people whom I have had the privilege to learn from and be inspired by.

I find myself very ordinary; I never expected this honour. Consider the fact that I haven’t actually done anything for Singapore yet, and I haven’t even entered university!

This is not an end in itself; it cannot be an end. Rather, I am grateful to Singapore for this opportunity, and will be mindful not to waste it, or the resources used to provide for my education. I am aware of the responsibilities that come with accepting the award.

2. There has been much talk recently regarding ensuring ‘different paths to success’ for Singaporeans. The more diverse and representative composition of this year’s PSC recipients reflect this shift in mentality. As a Rafflesian, what are your thoughts?

If you’ve been following Our Singapore Conversation, recognition of different paths to success is one of the key themes that have been consistently brought up. I don’t fully agree that our more (and perhaps most, so far) diverse batch of scholars contributes to the idea that there are different paths to success, unless you define ‘success’ as ‘getting a PSC scholarship’, which clearly cannot be the case!

But, to answer your question, what it does show is that yes, we do need diversity of experiences, backgrounds, thought and ideas in the civil service. Like what President Tony Tan said at the ceremony, “the policies you create and implement must not be done in an ivory tower, but through strong connections and engagement with the community.”

3. You were Vice-President of the 31st Student’s Council, a top scorer and of course – Basketball. How did you manage to balance all these commitments in JC?

I was in the Students’ Council and Basketball. It was crazy! I made sure that I got my priorities right by drawing up schedules and making time for everything I had to cover. I didn’t have much free time. In whatever spare pockets of time I had (i.e. when I wasn’t supposed to be doing something productive), I lepaked and hung out with my friends!

I pulled through thanks to God’s grace. In every tiring, discomforting or difficult situation I knew I could rely on God. My fellowship group in school met weekly to reflect and encourage one another and pray.

4. Upon leaving RI, did you have any regrets?

My biggest regret would be worrying too much about what others thought about me, or the need to prove myself to others. I learnt along the way to do my best in everything, especially for the people around me, but I think that I placed way too much importance on that initially.

5. Last we heard from you during the release of the A-Levels results, you were offered a place at Yale – did you take it up? What course are you going to be studying?

Yes, I’m going to Yale, and I’ll probably be majoring in Economics. I’m also taking courses in Public Health, Japanese and the Sciences. Thank God I’ve gone friends headed to Yale with me! There are a couple of Singaporeans, including 3 Rafflesians in the freshmen batch. It’s always a happy occasion to bump into Singaporeans.

Now that you’re in Yale, how is life different in New Haven?

The anticipation of coming to the States wasn’t enough to prevent me from having any worries. I was worried – I didn’t know many people and had to find a new group of friends here. I would be homesick, and I wouldn’t be able to cope with the ton of academic work and extracurricular activities.

Initially, I was right – it was absolutely crazy. But instead of letting my fears dictate my every move, I found people who have overcome them or who can overcome them with me: new friends. Counsellors, professors and peer liaisons. Things are settling down now, and I’m thoroughly enjoying my time here. There’s so much to learn from everyone. I would say to anyone starting college/something anew to not be afraid of change – you may end up leaving something behind but you’ll grow, and that’s when you really live.

6. Looking forward, what are your ambitions post-graduation?

I’ll be serving the government in 3 different ministries for 6 years, but I don’t have any specific ambitions yet. I don’t know where I’ll end up in the next 10 years, though I am interested in working at specific ministries like the MSF and MOH. My aim is to contribute to Singapore, and add value to the system and wider community.

As for other plans, I’d like to save/change the world! Volunteer and fight for causes I believe in. Serve God with my all. Travel around the world. Stare into my child’s eyes and smile and tell him/her I love her. Learn as much as I can, because I know that I don’t know much. Treat every interaction with another person as an opportunity to make a positive impact in their lives. Live life to its fullest and fulfil my purpose here.

7. Any last thoughts for Rafflesians who aspire to become student leaders and even PSC scholars?

For student leaders – one of the 5 parts of a leadership model is “challenge the process”. Think outside of the box and don’t be afraid to try new initiatives and ideas, no matter which student organization or group you’re in!

Treasure the people around you, for that’s what leadership is about. I think that the best leaders wear their hearts on their sleeves.

For PSC scholars – consider carefully the entire career and role that you’ll be playing in shaping Singapore. Please don’t take up the scholarship with the only intention of studying overseas for free.

To end off – one of my favourite quotes that was on my desk as I studied for the A-Levels:

“Don’t ask yourself what the world needs. Ask yourself what makes you come alive and go do that. Because what the world needs is people who have come alive.”

- Howard Thurman

To whoever’s reading this, all the best for what’s ahead. Feel free to contact me if you have any questions or need advice! (Editor’s note: comment below if you’d like to know more!)

––––––––––––––––––––

Raffles Press would like to wish Stephanie all the best in her future endeavors, most especially in this new chapter of her life!

Published online at http://rafflesiantimes.wordpress.com/

Mr Alex Ang (Assistant Department Head, Admissions) and Ms Ng Xinyi (Former teacher who taught in RI from Jun 2009 to Dec 2011)

How did you meet each other?

We were both teaching the same class then, 10S06T, but we were merely acquaintances. We were officially introduced to each other by a couple of our teacher colleagues in RI, when they organised badminton sessions for a group of colleagues and invited us.

Do you believe in destiny? How does your belief relate to your relationship?

Alex: Yes, I believe in that. The past relationships were all lessons to be learnt. No one is perfect but I am improving and will continue to work hard to be Xinyi’s best companion and soulmate.

Xinyi: If I had met Alex during my younger/uni days, I would probably not fall in love with him! So I really do believe in meeting the right person at the right time and that everything will just fall into place nicely, without having to work too hard to get things right 

Who has given you the best relationship advice and what was it?

We guess we knew at the back of our minds that communication is important for a lasting relationship. However, it was during a marriage preparation course which we recently attended that really emphasised to us that communication is the key to sustaining a relationship. We are really glad that every moment we spent together is one filled with joy and laughter. It was when we realized that we could speak our minds freely and share with each other simply anything under the sun that we started our relationship 

If you had to pick a song that summed up your relationship, what would it be?

The song has to be ‘Lucky’ by Jason Mraz and Colbie Caillat. We are both lucky that we are in love with our best friends! Every little thing that we do as a couple—from a simple meal at the kopitiam, to nonsensical chats we have, to catching a movie, and walking home from the car park, has always been so enjoyable, as long as we have each other’s company.

Ms Imelda Chang (Assistant Department Head, Student Leadership) and Mr Bernard Low (Head, Character & Citizenship Education, Year 1-4)

How did you meet each other?

We met in Catholic Junior College. We were in JC 1 and happened to be in Badminton CCA and the Students’ Council together. It was our first time in a relationship and we weren’t sure if it would last, so we said, ‘Let’s see how it goes for…ten years?’ It was a purely random number at that time! As it turned out, we dated for a decade, and celebrated our tenth anniversary by tying the knot.

Do you believe in destiny? How does your belief relate to your relationship?

It’s nice to believe that destiny brought us together because we discovered that we clicked very well. But successful relationships require real effort, open communication, trust and give-and-take from both parties to work. It was the same for us.

In your relationship, who’s more romantic and who’s more practical?

During the first few years of our relationship, we both did romantic things like gifting hand-crafted presents or planning special birthday surprises for each other. We’re both rather practical and it didn’t take long for our practical sides to surface.

If you had to pick a song that summed up your relationship, what would it be?

That song would be ‘More Than Words’ by Extreme.

Mr Carlsen Tay (Teacher, Physical Education, Year 5-6) and Ms Janice Sharon Chen (RGS, 1995; RJC, 1997)

How did you meet each other?

Carlsen: We were in the same orientation group in RJC in 1996. Our OG had regular outings throughout the year. In J2, a group of us stayed in school till night time to study for our A-Levels. During our study breaks, we played basketball or had meals at Ghim Moh hawker centre. We became good friends over those two years and spent hours talking on the phone. I only asked her to be my girlfriend after we graduated from RJC, just before I enlisted into the army. (I was afraid to lose her since our paths were diverging.)

What was the first thing you noticed about each other?

Carlsen: Well, the first thing I noticed was that she was a RGS prefect with her different uniform! More than that, she was a cute, bubbly little girl who would go all red when something funny happened. She was also an obvious leader amongst her peers as her RGS mates all voted her to be our orientation group leader. But I guess, the first impression that she left on me was that she cherished friendships, which was apparent in how she organised outings and made gifts for her friends. (She, on behalf of the girls, made a personalized Valentine’s Day gift for all the guys using a corkboard and our OG photo)

Janice: I thought his name was ‘Gao Sheng’ when we were introducing ourselves, but his name caught my eye when I compiled the name list because it was actually ‘Carlsen’! That left a lasting impression. The male OG leader was not helping me to organise anything so I was very thankful that Carlsen was so willing to help contact the guys. His helpfulness struck me despite not having the need or responsibility to do so.

Do you believe in destiny? How does your belief relate to your relationship?

We believe God has brought us together. Our common belief in Christ is our foundation and anchor for our relationship. Because of God’s love for us, we learn what it means to love each other, being faithful in spite of our faults, weaknesses and ugliness. Knowing that our God has shown us undeserved grace in forgiving us helps us to forgive when we have hurt the other. Even though we are different, we learn to complement each other to work towards our common goals and perspectives for family life, parenting, finances, and relationships with others.

What is the most romantic thing you have ever done as a couple?

Carlsen: I guess it would be the wedding proposal. In 2004, I organized a gathering for our close RJ mates back at the old Mount Sinai campus after RJC had moved to Bishan. The ‘reason’ was to reminisce over our good old days. So, I planned a treasure hunt game where they had to go around in groups to find certain locations using the riddles provided and to find a clue that was hidden there. Of course, I briefed all our friends about the PLAN and they all willingly played along. Only Janice was unaware (though she already guessed the PLAN by the second checkpoint!). After they cleared all the checkpoints, the teams gathered back at the canteen where Janice had to unravel all the clues which spelt out: ‘Dear Janice, would you grow old together with me?’ So, yup, that was probably the most romantic thing we did and it felt all the more wonderful because we had our close friends there with us.

Ms Lee Phui Juin (Assistant Department Head, Community Involvement Programme, Year 1-4) and Mr Yeo Puay Hong (Teacher, Aesthetics, Year 1-4)

How did you meet each other?

We met during the national examinations briefing at the MOE auditorium. Our respective schools assigned us as the Chief Presiding Examiner and the Presiding Examiner in that year.

What was the first thing you noticed about each other?

Puay Hong: Her seemingly snobbish attitude caught my attention!

Phui Jiun: He wrote beautifully in cursive.

Who has given you the best relationship advice and what was it?

Our sisters gave us the best relationship advice—‘Commit to quality time together on a regular basis’.

If you had to pick a song that summed up your relationship, what would it be?

‘Then’ by Brad Paisley.

By Law May Ning (14S03O), Feng Zhuo (14S03S), Allison Choong (14S05B), Tan Jun Xiang (14S06C)

The following is the first part of Raffles Press’ feature, Please Mind The Platform Gap: Choosing Subject Combinations. The second part of the feature, on Art Combinations, will be put up over the weekend.

Photo by Chan Jau Tung

So you’ve been forcibly pushed into entering the labyrinth that is choosing a subject combination. By now, you’re an absolute expert on all the rules of the game, having successfully memorised which subjects you can and cannot do together, and you can totally rattle off the definition of what counts as a “contrasting subject”.

Perhaps you’ve already set your heart on that particular combination and want to ensure (for the hundredth time) you’ve made the right choice. Perhaps you have absolutely no clue what to do and are looking for some place to start. Well either way, this article is for you – we will cover some of the more common subject combinations, different pros and cons and things you should consider before selecting each one.

The (Pure) Sciences

B/PCME, B/PCMx

(B = Biology, P = Physics, C= Chemistry, M = Maths, E = Econs, x = Other contrasting subject such as Geography, Literature, History, KI, French, German etc.)

Photo by the Raffles Photographic Society

Maybe it’s always been your childhood dream to become a doctor or a scientist, or maybe in your spare time you catch bugs cut them open and think about their anatomy. With that burning passion in mind, you’ve decided to become a science student. Well, you’re in for a ride.

General things to consider:

As with choosing any subject combination, the primary consideration with taking this combination should really be interest. This is easily the most popular combination in RI, and possibly Singapore, so make sure it is really what you want to do rather than just because you followed the crowd. Without interest, the sheer intensity of the content makes it easy to burn out very fast.

Content-wise, the P/BCME combination can be very heavy, especially if you choose Biology, so it can be difficult to catch up – it certainly requires consistent and conscientious effort. There’s a huge gap from Year 4 science to Year 5 science. For Biology, biomolecules (i.e. carbohydrates, proteins, enzymes & lipids) which, if you came from RGS, took up your entire Year 3, is covered in one mere month in RI. Be prepared to work – and work hard.

Our suggestion would definitely be to take a look at the MOE official syllabus for yourself to work just how much you’ve gotten yourself into.

Career aspirations definitely do also play a role in taking up the combination. Generally, while Art university courses have fewer prerequisites, not doing a pure science in JC eliminates most science related careers and degrees (with the exception of certain degrees that may only require one science). Look at prerequisites for university courses before you choose your combinations – although different universities will require different prerequisites, a good guide would be the local NUS requirements to find the general gist of requirements.

Step 1: Physics or Biology?

If you’ve decided to do this (pure) science combination, and were amongst the triple science majority in secondary school, the first thing you should consider is whether to do Physics or Biology. The main differences in Physics and Biology lie in the nature of the subject – while Physics is more concept based, while Biology is on the other hand strongly content based.

Year 5 Physics notes

In terms of studying, Biology exams are certainly “muggable”, but require more effort, while Physics is application based and it is easy to slip up and makes mistakes. Of course, that’s not to say Physics involves little memorising and studying (it does require a fair chunk for definitions and such), but it pales in comparison to the mountain of books that is Biology.

One author’s Biology school notes complete with her handwritten ones. One more thick binder has yet to be distributed.

The main thing would be to set a time aside for self-reflection, decide what you like to do, and what you can realistically do. Rely on your own experience in secondary school so far to gauge these things – if you’re still conflicted, flip through an A level textbook to see which you could imagine yourself doing.

Or you could always toss a coin.

Step 2: Econs? Or another contrasting subject?

A short extract of an Econs essay outline supplemented with diagrams (which are expected in essays).

Once you have spent some time deciding on which science you should take, it’s time to embark on the next arduous part of the journey: deciding which contrasting subject (also known as your humanities subject) you should take.

Hear ye, hear ye! The first stop that you must certainly bypass is one known as Economics, or Econs for short. However, this is a relatively unknown and foreign stretch of land, and you will find yourself in strange territory. In order to gauge your chances of survival in this piece of land, one piece of advice would be to visit your nearest Popular, or consult your predecessors (also known as seniors) to obtain a book of the local lingo (the Economics textbook). Flip through the book, and consider if you would be able to study that for two years consecutively.

Your new best friends during Econs lectures

One other thing to keep in mind is that the issue of a contrasting subject will also bring about several timetabling and class issues. Majority of the science classes being solely for the PCME combinations and BCME combinations, while typically, for non-economic contrasting subjects, there will be one class for each subject (i.e. about one class per cohort for BCMG, one class per cohort for PCMG etc). As a result of this, taking (or not taking) economics will affect who else is in your class. By taking the more common B/PCME combination, the different classes will be likely be streamed by your Year 4 results so you might end up with people with similar Year 4 results. (though your choice of other subjects such as Chinese will also affect timetabling). On the other hand, taking for example, Literature, as a contrasting subject will result in classmates of all academic standards since everyone will end up in one class. Perhaps taking a less common combination is a probable way to end up with your friends, but taking certain subjects purely so you can spend time with your bestie alone is probably not a very wise way to go about things.

With regards to class, your Year 4 results will play a huge role in determining your class composition and personality. Those looking for a more competitive schooling experience will find solace in high band classes, surrounded by like-minded individuals who thrive on the thrill of scoring well for each and every examination. Yet students looking for a more casual, relaxed environment may very well miss the sense of camaraderie and downright craziness in their previous classes (not that high-scorers can’t have fun, but they do tend to be more muted in their fun-having). Ultimately, a large part of your JC experience will be moulded by the type of classmates you have as well as the friends you mingle with. But fret not, if you do end up having serious issues with your classmates you can always request for a class transfer as a last resort.

Other contrasting subject options:

History

Southeast Asian History notes

History might seem like a viable option to those who have a strong passion for heritage and the past. However, do think wisely before you decide to plunge right in into JC history, because it might be a huge difference from what you have been used to in secondary school. History may seem like nothing but a memory-demanding subject in secondary school, however, in JC, “it is more than just memory work, and is in fact about actually working out the trends across the examples taught and crafting them into arguments”, said a Year 5 history student who chose to remain anonymous. That being said, one of course still needs to hit the books and make sure that one has a solid grasp of content and knowledge to understand the subject. This is particularly crucial as the A level examination splits History at H2 level into two separate papers – Paper 1 covers International History while Paper 2 covers Southeast Asian history. H1 Level history, however, only covers Paper 1.

However, if you think that being able to rattle off facts about Southeast Asian history and the Cold War is all you need in order to pass with flying colours in JC, think again. A strong and continued passion is necessary for one to be able to sustain himself/herself through the heavy content found in history.

If you are considering a combination like BCMH, do prepare yourself for the demanding memory work. However, one Year 5 history student reconciles by saying that “the exam timetable is crafted in such a way that allows sufficient time to study both. For example, in the recent promotional examinations, there are two days for me to study both history and biology each”, so perhaps one need not be overly worried about not being able to survive through the hectic exam timetable should one decide to take a combination like BCMH.

Geography

Physical and Human Geography notes

A pure science and Geography combination is only for the brave at heart, particularly if one is attempting the BCMG combination. With thick stacks of books to look through, the BCMG combination is arguably the heaviest combination there is. No less, taking this is certainly an option for those passionate about Geography. Geography at H2 level is split into two separate sections, Human Geog and Physical Geog. While Physical Geog is content heavy, Human Geog has been said to be similar to economics. It certainly has useful real world applications to learn more about statistics about the state of Singapore, with there even always being “geography-type” of questions in the General Paper essay, for example, the “liveable city” question in the recent Y5 Promos.

Students focus on the study of lithological, hydrological, and atmospheric processes in Physical Geog, and Globalisation, Population, and Urbanisation for Human Geog. Why is Geography so content-heavy, you might ask? Wasn’t Year Four Geography an easy A? Do bear in mind that one has to study for Human Geog and Physical Geog concurrently. Imagine attempting to memorize physical properties of Castle Koppies while desperately internalizing case studies on TNCs in India! Papers consist of 6 questions, and are three hours – each. Geography is certainly not for the faint-hearted out there. (Not to mention that the exam committee has a knack for putting Biology and Geography papers on the same day. That could, though, be coincidence – don’t take our word for it.)

Literature

Some of the Literature texts used (Humanities Programme)

For those inclined in languages and, literature might be a possible prospect that you could consider. Literature is probably one of the least content-heavy subjects in JC. Nonetheless, one needs to have great appreciation and passion for the written work, as literature requires more self-study and reading as compared to the other subjects. Contrary to common belief, Literature is a subject that can be “studied”. It is important that one does sufficient readings and pays close attention during classes to sieve out important information which might only be derived through rigorous thinking complemented with the opinions of teachers during lessons. Also, another common misconception is that one requires a background in literature to study the subject. However, the writer has encountered many people who have not taken literature previously, yet still do well in the subject in JC. One year 5 Literature student who did not have a prior literature background in upper secondary commented that “exposure might be a slight issue as other more experienced students may be more well-acquainted in literary works and knowledge. However, this can be overcome as long as one makes an effort to listen and expose themselves to literary works outside of the syllabus.”

It might also be interesting to note that literature is a humanities subject with one of the highest passing rates in JC across the past years, though it might of course be only due to the hard work of the preceding batches. Lastly, one important distinction in the way literature is taught in JC as compared to schools like RGS is that there is a great deal more focus on close textual analysis throughout most of the coursework as compared to the thematic focuses of RGS. In addition, one might notice a decrease in the number of class discussions one might get to do in JC. This is all part and parcel of taking Literature, but if one has a strong passion for the subject, this should not pose as a serious obstacle.

At H1 level, Literature comprises on paper covering one novel, one drama and one unseen poetry comparison. H2 level Literature covers the H1 paper in addition to a paper on Victorian Literature.

Third Language:

German notes (Photo by Amanda Lee)

Third language is a possible choice for those who are already proficient in their respective third languages in secondary school. Even though this might be one of the least-trodden paths in JC, there is no reason why one should avoid taking this road just because it is less popular amongst their peers. It is extremely crucial that one already has a certain level of passion and ability to do well in the language, as some might find the content a huge leap from secondary school. After all, it is also important for one to do well, since it will be reflected as one of one’s A Level subjects. One concern that one might have might be the class schedule. The starting may be tough, as one might find it difficult to get adjusted to staying back till 7.30 p.m. at MOELC twice every week. Bearing in mind that there are still CCA days, this might be quite taxing on the individual. Thus, some may choose to take sign up for a less hectic CCA to balance out their schedule.

However, the rewards of pursuing one’s interest to a higher level can be immensely rewarding. Year 5 French student Alicia Lian certainly does not regret her choice, as she “like(s) the language, culture and opportunities it opens up to.” The JC third language programme does offer a more intimate learning experience as class sizes are often smaller. It also usually offers exchange programmes for its students, which can be a once-in-a-lifetime chance to increase one’s exposure and knowledge of the respective country’s language and country. For example, the Year 5 French students will be embarking on a trip to Dijon at the end of this year. That being said, one should not choose to take third language in JC just because one is tempted to dance around the streets of Paris, but rather, one needs to be sure in his/her commitment to studying the language before making the choice.

So which contrasting subject?

The above list is hardly exhaustive – there are other subjects one can offer such as Knowledge and Inquiry, English, Chinese, and Tamil Language & Linguistics… Though these are in fact the more common ones.

With all the advice there is given, it is perhaps time for you to start considering where your interests and abilities lie. While economics is indisputably the most popular subject in JC, there is no reason why one should follow the well-trodden path if one has a strong passion in other areas. Subject content can get very heavy in JC, so it is extremely important for one to derive a sense of joy and fulfillment in what one studies, or the next two years can seem like a never-ending labyrinth. As Year 5 student Amanda Chin from 14S03S aptly puts it, “it is more important to follow your passion, than to tred on the path of conventionalism.” If you are worried that what you are passionate about is not practical, do make sure you do your research in advance and read through the course requirements of the potential careers that you might want to have in the future. Remember: passion and practicality is not necessarily mutually exclusive, Always follow your hearts, adventurers, and may the coming two years be joyous and fruitful for you!

The Hybrid Science Combinations

CMEG/H/L, PMEG/H/L

(list is not exhaustive, many other combinations are possible including combinations with French, German, KI etc.)

(C = Chemistry, P = Physics, M = Maths, E = Econs, L = Literature, G = Geography, H = History)

Hybrid science combinations are combinations that include one science, mathematics, and two contrasting subjects. The nitty gritty about what can be taken with what should well be familiar to you by now, or if not, you could consult the official sources. While generally flexible, there are in fact certain rules as to what you can or cannot take, like how you cannot take Biology if you only take one science subject.

General things to consider:

To some, those who take the hybrid combinations simple do so because they “can’t make up their minds”, but whether or not that is true, hybrid combinations are more for those people who have no wish to specialize in the hard sciences, but do not want to completely be arts students. Students may prefer to offer one more science subject on top of the almost compulsory Math, while dedicating more time to the humanities.

“I just felt like Physics would like open my options a bit more than taking the arts stream,” said one Year 5 taking a hybrid combination, who declined to be named. As we’ve mentioned earlier, taking a combination with Physics/Chemistry broadens your options in university, and may allow you to take on further studies in either the sciences or the humanities. This might also be the reason why these students come off as indecisive, but it’s not a given that everyone knows what profession they wish to work in at the mere age of 16!

Taking a hybrid combination has also only become a trend in recent years. From a small number of 3-4 classes in 2010, the class of 2014 has 3 PME and CME classes each. Students are easily split into  Geography, History, and Literature classes, with the remaining few scattered where the timetable seems to fit their non-traditional combinations. However, this is where one may see the issue of taking a hybrid combination. Due to the small number of classes, it’s unlikely that students are banded by academic ability, and students may face a learning environment where learning paces are vastly different. In fact, some speak of an entire class who failed to meet promotional criteria for CTs. To date, there have been less than 10 students from hybrid classes on the deans’ list. Students within a single class may be extremely broad in terms of not only academic ability, but interests and timetables. This is a oft-heard complaint regarding PW meetings; students with different combinations and timetables may have few common blocks to discuss in their groups. Although some claim that hybrid classes receive poorly spread-out timetables which seem to clash with the rest of the school, as far as this author is concerned, this is false.

Nevertheless, one should certainly consider the implications of not taking a third science in JC; one student, who declined to be named, commented that, “I’m not sure what I want to do with my life yet, and Chemistry opens up more options for me than Geography!” Be it studying the mineral composition of granite, or titrating NaOH and HCl, it all boils down to what you deem more suitable for your future aspirations, and of course, what you truly enjoy.

Hybrid considerations: Chemistry or Physics?

Chemistry notes

Those of you from the Raffles family (RI Y1-4 or RGS) will have no doubt been regaled with stories from your seniors about this dreaded subject. Legend speaks of a year where the cohort average for the Chemistry promotional examinations was a resounding “E”. Don’t be disheartened though. Like most other subjects, Chemistry simply requires a strong grasp of the fundamental concepts as well as a healthy dose of hard, work. Yet, as your Chemistry lecturers will gleefully inform you, hard work and effort alone will not guarantee that coveted A. Apart from the formidable volume of content in your lecture notes (which you should have at your fingertips), you are expected to familiarize yourself with a thousand other minute details and key information that are often only revealed during lectures and tutorials.  Chemistry may be widely regarded as one of the more challenging subjects out there, but it is definitely do-able if you are willing to put in the effort to make it happen.

Career wise, Chemistry is a key requirement for taking medicine at NUS and the hard sciences. Though, if you are taking a hybrid combination, medicine is already out of the question since you require two sciences. Physics opens doors in terms of Engineering prospects to name a few. It’s a question of interest, aptitude and aspirations.

To Sum Up:

If you’ve reached all the way to the bottom of this page and your head isn’t completely muddled then good for you! Choosing a subject combination is only the beginning of your JC journey, but also arguably the most important part – many a weary student who lamented his or her subject combination during the first few months of the school year had to disrupt the finally settling waters of JC only to go through a lot of trouble and class changes. Here’s to good luck on your journey ahead, and be sure to read some frequently asked questions as well as our Part 2 of choosing subject combinations to find out more about the Arts subject combinations later this week.

Choose wisely!

Useful websites:

Official MOE website syllabus: http://www.seab.gov.sg/aLevel/syllabus/schoolCandidates/2013_GCE_A.html

NUS Course Prerequisites http://www.nus.edu.sg/oam/apply/local/prerequisites/BYA-prerequisites.html

Read more on subject combinations here: http://rafflespress.com/2012/10/22/please-mind-the-platform-gap-subject-combinations/

By Lee Chin Wee (14A01B)
Additional reporting done by Bryan Chua (14A01A)

The following is a continuation of Raffles Press’ feature, Please Mind The Platform Gap: Choosing Subject Combinations. You can find the first part of the feature on Science combinations here.

The Arts

HELM, GELM, H/GELx

(H = History, G = Geography, E = Econs, L = Literature, M = Maths, x = Other contrasting subject such as Biology, Chemistry, Physics, KI, etc. It is also possible to take up ELL and/or a Third Language as an Arts subject)

Welcome, brave adventurer, to the path less worn and the journey less traveled. Remember to pay attention when trudging along this trail – that blue thrush in the distance will become important later on (why a thrush, anyway? Couldn’t the poet have written about a finch, or a flamingo?) . The imposing, weathered trees that loom all around you were merely saplings when Ho Chi Minh defeated the French at Dien Bien Phu. The branded hiking shoes on your feet are the product of a free, capitalist economic system. The study of the Arts is not the interrogation of static facts. Rather, it is the study of perspectives – of new ways to observe the world around us, and to make sense of the structures we have created for ourselves.

General things to consider:

First, do ask yourself why you are even considering becoming an Arts student. Much like an essay marking scheme, there is no one definitively right answer you should arrive at, but there definitely are many wrong ones. If you want to enter the Arts stream under the illusion that obtaining an ‘A’ will be far easier and more expedient than if you were to be a Science student, then think again.

While the high pass and distinction rates for  Arts subjects may appear incredibly alluring at first glance, do take note that the take-up rate for an Arts subject combination is also far lower than that of a Science/hybrid combination. If it were really so easy to ace your examinations, wouldn’t the secret to instant success have leaked out much earlier? Surely there can’t be so many wannabe doctors in RI that would be willing to sacrifice a steady stream of distinctions in exchange for mediocre science grades!

If you are considering becoming an Arts student, a natural flair for the English language and a predisposition towards the discipline(s) would be an obvious bonus. The primary mode through which you will be assessed, after all, is essay-writing. Lots and lots of essay-writing, believe me. This means that if you are already a voracious reader and someone who can easily parse his/her thoughts into clear thesis statements, the Arts may be a natural fit. This, however, doesn’t mean that you should completely rule out taking the Arts if you are slightly weaker at expressing yourself or are the sort not to read up about Economics in advance – just be aware of the potential challenges you may face, and remember that getting ‘D’s and ‘C’s in the beginning does not necessarily spell doom for your results come the dreaded A Level Results Release day (assuming, of course, that you have actually put in effort to revise your work).

And yes, for those of you out there who are still wondering, you have to take Literature in order to qualify for the Humanities Programme (more on that later). While it is theoretically possible for one to take a combination like HGEM (History, Geog, Economics, Math), such an inhumane collection of subjects has been rumoured to be potentially hazardous to one’s health, given the sheer amount of content covered in both History and Geography. Literature is deemed to be a ‘core Humanities subject’ by both the school and the Ministry of Education, and is thus a shared subject between all HP students. If you feel daunted at the prospect of studying Literature at a higher level, do consider the alternative combinations available to you, as ELL or a Third Language are suitably close substitutes for Literature in an Arts stream combination.

By the way, the caricature that students who enter the Arts stream only have a career as avant garde artists, struggling to make ends meet in-between postmodern paintings or poems is just a convenient myth – there are a wealth of career options available to Arts students, ranging from the more conventional (lawyers, civil servants, academics, politicians, bankers) to the amazingly exciting (media personalities, film-makers, advertising consultants, entrepreneurs, diplomats). You’ll probably have zero chance of ever becoming an A* Researcher or a Nobel Chemistry Prize laureate though. But if you’re seriously considering taking the Arts, that probably never did appeal to you anyway.

Step 1: Why the Arts?

It’s no secret that students who opt for the Arts stream are a minority here in RI (Year 5-6), and that this already small percentage dwindles even further when one surveys the other tertiary institutions in Singapore. The Humanities are often criticised for being qualitatively assessed (as though that’s somehow a bad thing), for favouring ‘natural talent’ over the ‘hard grind’, and for simply being inapplicable in our working lives. After all, who wants to be reading storybooks when there is actual learning about the Higgs-Boson particle to be done?

As with any entrenched perception, there is indeed a kernel of truth in these statements. Unlike subjects like Chemistry and Math, where we are essentially tasked with moving from a static Point A to Point B by applying the appropriate concepts, the Arts require one to engage in a broader discussion of the topic at hand. This inevitably means that responses are not graded based on a strict right/wrong dichotomy, but are rather marked on the cogence and accuracy of argumentation. Due to the nature of Arts subjects, this author believes that your grades for Arts subjects are largely decided in the first 15 minutes of the exam. If you can grasp exactly what the question demands of you, and then come up with a solid essay framework that crystallises your understanding of the topic, an A or a B should be within reach. To quote my Economics teacher, however, this isn’t necessary a bad thing – “it’s just a thing.” The Arts call for a slightly different skill set, one that is more focused on effective expression and clarity of evaluative argumentation – like GP on steroids!

“With reference to the period 1948-2000, why has the Israeli-Palestinian conflict not been resolved?”

- Question 3 of the 2010 International History Promo Paper

Another common gripe is that Arts subjects disproportionately favour students with an ‘inherent flair’ for language, or those with an ‘argumentative streak’. Well, this isn’t entirely dissimilar with how individuals who have a natural affinity for, say, Physics also tend to dominate the Dean’s List on a regular basis! The truth is that what we would casually dismiss as ‘natural talent’ actually conceals hours of intellectual training beyond curriculum requirements. The person who didn’t study for the Literature exam often spends most of his or her free time poring through literary texts or subconsciously analyzing language while reading RJ Confessions. The braggart who claims that less than an hour was spent revising International History could be the most enthusiastic reader of Foreign Affairs you know. Remember this: what we claim to be ‘natural talent’ isn’t just coded in one’s DNA, but rather the product of an individual’s daily habits and responsible intellectual development. This supposed ‘flair’ can be developed over time – that’s what your tutors are here for.

Finally (and I’d admit, this is my favourite myth), your parents might have told you that the Arts stream teaches you to do nothing more than access your emotions and write poems. Well if it were that straightforward, I would already be acing all my examinations – why read up about Sukarno’s Guided Democracy when I can simply write ‘Sukarno makes me feel sad, because he represents the nadir of Indonesian politics’? It’s because you’ll probably fail if you tried to inject your personal emotions and unload your vocabulary shotgun without engaging in honest, rigorous analysis. Being sensitive to the concerns addressed in a Victorian poem, or having an incredible command of the English language will be pointless if you are unwilling to apply the core concepts taught in class. Literature is the study of how language is manipulated to convey meaning. History gives us the ability to unpack past events and distill them into discrete factors. Geography examines the synergy between Man and his environment. Economics provides an entirely new frame for thinking and calculations. If these skills weren’t relevant in the modern workplace, the Ministry of Education would have abolished all Arts subjects years ago.

Step 2: To HP, or not to HP?

In case you didn’t already know, in RI (Year 5-6), Arts students are split between the Humanities Programme (HP) and the Arts Stream. The two programmes are run separately, and are manned by distinct group of teachers with some degree of overlap –  there are teachers dedicated solely to teaching HP classes, while there are teachers who teach only Arts classes. For some subjects like Math, or sub-topics like Southeast Asian History, lecturers and tutors do teach both the Arts and the Humanities Programme classes. The HP classes are also housed in J Block, which is the school block nearest to the Marymount Gate (our home rooms are above the Performing Arts Centre), while the Arts classes have lessons in Block A and B, which are arguably the main academic blocks in the school.

Block J: Ensuring that HP students are never late for MPH assemblies

The decision to join HP or the Arts stream is not something that you should just decide on a whim. HP students do enjoy the advantage of having fixed home rooms, that basically serve as classrooms for the next year or two. On paper, the biggest highlights of the Humanities Programme are the overseas learning opportunities provided –  the end-year HP trip to any Asian nation of our choosing is something we eagerly look forward to (we’re going to Bhutan this year), and HP students get to sign up for enriching trips like the summer school experience at Sciences Po, Paris, in the middle of the year. In my opinion though, the biggest draw of the Humanities Programme is the invaluable friendships you will forge over the course of your JC life, as you meet colourful, like-minded individuals who share the same burning passion for the Humanities.

However, being in the Humanities Programme also entails some degree of separation from the rest of the school population, due to our geographical distance from the main school blocks, and the self-contained nature of the J Block facilities. The Arts stream is probably more tightly integrated with the larger school population, and you get to rub shoulders with your secondary school friends who opted for the Science stream on a far more regular basis. Apart from the HP trip that takes place at the end of the year, Arts students get to sign up for the same courses that are open to HP students, and study the same broad curriculum.

If you would like to be part of the HP, selections are done through the Raffles Humanities Award (otherwise known as the RHA) as well as the MOE Humanities Scholarship. While the deadline for RHA selections should already have been closed, you may register for the MOE Humanities Scholarship through their online portal later this month. Here’s how it works: if you have been awarded the RHA, you will also be offered a confirmed place in the Humanities Programme along with the scholarship money, which will go toward subsidizing your year-end HP trip. If you are shortlisted for the MOE Humanities Scholarship (the most basic criteria is being a Singapore Citizen or a PR), you will also be offered a place in the Humanities Programme, even if you do not eventually receive the MOE Humanities Scholarship in the end. Of course, don’t automatically bite the bait and agree to join the HP without first obtaining a better understanding of what it entails. Ask your seniors, your peers and your teachers for their opinions before making your final decision!

Step 3: The History/Geography Conundrum

A vast majority of Arts students take both Literature and Economics, as many feel that Literature is a core component of the JC Arts curriculum, while Economics is perceived to be the Arts subject that entails the greatest amount of real world applicability. This usually leaves your third H2 slot to be filled by either History or Geography, a choice which many Arts students do have some difficulty making.

If you have studied either History or Geography during the latter half of your secondary school life, then the intuitive decision would be to carry on with your chosen discipline – after all, the foundations that have been laid over the last four years of your education should serve you well when making the intellectual leap from secondary school to junior college. If, however, you feel that you would be better off switching subjects, then don’t let this general principle limit your choice. There are certain skill-sets that are easily transferable between disciplines (such as good essay-writing habits) that will ease this transition. I personally know a batchmate who suddenly decided to switch from studying Geography to History three weeks before the Year 5 Common Test, and still managed a solid B.

Now, assuming that you have either studied both Geography and History or neither subject back in secondary school, the way forward does become less clear. Both subjects are probably the most content-heavy disciplines at the H2 level, with Geography split into Physical Geography and Human Geography, while History is divided into International History and Southeast Asian History. Make no mistake, these sub-topics could very easily be subjects in their own right, with SEAhist perhaps containing as much content for one to digest as the whole of JC Economics. You should select the subject that you think you are most likely to have a sustained passion in, based on the course material covered. (For Geography, the MOE curriculum can be found here, while for History, the document can be found here.) The more you read and find out about these subjects, the more informed a choice you can thus make when faced with such a choice!

Step 4: Remember to have a balanced diet

Thanks to policymakers who believe that all students should have a holistic tertiary education, you will be required to select a non-Arts subject to fill up your final H2/H1 slot. Given this reality, an overwhelming majority of Arts students opt to study H2/H1 Math as their contrasting subject. The reason for such a decision is an incredibly compelling, albeit pragmatic one – a staggering range of local and foreign universities list at least a distinction in H1  Math as a non-negotiable prerequisite for many of their courses. The Economics and Law double degree programme in NUS, for instance, sets a “H2 pass in Mathematics AND good overall A level results” to be one of the minimum benchmarks that applicants should be able to meet. This author would highly encourage aspiring Arts students to pick Math as their contrasting subjects, even in spite of his own Mathematical ineptitude.

The bane of my existence.

The life of an Arts student in RI (Year 5-6) is not one that is governed by formulae and figures, but one that is shaped by very human experiences. Walk down this path only if you truly are prepared to – but rest assured that you’ll be in for a deeply enriching and fulfilling experience.

Reports of Literature’s death have been greatly exaggerated.

Useful websites:

Official MOE website syllabus: http://www.seab.gov.sg/aLevel/syllabus/schoolCandidates/2013_GCE_A.html

NUS Course Prerequisites: http://www.nus.edu.sg/oam/apply/local/prerequisites/BYA-prerequisites.html

Read more on subject combinations here: http://rafflespress.com/2012/10/22/please-mind-the-platform-gap-subject-combinations/

By Tan Jun Xiang (14S06C)

The route to Jai Thai

Ensconced snugly in 7 Clover Way between Marymount MRT and Junction 8 is Jai Thai – a popular Rafflesian haunt well known for serving authentic Thai cuisine at student-friendly prices. For a couple of years now, it has doled out piping hot Tom Yam soup and other Thai delicacies to hungry Rafflesians looking for a fiery spark to their day. On the heartfelt recommendations of several of my peers, I decided that I absolutely had to check out the place for myself.

At my arrival, I was greeted by a traditional Buddhist statue welcoming foodies past the main entrance. The interior was sparsely furnished, but functional enough for a restaurant that advertised itself as “value for money”. The cool breeze of air-conditioning inside provided some welcome relief from the scorching heat that passed for Singaporean weather outside.

The set I ordered was the Pineapple Rice set, which was served with a complimentary drink (a choice of lime juice, ice lemon tea, coffee or tea) and dessert.

Pineapple Rice Set

$9.80

* Pineapple Rice

* Thai Spring Roll

* Thai Green Curry Chicken

* Fish with Chilli Sauce

* Pandan Chicken

Pineapple Rice

The eponymous rice dish of the set served as a welcome starter to the meal, with the slight crunch of pork floss blending well with the tangy pineapple cubes. Fried rice has never really been my favourite dish as it is usually either too dry or too salty; this was not an issue here as the pineapple and assorted vegetables in the dish lent a refreshing texture to what was a thoroughly enjoyable first dish.

Thai Green Curry Chicken

Those familiar with Thai food will no doubt be used to the mouthwatering array of chili, spices and curry that features predominantly in their dishes, and the dishes we sampled featured just that. The succulent strips of chicken here lent some much needed flavour to the rice, with the aromatic green curry accompanying but not overpowering the dish.

However, diners looking for a bit more more spice in their dish may come away disappointed; the curry here definitely veered more towards sweet rather than spicy – perhaps catering more towards the wider public.

Spring Rolls & Pandan Chicken

Nothing much to be said here. The spring rolls were crisp on the outside and flavourful enough on the inside. The Pandan chicken tasted exactly like any other fried chicken dish I have ever sampled. Both were tasty, but otherwise unremarkable.

Tom Yam Soup

What spicy horrors await in its murky depths?

Of course, no self-respecting foodie would pass up the chance to try Tom Yam soup at a Thai restaurant. Perhaps the most famous aspect of Thai cuisine, the iconic dish also serves as a test of a chef’s talent and ingenuity.

I anxiously awaited the dish with some measure of anticipation, and thankfully it did not disappoint. The fiery red soup featured choice pieces of seafood, including squid, prawn and fish slices, as well as a variety of other ingredients like herbs, spices, and mushroom. This lent a far more nuanced taste to the soup compared to cheaper versions which can often resemble chili mixed with water.

A fair warning though, this intensely spicy and sour soup is not for the faint-hearted. While not overwhelming, the spiciness was formidable enough to necessitate the purchase of a second drink (for me at least).

Dessert

The complimentary dessert was a form of Thai kueh. While it looked promising enough on the outside, it turned out to be bland and thoroughly unmemorable.

After a hearty meal, I left the restaurant content and satisfied. While not amazing, the food was certainly authentic enough to make a JC student on a budget very happy. The relatively wide selection of dishes made this an excellent change of pace from the usual food served in the canteen. The close proximity to school is just another cherry on top, making this a place I will most definitely be returning to in the future.

Contributed by Chow Keng Ji (14S07C), Woon Xinhui (14A01C) and Marcia Lee (14A01F)

ELL: English Language and… Literature? 

If you’re reading this, you’re probably thinking of taking up an alternative to the most common contrasting Arts subject (we haven’t met many who don’t share the general distaste for Econs graphs). You probably have some interest in language. But, you may think ELL is like Literature.

That last clause isn’t all that unlikely, and we’re pretty sure some of us ELL students came in expecting something similar. While that isn’t entirely untrue – both involve textual analysis and essay writing – you will soon realise that linguistic features and literary devices are two very different things.

While both subjects are all about language, linguistics is a discipline with a vastly different approach towards it. Unlike other subjects like CLL, ELL happens to be the only “LL” that stands for “language and linguistics“, and not “language and literature”. In fact, students do well even with zero experience in literature, which is hardly a prerequisite or a guarantee of excellence.

In ELL, you will learn about how language works through a more systematic approach. ELL students need to be sensitive to how language use varies according to the context. You should also be prepared to discuss language issues in their broader social, geographical and historical contexts.

Of course, a strong command of English will be required (this is expected of Literature students as well). The minimum criterion to offer ELL in RI is a GPA of 3.6 for English Language or an A2 for English Language O levels.

Is ELL all about being a ‘grammar Nazi’?

Another common misconception is that if someone is more particular about the way s/he phrases things, and insists on using “proper English”, they would be more suitable for ELL. In the first few lessons, your notion of “correctness” in language is immediately shattered, with the teachers warning you about the pitfalls of making value judgments about language use.

In ELL, you will discover a whole new way of looking at and thinking about language. “Standard” and “non-standard” quickly replace “right” and “wrong” in your vocabulary. You’ll realise how all forms of English have their own unique grammatical rules. For example, Singlish, or Colloquial Singapore English, rather than being “a broken, corrupted form of English”, is just another variety of English, as is Black English (African American Vernacular English) or Netspeak (Computer Mediated Communication).

Linguists prefer to adopt a descriptive, rather than prescriptive, approach to language. That means that instead of telling people how they should speak and complaining about “bad grammar”, we observe and describe how language is actually being used. We also don’t see changes in language as a form of decay, but an inevitable, ever-occurring process which is part and parcel of the dynamism in language. After all, the English we know today is the result of centuries of language change!

So what exactly is ELL about?

Now that some common misconceptions are out of the way, let’s start on ELL on a blank slate. Offered since 2009, H2 English Language and Linguistics (ELL) is an Arts subject that aims to develop understanding and appreciation for the English Language through the discipline of linguistics, the scientific study of language.

ELL is split up into two areas of study assessed in their respective papers. The first focuses on the internal structure of English and how it is used in particular contexts, while the second examines its usage in society.

Paper 1 deals with textual analysis and investigates how contexts affect the way the English language is used. You will also learn about the inner workings of the language at the various levels of phonology (sounds), morphology (words), syntax (sentences), semantics (literal meaning), pragmatics (intended meaning) and discourse (text). This paper is often seen to be the more technical one. It requires a keen eye for detail and the ability to spot the salient linguistic features of any given text. However, the ability to see the big picture is also crucial, since such features will only make sense when explained within a context. You will then be required to compare two texts and adapt them to different forms, ranging from pamphlets to press releases, and comment on the linguistic choices you have made.

Paper 2 on the other hand, deals with sociolinguistics, which investigates the use of language in a wider societal context. A regular complaint from our teacher is that our essays sometimes morph into GP essays. This is because Paper 2 explores a range of contemporary language issues, such as language variation in relation to gender, ethnicity and social class, how language changes, the role of English as a global language, language on the Internet, and the relationship between language, power, culture and identity. You should be prepared to do a lot of reading, as examining the various perspectives on language issues usually means stacks of readings for every lecture topic. Rest assured, however, that if you are taking the subject out of interest, the readings are usually easily conquered and may even leave you wanting more. In such a case, the Shaw Foundation Library should be able to satisfy your needs.

Some other issues

Like every other Arts subject, lessons involve 2 hours of lectures and another 2 hours of tutorials a week. However, due to the small size of the cohort, classes are all conducted in a classroom, regardless of the paper (1 or 2) or the nature of the lesson (lecture or tutorial). This facilitates class discussions even during lectures, so you can always clarify what you don’t understand. An additional perk about ELL is that the class is frequently made up of students from all over RI. It can be quite an interesting experience to have a second class.

H1 and H3 ELL are currently not being offered in RI probably because it’s a relatively new subject, but this is always subject to change in the future.

Lastly, all RI students offering ELL are eligible to apply for the English Language Elective Scholarship (ELES) which comes with a $1000 allowance per annum. This is due to the fact that RI has been selected by MOE as one of three English Language Elective Programme centers in Singapore (the others being ACJC and CJC). The application requires you to prepare a short write-up, and go for an interview if shortlisted, but not to worry – teachers will prepare you for the latter.

Last thoughts

We hope this article has cleared up some doubts about the nebulous subject, and perhaps encouraged some of you to try it out. It is our belief that everyone has some degree of interest in language and all we hope is that your interest will be enough to motivate you to take the subject at the A levels.

How to find out more

ELL syllabus:http://www.seab.gov.sg/aLevel/2013Syllabus/9727_2013.pdf

ELES details: http://www.moe.gov.sg/education/scholarships/moe-preu/english/

Contact ELL tutors: Ms Audrey Tan, Mr Faizad, Ms Evelyn Teo, Ms Janissa Soh

Books on ELL: The Cambridge Encyclopedia of the English Language by David Crystal, How Language Works by George Yule

Cover Photo taken by Chelsea Ng from the Photographic Society

by Daniella Low (14A01B)

“If music be the food of love, play on!” Or so goes the quote from Twelfth Night. However, let us make it clear that taking H2 Music is not as easy as it may seem, and you will need to have a passion (strong interest would be a better word) for music in the first place. No worries if you did not offer Music in your secondary school days, because there should be a selection test for all interested students next year.

“Why H2 Music? What is the point of it?”

Let’s work on the assumption that you really like music and you are interested in all things Beethoven and Brahms (God forbid that one should hate Brahms). In that case, Music as a subject should be a breeze for you, since your interest in it should drive you to work harder, and your effort should produce that A you desire on your report card. It is arguably an easy subject to score in, provided you are able to play or sing decently, have the pre-requisite content knowledge, and/or are keen to read up more.

If you are just looking for an easy A without an actual interest for the subject, then Music might not be ideal. You may meet classmates or seniors who tell you how easy Music is, but that is definitely because they have a keen interest in it and have read up a lot on the subject. If writing essays on music, reading up, or even performing seems a chore to you, then the workload and many hours required will feel tedious – especially when your days drag on to 5pm because of that one subject.

“Wait, read up more? Isn’t music just about playing the piano, or the violin, or…or singing?”

Nope, H2 Music is an academic subject. So while there is the practical component, which requires you to perform a programme of about 15 to 20 minutes, there is still emphasis on a bit of musicology. Musicology is the academic study of music, and this takes place during 1.5 hour-long lectures. It is basically getting to know your Romantic composers better (think Berlioz, Liszt, Strauss), and studying a set of focus works set out by SEAB, based on a series of topics (e.g. the role of the programme in music, Beethoven’s influence, etc.). There is the occasional lecture on ethnic music, which are lighter in content. The lectures are not boring – provided you have read your notes beforehand, and actually pay attention. You are expected to read at your own pace. The readings can get quite thick, and can be intimidating at first but we all get used to it. Also, Dr. Gooi tries to make the lectures as interesting as possible, and with the quirky personalities you will meet as a Music student, it is generally hard to fall asleep during a Music lecture!

There are tutorials for composition and the practical examination. Composition tutorials are consultation-based, so you will work on your composition portfolio through the week and get feedback from your composition tutor. No work done = no feedback = no improvement = your Promos grade will suffer at the end of the year so do not take this component lightly! Practical tutorials later on in the year mean getting additional feedback, from someone other than your private music teacher.

For Year 5s, the teachers try to make the assessments more flexible and interest-driven, instead of sticking to the ‘A’ level exam format, which can be found here. Not to worry if you do not understand what are the differences between a Performance Major and a Composition Major because the teachers will explain that in further detail. Essentially, it is something you only decide at the end of Year 5, and the teachers are more than willing to help you with that decision, based on 1) your overall results in Year 5 and 2) your interests.

“I don’t get it, what do you mean by ‘flexible and interest-driven’ assessments?”

For this year, we had a lecture-recital for our CA grade, which encouraged us to read more on a topic relating to performance practice (e.g. “The suitability of ornamentation in an aria from Handel’s Acis and Galatea”), using a focus work of our choice. At the end of our research, we were expected to produce a 1500-word essay. Based on that essay, we then gave a presentation on our chosen topic, before performing the focus work based on our findings. It is a lot tougher than it sounds here, but with a good topic and research focus, it is definitely one of the more rewarding assessments!

“It all seems fun and cool, but what are my career options? My parents often say that music is not practical – how can I convince them otherwise?”

Funny they should say that music is not practical because there is the practical assessment. But (cold) jokes aside, taking music does not mean that you are limiting your career prospects.

Firstly, it arguably keeps your career path open, just in case you ever decide you want to be a professional musician, composer, or conductor somewhere down the road. Those are the ideal routes that people hope to take after graduating from a conservatoire.

That being said, yes, your parents are right in saying it is not practical – if those careers are the only ones you are considering. It is definitely tough to make it out there in the music world as a Classical musician, composer, or orchestral conductor, if you do not have the grit and determination, or if the world simply decides that you are not talented enough. This is especially so if you are a girl, because though there are female conductors such as Marin Alsop[1] taking the baton, the classical music world is still pretty much male-dominated. That is why the ideal route is not always the most practical route.

However, taking H2 Music does not mean that you need to go to a music school or a conservatoire, or even major in music. For those set on taking music major in university (despite objections from your parents), you can consider a career in arts management, music therapy, and in a recording studio, among others. The more conventional route will of course, involve working as a teacher either with the Ministry of Education or a private music school. Don’t dismiss these as unimportant careers – they are important in nurturing the next generation of Singaporean musicians and ensuring Singapore’s arts scene continues to develop!

For those who are still undecided about majoring in music, but have an interest in music, do consider offering H2 Music for the ‘A’ levels all the same, because the skills required of you for music are definitely applicable elsewhere. For example, the research and essay-writing skills can help if you decide to be a scientific researcher instead, or a lawyer. Also, the heavier workload (because you are dealing with three assessments), coupled with your external music lessons, can get exhausting if not managed well. This should encourage you to develop time management skills – crucial for whichever career path you opt to take in the future. A recent article published by the New York Times (link here) also examined the correlation between music and success.

“I think you’ve almost convinced me (and my parents). Anything else?”

Yes! It’s time for trivial fun facts!

1)     You get to use the cool recording studio to try out the compositions in your portfolio! It is a requirement, actually, to record your works.

2)     You get to meet quirky people with similar interests and geek out about music. That being said, if you are a Humanz student like I am, it is about one of the rare instances aside from CCA that you get to truly interact with people outside of the Humanities Programme. In any case, you will meet people who are similar and yet so different. Altogether an exciting social experience, if you’re looking for one!

3)     There are cool teachers like Dr. Gooi, Mr Derek, and Dr. Ruth (who pops by for the performance practice lectures). They are always keen to help you, and are generally fun to be around, as long as you give them the due respect.

4)     Free tickets to concerts! It is mostly avant garde stuff. Nevertheless, they are all enriching experiences. Try to go for at least one, if not all!

For more information, do refer to the syllabus available on SEAB’s webpage. Alternatively, there will be an introductory session during the January Induction Programme for RP students interested in offering the subject.

By Allison Choong (14S05B)

In this week’s instalment of Please Mind the Platform Gap, we answer a common question hanging over a fair number of Year Fives’ heads – should I take a H3? Some may say, “I want to take a H3 because it’s interesting!” but there’s much more to consider than that. We’ve approached a number of Year Sixes and ex-Rafflesians to help you get a better picture as to whether you should consider taking a H3 in the Sciences (or not).

• MOE Pharmaceutical Chemistry
• MOE Pharmaceutical Chemistry and NUS Linear Algebra
• MOE Math
• NTU Molecular Biology
• MOE Essentials of Modern Physics
• NUS Modern Physics

MOE Pharmaceutical Chemistry

Bang Cong Huynh, Class of 2012

This course runs for the entire of your J2 year, and you will take only one written paper during the A-Level Examination itself. It focuses on three main components: analytical chemistry, organic chemistry and chemistry of drugs. Analytical chemistry involves spectrometric and spectroscopic methods, which you will need to know their working principles and how to apply them to elucidating structures of organic compounds. There is also a significant part on separation techniques which demands a thorough understanding of intermolecular interactions. Organic chemistry is a proper version of H2 organic chemistry where you get to learn more about reaction mechanisms and reactivity of the different organic functional groups. A strong understanding of how molecules react with one another is crucial, instead of just mere memorisation of reactions and reagents. Good 3D visualisation is also recommended as this helps in analysing stereochemistry. And chemistry of drugs introduces the different classes of drugs and how they react / interact with our bodies. This part can be learnt through mere memorisation, but can be further appreciated if relations to organic chemistry and analytical chemistry are drawn and well understood.

The course contents are, in general, manageable because part of them are related to quite a number of H2 principles. However, a lot of practice will be needed, especially for structural elucidation (both from reactivity and from spectrometry / spectroscopy). Mechanism proposal also requires some thorough understanding of organic reactions.

There is only one lecture per week, so the pace can be quite fast for some. Sadly, there is no practical assessment. In general, the course provides you with very interesting materials that reinforce your H2 understanding of organic chemistry. Approach it with enthusiasm and you will definitely enjoy it!

Anonymous, Class of 2013

In taking this module, I got what I went in for, which is to learn something. The meat of Pharm Chem is organic chemistry, but what’s really interesting is learning how drugs work – and that’s covered in the last 2 topics. All the exam questions are contextualised in terms of pharmaceuticals so you’ll eventually get a lot of exposure.

There are only mass tutorial sessions, so it’s very independent. I did notice that the course is heavily adapted from one book (Patrick’s Medicinal Chemistry), so those who are interested can probably give yourself a headstart there!

Exam wise, it’s notoriously time tight so get ready for that – finishing the questions itself is a challenge. Each paper has 6 questions and you pick 5 to answer, and each question takes 30 minutes to answer, so you definitely need stamina and speed.

You should also make sure your organic chemistry is quite steady. I would, however, suggest that those attempting this module practice more realistic papers beforehand, as I found the tutorial questions to be lacking in terms of preparation for the papers.

MOE Pharmaceutical Chemistry and NUS Linear Algebra

Victoria Yeow, Class of 2012

Well, people actually told me my combination was crazy, but it was actually quite alright! As long as you work hard, pay attention, and keep on top of the work, it’s really quite manageable. It sounds pretty commonsensical, but my advice for Linear Algebra is to attend all the lectures, and do all the problems. As for Pharm Chem, you either have to be really good at Chem, or be prepared for a lot of memorizing.

Both modules were pretty fun, and it was definitely a great experience for me. Most people might not mention this, but NUS gives you a student card, which can be used for access into their libraries, and discounts at participating outlets!

People talk a lot about the curve, but it’s not horrifying. It is bell curved though, probably because there are many Math RA people taking this module, so you may want to take that into account when applying for the module.

MOE Math

Low Jun Wei, Class of 2013

I would say that this module was manageable. Content wise, it focuses more on depth than breadth. In this module, there are three major components: Pure Math (35%), Differential Equations (40%) and Combinatorics (25%). The latter two are all rather standard, in that once understood, they were quite manageable. The module builds on H2 knowledge, so it also helps with H2 understanding.

While Pure Math provided an eye-opening experience, it was super daunting and overwhelming at first – but we soon realised that it was just 35%! Pure math is rather difficult and requires lots of exposure, but Combinatorics and Differential Equations were rather manageable.

Differential Equations is interesting as we learn other techniques, such as integrating factors and characteristic equations, and also how to graph solutions for models such as population models and physics damping. Combinatorics is very different from ordinary Permutations and Combinations, because of the variety of techniques and questions, as well as the need for creativity to come out with combinatorial arguments. There’s not much creativity there, but one must have a good understanding of it.

They were definitely interesting, say, when we learnt the relevance of Differential Equations in modeling. I do have one tip for potential applicants – WolframAlpha is your best friend for Pure Math!

NTU Molecular Biology

Sonia Vijendran, Class of 2013

Taking this module was a great experience overall! Basically, we had lectures in RI itself (which was really convenient) every Friday. They were about 3 hours each, where our professor from NTU would give a lecture on a particular topic. The topics built upon what we already learnt in Year Five and Six H2 Biology, and sometimes, we had guest lecturers as well.

I would say that the most interesting (and fun!) thing for me were the lab sessions at NTU every Saturday. In the labs, we work in groups and my group (accidentally) broke one of the centrifuge machines during one of the first lessons, and almost disrupted the whole lab! That was one of the most memorable experiences for my group – besides the content, of course.

The lab sessions were quite fun as we were free to do whatever we wanted, as long as we completed the basic experiment for the day. As you would expect, we did a lot of our own experimenting. We had the opportunity to remain quite independent, which is, I think, something you don’t always get in school, or even in other H3s. Independent learning entails much more than what we normally study in school, such as reading lecture notes and preparing for lectures beforehand.

MOE Essentials of Modern Physics

Huan Yan Qi, Class of 2012

I took this module, as well as NUS Linear Algebra last year. The module generally covers content that’s more “modern” than the classical physics taught in normal H2, such as Special Relativity, some simple Solid State Physics and Quantum Physics.

The math is generally fine, though you should expect quite a bit of integration and calculus in Quantum Mechanics – but I would say that it is generally fine for H2 Math students.

Be prepared for quite a lot of writing! It’s a little like Chemistry, where you have to explain quantitative questions far in detail, as well as the physical steps and processes regarding a particular phenomenon.

Lastly, although the concepts and ideas may be abstract or new to some, the module also covers many practical applications, such as fibre optics, which may be rather interesting.

However, because of the difficulty of some of these modern topics, most of the formulae are provided without much derivation or explanation of their origin. It may be confusing or irritating, because it seems like you’re just solving mathematical equations/substituting values following a fixed set of rules without understanding a lot!

NUS Modern Physics

Bang Cong Huynh, Class of 2012

The course focuses on, as its name suggests, modern physics, which includes the principles of relativity, quantum mechanics, particle physics and cosmology. The principles of relativity include mostly special relativity that deals with both kinematics and dynamics. Quantum mechanics introduces the Schrödinger equation and its solutions in some simple cases. Particle physics covers atomic structures from both the classical point of view and the quantum mechanical point of view. It also touches on the Standard Model, as well as the structures of atomic nuclei. Cosmology is the last bit of the course that exposes you to general relativity and the structures of the Universe.

The course contents are, in general, rather demanding, as more advanced mathematical methods (such as second-order differential equations, hyperbolic functions, probability and statistics, and a little bit of multivariate calculus and Fourier methods) are taught and will be required for solving certain physics problems and/or deriving certain physics concepts. Of course, the physics involved in this course is more abstract and requires more rigorous mathematical treatments. However, these can be learnt quite easily, especially for those with a strong foundation in H2 Mathematics.

There are two lectures per week – one tutorial and one practical every fortnight (if I’m not wrong). The practicals are very enjoyable, because you will get to do proper experiments and write proper reports (unlike SPA) on modern physics phenomena (such as the photoelectric effect, electron diffraction, emission spectra, radioactive decay, etc.). Sometimes, the process is quite frustrating, as some experiments do not give very nice results, but there is much learning to be gained from those sessions.

There should be two examinations: one shorter paper halfway through the course, and one final paper in late April or early May. Practicals are continuously assessed and graded. In general, the course provides you with very interesting materials that are not watered down due to the constraints of A-Level, if you approach it with the willingness to learn.

Any questions that we didn’t address? Fill in our survey with any further queries, or leave a comment below!

Contributed by Andre Hui (14A03A) Darren Teoh (14S06R)

A rather important philosopher once said: “The only true wisdom is in knowing you know nothing.” The central task of Knowledge and Inquiry would be summed up in the process of proving (or disproving) that quote. Picking apart exactly how we know what we claim to know is what you’ll be doing if you choose to offer this subject.

The first (and hopefully only) reason why you should consider taking KI is interest in the subject. Under no circumstances should you offer KI solely because you wouldn’t like to offer GP. Epistemology- the study of knowledge- is definitely not everybody’s cup of tea. If you can’t imagine yourself killing your brain cells over why the notion of good may simply be a human construct, or whether Mathematics is discovered or invented, then KI is most likely not the subject for you.

On the other hand, if your interest is piqued by questions such as ‘how do we know an artwork is beautiful?’ or ‘is scientific knowledge really reliable in giving us an account of how the world actually is?’, then you’d want to sign yourself right up. Having the annoying habit of being fascinated by asking (and sometimes receiving answers to) ‘why?’ and ‘how do you know that?’ will come in handy. Classes are often lively affairs, being discussions rather than lectures.

In other words, KI is a H2 subject offered in lieu of General Paper (GP). In terms of subject combination, assuming you took Mother Tongue, you would either be taking 5 H2 subjects (as some of the current Year 5 batch is doing), 4 H2 subjects and 1 H1 subject, or even just 4 H2 subjects.

Since KI is also classified as a Knowledge Skill, how exactly does GP differ from KI? The skills they use are, at their core, similar. Both require you to understand extracts from various articles; both require you to critically analyse and construct arguments. Both also require you to know your content knowledge. However, the similarities end there.

As mentioned earlier, KI focuses on the study of knowledge. To that end, essay topics and passages will undoubtedly be related to epistemology. While perhaps covering a range of topics as broad as GP, the focus on KI is very decidedly on nature and construction of knowledge in one of seven particular fields: maths, science, ethics, history, the social sciences, aesthetics, and culture. A link to the syllabus on the SEAB website is found here. As a H2 subject, you would be expected have content knowledge of great depth and breadth; after all, the seven fields together span nearly the whole of human knowledge.

KI also does not have a comprehension, summary or application question segment- instead, by the time you reach the A-levels, KI papers will consist of two short argument analyses and evaluations, one longer argument analysis and evaluation, and two essays (spread over one 3-hour paper, and another 2-hour paper).

One last way in which KI differs from GP is the presence of an Independent Study (IS)- a 3000-word research paper spanning around 8 months from conceptualisation to submission that constitutes 40% of your A-level grade. It is given in the October of your first year, and usually submitted in the September of your second year. You will get to pick any topic you like should you manage to present how you would tackle epistemic issues in that topic convincingly. Past year ISes have seen papers on the Brothers Grimm’s fairytales, the law of supply and demand, typography, psychology, and even theology. The only thing that is required is that your paper address an epistemic issue in that topic.

The pragmatist in you might also want to know how offering KI affects one’s university applications. KI is still a relatively new subject (being started in RI in 2006). It is not recognised as a content subject (implying that offering KI is not a prerequisite for any courses). However, due to its relative youth, some UK universities (for example, the London School of Economics) do not recognise KI as a subject. Acceptance amongst the Russell group of universities varies, as well. As for the Oxbridge colleges, we understand that Oxford does not recognize KI as an academic H2 subject. On the other hand, KI is perfectly fine when applying to US universities. That being said, for those universities which do not recognise KI, one can still meet their selection criteria (for example, three H2 distinctions), with your other subjects. This author recommends you do your own research in order to find out exactly which universities reject KI, and whether those universities would be a likely place you would head to. You could start here.

Consider KI if you have more than just a slight interest in epistemology. Otherwise, it’ll become a drag for you along the way; and once your interest wanes, it gets hard to keep up with the content you’re supposed to know.

By Tan Jun Xiang (14S06C) and Law May Ning (14S03O)

“What exactly does a Year Head do?”

If there were a list of frequently asked questions about the Year Heads, that would likely top the list. As 2013 draws to a close, we thought it would be nice to find out more about the two individuals who have worked tirelessly behind the scenes to keep things running for our batch. If by now, the term Year Head is still completely foreign to you, then this interview is for you!

Your friendly neighbourhood Year Heads

Here, Raffles Press explores the lives of Year Heads Mr. Jeremy Ng and Ms. Sharon Chan – finding out more about them as individuals and what they do beyond giving the occasional assembly speech.

PERSONAL LIVES

Could you guys give us a brief overview of your teaching career so far?

Ms Chan: Okay I’ll go first. This is my 15th year teaching. So I started off in a secondary school in Tampines, after which I went to the Ministry of Education where I was there for two years. After that, I was posted to National JC, and after 4 years there I joined  RI. This is my 7th year here .

Mr. Ng: For me, I taught for many years as well. I started teaching in about 2000 at Nanyang Junior College. I came here in around 2005 and ever since then I’ve been teaching here.

So what schools were you guys from? Were you guys from RI?

Mr. Ng: We’re not old boys and girls. I was here during the first 3 months though. When we were students we used to have two intakes. When the O-Level results were released, I left for another junior college.

Do you guys have a family? What are your family backgrounds like currently?

Mr. Ng: Okay I’m single, so I don’t have any wife or kids.

Ms. Chan: So I have 2 children, 9 and 7. They’re both in Henry Park. My husband’s an engineer.

Ms. Chan with her family

Well yeah. It’s nice having a family because it’s nice to go back to kids who love you unconditionally.

Mr. Ng: Well it’s actually nice to be single too – because of the freedom.

Do you guys have any personal interests or hobbies outside of school? I’ve heard that, for example, Ms Chan plays the cello.

Mr. Ng: I didn’t know that.

Ms. Chan: Yeah, I used to play the cello with the Singapore Youth Orchestra – but that was in the past. I was there when I was 15, and I left when I was 19.

Spot the Year Head-to-be!

But I don’t play anymore, and it’s so hard to pick up the cello again. As with all stringed instruments, once you lose touch it’s hard to get back because it’s such hard work. I still play the piano, but right now it’s just to coach my son and daughter.

Mr. Ng: Music-wise, I can play the guitar, but that’s about it. For me, I’m definitely a running enthusiast. I did eight marathons, two biathlons and one triathlon. I really like it. I don’t find it hard, in fact when I’m down and out, once I’m running I’ll feel better.

In terms of running, do you have any future goals for yourself?

Mr. Ng: In terms of races I think I’ve gone past my quota already – I did my fair share and I don’t participate in races anymore because I find that it’s doing more harm to my body than good. Yeah. It’s called aging.

Hmm… any goals. Maybe because being single and all with no kids to look after, being fit and being healthy is important to me. Some people will do these things to lose weight or to look good. For me, I want it to be functional. That means I do not just want to be slim, but I want to be fit even at a certain age. I want to be able to run a certain distance and not feel tired.

BEING YEAR HEADS

How exactly is a Year Head appointed?

Mr. Ng: Basically, one fine day, in October last year they approached a couple of us. If you guys are from RI or RGS you guys would know that in your schools the Year Head system has been running for a number of years. The school felt that we were ready to implement the Year Head system within the Y5-6 cohort, so here we are.

Did you guys have any reservations or apprehensions about being Year Heads?

Mr. Ng: Reservations, definitely. I think my biggest reservation was that there was no precedence for us. I usually get an idea of what to do when I see a person doing it so that I’m able to gauge “oh, I’m able to handle this” or  “no, I’m not able to handle this” and reject it. But when this was given to us we were like “oh we have not seen this before, we don’t know how it’s going to be done over here”. The number of students, profile of students, age of students are definitely going to be different from Year 1-4, so how is it going to be done? So that is the biggest reservation we had.

Because based on the knowledge we have, the basic thing that a Year Head has to do is to really get to know the students in his or her batch. And it is more manageable when it is a batch of 400 students in Year 3, let’s say. But it will be different with a batch of 1250 strong JC1 students. How are we going to know every single person?

Ms. Chan: Yeah. I think also the age of the students matter. Being a Year Head to Sec 1s and 2s, I think, might be different because they need different types of care and concern and help. But at this age of 17 and 18 I think students are more independent and they have a mind of their own so I find that they may be more critical of things around them. I feel that it may be harder to reach out to 17 or 18 year olds – because they have more of less formed their own personalities, and they’re all individuals in their own right and if you want to help them, there is no one-size-fit-all approach. And having 1250 of them, I think it’s quite challenging, you know, to reach out to so many.

Mr. Ng: I think that as students get older, the extent of their problems will also multiply. I think when they’re younger, the challenges they face may be a bit more straightforward; when they’re older it’s a bit harder.

Ms. Chan: But maybe being a Year Head to younger students means that you deal more with parents than with the students themselves. Now that would be challenging.

*both teachers laugh*

So, what are some of the roles and responsibilities that you have had as Year Heads this year?

Mr. Ng: How I see it is that in short, we are the Civics Tutors not of a class, but of a batch. Whatever a Civics Tutor has to do with a class, we will have to do at a much larger scale. So basically getting to know our students well, monitoring your academic progress, to a certain extent, know your background, where you come from, take care of you when you are sick. Something like that.

Ms. Chan: We also visit Civics classes.

Mr. Ng: Yeah, we do.

Mrs. Chan: We’re both Co-Civics tutors, we’re not the main Civics tutors of our classes.  We request to go into certain Civics classes and we will conduct Civics for these classes. The main thing is to get to know more students outside of our own classes and our Civics class.

Mr Ng: Sometimes we  conduct civics for different classes and it depends on the class. Sometimes, I talk to them about life after Raffles, about their dreams, aspirations, what they want to do… Topics like that.

We also organise Parents-Teacher meetings.

Additionally, we also manage the civics curriculum, like the civics lessons your teachers conduct are not ad hoc. They don’t just teach what they feel like teaching, there is a planned curriculum. There is a syllabus with specific topics. We look at it and plan what Civics Tutors will be teaching for Years 5 and 6. There is also a civics committee who will take all the feedback and come up with lesson plans, craft worksheets, and source for videos, etc. What we find  daunting is, addressing the cohort during the Year Heads Assembly. I mean if you ask me to give a Chemistry lecture, that’s fine. However, you ask me to speak about other things like respect or even discipline, it’s not something that’s easy to address the students without them rolling their eyes..

Do you have any activities planned for our batch, such as batch CIP etc?

Ms Chan: Well, we thought of certain activities to bring the batch together, but it’s quite difficult, because Year 5s have PW that intensifies towards the end of the year and even if we were to have bonding activities, students may not have time to take part in these activities. And of course for the Year 6s, there is the ‘A’ levels. We’re trying to find an activity for the entire batch. I know sometimes Year 1-4 have these separate cohort activities where the entire cohort raise money for a particular charitable organisation. We can work something out, but I think the schedule here, because of the ‘A’ levels and PW, is a bit tight. Perhaps we can do something on a  smaller scale, or have one with just the S03 classes, etc. But the feasibility is something we have to consider.

Mr Ng: In general, we do not organise batch activities. We have the Students’ Council to organise certain activities pertaining to the batch, like Grad night.

As Year Heads and subject teachers, have either of you had any interesting or unique experiences so far?

Mr Ng: We do things to try to know more about the batch. We look after the well-being of the batch, so we talk to students who need counseling, or with discipline issues. Another interesting thing is that we get to know the batch through the leaders. We are going to meet the exco of the Students’ Council, to see what they plan to do with the batch, then maybe later we will talk to the CCALs and see if they have any ideas about things to do with the batch.

How about as a subject tutor? Maybe for this batch, or previous batches.

Mr Ng: I find that, being a teacher for many years, something quite interesting to me, as a teacher, is to learn that how different classes have different personalities, sometimes in the two year journey, seeing the class move from Year 5 to Year 6, there are so many stories. The part that is really interesting for me to see is how the classes grow and change. I think as educators we find joy to see students grow, and have everything fall into place.

Any final words of advice to the Year 5 batch?

Ms Chan: I think there’s a need to balance one’s commitment to your studies with all the different things you are occupied with, be it CCA or CIPs you adopt. I find that increasingly, students come with a very idealistic goal, in that they want to do everything. And while it’s a good thing for students to aspire to involve themselves in everything, I think that, especially given how the ‘A’ level curriculum is so demanding and rigorous, students need to find a balance. They can have a thriving social life and take part in many activities, but they do need to have well-placed priorities. And I’d say that now, at the moment, there are a couple of students who aren’t doing that.

Mr Ng: I would say that, even for me, JC was, and is going to be the best years of your life. So enjoy it, have a balance, no one ever says that you have to study 24 hours a day – no that’s not the JC life we want you to have. We want you to have a balance. So enjoy it, meaning when it is time for you to study, study hard. When you should play, play hard. There are students who involve themselves too much in their CCA when they should be studying.This really doesn’t make any sense! So that’s number one, balance.

Then I think, number two, is that these two years are really important for self-discovery as you guys will be making a lot of important decisions. So, to make these decisions you need to know what you’re good at, what you’re not good at, what is really important to you. For example, to some people, money is very important, for others, money is not as  important as work-life balance. So, these two years should be a journey of self-discovery that will lead to a clearer sense of purpose in your life, after JC.

by Lee Chin Wee 14A01B

★★★★☆

If I had written this review a couple of years ago, I would have claimed that Habitat Coffee was a terrific hidden gem – one of those little-known hole in the wall cafés that boast very homely decor and serve good food at relatively affordable prices. Word of mouth on the street and the Internet, however, clearly beat me to the punch. When we visited the cafe, it was packed with customers – even though people tended not to linger, their seats were quickly filled by the number of new customers entering the small, two story establishment. Thankfully, we managed to snatch a table on the second floor that gave us a rather pleasant window view of Upper Thompson road. It was a little stuffy, but comfortable enough for a casual Press meeting.

 We wanted to order a light starter to share, and the truffle fries ($8) seemed to fit the bill – it’s amazing how much more appetizing a dish seems when it is associated with the famed (and incredibly expensive) gourmet fungus. As is the norm in most cafes, the truffle flavour is imparted by truffle oil, which was drizzled all over the fries. For the uninitiated, truffle oil is essentially olive oil infused with the taste and smell of truffles. Although celebrity chef Gordon Ramsay’s views on truffle oil are well-documented, the fries tasted perfectly fine to my untrained palate. They were crispy and very moreish, but some fries were unfortunately doused with too much oil. 3.5/5

My order of seafood aglio olio ($16) was next to arrive. It came nicely plated, with the seafood (about six shelled prawns and two mussels) sitting neatly atop a bed of linguine. The classic combination of pan seared shellfish and well-tossed pasta worked fine here, with the entire dish brought to life by some freshly ground black pepper. The prawns were slightly crunchy and tasted fresh, and the linguine cooked al dente. If anything, my one grouse would be that for $16, more seafood would have been very welcome. Yes, typical Singaporean penny-pinching. 4/5

I recommended the egg and tomato relish with sourdough bread ($14) to one of my EXCO members, after stealing some of the dish from a classmate the previous time I visited the café. It certainly lived up to our expectations – visually stunning, the dish was served on a wooden board, the earthy tones of the sourdough bread providing a nice contrast to the vibrant red hues of the tomato relish. Between mouthfuls of savoury bread, sour relish and wispy strands of egg white, we almost forgot to discuss our end of year agenda. Luckily for me, Allison refused to eat the pieces of bacon embedded in the relish so I managed to snatch most of the sinfully delicious bits of bacon from her plate. Great as a brunch option. 4.5/5

The Big Ben ($14) is Habitat’s version of an English breakfast, complete with a fairly large chicken sausage, scrambled egg, potato pancakes and a slice of ham. It wasn’t bad, but believe me when I say that the portion size is not as big as it might look in the picture. We added one portion of sautéed mushrooms ($2 for each add-on) just to complete the meal. It’s above average café fare, with the runny scrambled eggs a particular highlight. It’s a pretty decent alternative to the egg and tomato relish if you wish to have some breakfast. 4/5

While Bryan swears that the curry chicken pasta ($12) was well-executed fusion cuisine, it wasn’t particularly outstanding to me. Eaten by themselves, the chunks of chicken marinated in curry were actually rather good comfort food. However, it seemed that the chicken was cooked separately from the pasta, and then dunked on top of it when the dish had to be served, because the pasta carried little of the rich curry flavour. To me, at least, it was a little disconcerting to eat the aromatic chicken together with a staple that didn’t soak up the flavours of the curry. It wasn’t bad, but was probably the weakest out of all the main courses I sampled. 3/5

Worth a mention is the ice lemon tea, which one of us made the mistake of buying for $4 a cup. Not only was the cup a distinctly average-sized one, the ice lemon tea was hardly worth thirty cents a sip. Given that you can buy a slightly more watered-down version from the RI drinks stall at less than a quarter of that price, one wonders what inspired that decidedly uninspired move. Save your money for the cakes instead ($4 – $9 a slice), which were excellent the previous time I visited Habitat Coffee.

This costs the same as a quarter pounder at Macs.

Habitat Coffee is an unpretentious, welcoming café that manages to serve food which is perfect for an upmarket after-school lunch, or a relaxing weekend brunch. What’s more, the management is fine if you study in the café, so long as you don’t linger during peak lunch hours. Good atmosphere and decent food – the secret to making me feel happy about a wholly unproductive meeting.

Finding your way to Habitat Coffee

Habitat Coffee is located at 233 Upper Thomson Road

Tue – Fri: 11:00 – 22:30

Sat – Sun: 10:30 – 22:30

Closed: Mon

By Radiya Jamari 14A03B and Lu Jinyao 14A01D
Additional reporting by Huang Sihan 14S06D

In the aftermath of the obliteration of the Bifröst Bridge in Thor, the eponymous hero (portrayed by Chris Hemsworth, The Avengers) presently appears to be battling the Svartalfheim, led by warmonger Malekith (Christopher Eccelston, Doctor Who). Malekith seeks an ancient weapon of mass destruction, the Aether, which is inadvertently awakened by Thor’s mortal scientist girlfriend, Jane Foster (Natalie Portman, Star Wars). In attempting to save the Nine Realms from darkness and evil, Thor reunites with Jane and his much-despised adoptive brother, Loki (Tom Hiddleston, The Avengers).

Although more of DC Comics fans, we have to concur that Marvel Studios has successfully continued the momentum of Thor while simultaneously creating a solid standalone “Phase Two”. This second instalment delves deeper into the relationships of the characters and the storyline from the first, notably the Thor-Loki brotherhood complication. From trivial squabbling over the manoeuvring of the Dark Elf spaceship to Thor’s heart-wrenching mourn over Loki’s (fake) death, Thor: The Dark World gives further insight into the strength and nature of the sibling bond between Thor and Loki, reinforced by the superb acting and chemistry by Hemsworth and Hiddleston respectively.

Yet, it also engenders questions about Loki’s ulterior motives. Loki’s enigmatic character is amplified in this sequel due to his vacillation between good and evil, unlike the first instalment where Loki was evidently the villain. His seemingly altruistic act of sacrificing himself for Thor, and his quiet grief over the death of their mother (Rene Russo, Thor) gives an alternative perspective to the villain’s character, and also serves as a glimmer of hope that he might not be entirely evil. That hope, however, is emasculated in the final scene, when it is revealed that Loki’s martyrdom was all part of his plan to replace Odin (Anthony Hopkins, The Silence of the Lambs). Given Loki’s sarcasm, menace, lack of moral rectitude and charming good looks, it is no wonder he is the scene-stealer and fan-favourite. While his character development has been relatively well-executed, in the words of Rolling Stone, there was simply “Not enough Loki.” Such an ironic, heroic villain definitely deserves his own movie — or at least, more screen time – perhaps in the next sequel, as suggested by the unfinished business during the final scene.

The lack of screen time for Loki also points towards another flaw in the movie: too many subplots, leaving little room for character development. The Dark Elves and Malekith remained in the backdrop, severely lacking in critical development. Despite the initial infodump, their motivation remains unclear — destroy the universe, make it dark, or replace the Asgardians? Unlike Loki, the black hat of the first Thor, who staged a Shakespearean-like tale of brotherhood rivalry and betrayal, Malekith is little more than an arbitrary representation of a villain necessary for every superhero film. The same goes for Thor’s gang – the Asgardian warriors Sif, Fandral and Volstagg are clearly skilled fighters, but that’s as far as their characters go. Their dynamics as a team was evident, but perhaps more could have been shown about the individual characters. For example, Sif’s jealousy and the Sif-Thor-Jane love triangle was hinted, but not expanded.

Commendable, however, is the portrayal of the female leads. Frigga’s self-sacrifice, proving herself not only a queen but also a true Asgardian warrior, represented one of the most tragic and momentous scenes in the film, elevating her role and significance in the plot. Although Jane Foster was pretty much still the damsel in distress, she did play a major role in stopping Malekith by applying her Physics/Astronomy expertise in the final battle. We also saw more of Darcy Lewis (Kat Dennings, 2 Broke Girls), Jane’s unpaid intern, who had her own love story unfurled, and was no longer just comic relief. Sif, as usual, was the embodiment of girl power, shining as a knight in her battles at Alfheim. Although the cast was still dominated by males, this superhero film definitely gives more limelight to the female characters as compared to other superhero films.

Thor: The Dark World definitely also checked the ‘Humour’ box. The star of the show, of course, Loki, continued to amuse the crowd with his wit (“Well done, you just decapitated your grandfather.”). Even Thor, the solemn good guy, had a few funny fish-out-of-water scenes, like when he hung the Mjölnir on the coat hanger upon entering the flat. Seeing Dr Erik Selvig (Stellan Skarsgård, Pirates of the Caribbean) lecture enthusiastically to a group of institutionalized mental patients also provided a good laugh for the audience. Without trying too hard, the humour added just the right amount of spice to the movie.

Essentially, Thor: The Dark World makes a stellar attempt at building on the foundations of the first Thor, as well as The Avengers. Due to the unfocused plot and poor character development, though, it passes off as a rather insignificant opening act of a more exciting sequel to come — preferably with more attention on Loki. It may not be a movie you will remember for life, but still worth a catch for some action and thrill during the school holidays!

(PS: Here’s a tip: Stay for the credits.)

by Bryan Chua 14A01A

Two days ago, we published part 1 of our farewell interview with Mr Geoffrey Purvis, Humanities Tutor of 23 years who will be retiring back to the UK at the end of the year. Today, we conclude the interview with Mr Purvis’s views on the future, for himself and for Singapore, and what he values in his life and his work.

——

Have you ever encountered situations where students especially or parents have had trouble understanding your accent?

Oh Yes. I do get that a lot. Many see me as a ‘Geordie’, but I’m really a Durham boy. ‘Geordies’ live north of the River Tyne; I was born on the south side in the county of Durham.

I had one moment – in England, actually – when I went into a bank one day and the cashier said to me, ‘You seem to be in the bank quite a lot in the afternoons?” so I said by way of explanation, “Well I’m a teacher so I school finishes about 3.30 or so and sometimes I can get away early to catch the bank before it closes.’

“What do you teach?” she asked.

“Literature.” I replied.

She said, “Really? Talking like that?”

Over the years when people have asked me, which they have on a regular basis, ‘Do your students understand you”, I’ve developed the perfect one word answer for that: “Pardon?’

People do have difficulty and I appreciate that. But the thing I’ve found most rewarding in recent years is the number of people who tell me how lovely my voice sounds – how they like the musical quality of it. They should come to Wales and the North East, they all talk like me there!!

And that means a lot to me – because when I was at university I was very young, sensitive, and naïve, and I was quite hurt by the number of times people would say to me: “Where are you from then? Are you Scottish? Are you Irish? Are you Welsh? What, English?!!” Suffice to say, I shut up a lot of the time I was there.

Here people ask me if I’m an Australian! Which is completely mad – I don’t sound anything like an Australian!

I used to teach students to speak in Geordie. I taught a class once to say, “I’m going home” in Geordie – ‘Ah’m gan hyem’ – it was really funny listening to them having a go and making a mess of it.

Tell us about the most memorable moments you’ve had while teaching.

There is one memorable moment when I was teaching in England. It was in the afternoon and I was feeling a bit fed up with it all. I said to the class, “Well, that’s enough for today. I suppose I’ll see you tomorrow, if I don’t get run over by a bus on my way home.” The class cheered at the thought of my demise so I turned to a girl sitting in the front row, a really nice girl, with pigtails and freckles and I said to her, ‘Carol, you’d be sorry if anything happened to me and I couldn’t teach you anymore, wouldn’t you?’ She thought for a moment and then said, “Tell me who we’d get instead.”

Funny moments here… I’ve had quite a few; especially when I worked with my colleague Mr. Clements. He told me he was walking along the corridor one day behind two girls and heard one say to the other, ‘Wasn’t that lecture boring?’ The friend replied, ‘I don’t know. I wasn’t listening.’

What will you miss most about Raffles Institution?

My colleagues – I think Raffles has some great teachers, and I’ve been really touched by the number of staff who’ve come up to me and said: “We’re gonna miss you around here”. That’s nice. There’s a great atmosphere in the staffroom.

Mr Purvis with Mr Jamie Reeves, both colleague and friend throughout his time in Raffles and Singapore.

So what do you think of the school and the changes its been going through, with the Singapore educational climate and all?

I’ve got a lot of admiration for the staff here at Raffles. I think there’s a culture in Raffles of not having too many meetings – not sitting and talking endlessly about theory. Staff just get on with things. I don’t think I’d have stayed as long in Singapore as I have done if I had not been at Raffles. In some schools, principals think nothing of holding court in staff meetings for three/four hours non-stop. I’d hate to have to put up with that.

I don’t think much of the Raffles Diploma, to be honest. It’s a lot of fuss and bother over nothing and takes us back to the dark ages of having everything quantified by a numerical score – which is manifest nonsense. Project Work is useful for the developing of oral presentation skills, but that’s all. The amount of man – hours spent assessing written reports and who’s done what and where and when seems ludicrous to me when everyone ends up getting more or less the same score. Or, what’s worse, when you get what I have got in some of my classes– only one B in a class of otherwise straight As. Come on, that’s bizarre!!

Do you have any regrets upon leaving RI?

No I don’t, and that’s amazing because I am known by my friends as someone who has a lot of regrets, regrets about what happened to my family, regrets about the religion, regrets about my upbringing, regrets that I didn’t do English on its own at University … but I’ve never for one minute regretted coming to Singapore. Not for one second have I said, “Why did I do this?”

“Not for one second have I said, ‘Why did I do this?’”

What do you plan to do after retiring?

Well, we have a house in Hay-On-Wye (in Wales), which is known as ‘the town of books’ – and I expect to see a lot of students coming through, checking out the bookshops. The house needs refurbishing and repainting, so I’ll be doing a lot of that. I hope to do a lot of reading and travelling! Going and seeing bits of England I haven’t seen, seeing my old friends.

My wife is a keen animal lover, (I tell my students that’s why she married me!) She wants not one but two dogs; we already have two cats, one called Holly and the other Lulu. One of them in fact looks like my late mother-in-law. It’s true! She lies on the floor, looks at me and says unsmilingly “ I didn’t think you weren’t funny when I was alive and I don’t think you’re funny now.”  I’m not really an animal person. I was brought up without any animals – no dogs, no cats – and I’m actually really uncomfortable around them. I find it fascinating that I’ve been teaching the novel Disgrace with the previous year’s Year 6s – and that’s about a teacher who loses his job, goes to stay with his estranged daughter and ends up working with animals, and re-establishing the connection between himself and the animal world. Art imitating life?

My wife thinks I would’ve been a different person if I’d had animals in my life when I was younger, and it’s not too late to reconnect. So I see myself walking the hills of Wales with my two dogs and my wife. I’m looking forward to it.

Would you ever consider coming back to Singapore to visit?

I don’t think I’ll be able to afford it! I think sometimes it’s a danger to come back. I will come back some time and have a look but not for a while because I’ve had my time here and it’s time for other people to take over from me. I think things are changing, generally, and I’m a little bit concerned about the attitude that seems to be developing in Singapore towards foreigners and the expatriate teachers are kind of becoming involved in that. There is resentment of the fact that they’re here and teach Humanities students when Singaporeans could be teaching them!

That concerns me because if Singapore becomes too parochial, then it’ll suffer for it – we need fresh talent, we need to have immigration, we need to have people coming in to keep things fresh, keep things vibrant – or else we’ll end up like Japan, completely insular – if you’re not Japanese you don’t count, and I’ve never wanted to live in that kind of world. One of the things I’ve always loved about Singapore is the multi-racialism here.

What are some of the values you believe in?

I value Integrity, honesty. I don’t like people who pose. If Literature teaches us anything it is to dislike pretense, pretending to be what you’re not.

I’ve got a sign on my desk that says, “Be nice or leave” and I think we underestimate kindness – the value of kind acts and kind deeds.  Feeling and showing compassion are two other ‘literary’ values. I do my best to try and care for people, care about people. I started life in the church, as all my students know, and those values never left me. I got rid of the dogma but I’ve hopefully kept the best of the values.

I like being able to think freely. I don’t like thought control of any kind – whether religious or political. I think we should be free to think as we wish, and not worry, as George Eliot said, what damage it might be doing to our eternal soul.

These are some important values for me – integrity, compassion, concern for others.

Some students would be surprised at which of my students are the ones I value the most. There’s a girl I called Chanel Number 5, lovely girl; a girl called Kelly Chan – lovely, caring individuals, warm-hearted people – and I think any teacher would tell you, that being clever’ is not what it’s all about. What it’s about is being the kind of person other people want to be with.

Mr Purvis at Lit Night 2013

In the world today, what do you think society values the most?

I’m very concerned about the way the world is going – I think we seem to feel that capitalism has won, and I don’t think capitalism is anything like the perfect system. The crass materialism of the world concerns me too – you see, the old religious values never leave you!

I think there’s something wrong with this obsessive preoccupation with money. It’s a common assertion in all Literature texts that money does not bring happiness. It can help you be happier, but in itself it’s not as important as other things. Literature teaches us that other things are far more important such as relationships.

I think that’s one of my core values as well – people are far more important than principles. If I had to sacrifice people or principles, it would be principles. Because when I was in the church my family put their principles before me, and so it created a great division and I think that was a huge mistake. And I tell students about it often, because I know it happens in Singapore. Children become Christians and their parents still have their Chinese idols on display and it causes the family to fracture. I think that’s rather sad, because the family shouldn’t be allowed to fracture, it should be kept in its place, because relationships are much more important than beliefs.

What is the most important piece of advice you could give to any student, past, present or future?

I think it my wife would say: don’t believe a word I say!

I think it’s a sense of perspective – as I am fond of saying in class: grades are grades but talent is talent. This school is all about people trying to get good grades – but I think people have to realize there’s more to life than that and that’s what I mean about perspective.

Especially in Singapore – I think we need to keep an international perspective rather than becoming totally preoccupied with the red dot as if that’s all there is.

What’s the most important thing that you think people should know?

That it’s very important to develop a sense of humour. Someone sent me a birthday card once – I think it might have been Mr Clements – it said “Don’t take life too seriously, after all, it’s not permanent.”

My strong sense of humour has saved me so many times from (a) complete depression or (b) complete self-absorption as a teacher. I’ve learnt to laugh at myself and to say with Puck: ‘Lord, what fools these mortals be.’ The ability to laugh at life is priceless.

“The ability to laugh at life is priceless.”

People criticise Rafflesians about being arrogant and elitist – what do you make of that? Do you think it exists? Do you think it’s a problem?

I think in some students it is, yes, but it’s not their fault- they’ve been brought up that way. I think some of the RI mothers are to blame for the way their boys behave like little Caesars.

That’s what I was worried about when I first came to Raffles. I was quite apprehensive because at Anderson I’d heard all about Raffles and seen Raffles students on television debating and thought, “Wow, these kids are good” – and I was expecting all the students to be like that when I arrived. However, I found the number of really outstanding people was very small. Most of the people I’ve worked with have been only too conscious of trying to live up to this image of being a clever Rafflesian – when they know they’re not, and the image intimidates them as much as it intimidated me.

I don’t like this repeated emphasis in the school on leadership. My friend Mr Bachelor who used to work with me was my idea of the perfect leader – he didn’t want to do it; he kept having it thrust upon him as Shakespeare put it. I know I would follow leaders like Mr Bachelor any day because he was a man of integrity, and he never asked me to do work he wouldn’t do himself. I don’t like seminars on leadership, I don’t like people telling me what makes a good leader, a bad leader, all that – I mean what makes a good leader? I don’t know. And those who say they do have never led anybody anywhere except to buy their latest book.

I think all of the symbols and insignia of the school re leadership are aggressive – I think if we mean what we say about serving then we should talk about serving and drop the leading by serving completely. I’m back to my bible again: ‘To whom much is given…”

Because education gave me everything – it freed me from the shackles of the church, it gave me the opportunity to come to Singapore, it gave me the opportunity to travel the world, it gave me the chance to open my mind up, to feed it with all sorts of wonderful books, and that’s why I became a teacher – because I wanted to pass on what I saw as the benefits of a lifetime of education.

I’m on a nonstop process of learning – I often joke that what they’ll put on my tombstone are the words “None the bloody wiser”; it’s not strictly speaking true – I do know more than I did when I was younger, but I’ll never know all I want to know. Never.

Finally, if, when you went back, someone asked you for one experience that stands out for you in your entire time in Singapore, what would it be?

That’s difficult… I’ll pick something that happened recently. A couple of years ago, only one person in my class did not get an A or a B for ‘A’ level Literature and she wouldn’t come and see me because she was too upset.

So I went looking for her, and I found her crying. She had let me down she said. I told her she hadn’t at all. She was still the lovely girl I used to sing to in class. And yet I thought at the same time, this poor girl will have to carry this moment with her for the rest of her life. And how unfair that is. Some who’d got As were no different academically to her. It happens every year: this day of dreams coming true for some becomes for others their worst nightmare.

Recently, a boy in the class sent me a note, because I was leaving, to tell me how the different members of the class were doing  – this one was at Cambridge, this one at Columbia, this one a top scholarship holder at NUS/Yale, this one in the Army and doing really well as an officer. He himself was training to be a fighter pilot. Then at the end of this list of achievements he put this girl’s name, and almost as an after thought he said, “… has a boyfriend.”

I’ve thought a lot about that since and talked about it to my classes. A poem has even been gestating in my mind in which the last line of every verse would be the same:  ‘And (…) has a boyfriend’.

You see, I found myself wondering about how we measure achievement in this school, in many schools. Grades? Scholarships? Universities? Level of degree? I’ve started asking students what they would rather have– a place in Columbia, or someone to love? Getting into Columbia is hard but so is finding someone to love. In fact, Shakespeare tells us that if you are clever it’s even harder to find love. In Much Ado About Nothing, Benedick says to Beatrice, ‘You and I are too wise to woo peaceably.’

I was delighted to find that this girl ‘has a boyfriend’ – it’s no consolation prize; love is the greatest treasure anyone can find.

It’s students like this girl that I remember with affection, the students who don’t do as well as the others do.  That must hurt in a school like this, and I don’t think the school makes it easier for them, beginning the issuing of results by parading and trumpeting the huge successes of the stars.

It means that when the others come to get their results, they’re expecting them to be great and when they’re not, it’s a double whammy! I think the school should think seriously about this annual pantomime of unfairness. I think even those who do well should bear in mind what my old colleague Mr Clements used to say to his students – “if you leave this school with your four grade As and you don’t feel slightly fraudulent about yourself, there’s something wrong with you.”

Grades after all are just grades – we already know, don’t we, who the really talented people are. ‘And (…) has a boyfriend.’

“Grades are grades, but Talent is talent.”

By Allison Choong 14S05B and Tracy Koh of Raffles Runway

Stepping into the lobby of Meritus Mandarin on Thursday, one would’ve wondered what all the buzz was about. Throngs of Rafflesians, dressed to the nines, packed the cramped lobby to the brim. It was a futile attempt weaving through the crowd to spot our best-dressed candidates, considering how practically all the Year Sixes certainly dressed perfectly in accordance with theme this year, “Estrella”, which means “Star” in Spanish.

Considered the classic look, the dashing gentlemen generally stayed close to the suit and tie look. However, the only distinctions we spotted were differences in tie colours or bowties – which we did find rather repetitive after a while. (We did spot a few in vests, all-white suits, as well as one or two who topped off their outfits with hats!) In contrast, there was a much wider variety of dresses matched with strappy heels and jewellery donned by the ladies. From sequinned ballgowns to flirty cocktail dresses, many sported latest trends which certainly did not disappoint. For those of you out there who were unable to attend the glitzy event, we’ve pictured our top picks for you below!

Ye Tong

Dress – Rare Attitude; Shoes – Charles and Keith; Clutch – Aldo

Looking at the array of long gowns donned by many of the Year Sixes, one would have thought immediately that voluminous maxi dresses led the way for 2013’s Grad Night. Ye Tong channeled this very look in a sleek and sweet mint green maxi dress with crystal embellishments framing its v-shaped neckline and soft folds cascading from the back of her daring, bare-back dress. She completed the look with a crystal studded clutch from Aldo, which complemented the crystal detailing on her dress perfectly.

Chanel Ma

Dress – Xeniaboutique; Clutch – Mum; Earrings – Talisman; Shoes – Steve Madden

Chanel oozed grecian goddess charm in this simple yet elegant white maxi dress with glitter cut-outs which played up this season’s peekaboo trend very well. She finished off her look with a sleek updo and a gold clutch given by her mum – how elegant!

Dillon Chee

Suit – Oxford; Shoes – Dr Martens

Dillon sported this season’s tonal outfitting trend in a suit by Oxford which featured varying shades of grey and black. He managed to keep the look simple, yet eye-catching just by picking a very fitting suit, complete with neatly styled hair.

Carrissa Ting

Dress – Mum’s; Everything else – Far East Plaza

Carrissa looked stunning in a floor-length twist-and-wrap toga dress in graduated shades of blue. It’s a fun look which stood out amongst the many other dresses in solid colour. She completed the look with a pair of crystal drop earrings, a navy clutch and an elegant updo, all from Far East Plaza, showing that you can look chic and elegant even on a budget.

Brenda Tan

Dress – Self-Designed; Shoes – New Look; Clutch – Aldo

Brenda easily stole the show in a backless crimson floor-length gown with an intricate velvet baroque pattern – which she designed by herself. Her gold bejewelled Aldo clutch and edgy bangs complemented her elegant look perfectly.

Gareth Ting

Top – Peninsula Shopping Centre; Pants – POA; Shoes – Bugis; Accessories – Fourskin

Gareth ditched the ‘suit and tie’ look and opted for an edgier get-up instead, donning on a black high-funnel neck top in faux leather and pairing it off with burgundy pants. He finished off his look on a fun note with a pair of suede oxfords in mustard, black nail polish and an interesting ring reminiscent of gears and machines.

Symone Oei

Dress – Designed by Dyon Ang; Clutch – Louis Vuitton

Symone was a show-stopper in this lovely red number designed by former Raffles Runway member Dyon Ang. The elaborate floral print on the bodice of the dress and voluminous skirt, complete with a wraparound waist belt and a loose v-back, was reminiscent of a kimono, yet it managed to look modern and elegant.

Sabrina Wong

Dress and Shoes – Far East Plaza; Accessories – Shopubb, Blogshops; Hair Dye – Amazon

Sabrina channelled Grecian goddess chic in this strapless white lace peekaboo dress. If Chanel’s look was reminiscent of Persephone, Sabrina’s look would take after Athena, with her flaming red locks and gold headband.

Daryl Tham

Suit – POA; Shoes – Dr Martens

Daryl sported an off-duty, preppy-chic look in this camel coloured corduroy coat, baby pink dress shirt and coffee brown dress pants with subtle mustard stripes. He finished off the look with a good old pair of Dr Martens.

Jeremy Yew

Suit – H&M; Shoes – Mustafa; Watch – Omega

Jeremy channelled just the right balanced of preppy and chic in this classic suit and bow piece from H&M. We loved the subtle folds on his dress shirt, especially how he opted for a fun twist with his coat unbuttoned.

Sun Xiaoning

Dress – Eurogou; Watch – Bvlgari; Flower – Lovisa; Shoes – Wicked Laundry

Xiaoning looked like Alice just stepped out from Wonderland and into a ball in this adorable faerie-like dress with crystal detailing, a vintage laced-up bodice and a flowy organza skirt. We loved how she completed her look with a pop of colour in a blue flower headpiece from Lovisa and the timeless, nude pumps from Wicked laundry which accentuated her gams.

By the Writer’s Guild

RI (Year 5-6)’s creative writing society

What goes well with a Pencake?

No, that’s not a trick question – the Pencake is the Guild-run website featuring creative writing from students and literary giants alike, and we think that its fun, open, and engaging nature reflects something about what we try to do here in Guild. While writing can be a fairly solitary activity, we use outings, peer editing, and external collaborations to make pursuing our interest in writing a communal process.

“So what do you do all the time? Write?”

We write, of course, but we also include, and explore. We strive to ensure that no one is sidelined in activities or discussions, and that everyone feels at home in Guild. As such, we don’t have a selection process, welcome new signups throughout the year, and schedule our sessions to be as convenient as possible for our members. (Guild) sessions are currently on Tuesday, from 4.30pm to 6pm, though that’s fairly flexible). Together, we venture beyond the stereotype of reclusive writer in all sorts of ways:

1. Writing prompts and outings

With prompts from sources as diverse as the Internet, fellow members and other people’s conversations, we veer toward the innovative and quirky: basically, the sort of thing you probably wouldn’t dream of doing on your own. For the same reason, we try to have termly outings – our latest was to the Singapore River – and usually there’s plenty of laughter and food involved too.

2. Peer editing

A significant portion of sessions is used for peer comments, and learning how to give and receive constructive feedback in small buddy groups.

3. Annual anthology

This one speaks for itself: we offer each member a chance to be part of the editing and publishing process; in addition, submissions are open to anyone and everyone.

4. Special initiatives

Last but certainly not least, we take advantage of everyone’s collective energy and ideas to start our own things and reach out beyond the CCA. Last year, we launched the Pencake, started a collaboration with the Faces of Singapore group, and initiated community service programmes that range from holiday writing activities for hospitalised children to customising picture books for intellectually disabled kids. We’re also planning exciting things for the year ahead, including collaborations with Raffles Press and the Photography club, and greater involvement in school events.

*

So, anyway, what does go well with a Pencake?

Well, there’s something about the humble pancake that encourages kinship, conversation and oddball experiments that we’d like to think we stand for as a CCA. In short, we think that a passion for the written word, and more than that, a desire to pursue this passion alongside like-minded peers and friends, are pretty good to start with. A love for food and a certain willingness to poke fun at yourself doesn’t hurt either.

Strength, Accuracy, Consistency. These are the 3 essentials of being an Archer.

Don’t be fooled by Katniss Everdeen or Legolas when you see them pull their bows without effort! While it is true that everyone can pick up Archery, not anyone can shoot well without hard work. In Raffles Archery, our dedicated “Koach Ken” will train and guide you along.

So, first we need to clear up some misconceptions. Pulling a bow is not as easy as you may think. Strength plays a major part of shooting well. That’s why we follow strict training sessions which include gym sessions conducted by a personal gym instructor (Mondays) and 2 shooting sessions (Wednesdays and Fridays), each lasting around 3 hours.

Next, Archery is a precision and mental sport. When you’ve attained strength and accuracy, the hardest part of all is maintaining it. Consistency in strength, posture, mental state of mind and numerous other factors come into play while shooting. Hence consistent practice at trainings is required if you want to do well! To do well competitively, another factor is experience so that you won’t break down in nerves. But not to worry, there are many competitions throughout the year for archers to take part. Raffles Archery mainly focuses on the National Inter-School Archery competition which takes place in May. But there are other opportunities like NUS Open (July), friendlies between schools and an overseas trip to Thailand for you to hone your skills.

We have a dedicated group of Archers who love what we do and strive for the best. As our Archers always say, “Go hard or go home”. Even though Archery is a very individual sport, we train hard and play hard together. During training, everyone helps each other out by pointing out mistakes and doing pushups together to get stronger. We’re also fortunate to have one of our teacher ICs who’s an archer as well and often provides tips and advice on how to shoot better.

There are also a few things to take note before you join. Firstly, our Archers are highly encouraged to purchase personal bows which can cost about $1000- $2000. But don’t worry, as there are financial avenues to tap on should you need them. Secondly, archery may not be considered for the National Colours Award in 2014 as it is currently not recognized by the Singapore Schools Sports Council (SSSC). This is subject to change, but there will nonetheless be an inter-school competition hosted by Archery Association of Singapore (AAS) every year.

So what do you need to be a Raffles Archer? Simply determination and a hardworking spirit are sufficient! No prior skill or knowledge is needed. Interested students will undergo a trial consisting of pull-ups for boys and inclined pull-ups for girls, as well as a shooting component to shoot a few arrows. If you’ve got the interest and drive for this unique sport, you are meant to join us. And so, as Koach Ken always says, come forth and prosper in Raffles Archery!

By G Santoshi (14S06C)

In a dingy basement in Santa Ana, 1924, a small, excited group of young men gathered at the first ever meeting of their own little experimental club. The men had been brought together by a singular goal: they wished to train in the art of public speaking, and wanted to do so in a supportive, friendly atmosphere. Exactly eighty-six years down the road, this goal is being realized by 292,000 members in 122 countries in what has flourished to become the renowned public speaking and leadership organization, Toastmasters International. Toastmasters has become such a popular phenomenon that it even has numerous affiliates for the younger population known as Gavel Clubs dotting the globe. One such club is proudly nestled right here at the heart of 1 Raffles Institution Lane.

Like the young men gathered at the basement all those years ago, members of the Raffles Gavel Club share a passion for public speaking and the belief that speaking and leadership go hand-in-hand. We follow the established step-based approach undertaken by Toastmasters, completing a total of 10 speaking and 10 leadership projects over the course of a little over a year. The projects get progressively more challenging as additional skills and techniques are introduced at each stage. While the skills honed through each speaking project may differ, members are always given the liberty to speak about any topic they are passionate about, and encouraged to do so with a personal authenticity and sincerity. What distinguishes this process is that it empowers our members to stand up and speak, but also teaches us to sit down and listen, something that many often forget to do. It is also worth noting that upon completion of all the projects, globally-recognized Toastmasters accreditation will be given, making each and every member a certified speaker and leader.

Fun shot at the Mini-LT (our usual CCA venue)

The Gavel Club has its weekly sessions on Wednesday, where club members embark on their projects and train in “table topics”, an impromptu speaking segment, in a 2-hour meeting. Additionally, for members interested in community work, the Gavel Club collaborates with the Children’s Cancer Foundation, making use of speaking as a confidence-builder for teenagers battling terminal illnesses through weekly service sessions. There are also numerous other opportunities for personal development in Gavel Club, from national public speaking competitions to workshops conducted annually by experienced external trainers.

Club support at the National Public Speaking Competition 2013

Beyond the multitude of benefits and opportunities it offers, Raffles Gavel Club is at heart a positive, warm home for a diverse set of people unified by their passion for public speaking – just as its Toastmasters predecessors had envisioned. Due to the sheer diversity within the club, every speech adds a fresh perspective and every club session is an eye-opening experience shared by a group of enthusiastic, forthcoming young individuals as invested in their peers’ learning as they are in their own.

Dinner at a Thai restaurant after a club session

The Gavel Club gladly welcomes applicants from all backgrounds. All interested candidates will undergo a selection interview and will be selected primarily on their passion for public speaking and willingness to be committed, with some consideration of their current speaking ability as well.

Speaking, besides being a necessary life skill, is a process of self-expression and mutual discovery. Raffles Gavel Club provides an avenue for aspiring speakers to make the most out of this process, with the guidance of the holistic Toastmasters curriculum and the support of peers who constantly provide constructive criticism and encouragement. The club welcomes the batch of 2015 to join our energetic team, bringing with them passion, dedication and humility.

The Raffles Gavel Club will be led in 2014 by chairpersons G Santoshi and Sumitha Grace Pandiaraj.