SCGS: Our Enriching Programmes

OUR DISTINCTIVE HOLISTIC EDUCATION Our Programmes

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Integrated Programme SECONDARY DIVISION

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n 2019, the first batch of graduands of the Joint Integrated Programme (JIP) from Eunoia Junior College (EJC) collected their GCE ‘A’ Level Examination Results. The ‘First Class’, as the cohort is fondly referred to, did the college proud with at least half the cohort scoring three or more distinctions in their H2 subjects. The college’s Bishan campus is finally ready for occupation and EJC will start the new academic year with its Big Move taking place on 6 January 2020.

The partnership amongst the JIP schools continues to grow from strength to strength as we affirm our shared JIP identity through the Flagship Programmes. The World Readiness Programme (WRP) Symposiums bring all the JIP Secondary school students together to explore world-changing trends and current affairs. SCGS organised the event for the Year 2 students and the guest speaker was Mr Tan Boon Khai, Chief Executive of Singapore Land Authority (SLA), who shared on Sustainability and Land Use in Singapore. SCGS also helmed the WRP symposium for Year 4 students with Ms Crystal Lim-Lange, who expounded on the notion of being ‘Future-proof’. Held at CHIJ St. Nicholas Girls’ School (SNGS), the Year 1 symposium was on

Cyber Security while the Year 3 symposium organised by Catholic High School (CHS) introduced the audience to some foundational economic concepts.

Passion Pursuit is another flagship programme that helps bring about stronger partnerships among schools.

Apart from the various in-house platforms offered, there were crossschool modules offered to all JIP students this year. In collaboration with Building and Construction Authority, SCGS offered a module on Sustainability to our partner schools and we are pleased to have hosted more than 20 students from CHS and SNGS. On the home front, all our Year 3 students had the opportunity to go on work attachments and the experience proved invaluable as this was the first taste of working life for many. Our Year 4 students

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also had a fulfilling time executing their Advocacy-in-Action projects. From speaking to organisations, to planning and executing the project, each class rallied around a different cause, some of which included the Yellow Ribbon Project, a tuition programme in a Primary school, a social movement to encourage going tobacco-free and helping out at the APSN Chaoyang School. The feature that distinguished these projects from Values-in-Action projects is the deliberate effort to advocate the causes of their beneficiaries.

Another highlight for the IP students is the various Academy trips. These trips serve as a complement to the formal curriculum and provide an authentic setting for the students to apply their knowledge. The Liberal Arts Academy and the Leadership Academy headed to Cambodia while the Math & Science Academy identified Taiwan as the suitable destination to address their learning objectives.

This has been a fulfilling year for the Joint Integrated Programme as we continue to review and refine our programme, while at the same time celebrating close partnerships. We look forward to another exciting year ahead.

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Sabbatical Weeks I and II SECONDARY DIVISION

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uided by our belief that the joy of learning is key in supporting the development of passion, the Sabbatical Week is one of the key features in the SCGS Talent Programme. This programme, which is built upon Joseph Renzulli’s Enrichment Triad Model, offers pupils opportunities to explore their interests through talks and workshops, and delve deeper by developing their skills in specific domains.

During Sabbatical Week I (27 – 31 May), a total of 58 Type I (with a focus on discovering, stimulating and inspiring interest) and Type II (with an emphasis on specific skills development) modules were offered to Secondary 1 to 3 ‘O’ Level and Secondary 1 to 4 Integrated Programme (IP) students. Each student was entitled to a total of 16 hours of enrichment throughout the week.

The week-long programme provided many opportunities for students to broaden and deepen their learning through the exposure to a buffet of enrichment modules. These modules spanned across diverse disciplines from the language, the arts to mathematical and

scientific pursuits, as well as modules developing students’ personal interests and competencies. Some of these modules took students on external learning journeys, so that they could explore the world beyond the classroom.

As part of the Passion Pursuit Programme, which is a key feature of the total IP curriculum, Sabbatical Week II at the end of the year (29 October to 1 November) was offered to the lower Secondary IP students to further pursue their learning at a deeper level in subject disciplines as well as in the life skills domains.

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

English Department SECONDARY DIVISION I would maintain that thanks are the highest form of thought; and that gratitude is happiness doubled by wonder.

explore relevant pedagogical approaches.

Teachers were exposed to core concepts and traditions of ethics and showed how we could apply an ethical framework and lens to reading literary texts and how we could introduce pedagogies of interruption and other constructivist approaches to develop ethical attunement and ethical reasoning.

- G.K. Chesterton

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e look back at 2019 with much gratitude for the staunch support of parents, school leaders and our colleagues as well as the hard work of our students who have made our programmes possible and ever relevant to the needs of our learners. Staying

Equipping our Teachers: Teaching Literature in a Global Age

ever true to our mission to develop in students a critical appreciation for the English Language and Literature and the ability to be effective communicators and critical thinkers who are passionate and self-directed learners, the English and Literature Team ensured that our programmes were aligned to our schools Desired Outcomes of Education (DOEs). Be it a Lower Secondary Language Arts period on poetry or an Upper Secondary Literature class on Shakespeare, lessons were crafted to draw out the best in our girls to exemplify values of Sincerity, Courage, Generosity and Service.

As part of the Centre of Excellence for Humanities, Singapore Chinese Girls’ School aims to lead in the sharing of best practices in the teaching and learning of the Humanities. The English and Literature Department was privileged to have Professor Suzanne Choo to conduct a Literature Workshop on 15 May to enhance our understanding of teaching Literature in the Global Age and to

Empowering our Kim Geks: Project Voice As a special treat for our girls, we also invited Project Voice – spoken word poets, Phil Kaye and Sarah Kay - back with us for a flying visit on 10 July for an

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

International Competitions and Assessments for Schools (ICAS) – Writing

assembly performance. Our girls were enthralled by their wondrous musings. We were all reminded of the importance of cultivating curiosity, creativity and confidence in our own voice.

We congratulate Nandana Pradeep (Sec 1SY), Sng Yi Xin (Sec 1PE) and Wong Yi Xuan (Sec 4PE) for having scored the highest distinction grades for their levels in Writing in Singapore.

Exemplifying their Talents Future Problem Solving Programme (FPSP) – Scenario Writing Competition 2019 A total of seven middle division entries and one senior division entry were submitted for the FPSP Scenario Writing Competition. Our middle division students did very well. We are pleased to announce Isabel Yamada (Sec 3SY) was awarded 2nd place in the Scenario Writing Competition. Isabel has been invited to

write a spontaneous scenario in random teams of 3 to 4 students. There is a composite team score and the best writer is identified for each division. Praise Lee (Sec 3CO) also won Best Team in Middle Division, On-site Scenario Writing Competition.

Plain English Speaking Competition We applaud Cameron Setiadi (Sec 3SE) for her resilience and freshness of insights in her speeches as a finalist at the 33rd YMCA Plain English Speaking Competition.

Singapore Youth Festival (SYF) 2019 Student Emcees

We look ahead to 2020 with excitement and purpose as we ready ourselves to embrace new pedagogical initiatives focusing on metacognition, multiliteracies and inquiry through dialogue.

Beyond these, we will continue to imbue in our girls the joy of learning as we create a multitude of platforms of expression and creativity to bring out the best in them – advocacy projects where our girls marry innovation with presentation skills sharing on a multitude of social media campaigns to champion human rights or the creation of original print media ‘The Venetian Tribune’ – a reimagination of what Venetian society was like in The Merchant of Venice. Just as how our school song exhorts us, we look forward to ‘grow nearer the sky’!

Four of our students were selected from more than 100 nominations from 23 schools to undergo a full-day Emcee Training Workshop for 50 students and to make the cut to be the final 27 to represent schools as emcees hosting the various SYF Celebrations platforms around Singapore from 5 to 7 July 2019.

These four students were emcees at the following venues. Congratulations girls!

participate in the FPS International Conference in 2020.

Jeevika Pillai (Sec 2DG) came in 7th. Jaynie Tan (Sec 3SY) was 10th, and Praise Lee Shi (Sec 3CO) was 13th.

Dates

Venues

5 and 7 July

SYF 2019 Celebrations in the City - Concourse Cameron Setiadi (Sec 3SE) Kaylee Chang Yee Hsuan (Sec 3CO)

6 and 7 July

SYF 2019 Celebrations in the Community Dance Extravaganza @ Bukit Panjang Plaza

All 4 students qualified for the National Finals On-site Scenario Writing Competition held on 24 October at RGS. This team writing competition required students to

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Student Emcees

Tan Yean Ling (Sec 3CO) Sania Shah (Sec 4SY)

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Literature Trip to the United Kingdom SECONDARY DIVISION

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rom 28 May to 7 June, a group of Secondary 3 and Secondary 4 students travelled to the United Kingdom on a Literature trip. We went on this trip to cultivate a deeper understanding and appreciation for Literature, learn about various important authors and literary figures, and gain exposure to different genres and concepts in literary works.

As soon as we arrived in London, we were astounded by the breath-taking scenery.

The beautiful environment carried a promise of novel experiences and fresh perspectives, filling us with hope, wonder, and excitement for what we would learn in the next 11 days. That very night, we headed down to Her Majesty’s Theatre to watch one of the world’s most popular musicals - The Phantom of the Opera. Being able to watch such a famous production in the theatre in which it was first performed was an unforgettable experience for us all. It also served as a good introduction to the different types of staging, as well as elements of the Gothic.

Over the course of the next two days, we headed to Shakespeare’s Globe Theatre to watch two productions and attend a two-day bespoke theatre course.

Conducted by Mr Chris, we examined productions such as Macbeth, The Taming of the Shrew and The Merry Wives of Windsor. We studied Shakespeare’s writing, including how he uses linguistic and staging techniques for

about English history and empathising with different characters, and the hilarious The Merry Wives of Windsor, which acutely demonstrated the concept of Shakespeare as ‘theatre for the people’ with its countless actoraudience interactions.

characterisation, stage directions to show the dynamics between characters, and the numerous ways in which the Bard’s works may be analysed and interpreted.

During the workshops, all of us stepped out of our comfort zones to perform various scenes, allowing us to maximise our learning and to appreciate Shakespeare’s works. During this course, we were given a tour of the Globe, learned more about its history, and we even watched a one-woman rendition of The Merry Wives of Windsor in the Sam Wanamaker Playhouse! We watched the dramatic Henry IV Part 2, learning more

We went to the National Theatre and got the chance to experience a backstage tour. There were two vastly different stages in the theatre and we learned more about staging as well as how dramatic effects were produced in certain scenes.

We saw how different plays were produced - conceptualisation of scenes, production of props, and the many groups of people working together to put up a play. We even got a behind-thescenes look at the props used, including fake food! Next, we participated in an enriching poetry workshop by the former BBC Poet-In-Residence Jacob Sam-La Rose, where we were not only inspired to write beautiful poetry, but also where we were spellbound by the sheer power of words. This workshop changed most of our opinions about poetry, and truly allowed us to write from the heart.

We went on a walking tour called ‘In the Footsteps of Sherlock Holmes’, to learn more about Sir Arthur Conan Doyle’s famous literary figure. As we saw different places in London, we spotted how Doyle’s writing was greatly affected by his social standing and his environment. We also learnt about the power of such literary figures and how their stories are passed down and moulded over generations to produce our modern interpretations of Sherlock Holmes among others. Afterwards, we headed to the British Museum, which is home to

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

many famous artefacts. We were given the chance to see relics like the Rosetta Stone, Cleopatra’s mummy and coffin, and many works of art inspired by various historical events.

It was a drastic change from the busy city of London to Shakespeare’s hometown the peaceful, quaint town of Stratfordupon-Avon. We went on a walking tour around the town, visiting Shakespeare’s houses, school, the Swan Theatre, the Royal Shakespeare Theatre, and even the Holy Trinity Church, where Shakespeare is buried. Two highlights of our time in Stratford would be the tour of Shakespeare’s Birthplace, and watching the Royal Shakespeare Company’s (RSC) The Taming of the Shrew. Visiting Shakespeare’s birthplace allowed us to see how Shakespeare’s childhood influenced his writing, and we managed to watch some ‘Shakespeare Aloud’ performances which were excerpts of Shakespeare’s plays. The RSC’s unconventional take on The Taming of the Shrew was marvellous and extremely thought-provoking, allowing us to have fruitful discussion regarding the many interpretations of the production. We were deeply inspired by how Shakespeare drew inspiration from the simplest of things and was able to write memorable plays.

Next, we travelled to the delightful city of Nottingham where we had an exciting city tour with the award-winning tour guide Ezekial Bone, who was dressed up as Robin Hood! We learnt more about the history of Robin Hood and history of the city and saw how the legend of Robin Hood influenced Nottingham. Although

the figure of Robin Hood may be fictional, his stories still bring us the promise of a better, fairer future, and he serves as a figure for generations to look up to. We then headed to Newstead Abbey, the home of the famous Romantic poet, Lord Byron. We noticed how his home environment and experiences greatly shaped his writing, enabling him to become a leading figure of Romanticism.

Bidding Nottingham farewell, we moved on to the breezy, lively city of Whitby.

Climbing up 199 steps to get to Whitby Abbey, we were in awe of the beautiful scenery while admiring the grandeur of the architecture. We learnt more about Bram Stoker and how Dracula was inspired by Whitby Abbey, and we could really see how the Gothic architecture gave rise to one of the greatest Gothic novels.

We made our way to Haworth, a quiet town which produced two of the greatest female authors - the Brontë sisters.

Visiting the Brontë Parsonage Museum was truly inspiring as we saw how the sisters persevered through countless

tragedies and used their adversity as inspiration for novels. We gained a new respect for the sisters as they were truly women who were passionate, supportive, talented and determined.

Finally, we travelled to the Lake District.

Although the winds were freezing, we were too busy marvelling at the scenery to be too affected. We visited the famous poet William Wordsworth’s homes, even going on a long hike from Dove Cottage to Rydal Mount. We were able to experience first-hand how Wordsworth was surrounded by beautiful nature all his life, and how that inspired him to write in admiration of nature. His environment played a key role in shaping his writing, and his love for the environment enabled him to become one of the key poets of the Romantic Age. We were also roused by the breathtaking sights we saw and ended our trip by writing some of our own poems.

This trip has given us fresh insights into the culture and history of the United Kingdom, and allowed us to gain an indepth understanding and appreciation of the place of Literature in our lives.

Yanisa Kee (Sec 4SE)

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Mother Tongue Languages Department SECONDARY DIVISION

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he SCGS Talent Programme stretches the potential of students and provides opportunities for them to achieve personal excellence. Aligned with this objective, the SCGS Mother Tongue Languages Department provides students with a holistic and interesting mother tongue education which incorporates various enrichment programmes targeted at students of differing levels of language proficiency.

The Secondary 1 Oral and Communication Programme crafted by our own Chinese Language teachers aims

to raise the standard of the students’ oratorical skills through oral recordings of student reading and oral presentations on various topics.

SCGS participated in the Reading Ambassador Programme organised by The Committee to Promote Chinese Language Learning. Besides planning and establishing a reading programme in school, students had the opportunity to participate in World Book Day’s activities where they shared about the reading programme of SCGS. To stretch our able and talented pupils in writing, they also participated in author-inresidence programmes and various creative writing competitions, such as the

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radio drama script writing competition, and news editing and reporting competitions. Our students achieved good results in these competitions.

Our teachers also designed and conducted the following sabbatical modules to extend students’ learning beyond the textbook.

These included: Understanding Chinese Calligraphy

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

through Seal Engraving, The Philosophy behind Traditional Chinese Medicine, a Chinese opera workshop, a Malay language radio talk and a workshop on Indian traditional culture.

through Time, which charted the history and developments of modernday Singapore around the Singapore River. Our students were also invited to be part of the curation group at the River Hongbao 2020 exhibition where they were involved in the creation of short video clips.

Furthermore, to enhance the learning for students with the ability and

The Bicultural Studies Programme (BSP) is offered to Secondary 3 students in the Integrated Programme. This programme aims to nurture a core group of students with a deep understanding and appreciation of both cultures, so that they can interact effectively with China as well as relate to the West. It will stretch the potential of students who are good at both languages and allow them to appreciate both cultures in greater depth. This will broaden the students’ horizons and global perspectives. Besides the weekly curriculum, the BSP students participated in the yearly BSP symposium and BSP camp co-organised by MOE and BSP schools. The highlight of the programme is the overseas trips to China and Western countries where students have the opportunity for cultural appreciation and interaction with local students.

interest to study Higher Chinese, the department provided the opportunity for students to be docents at the River Hongbao 2019 Exhibition. The theme of this year’s exhibition was A Harbour and Home: The Singapore River

Through various programmes and activities, students are exposed to authentic experiences in which they are challenged and inspired to achieve their fullest potential.

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Bicultural Studies Programme Trip to Taiwan SECONDARY DIVISION

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his year, the Secondary 3 Bicultural Studies Programme students explored Taiwan on a two-week immersion programme.

We spent our first days learning about the flora, fauna and geography of Taiwan. We visited the Botanical gardens and Eco farms in Pingtung County. The trip showcased Taiwan's rich biodiversity, as well as the astonishing adaptations that plants and animals have made to survive in the tropical area. We also visited a famous bird observatory in Pingtung, allowing us to learn more about the birds that make Taiwan their home. At the famous Yangmingshan National Park, we learnt about the Taiwan’s dormant volcanoes and climbed up a mountain to witness breathtaking views of the country.

Over the course of our trip, we learnt a lot about the unique culture and history of Taiwan. We visited many museums and

High School, and learnt more about Taiwan's rich culture and history through them. At the National Taiwan University, we attended extremely insightful lectures by the local professors.

came face-to-face with beautiful artefacts steeped in rich history.

We also interacted with local students from Hongdao Junior High School and Che Cheng Junior

This immersion trip to Taiwan enriched our learning about Taiwan’s biodiversity, culture and heritage, and left an indelible impact on us.

Ashley Koh (Sec 3PR)

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Mathematics Department SECONDARY DIVISION

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athematics, a language of nature which transcends different aspects of everyday life, involves an understanding of logical thinking and general problem-solving heuristics.

The language seeks truth and beauty in observing and investigating patterns and relationships in social and physical phenomena, and is an excellent vehicle for developing intellectual competence in analysis, abstract thought, reasoning and spatial visualisation.

SCGS Mathematics Department develops its Talent Programme based on Five Minds for the Future, advocated

by Professor Howard Gardner. In addition to the core mathematics programme, various enrichment activities catering to students of different ability levels provide an exciting and all-rounded mathematics education. These enrichment programmes are modelled after Renzulli’s Schoolwide Enrichment Model.

Students who display a strong interest and exceptional talent in mathematics had the opportunity to represent the

In March, a team of 24 Secondary 4 students represented the school in the Ngee Ann Polytechnic Mathematics Challenge. The team emerged as Overall Champion in the competition.

Another highlight of the year was the Mathematics and Science Trip to the Republic of China (Taiwan) in October.

15 Secondary 3 Integrated Programme students in the Mathematics and Science Academy had a meaningful and fruitful learning journey, embarking on school exchanges and field trips.

school in the Singapore Mathematical Olympiad Competition after undergoing rigorous training sessions in Semester 1.

This year, SCGS received a Bronze Award (School) with our students achieving 3 Silver, 14 Bronze and 11 Honourable Mention Awards.

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During Sabbatical Week, the department designed and conducted enrichment programmes which taught the application of mathematical knowledge in lively and interesting contexts, allowing students to hone their reasoning and creative skills through complex mathematical problems in realworld scenarios.

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

In addition, the department had the privilege of hosting Ms Narelle Morris, Senior Teacher at St James Lutheran College, Queensland and Ms Pamela Newlan, Leader and Senior Teacher, Presbyterian Ladies College, Victoria, from the Australian Association of Mathematics Teachers from 10 to 12 April. The Australian teachers both observed and taught classes in SCGS and there were deep discussions on the Singapore and Australian mathematics curricula over the three days.

Through continual improvement in the curriculum and programmes, the department aims to develop in our students the essential mathematical dispositions such as curiosity, the joy of learning, resilience and a sense of adventure, which will carry them far in their future endeavours.

The winners of the 2019 Singapore Mathematical Olympiad Competition are: JUNIOR SECTION Name Cheng Sher-Mae Aaliya Navas Caitlin Mok Rui Ying Jeong Ji Hae Michelle Low Yuan-Ying Tan Jia Ning Deborah Lim Li Jun Kelly Teresa Lee Jia Xin Kylie Wee Hui Xian Lim Han Xuan Claudia Luo Xin Yue Sng Rui Lin, Zen

Class Sec 1PE Sec 2DG Sec 2PE Sec 1SY Sec 2PE Sec 1SE Sec 2SE Sec 2PR Sec 2SE Sec 1PR Sec 2GY Sec 2SE

Award Silver Bronze Bronze Bronze Bronze Bronze Honourable Mention Honourable Mention Honourable Mention Honourable Mention Honourable Mention Honourable Mention

SENIOR SECTION Name Li Yu Xuan Kathri Arachchige Don M N S Lu Xinyu Ngo Thu Giang Phung Nguyen Hanh Song Eryue Zhong Shu Zhou Ruoyu Emily Tan Syn Yan Teng Xinyi

Class Sec 3CO Sec 4SE Sec 3CO Sec 4DY Sec 4DY Sec 3DG Sec 3CO Sec 3CO Sec 4SY Sec 3DG

Award Silver Bronze Bronze Bronze Bronze Bronze Bronze Bronze Honourable Mention Honourable Mention

OPEN SECTION Name Jin Xinyi Li Yu Xuan Li Yuelin Lu Xinyu Zhong Shu Zhou Ruoyu

Class Sec 3DY Sec 3CO Sec 4CO Sec 3CO Sec 3CO Sec 3CO

Award Silver Bronze Bronze Honourable Mention Honourable Mention Honourable Mention

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Science Department SECONDARY DIVISION Doing Science

The Mathematics & Science Academy

Learning science is not just limited to experiments in the laboratory. It is also about collecting data through field work.

SCGS’s beautifully landscaped ponds and gardens are natural places for students to explore biotic and abiotic factors in their study of ecology.

As part of the revamped curriculum in the Mathematics and Science Academy, students are encouraged to pursue their passion and deepen their knowledge in the respective subject disciplines as they participate in Maths and Science-related activities and explore, discuss and construct concepts through the solving of real-world problems.

This year, we engaged students in authentic learning activities centred around three themes: Sustainable Living, Forensic Science and Food Science.

Some of this year’s highlights include the following:

Students using the quadrate method to study the number of species in an environment

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Learning about methods of sustainable farming and the properties and uses of locally-grown plants at Bollywood Veggies

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Learning how forensic scientists apply maths and science to analyse evidence from a crime scene through simulating blood splatter patterns in the lab

Using a refractometer in the laboratory

• Applying techniques such as spherification and reverse spherification and knowledge of natural food colourings to create tasty and visually appealing desserts

Learning Journey to Bollywood Veggies

Students studying water quality in the eco pond

Students’ dessert creation Black Tea Noodles with Cream and Chocolate Ganache

Dr Judice Koh from Genome Institute of Singapore sharing her work with the students

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Youth Science Educators – Giving Back To Society Through Science SCGS has participated in the Youth Science Ambassadors’ programme organised by the Science Centre Singapore (SCS) for many years. We believe that learning science is not an end in and of itself, nor is it solely for the purpose of taking examinations. We would like our students to be confident and competent in communicating the ideas and benefits of science.

Throughout the year, our Youth Science Educators designed and built science exhibits, conduct hands-on experiments and even provide practical scientific solutions to demonstrate this to the public and also to special groups like the underprivileged, both at the SCS and also at community events. Through these activities, they were able to contribute toward societal good while developing their own passion in science.

This year, one group of Youth Science Educators designed an app that utilises a translation device for organisations to facilitate better communication with families to ensure that communication between organisations and less fortunate families is more efficient and requires less manpower. Another group worked on an app that boosts efficiency and promotes convenience to users because it enables staff in an organisation to log in data such as budget and resources onto a database in the app, as well as keep track of the amount of resources that have been used.

The Science Department celebrates 2019 as another year filled with exciting opportunities for teachers and students to explore and learn about the world through science, and to serve the community through science-based activities.

Students explaining an app that boosts efficiency by tracking resources in an organisation Another group of Youth Science Educators made use of old shoe boxes, used plastic bottles, covers and recycled straws to make obscura cameras, periscopes, holographic templates, balancing butterflies and cartesian divers to teach their primary school counterparts concepts like light, centre of gravity, and density.

Youth Science Educators organising activities for our Primary school students

SCGS (Primary) students playing with science toys built by Youth Science Educators using recycled materials

SCGS girls at the Loving Heart organisation, explaining the use of a wearable tracker app (WATCHealth 365) that is specially designed to alert the caregivers of elderly individuals through notifications sent to their mobile phones

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Bunbury Bioconservation Trip SECONDARY DIVISION

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e were delighted to have the opportunity to embark on a school trip to Bunbury, Australia, during the March school holidays. Our time in Bunbury enabled us to learn more about the country’s wildlife and conservation efforts. We also visited places of interest such as the Busselton Jetty and the Bunbury Wildlife Park. In addition, we participated in school exchange programmes with Newton Moore Senior High School and John Tonkin College.

Some memorable learning experiences included our visit to Kings Park Botanical Gardens and Big Swamp Wildlife Park, where we learnt more about the flora and fauna native to Australia. We gain insights into the rich cultural heritage of Australia at the Ngilgi Caves when we went on a tour that taught us how the native Australians live the aborigine way of life. We

were delighted to learn how to play some traditional native instruments and how to make animal sounds using leaves.

Our experience at the Busselton Jetty gave us some food for thought on the issue of conservation. Busselton Jetty has been the longest wooden piled jetty in the Southern Hemisphere since the 1800s. However, when the jetty closed as a port in 1973 and the subsequent lack of government funding led to its neglect, the people of Busselton rallied to raise funds for the muchneeded restoration and maintenance works on the jetty. Their conservation efforts have paid off because the jetty is now home to one of Australia’s greatest artificial reefs and has become a popular tourist destination.

We had an unforgettable experience at Koombana Bay where we swam with wild bottlenose dolphins and learnt about dolphin behaviour. We visited the Dolphin Discovery Centre, a non-profit organisation, and learnt about public education programmes relating to the conservation of the dolphins and other marine wildlife. The centre’s wildlife conservation programme has been so successful that Koombana Bay is now one of the main spots where pods of dolphins will come to rest, nurse and raise their calves. We learnt about the factors that contribute towards effective conservation programmes.

Another highlight of our trip was our visit to the Bunbury Observatory Centre. There, a whole new world opened up to us as we saw millions of stars through powerful telescopes. We saw different star constellations, one such being the Orion Nebula, which is actually a gas cloud of the belt of Orion.

At our school exchanges, we attended classes with students from Newton Moore Senior High School and visited a mangrove forest together. There, we collected samples of macroinvertebrates and microinvertebrates for closer study back in the classroom. We then visited the Wharncliffe Mill Bush Retreat to learn about plants and animals in the Jarrah Forest. We explored the sensory night trail blindfolded, relying on our other senses to guide us through the forest.

In Mandurah, we participated in an exchange programme with John Tonkin College, exploring Mandurah Bay with our new friends. There, we learnt more about the dolphins living in Mandurah Bay and more about the conservation efforts taken in Mandurah. We also had the opportunity to participate in the school’s Surf Science Programme, taking part in recreational beachside activities, doing community work, and studying microscopic plankton in the ocean.

This trip has been an enriching and fulfilling one, and we have come back inspired by our invaluable insights on wildlife and bio-conservation to make a difference to wildlife in Singapore.

Isabella Rotschaedl (Sec 3DG) Ng Jia Yu, Janel (Sec 3SY)

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Humanities Department SECONDARY DIVISION

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he humanities define who we are as a people. The knowledge of the human experience allows us to connect with each other and those who have come before us. At SCGS, we aim to inculcate in students a sense of belonging to the community and country. We aim to provide students with valuable skills in interpreting the world around them, and to develop in them an appreciation for the global and local human experience.

Museum Visits for Lower Secondary students Harnessing the power of original, real things, that's what learning in museums is all about …

Osborne (2004) All Secondary 1 and 2 students visited the Asian Civilisations Museum and National Museum of Singapore in the first semester. They were guided by our own student docents from the Young Docents Programme. The objective of these visits is to examine the connection between the early history of Singapore and that of Asia, and to explore how the evolution of these countries and their cultures have influenced and shaped the development of Singapore. These trips also expose the students to how historical and cultural artefacts are used to tell us about the past. Learning from the trips was evident in Performance Tasks later in the year, which saw exciting connections drawn between the past and the present. The young docents who guided the tours were proficient in their knowledge of the artefacts and delivered information with impeccable finesse, allowing students from SCGS and other schools to gain a deeper understanding of the history and culture behind the artefacts.

Singapore and Asian Civilisations Museum. Upon completing their training, these docents lead school groups though the interesting artefacts in museums, providing others with a better understanding of Singapore’s history. This year, they also had the rare opportunity to guide at the Peranakan Museum during the Armenian Street Party, bringing members of the public through the rich heritage of the Peranakans.

Secondary 1 and 3 Fieldwork At the heart of any Geography education is the conduct of fieldwork. Field investigation is an important part of the Geography curriculum as it trains students to think geographically. The Secondary 1 students visited the Botanic

research under the mentorship of academic researchers. They worked with expert mentors from various tertiary institutions in Singapore and drafted and re-drafted numerous proposals before finalising their research topics. The research experience was also passiondriven, with students choosing their own topics and designing the whole research process. Even though they faced many challenges in getting respondents, sharpening their arguments and collecting research data, the students persevered, and their academic tenacity finally bore fruit when they saw their published paper and did their final presentations at the HSSRP Symposium.

1) Do Secondary Students Have A Good Understanding of the South China Sea Dispute?

Written by: Adelyn Tan Wen Ling Expert-Mentor: Dr Daniel Chua Wei Boon, S.Rajaratnam School of International Studies, NTU

Gardens to learn about the adaptations of the tropical rainforests to the Singapore climate.

They also sharpened their geographical investigation skills. The Secondary 3 students offering Geography as a subject went on a coastal field study to understand the coastal processes and management strategies found along East Coast Park.

2) An Exploratory Study on Whether Teenagers or Adults Have Better Implicit Learning Abilities in terms of Language Learning through Pattern Recognition Written by: Alexis Foo Li Lin, Mooi Zoey and Tan Xiao Xuan Asia Expert-Mentor: Dr Clarence Gerald Green, Department of English Language & Literature (ELL), NIE, NTU 3) “Let’s have a vote!”: A comparative study of Lord of the Flies by William Golding and Animal Farm by George Orwell Written by: Lai Kai En Ashley, Tiffany Lim Xin Hui and Kundala Vineeta Shankar

Young Docents Programme The Young Docents Programme trains selected Secondary 1 and 2 students to lead tours at the National Museum of Humanities and Social Science Research Programme (HSSRP) The HSSRP is jointly organized by the Gifted Education Branch, Ministry of Education and various tertiary institutions. It offers Secondary 3 and 4 students in Integrated Programme (IP) schools a valuable opportunity to engage in humanities and social sciences

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Expert-mentor: Dr Soe Marlar Lwin, School of Humanities and Behavioural Sciences, Singapore University of Social Sciences

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to put their fieldwork skills to the test and complete certain tasks. Some of these landmarks included the Japanese Cemetery Garden in Yio Chu Kang, Bishan- Ang Mo Kio Park, and the PSA Building in Alexandra. Through this challenge, the students learnt to apply geographical skills and developed a better appreciation of surrounding places and spaces.

Humanities Research Mentorship Programme (HRMP) The objective of the HRMP is to inspire Secondary 2 and 3 students to conduct research and gain deeper knowledge in a particular humanities discipline. The department collaborates with subject experts from academia and specialist fields to mentor these students. Under the mentorship of teachers and subject experts, students are able to explore their areas of interest in geography, history and social studies at greater depth.

NUS Geography Challenge The National University of Singapore (NUS) Geography Challenge is an annual non-profit geography competition jointly organised by the NUS Department of Geography and the NUS Geographical Society. The competition seeks to engage and educate students on world issues, empower them to respond to these issues, and strengthen their relationship with geography.

several sharing sessions were done at the zonal and national levels.

Right to Left: Students who have taken part in the Geography Challenge.

Ng Jeng Ghee Valencia (Sec 3DY) Bronze Award: Celynn Teo (Sec 3DG) Gold Award: Myra Koh Yu Jie (Sec 4PR) Silver Award: Christie Faith Tan (Sec 4PE) Centre of Excellence for Humanities SCGS is the only Centre of Excellence (COE) for Humanities in Singapore. As the COE, SCGS provides avenues for teachers to share and learn from one another. The school hopes to ignite passion in the teaching of Humanities through regular engagement with teachers in sharing sessions and discussions. This year,

The team worked together to visit different stations around Singapore during the GeoTrail segment. In this segment, they travelled to different landmarks in Singapore via public transport, and at each landmark, they had

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1. South Zone Sharing on ‘Motivating the Humanities Learner’ 2. Hosting and Lesson Observation by Outstanding Educator in Residence, Ms Susan Caldis 3. Sharing with Fieldwork Networked Learning Circle (NLC) 4. Student Learning Space Open Classroom Observation 2019 has been a busy yet enriching year for the Humanities department as we all endeavour to bring an engaging Humanities education for all the students.

We hope that all students have acquired some skills for the learning of the Humanities both in school and beyond.

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Accelerated Leaders’ Trip to Chiang Mai SECONDARY DIVISION

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rom 19 November to 24 November 2019, a group of Secondary Four Accelerated Leaders set off on a bi-cultural trip to Chiang Mai, Thailand. We went on this trip to cultivate a deeper appreciation of the Thai culture, develop cultural intelligence and empathy, and forge stronger bonds among ourselves.

children attending the school and helping them with their upgrading works.

Our hearts were warmed by the smiles on the faces of the children and teachers.

On our last day, we hiked for a few hours in the mountains, allowing us to gain a deeper appreciation for the beauty of nature and the Thai belief of respecting the environment. At night, we had a traditional Khantoke dinner and watched cultural performances put up for us, cementing our awe and admiration for the Thai culture.

As soon as we arrived in Chiang Mai, we were astounded by the breath-taking scenery that represented the beautiful cultural landscape. We travelled to Prem Boarding School, where we were kindly and warmly hosted for the entire duration of our stay. That night, we had an enriching lesson in the Thai language and culture.

One of the highlights of our trip was the Phoenix Adventure Course where we completed a 48-course adventure challenge which pushed us not just physically, but also mentally. It also allowed us to bond as we encouraged and cheered each other on.

We also visited the Hill Tribe Village and learned more about how they were modernised and adapted to keep up with

the changing times. We gained an appreciation of their traditional practices, such as their musical instruments and clothes-making process.

A very meaningful event which remains etched in our hearts was our servicelearning trip to a local kindergarten. We had the privilege of interacting with the

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At the end of the trip, we gain deeper insights of Thai culture and developed as individuals. Not only did we deepen our friendships with one another, we formed friendships with students from Prem Boarding School. We would like to thank the school, especially the accompanying teachers and teachers-in-charge, Mrs Bowness and Miss Yeo for planning this trip. We are very thankful for this opportunity as it remains as an insightful and gratifying trip.

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Project Work SECONDARY DIVISION

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roject Work has long been a pillar in the Talent Development Programme at SCGS and is a key vehicle that fuels the interests and passion pursuits of our students. SCGS remains one of the few schools that devotes a significant portion of curriculum time on student-led research projects that are guided by teacher mentors and expert mentors from institutes of higher learning.

Project Work allows students to conduct deeper inquiry into areas of research that would not otherwise be possible in the regular curriculum. In Project Work, students form collaborative groups, craft research questions and conduct literature reviews to identify the theoretical foundations of their research before designing data collection processes. They analyse the data collected like first-hand inquirers, assuming the roles of scientists, mathematicians, geographers, historians, and linguists. Going through the experience of conducting their own research helps to develop critical and creative thinking and hones the ability to problem-solve and analyse diverse data sets in order to make sense of the world around them.

A*STAR institutes like the Genome Institute of Singapore as well as the Gifted Education Branch at the Ministry of Education. These institutions provide expert mentors who guide our students in special projects as part of the school’s Humanities Research Mentorship Programme, the Scientific Thinking Programme, the Science Mentorship Programme and the Dental Science Programme. This is also the fourth year that the Secondary 3 Integrated Programme (IP) students embarked on special projects related to their academies, which include the Business, Leadership, Liberal Arts and Mathematics & Science Academies.

One of the ways that SCGS encourages deeper exploration in various disciplines is to work with institutes of higher learning like the Yale-NUS (Dental Science) and

Secondary 1 students begin their research journey with a series of foundational lectures introducing them to basic research skills like identifying and framing research questions, as well as the principles of data collection and analysis. Students also explore the different ways in which different subject disciplines present their findings.

These lessons prepare them to embark on full-scale research projects in the following years.

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Since 2017, under the guidance of the Mother Tongue Languages department, students have explored scriptwriting as their project work and many groups have seen success at National Chinese Drama Broadcasting competitions. For the first time this year, the Physical Education department has also embarked on projects with the National Youth Sports Institute. Students work on projects such as ‘An Analysis of Sleep Quality of a Secondary One Cohort’, using the Pittsburgh Sleep Quality Index and analysing the relative age effect on selection of players in Sports CCAs or in the selection of Student Leaders. Other students who preferred to work on projects focusing on personal enquiry explored interesting topics, such as ‘Does the Golden Ratio exist in Modern architecture?’ and ‘The evolution of the Black Diamond Stingray in Singapore’.

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Environmental Education PRIMARY AND SECONDARY DIVISIONS

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he SCGS Environment Committee aims to develop an integrated environmental programme to raise awareness about environmental protection. We have implemented new green activities and expanded our variety of platforms to inspire children and youth to care for and protect the environment by adopting a clean, green and sustainable lifestyle.

In both divisions, Eco Captains championed the environmental cause, rallying their class and schoolmates to take personal ownership of the environment.

In the Primary Division, students took the initiative to ensure their classrooms were kept clean all year round, and the top class won the Sparkling Class competition. The most improved classes for each level also received recognition for their efforts. In the Secondary Division, students were engaged in a series of class-based activities, culminating in the Green Class Award competition at the end of the year.

Throughout the year, the Eco Captains led the class in recycling waste paper and plastic bottles. During Eco Week, students promoted the three Rs – Reduce, Reuse, Recycle.

pledge to turn off electrical appliances when not in use and to reduce, reuse and recycle as much as I can”. The Eco Captains also shared how everyone can play a part in preserving the beauty of our environment. In the Secondary Division, students enthusiastically participated in the Earth Hour by reciting the pledge as a school and by taking home the Mini-Pledge to their families. Their eagerness to save electricity demonstrated their understanding that when each of us plays a part to conserve energy, it makes a positive impact on Singapore and the world.

Staff and students in the Primary Division participated in No Plastics Day, also known in as BYOC or Bring Your Own Cup/Container Day. As no disposables were provided, they brought their own food and drink containers. Students listened intently to the Eco Captains as they conducted a Math lesson. Students needed to know the capacity of their drink containers so that they

To commemorate Earth Day, the Primary Division Eco Captains led the Earth Day Pledge and Library activity.

Students wrote their personal pledges on leaf cut-outs which were later put up on a tree outside the library. The messages ranged from, “No stepping on the ants”, to “I

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A group of Secondary Division students spent three days cutting up donated old T-shirts and fabrics, turning them into yarns of thread for Open Little Eyes Conference participants to upcycle into key chain holders. At the end of year cleaning of classrooms, students also donated their old textbooks for the FairPrice Share-A-Textbook project. The Science and Environment Club members volunteered to help with the sorting of the textbooks in November.

All the Green activities by the students and staff are some of the 120 ways that SCGS gives back to the society.

The Environment Committee is proud to have been part of the school’s 120 ways of giving back to society this year. We will continue to work with the rest of the school to promote environmental sustainability in the coming year.

could enjoy their favourite cup of Milo. In the Secondary Division, Carlite Day, held in July, was a great success, with 100% participation from all classes. Students were encouraged to travel to school using public transport and class Eco-points were awarded for participation.

There were sales of reusable metal bubble tea straws during the 120th Anniversary celebrations. Pouches made from recycled fabrics were given free with the purchase of the straws and this boosted the sales of the straws. Many students were spotted using their reusable metal straws in the school.

SCGS staff donated their used glass bottles and these bottles were cleaned by the Science and Environment Club members and recycled into Fairy Lights for senior citizens and containers for children to put their slime in, instead of using plastic bags.

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Physical Education Department SECONDARY DIVISION

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he PE Department aims to equip and motivate our students to keep fit for life, and to do so through engaging them in a myriad of exciting activities.

During PE lessons we teach our students basic sports skills such as netball, minitennis, adapted volleyball and basic floorball. Mass PE lessons were used to help prepare our girls for their NAPFA test and OBS experience. These lessons took place at the Physical Sports Outdoor Education Branch (PSOEB) this year due to the closure of our track for upgrading and the building of our indoor sports hall.

teams during extended recess. We also had an assembly talk by Sheryl Tay on body image. At this talk, our students were encouraged to embrace their body type and seek to get fitter. Teachers contributed to the buzz by organising a Soup and Salad day selling various food items to the school community.

Apart from PE lessons, we offered two modules during Sabbatical Week.

We introduced our students to soccer as well as IFLY, an indoor skydiving experience. These provided opportunities to pick up other sports

skills. Additionally, our Health Month modules generated much interest as students were able to select from a wide range of activities to learn and experience.

A few examples of these are mountain

The PE department also helmed the Secondary 2 Adventure camp together with the Year Head. The girls overcame personal challenges such as their fear of heights, and also learnt to depend on each other as they worked as a team to set up tents and engaged in activities such as dragon boating.

biking, laser tag, paint ball, go-karting, flippaball (modified water polo), and body art. Our Secondary 3 PE captains also organised fringe activities such as interteam captain’s ball where the teachers’ team competed against other student-

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We collaborated with the National Youth Sports Institute (NYSI) for project work this year. Our two topics were ‘Relative Age Effect’ and ‘A Longitudinal Study on Sleep Pattern for Secondary 1 cohort’.

Relative Age Effect is a term used to describe a bias, as evident in increased

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

in the Great Eastern Women’s Run (GEWR) since its inception in 2006. For 14 years, we have continued this meaningful partnership. Part of our registration fee goes to two charities they support – Breast Cancer Foundation and Women’s Health Research and Education Fund. Yearly too, GEWR provide us a booth which we decorate with yellow and green colours. Many old girls, upon spotting the yellow and green, will come to check it out and are usually delighted to see that it is the SCGS booth! This year, we had 120 participants in total (staff and students).

This is a fitting end of the events helmed by the PE department as we commemorate SCGS Celebrates 120.

participation or representation in sports school teams or leadership roles (for our school’s study). For the longitudinal study on sleep quality, the data was derived using the Pittsburgh Sleep Quality Index and later analysed.

As part of our aim to equip and motivate our students to keep fit for life, we have been participating as a school contingent

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Aesthetics Department SECONDARY DIVISION

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n SCGS, we believe that the pursuit of the arts is vital to one’s holistic development. By nurturing essential artistic skills that enable our students to express themselves, and exposing them to various art forms and the impact the arts have on the community, we build a foundation for the lifelong appreciation of the arts.

Throughout the year, the students had the opportunity to be exposed to different art forms through Arts Education Assembly programmes and enrichment modules during Sabbatical Week and Integrated Programme Arts Electives. The highlights of the year included a film sharing by local filmmaker Royston Tan, a music performance by local band B.R.B., organised by *SCAPE, Music Playground, a composing, recording and mixing workshop

by Philip Tan, a creativity and confidencebuilding drama workshop by Acropolis English Centre, a K-pop dance workshop

by Tan Jing Wen, and a Chinese brush painting and paper cutting workshop by Chang Studio.

In addition, the Secondary 1 cohort had the opportunity to attend the school’s 120th anniversary production, BEING: Glad That I Live, held at the MES Theatre as part of their concert exposure programme. Held in February, it was a great way of getting to know the school’s heritage and values and witnessing the high-performance standards of the arts co-curricular activity groups in SCGS.

The Secondary 3 concert exposure programme provided students with the opportunity to watch and appreciate the artistic and creative aspects of internationally acclaimed performing arts shows, as well as appreciate the role of the arts as a medium to reflect society. This year, the students were given a choice of two musicals: Andrew Lloyd Webber’s Phantom of the Opera and Aladdin, both held at the Sands Theatre at Marina Bay Sands.

opportunity to watch an interactive theatre production, Don’t Know, Don’t Care, by the local theatre company, The Necessary Stage, at the Esplanade Theatre Studio. The show placed a spotlight on dealing with terminal illness within the family. The family members were initially in denial and preferred to leave caregiving duties to strangers, but eventually discovered the importance of being there for each other. The Secondary 2 students left the theatre deeply reflective, promising to spend more time with their grandparents.

The Secondary 2 cohort had the

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Students were also given the opportunity to showcase their talents. One of such platforms is the annual inter-class Talentime which was held on 24 October. Themed 120, students bonded as a class and showcased their creativity in original, humorous and witty interpretations of the theme, which ranged from the re-telling of the school’s 120 years of history, to stories of superheros looking for the kim gek stone.

To many, Talentime was a highlight at the close of the academic year where every class flew its flag high and students celebrated friendships and many good memories that will last a lifetime.

The 4th installment of the SCGS Art and Music Showcase, Compositions, was held in school on 15 November.

Compositions celebrates the passion and achievements of our upper secondary art and music girls through a music recital as well as an art exhibition, showcasing over thirty works in a variety of mediums.

Parents and friends were invited to the showcase and it was certainly an evening to remember.

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Information and Communications Technology (ICT) Department SECONDARY DIVISION

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hrough ICT-enabled teaching, enrichment programmes and the InfoComm Co-curricular Activity (CCA), we aim to develop our staff and students to become informed and adept ICT users in a digital global environment.

through game design and they also have the chance to design their own characters.

Additionally, students had the opportunity to use computing devices outside of the computer labs. The school procured oneto-one computing devices which afforded much self-directed learning and peer collaboration via ICT in the classrooms.

Professional Development for Teachers With the school joining the School Standard ICT Operating Environment (SSOE), teachers were trained on the innovations that the environment provided so that they can level up their ICT skills and competencies in teaching and learning.

Teachers continued to share within and across departments on lesson design using Student Learning Space (SLS). Through various training and sharing by the teachers, the ICT culture among the teachers was strengthened which resulted in the strengthening of the capacity to lead the ICT learning journey by the school team.

Deepening of Skills Specific programmes cater to students with a keen interest in ICT, enabling them to hone their skills as InfoComm Club members.

Students can choose to specialise in Robotics, Multimedia or Photography.

The members continued to do well in competitions such as First Lego League (FLL) (Robotics), N.E Mation (Animation) and the MOE’s “Our Schools, Out Stories” Photo Contest (Photography).

Application of Skills Higher-order ICT activities were catered to students who excel in the Infocomm Club.

They applied their skills in reallife settings and passed on their passion to their peers.

For the third consecutive year, InfoComm Club CCA members designed and conducted courses in Basic Photography for their classmates during the Sabbatical Week.

ICT Literacy activities for Secondary 1 and 2 students This is a compulsory broadbased ICT literacy subject for all Secondary 1 and 2 students.

Students were taught basic to intermediate ICT skills ranging from test processing to multimedia and programming skills. The school continually refreshes the curriculum to keep abreast of the latest technology and skills.

Secondary 1 students also participated in the Art and Code programme where the students acquire basic coding skills

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Education and Career Guidance SECONDARY DIVISION Education Fair (29 May) This year, a total of 13 post-secondary institutions were invited to set up booths to help the Secondary 4 students learn more about them. Former students in these institutions also shared their experiences and advice on choosing the right school. Students were exposed to various education options and were able gain more clarity on the types of courses and subject combinations available.

Learning Journeys A total of 70 students visited the National University Hospital and Changi General Hospital in three learning journeys that were conducted with the Ministry of Health. Students were able to tour the facilities in the respective healthcare institutions and gained deeper insights into the healthcare industry, its professions and the growing career opportunities offered.

Careers Education Day (22 October) Every year, our alumni and partners are invited to share their work experiences with our students. This year, with almost 60 speakers from various industries participating in the programme, our students were exposed to a broad range of career options and learnt about the challenges they might face in their area of interest. The industries covered included: architecture and engineering; public relations and marketing; banking and finance; public service, healthcare and community work; business and entrepreneurship; law; the performing arts. Students attended panel sessions as well as sessions on interview skills. They

also enjoyed two interaction session with speakers who worked in industries of their interest.

Work Experience Programme (WEP)/ShadowA-Leader Programme With a dozen new partnerships established this year, coupled with the opportunities provided by our existing long term collaborators, the WEP/SAL programme not only enabled our student leaders to shadow community and industry leaders but also provided the Secondary 3 students with a myriad of work attachment opportunities in a variety of industries.

Engineering, publishing, the arts, healthcare, law, the environment and the community, and sport/ recreation are among the domains made available for the students’ selection.

Miss Cheryl Chan Wei Ling, Member of Parliament for Fengshan SMC and Head of PMO & Integration, APAC at The Linde Group, graciously planned an enriching and comprehensive programme for the three student leaders who shadowed her.

She mentored them on the deeper aspects of what leadership and service meant, as they were led to understand the importance of sound values and true dedication in a leader.

The work attachment at the Office of the Director of Social Welfare, Ministry of Social and Family Development, was another invaluable opportunity for community engagement. The two student

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participants were indeed thrilled about their experience as volunteers at the Outstanding Social Worker Award Presentation Ceremony held at the Istana.

In addition, they were truly appreciative of what they had learnt about social work through the resources they were provided with.

The students on attachment at hospitals and clinics gained deeper insight into the healthcare field, in disciplines such as ophthalmology, orthopaedic surgery, oncology, nursing, rehabilitation and dental care.

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SCGS Model United Nations Youth Conference SECONDARY DIVISION he 13th edition of the Singapore Chinese Girls’ School Model United Nations (SCMUN) Youth Conference took place from 19 to 21 March.

Delegates from over 30 schools attended, including students from Indonesia and Hong Kong. Our conference provided both local and international participants with the opportunity to enhance their awareness of global issues and engage in debates and creative expression on pertinent world issues. Through simulating the proceedings and discussions of the United Nations, delegates debated over pressing global concerns such as nuclear energy security, prejudice-based discrimination, and universal healthcare. The event was graced by Mr Nicholas Fang, Director of Security and Global Affairs at the Singapore Institute of International Affairs, Mr Alexander Louis, Secretary-General of the United Nations Association of Singapore, our Principals and Vice-Principals, Mrs Eugenia Lim, Mrs Shermaine Tang, Mdm Ho Hui Ping, and our Dean of Studies, Mrs Amanda Chia.

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The theme for the SCMUN Youth Conference 2019 was based on Goal 17 of the UN Sustainable Development Goals: Revitalising the Global Partnership for Sustainable Development. This inspired our conference tagline, Revitalisant. For many youths, diplomacy and negotiation are distant concepts that seem to have no relation to our day-today lives. However, current events have shown how the lack of diplomacy may have very debilitating real-world consequences that may have farreaching consequences on youth. As such, the SCMUN youth conference serves as a platform for students to address the importance of international partnerships and diplomacy, as well as the

environment. This track was extremely popular with both local and international delegates. In line with the focus on revitalising strong partnerships and links, delegates were involved in creative activities, some of which included building a Rube Goldberg machine that represented the ties that communities have with one another. Delegates gave very positive feedback and we hope to continue with this track at future conferences.

need for global cooperation and teamwork. The conference aims to inspire youths to play a part in crafting the future for ourselves and revitalising communities.

This year, the SCMUN Youth Conference continues its dual track programme as well as its partnership with World Vision.

Within our workshops with World Vision, delegates were made more aware of current affairs, and learned how to cohesively come up with ideas to resolve the issues facing our world today. The delegates demonstrated their zest for learning, creating detailed mind maps and spearheading thought-provoking discussions before returning to regular council sessions inspired and enriched by new perspectives. They also set up a booth during the conference to share and inspire others with their experiences. We are grateful to World Vision for providing us with avenues to facilitate our delegates’ learning, as well as enabling us to be more cognizant of the prevalent issues we currently face in society.

In the Introduction Track, delegates were able to learn about the importance of the UN and the workings of student MUNs in a friendly and noncompetitive

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The SCMUN Youth Conference team partnered with the Secondary 4IP Leadership Academy to raise funds for Peam Village in Siem Reap, Cambodia, through the selling of roses and other merchandise. With the help of the PolActs, a new initiative of conducting rose deliveries with personalised notes and songs for the delegates was also trialled. This brought much joy and amusement to council sessions by introducing some cheer to the otherwise solemn council sessions. Many delegates showed their care for and appreciation of one another through the purchase of roses and their attached dedications.

Organising this conference has taught us the value of teamwork and perseverance even in unfamiliar waters, as well as given us the opportunity to better our people skills, both in handling correspondence with other schools and delegates as well as learning how and when compromise is necessary. This was truly an experience that has enabled us all to emerge as better leaders.

All of this would not have been possible without the guidance and unstinting support from our teachers-in-charge, Ms Diane Hu, Mr Amithjeet Singh and Ms Agnes Lim, who spared no efforts to help us grow and who taught us many important life skills. We would also like to thank the school for providing us with this opportunity to not only grow as a group, but also as individuals.

The SCMUN Youth Conference Organising Team Secretary-General: Kee Yan Tong Yanisa (Sec 4SE) Head of Logistics: Vu Anh Nhi (Sec 4SE) Head of Academics: Zsofia Magbujos (Sec 4PE) Head of Finance: Ho Wei Ni (Sec 4PR) Head of Delegates: Chiu Jen Nyi Amelie (Sec 4SY)

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Intra-SCMUN SECONDARY DIVISION

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he Intra-Singapore Chinese Girls’ School Model United Nations (iSCMUN) Conference 2019 was an event organised by the SCMUN Secretariat 2020 which involved the whole Secondary 3 cohort. The programme introduced the proceedings of a United Nations Conference to the students and encouraged them to critically consider multiple perspectives through the process of informed debate and discussion. Students learnt to appreciate the complex interplay of factors affecting current affairs as they acted as delegations representing various countries at varying developmental stage and contexts. In preparation for the iSCMUN, students had to do research on current events to understand their allocated countries’ stance regarding the topic. During the conference, students had to work in their delegations to come up with feasible solutions to tackle authentic problems.

At this year’s conference, students were divided into three different councils - the General Assembly (GA), World Health Organisation (WHO), and the Disarmament and International Security Council (DISEC). In the GA, students discussed the importance of improving accessibility to primary levels of education globally. Poverty-stricken or war-torn communities in third-world nations

struggle to provide accessible education for youths. Students in the GA discussed feasible solutions to solve problems specific to their country, while taking into account the financial and structural limitations to their solution. From this experience, students were able appreciate the difficulties in creating an all-encompassing solution to problems. In the WHO, students discussed the topic of creating increased access to vaccinations to overcome global epidemics. Recently, the lack of proper and coordinated vaccination for all has led to the outbreak of many dangerous diseases which has put a strain on healthcare systems unable to cope with the sudden influx of patients.

The council discussed possible ways to make vaccinations widely accessible in both rural and urban areas.

In the DISEC, students tackled the issue of cyber warfare prevention and prosecution of individuals or groups involved in such activities. The prevalence of cyber warfare is inevitable, with cyber criminals making use of technology for nefarious means.

Students had to work together to figure out solutions that would help to eradicate cyber warfare by creating legally binding resolutions that would allow the international community to prosecute cyber criminals. Within each council, students were able to debate, and engage in thought-provoking debates discussions, displaying a high level of oratorical finesse and analytical thinking. iSCMUN concluded with students gaining knowledge of global affairs while learning how to communicate in a persuasive and convincing manner. This experience has allowed the students to understand the importance of international diplomacy in the highly complex world we live in today.

Sangireddy Samanvita Reddy (Sec 3SY)

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World Readiness Conversations SECONDARY DIVISION

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he World Readiness Conversations Series is part of the school-wide World Readiness Programme which gives students an opportunity to hear from prominent figures in society and dialogue with them on critical social issues. The themes of the talks are aligned to the UN Sustainable Development Goals. The series begins with an opening address by the speakers, followed by a dialogue session chaired by student facilitators.

There is a question and answer session where students may also ask questions that have come up during Character Education (CE) lessons prior to the sessions.

The series kicked off for the lower Secondary cohorts on 10 April, with the theme of sustainability. A collaboration with the Building and Construction Authority, the invited speaker, architect Ms Konnie Kao, shared about sustainable architecture and how sustainability is achieved through design and technology in buildings. She touched on concepts such as energy and water efficiency, resource stewardship and environmental planning.

For the upper Secondary session on 22 May, as part of the initiative EU Comes to Your School, we were privileged to host the Ambassador of Finland, HE Paula Parviainen, and the Counsellor of Education and Science, Ms Anna Korpi, for our World Readiness Conversation.

The students learned much about the EU and Finland, with lively discussions on a range of topics such as the Finnish Education system, its egalitarian culture and government policies.

On 7 August, Mr Soh Wenjie from World Vision International addressed the upper Secondary cohorts on the theme of gender inequality. His talk, aptly named Stand up for Girls, increased student awareness of challenges, such as child marriage and lack of opportunity for education, faced by their counterparts in some parts of the world.

The final lower Secondary session was held on 21 August. The guest speaker was Dr Koong Heng Nung, one of the founders of the Tobacco Free Generation (TFG) movement, which seeks to encourage youth to support fellow youths to make a stand against

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tobacco use and refuse to become ‘replacement smokers’ for the tobacco industry. The format of the session was a refreshing change because we had students from Secondary 4SE cofacilitate the discussion with Dr Koong as part of the class’s Advocacy-inAction project.

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Open Little Eyes Conference SECONDARY DIVISION

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he Open Little Eyes (OLE) Conference is an annual student-led event that aims to expose Primary students to real world issues through games, presentations as well as interactive workshops.

This year, we reached out to 10 schools, inviting them to take part in this programme. This allowed the participants to interact in diverse peer groups.

The theme, The Solution to our Pollution, aimed to raise awareness about the impacts of waste on our environment and educate participants on proper waste management techniques. This was done through a series of interactive hands-on activities as well as an engaging and interactive theatre experience presented

by Buds Theatre, which comprised Secondary school students from St Joseph's Institution. The learning experience was also greatly enhanced by Apple’s generous loan of Ipads to the participants.

OLE was truly a very eye-opening experience that would not have been possible without the efforts of the facilitators, our guest performers as well

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as our enthusiastic participants. It has been a truly enriching and educational experience for everyone.

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Leading Youths in Research & Inquiry into Community & Society SECONDARY DIVISION

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CGS organises the Leading Youths in Research & Inquiry into Community & Society (LYRICS) programme as part of the SCGS World-Readiness Programme. LYRICS is an effective platform to give young leaders an opportunity to understand the work of grassroots leaders and to gain insight on how policies may be used to help communities and people in need.

From March to May, all Secondary 3 students were attached to nine constituencies for Meet-the-People sessions as petition writers. During the sessions, students observed interactions between grassroots leaders and residents.

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They listened to issues faced by residents and saw how grassroots volunteers and leaders provided support to the residents.

At the end of each session, the Members of Parliament shared with the students the processes involved in crafting policies.

Through this experience, we hope our students will desire to play meaningful roles in society and see their own potential as agents of change, now and in the future.

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Girls-In-Boleros Camp SECONDARY DIVISION The prefects of the 69th Prefectorial Board had an enjoyable time learning and collaborating at the camp.

They look forward to working together to light the flame and spark the change in the coming term.

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he 2D1N Girls-inBoleros camp, Light the Flame, Spark the Change, was held on 24 and 25 May this year. The camp started with an interesting dialogue with school leaders on the ins and outs of policy-making and implementation. The prefects gained insights into why certain school rules and policies are implemented, and how these have an impact on the student community and the school as a whole. The dialogue also provided a platform for the prefects to raise questions about school policies and convey students’ feedback to school leaders. On the first evening, the newly-minted prefects went through an endurance challenge facilitated by the Secondary 4 prefects.

The prefects were blindfolded and tasked to move into a star formation.

Kelvyna Lee (Sec 4CO)

This challenge honed their communication skills, and fostered greater trust and mutual support.

On the second day, the prefects travelled to East Coast Park for a beach clean-up. They were then tested for their teamwork and leadership through an Amazing Race activity, which included obstacle courses, a puzzle hunt and a mass ‘capture-the-flag’ activity.

Upon their return to school, the prefects prepared for their Annual General Meeting, which involved a review of programmes by the 68th Prefectorial Board and the handing over of the baton by the Secondary 4 prefects. The camp ended on a nostalgic note with creative performances, reflections and the announcement of the new Executive Board members.

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Prefects’ Investiture PRIMARY AND SECONDARY DIVISIONS

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uided by the theme, Light the Flame; Spark the Change, the 69th Prefectorial Board, comprising 116 prefects, officially took the baton from the previous board on 26 July. The theme reflects the board’s aspirations to not just think about what is right but to actually step up and create positive changes in the community.

The formal ceremony began with enlightening speeches by our Principal, Mrs Eugenia Lim, and Guest of Honour, Ms Sonita Jeyapathy, Head Prefect of the class of 1996.

After the prefects received their badges and took the Prefects’ Pledge, the Primary Division Both divisions then came together to sing the 69th Prefectorial Board Song and the Prefectorial Board Anthem which was composed by the 61st Prefectorial Board.

The 69th Prefectorial Board is determined to bring the school to greater heights by inspiring our peers to step forward and do their part for the community.

Prefectorial Board sang and danced.

The lyrics of the song reflected their determination and enthusiasm to become great servant leaders.

The Secondary Division Prefectorial Board then performed a skit which illustrated how we can overcome negativity and

setbacks with perseverance. The protagonist in the skit was disillusioned about the competitive culture in her school but eventually found a way to make the school a more inclusive and supportive environment, proving that one person can make a significant difference to the lives of others.

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Ellka Koh (Sec 3DG) Erica Pook (Sec 3PR) Sangireddy Samanvita Reddy (Sec 3SY)

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Accelerated Leaders Training SECONDARY DIVISION

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he Accelerated Leaders (ALs) comprise the Secondary 4 Prefects, CCA leaders and heads of leadership groups. The ALs began their term with the first AL camp, where they came up with their theme for the year, “A Whole New World” and the tagline “If not me, who? If not now, when?”, with the main objectives of instilling a sense of initiative in the ALs to carry out any task with vigour and enthusiasm, and develop adaptability as leaders in a world that is filled with volatility, uncertainty, complexity and ambiguity. The ALs were given numerous bonding opportunities through ice breaker activities. They also gained much insight from a workshop carried out by the SCGS alumni. During the camp, the ALs also participated in the Race to Infinity, an Amazing Race style game held at the Singapore Sports Hub, where they were given the opportunity to work with groups of people that they were not very familiar with to solve complicated puzzles and carry out different challenges. They learned to capitalise on each other’s strengths to accomplish tasks efficiently, and persevered even as they ran around under the hot sun.

This was followed by the second AL camp, which aimed to equip the ALs with further skills required for them to lead the school effectively. The ALs attended the Changi Experience Studio at Jewel, where they learnt how Changi Airport functions as a large transport hub, and how the airport constantly plans ahead to accommodate more travellers. This helped them consider the importance of having a vision and planning for the future, which is essential in their roles as leaders of the school. The ALs were presented with a black box challenge with Chef Shaun Lee, Head of Department, Hospitality Service/Culinary Skills at the Assumption Pathway

Academy. In this challenge, the groups had to plan and cook their own dinners and put their delegation skills to the test when allocating ALs to each role in the kitchen.

As it is of utmost importance for leaders to stay relevant and understand arising trends, the groups of ALs researched and conducted presentations on current trends and phenomena such as disruptive technology and the gig economy. VicePrincipals Mrs Tang and Mdm Ho also spoke to the girls on leadership which served to anchor them on sound values.

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Through the numerous training opportunities provided for the ALs, they were able to pick up skills to enable them to be strong and effective student leaders of the school. On behalf of the ALs, we would like to sincerely thank the school for their unwavering support and guidance throughout our leadership journeys. This has definitely been an enriching and fulfilling ride for us all!

Cameron Setiadi Sec 3SE Asia Tan Sec 3SE Ellka Khoh Sec 3DG

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Leadership Academy Trip to Siem Reap SECONDARY DIVISION

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n 6 June, we arrived at Siem Reap, Cambodia, for our Secondary Four Leadership Academy Service-Learning Trip.

Our goal was not only to learn more about Cambodia, but also to provide assistance at Peam Village and its school to the best of our abilities, with our mere hands and open hearts. The 33 of us had spent three months organising fundraising drives to provide for our project, and planning activities for the students of Peam Primary. With the support of our schoolmates and teachers, we managed to collect ample amounts of clothes and stationery, as well as sufficient funds to furnish Peam Village Kindergarten with new tables.

and lessons for the students, who were extremely responsive and enthusiastic learners. Outside of class, these adorable children liked to wave at us each time we passed them in the school, always finding opportunities to talk to us and never minding that we could not understand much of what they said.

On the third day, we completed our labour in the classroom, as well as helped to cook for the party, and distribute the gifts we had bought in the city for the less fortunate families. In the late afternoon, we gathered with the whole school to watch dances by the students and we sang the iconic “One Singapore” to them. We then served food, distributed the donations we had brought and most unforgettably, had fun dancing and singing with the students before we had to part.

Before going to Peam Village, we visited the Eco-Soap Bank and Common Grounds, two remarkable social enterprises that provide Cambodians with employment and opportunities to learn and do more, with the belief that change must be enacted through the locals themselves.

The next morning, we made our last stop at Angkor Wat and marvelled at this UNESCO world heritage site. As we departed for Singapore, we certainly took with us many meaningful lessons and memories. The people we met and the experiences we gained taught us more than we could have ever hoped for. We will never forget this invaluable and humbling journey that SCGS had made possible for us.

We started our first morning in the village making cement for a new classroom. The work was hard but we created a schedule so everyone would have time to rest. The locals from Peam Foundation taught us all the basics, constantly helping us in the process. Afterward, we conducted games

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Liberal Arts Academy Trip to Cambodia SECONDARY DIVISION

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he Liberal Arts Academy went on a meaningful five-day trip to Phnom Penh, Cambodia in November.

We embarked on a journey of cultural and historical discovery with our visit to the Royal Palace and the Silver Pagoda on our first day. We also had the opportunity to visit the Silk Island Community to learn about the traditional process of making silk. We attended a traditional dance class at the Cambodian School of Arts.

While we experienced Cambodia’s breathtaking landscape and rich culture, this trip also opened our eyes to the profound sufferings of the people and the prodigious amount of progress Cambodia has made since the brutality of the Khmer Rouge. Our visit to the Khmer Rouge Killing Fields and the Tuol Sleng Genocide Museum allowed us to reflect upon the morality of dark tourism. We came away with a deep respect for the Cambodians who maintained a positive outlook on life even in the face of great tragedies.

We were confronted by the challenges facing some Cambodians when we visited the Blue Tent Community. They are a group of displaced families who were originally living in slums in the city but were later evicted by the government and relocated to the outskirts of the city.

They are called the Blue Tent Community

as they were initially living in blue tents, but later were given some financial aid to build proper houses. Although the people may be living in ramshackle housing, we observed how they remain resourceful, positive and grounded in the face of adversity. This was evident in how the children entertained themselves by catching fish in the nearby pond and played in a happy game of slipper-

throwing. In their cheerful smiles and enthusiastic zest, we saw how, despite the lack of resources, they experienced the simple joys of life.

We had the opportunity to help out at Aroy Sob Primary School in Oudong town. We tiled the school courtyard to make the school environment safer and more conducive for play. Even though the work left us feeling extremely sore, the megawatt smiles we saw on the children’s

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faces made it one of the most rewarding things we had ever done. We were able to spend time interacting with the children and definitely gained more than what we gave. We are immensely grateful for the experience.

As we return to Singapore, we bring along the good memories and precious lessons with us. This trip has changed us, and we are inspired to make an impact with the wisdom we have gained from our experiences in Cambodia.

San Seow (Sec 4PR) Myra Koh (Sec 4PR) Joanne Ho (Sec 4PR) Sheryl Lim Kia Hsuen (Sec 4PE)

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Secondary 1 Trip to Malacca OUTDOOR EDUCATION WEEK

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uring the Outdoor Education Week, the Secondary 1 students had the opportunity to visit Malacca. We were all very excited for this trip as for many of us, it would be our first time travelling overseas without our parents.

From the first meal to the last, our cohort bonded over the many activities, as well as the scrumptious meals we shared.

One unique experience that we will not forget was the school visit to the Infant Jesus Convent. We were greeted by a thrilling, heart-stopping performance by from their talented cheerleaders, who could execute tricks and jumps flawlessly.

It was delightful to have the opportunity to spend time with other girls of our age and learn more about their way of life in Malacca. The city tours were also very

enriching. Although the climb up St. Paul’s Hill was physically exhausting, especially in the heat, it was definitely worth the effort when we saw the old fortress and appreciated the experiential manner from which we could learn about the history of Malacca.

The Melaka Trip was definitely a rewarding one, not only in terms of knowledge, but also in terms of life experiences and deepening of new friendships. We are very grateful for the opportunity to immerse ourselves in such a rich history and culture.

Rachel Malcolm (Sec 1PE) Janice Choy (Sec 1PE) Maegan Loh (Sec 1PE) Joanna Pang (Sec 1PE) Kim Yewon (Sec 1PE)

As part of the preparation for the Malacca Trip at the end of Term 1, our class had a series of lessons on Cultural Intelligence (CQ). CQ is the ability to cross boundaries and thrive in multiple cultures. Firstly, the CQ lesson taught me by teaching me basic rules and manners I should have while in Malacca, such as not showing the soles of my feet to elders and not pointing fingers at things. We did some research and found out more about the culture in Malacca and I chose to do research on their food. Thirdly, the CQ lessons taught me to be respectful towards other cultures and be mindful of cultural practices and norms. During the Malacca trip, I had to constantly remind myself to be open-minded and step out of my comfort zone to learn about its heritage and the locals’ cultural practices. For instance, there were several dishes that were new to me. Even though I hesitated initially, I realised that they were delicious.

Throughout the trip, I was mindful of the way I acted while we were there, and I was open to overcoming cultural/language barriers. Despite not being able to verbally communicate with the young children at Angels’ Home, an orphanage, I came up with other ways to engage the children, such as sign language and hand gestures. Hence, the trip has allowed me to put my CQ knowledge into practice.

Isabelle Ho Sec 1DG

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Secondary 2 Adventure Camp OUTDOOR EDUCATION WEEK Reflections: I learnt to work well with my teammates and look out for one another. Dragon boating was a particularly challenging activity that required a lot of teamwork and coordination for the boat to be able to move forward. During practices, my team came in last. However, in the actual race, everyone worked together seamlessly with all our strength and this resulted in a first-place finish. This experience taught me that as long as we persevere, nothing is impossible.

As a person who is afraid of heights, the high element courses were definitely a challenge for me. I was afraid of trying out abseiling and rock climbing, and definitely could not even imagine myself on the zip line. These activities

required a lot of courage and I did not really have the courage to try it out.

Nevertheless, with strong encouragement from my teachers and peers, I managed to muster up my courage and tried abseiling. Even walking up the stairs to the platform was a difficult task for me, but with the help of everyone, I found the courage to complete the course and even found it quite enjoyable.

Hikaru Chong (Sec 2DG) I have learnt how to be braver when trying something new. I have also learnt how to appreciate nature more. The camp taught me how to adapt well to situations that are outside my comfort zone.

Kendra Tan (Sec 2PE)

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One of the most memorable events was campfire night. The atmosphere was buoyant, with the cohort cheering on friends and facilitators. It was heartwarming to see how bonded we had become as a cohort. I also felt proud of our performance, especially since my group worked hard and put a lot of effort into practices. I felt a strong sense of satisfaction as we saw the fruits of our labour. I shed some tears and hugged my group mates at the end. I will definitely treasure the precious memories made and the new friendships forged. My heart was bursting as we shone our torchlights to the sky, singing songs that we will never forget.

Chloe Tan (Sec 2SE)

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Secondary 3 Service Learning Carnival ONE LIGHT; ONE SOCIETY

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n 13 March 2019, the Secondary 3 cohort collaborated with a group from NorthLight School to plan and run the annual Service Learning Carnival, in a unified effort to sincerely serve needy elderly members of our community.

170 senior citizens from 5 Voluntary Welfare Organisations, namely, Family Central @ Tiong Bahru Plaza (Fei Yue Community Services), King George’s Ave Senior Activity Centre, Lions Befrienders' Senior Activity Centre @ 32 Bendemeer, PEACE-Connect Senior Activity Centre and Sarah Seniors Activity Centre enjoyed a morning of activities, ranging from baking and computer classes and terrariummaking, to health checks, Bingo and concert performances.

The efforts of the students of the two schools really paid off. The senior citizens were actively engaged in the myriad activities while the students were delighted to spend time with the senior citizens.

Through just a day’s interaction with the senior citizens, the students learnt that for them to show care for the senior citizens, they need to be patient, especially because the senior citizens’ sense of hearing would have declined as they aged. Hence the students had to repeat their instructions over and over again, and speak in a clear way.

Moreover, through the Service Learning Carnival, I learnt what true service, from

the heart, meant — being willing not only to step out of but to progressively redefine one’s comfort zone, in order to serve the needy in our society.

Since this opportunity to interact with the elderly did not come by easily, I took it very seriously. I am glad I did, as this experience grew a part of me that I would not have otherwise developed. The excitement to reach out and serve others does not naturally exist in most teenagers these days, and such experiences inculcate good values in a student. Thus, I am grateful for this opportunity to work with NorthLight School, with the support of our teachers and partners, to serve and to learn.

Praise Lee Shi (Sec 3CO)

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OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Secondary 4 Advocacy & Values-in-Action SECONDARY DIVISION

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he Secondary 4 students carried out Advocacy and Values-in-Action projects throughout Singapore. The projects they embarked on included beach cleanups, working with children with special needs, and offering tutoring services at Stamford Primary School. Students also promoted causes such as the Tobacco-Free Generation, and the Yellow Ribbon Project. Some classes also committed themselves to

giving year-long support and endorsement to their community partners.

From these self-initiated projects, the students gained many new insights into community work and the many ways in which they could give back to society.

Many were inspired after these advocacy projects to continue contributing their service to the community.

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Reflections: My class embarked on an advocacy project with the Tobacco Free Generation (TFG) because we wanted to impact society by spreading the message of TFG. As the months passed, our ideas grew into concrete initiatives.

We were able to engage our juniors in lower Secondary through CE lessons, skits and sharing sessions. We even visited other schools to promote the message of TFG. Looking back on this year, it’s very heartwarming to see how this project grew from a small classroom discussion to a movement that has gained much traction in just a few months.

Yanisa Kee (Sec 4SE)

OUR DISTINCTIVE HOLISTIC EDUCATION: Our Programmes Singapore Chinese Girls’ School • 2019 Yearbook

Science & Mathematics and Mother Tongue Bi-Cultural Exchange Programme in Taiwan SECONDARY DIVISION

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n 19 October, a group of 32 students from Secondary 3, along with 4 teachers, travelled to Taiwan, a trip in collaboration with the Math and Science Academy and Bicultural Studies Programme (BSP). This trip serves as a golden opportunity for us to not only immerse ourselves in the rich natural and cultural diversity of Taiwan, but also to develop ourselves as independent learners.

Our very first activity was a visit to the National Science and Technology Museum in Kaohsiung, Taiwan, where we learned about Typhoon Morakot, a catastrophe that happened on 8 August 2009. It was the deadliest typhoon to hit Taiwan in recorded history with 673 people dead, 26 missing and billions in damages. Many residents lost their loved ones and their homes overnight. What was heart wrenching was that typhoons are a common phenomenon and Taiwanese just have to accept the circumstances. As Singaporeans, we do

not have major natural disasters and do not have to face the physical damages or the emotional and mental trauma that typhoons bring. We live a life where emergency plans are not well accentuated unlike in Taiwan. The exhibition also included a simulation of the formation and consequences of earthquake, allowing us to visualise the true extent of the devastation caused by another natural disaster that Taiwan faces.

Time was also given for us to explore other areas of the museum, which had a large variety of exhibitions, ranging from aerospace to automation and artificial intelligence.

The second day ended with a visit to Heng Chun Eco Farm, where the tour guide brought us to observe the different unique plants and insects on the day and night walks. The farm is not like the usual farms that rear animals, but instead it has many fruit trees and also a good diversity of different plants species. It was nice to

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be out of the busy city to be in a natural environment to learn how plants and insects coexist in an ecosystem.

On the third day, we visited the Heng Chun Botanic Garden, which is 50 times larger than Singapore's land area, guided by the experienced Mr Trevor Padgett. He is an ecologist and educator from Canada. Through his interesting use of Bingo cards to engage us in his lesson, I learned several interesting facts that I did not know about the ecosystem in Kenting Nature Park. Firstly, the strangler fig wraps itself around a tree and squeezes the stems of the host plant, preventing nutrients and water from reaching the different parts of the host plant, causing it to die after a long time. Secondly, I learned how small seedlings beside huge trees are actually matured plants waiting for a chance to receive light and grow.

When linked to life, it is important to have a purpose in life and work towards a goal patiently rather than meaninglessly living life and waiting for the end.

Singapore Chinese Girls’ School • 2019 Yearbook

Hannah Pang Lee Jean (Sec 2CO) Shannen Yeo En Rui (Pri 1C)

Heidi Yeo Hai Ning (Sec 4GR)

Waverly Wu Jin Hui (Sec 3GY) 108