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are


We

believe in every student who entrusts his future to us.

Contents

It starts with the building of character

Principal’s Message 1

within and beyond the classroom.

Mission and Vision 2 TJC Philosophy and Culture 3

We want to nurture you in discovering

the best within yourself.

History of Excellence 4

Fundamental Humanities 35

Scholarships 6

Core Humanities 36

The Integrated Programme 10

Geography 38

Beyond Basics 12

History 39

Language Arts Programme 13

Music Elective Program (MEP) 40

English Literature 16

Aesthetics Education 42

Higher Mother Tongue Languages 18

Physical Education 44

Chinese Language Elective Programme (CLEP) 28 Mathematics 31 Science 33

Innovation and Research Programme 46 Beyond Boundaries 50 Extended Learning 50 Beyond Self 54 Student Life Programmes 54 Temasek Stewardship Programme 55 Student Leadership Programmes 56 Mazarin Programme 58 Temasek Overseas Outreach Programme 59 Outward bound Programmes 60 Personal Development Programmes (CCA) 61


Principal’s message

We invite you to join us in this next exciting phase of our growth and, together, to ‘Blaze Temasek’s Fame’!

Temasek Junior College has been developing leaders for the nation since 1977. As one of the top established Junior Colleges with a reputation for quality post secondary education, our track record of achievements include academic value-addedness, arts and sports excellence and sound character and leadership education. It was therefore no surprise when the college offered a 4-year Integrated Programme in 2005. This Programme challenges academically strong and self-directed students with a broad-based curriculum that takes them into a world of learning beyond the conventional. Since then, outstanding students of our 4-year Integrated Programme have been recognized with awards, book prizes and scholarships. They have found their niche in choice universities like Caltech, London School of Economics and Oxford University. With our distinguished history of sustained excellence, it is a natural development to expand our programme by offering a 6-year Integrated Programme in 2013. These younger students joining the college at Secondary One will be developed to fulfill their potential in their areas of talent, imbued with the college values of Passion, Purpose, Drive, Integrity and Care for others.

– Ms Susan Leong, Principal

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Mission & vision Vision

Tjc philosophy and culture Temasek Excellence is about holistic excellence - it is about developing greatness in intellect, character and leadership. It is what we as a College aspire to achieve – true greatness!

A vibrant institution, a dynamic learning culture, a caring people Mission

Broaden minds, touch hearts, enrich lives

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History of Excellence

Temasek Junior College was built in 1976 as the second government junior college in Singapore and commenced functioning as a centre for pre-university education in January 1977. It has earned for itself the reputation of being a fine academic institution that focuses on the all-round development of its students. On 2nd January 1977, Temasek Junior College opened its doors to its pioneer batch of students. These students came mainly from the many schools in the east. With the organization set-up accomplished, Temasek began the task of cultivating her own ethos. This began with the choice of the College’s name by the Ministry of Education. Temasek, which means Sea Town, was the old name for Singapore. The College was named after the nation in the hope of preserving the spirit of old Singapore in a rapidly modernising age. In addition, the name was chosen to honour the nation’s forefathers whose resilience, fortitude and courage had seen Singapore through its early days. It was thus hoped that students would be inspired by the pioneering spirit of Temasek.

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In its 36-year history, under the dynamic leadership of its 8 principals, together with a capable and enthusiastic staff fraternity, the College has grown in strength as a reputable institution of learning excellence; flourishing in the arts, music, sports, community outreach, innovation, creativity and leadership development. This purposeful pursuit of excellence culminated in the attainment of the School Excellence Award, the pinnacle of achievement under the MOE’s Masterplan of Awards in 2008. This achievement is testimony to the enterprising spirit of TJCians and the commitment and dedication of staff members, past and present, along with the dynamic programmes that have been initiated for students to realise their potential. As the college strives to groom and nurture the thinkers, leaders and trailblazers of tomorrow, it can take comfort and pride that the many who have walked through its gates yesterday are now the men and women of today, leading and making their mark in society, contributing in diverse fields and making a difference. It is an institution that not only celebrates its rich and illustrious past, but also has the vision to reinvent itself to continue to provide quality learning experiences for the TJCian.

...to groom and nurture the thinkers, leaders & trailblazers of tomorrow.

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Scholarships Temasek Xcel Scholarship The Temasek Xcel Scholarship is awarded to outstanding JC1/Year 5 students in the following areas: academics, sports and the performing arts. The scholarship is tenable for 2 years, subject to good overall performance and conduct. In addition to monetary award, all scholarship recipients will participate in a leadership development programme which includes mentoring by College Leaders as well as training in facilitation skills and event planning. They will take charge of key college-wide events such as Temasek Ignite, Appreciation Ceremony and Student Leadership Camp. In addition, they will also be ambassadors in their own areas of talent, and take the lead in representing the College at competitions, or in sports-related and arts-related activities such as Sports Carnival and Mardi Gras.

A*Star National Science Scholarship

Teaching Scholarship

• A*Star

Science Award (JC)

• MOE-Humanities

• A*Star

Science Award (Upper Secondary)

• MOE-Music

• A*Star

Undergraduate Scholarship Award

• Nanyang

Scholarship

• National

Infocomm Scholarship

• BCA-CPG • BCA-DP

Built Environment Scholarship

Architects Built Environment Scholarship

• BCA-Far

East Organization Built Environment Scholarship • BCA-G-Energy

Global Built Environment Scholarship • BCA-Industry • BCA-Keppel • BCA-KTP

Built Environment Scholarship

Land Built Environment Scholarship

Built Environment Scholarship

• BCA-Lend

Lease Built Environment Scholarship

• BCA-Woh

Hup Built Environment Scholarship

• CN

Yang Scholars Programme

• DSTA

JC Scholarships

• DSTA

Scholarship (Undergraduate)

• DSTA

Young Defence Scientists Programme

• Academic

Awards for Mathematics

• DSTA

Young Defence Scientists Programme Academic Awards for Physics • DSTA

Young Defence Scientists Programme Scholarship • Executive

Development Scholarship (SPRING Singapore) • FIREfly

Scholarships

• HDB

Undergraduate Scholarship

• Kent

Ridge Undergraduate Scholarship

• Khoo • Koh • Lee

Teck Puat Undergraduate Scholarship

Boon Hwee Scholars Award Kong Chian Scholars Programme

• LKY

Scholarship

• LTA

Undergraduate Scholarship

• Maritime

and Port Authority of Singapore Scholarship • Ministry

of Health, Health Science & Nursing Scholarship

• NTU

Scholarship

Elective Scholarship

College Scholarship

• NTU-ASEAN

Undergraduate Scholarship

• NUS

Faculty Award

• NUS

Faculty Scholarship

• NUS

Global Engineering Programme Scholarship • NUS

Undergraduate (Merit) Scholarship

• NUS

Undergraduate Scholarship

• NUS-ASEAN • NUS-PRC • Peter

Undergraduate Scholarship

Undergraduate Scholarship

Lim Sports Scholarship

• President’s • Prime

Scholar

Minister’s Book Prize

• PSC

Local-Overseas Merit Scholarship

• PSC

Overseas Merit Scholarship

• Public

Service Department of Malaysia Scholarship • Public

Utilities Board Scholarship

• SembCorp

Industries Undergraduate Scholarship • SIA-NOL

Undergraduate Scholarship

• Singapore

Government Scholarship

• Singapore

Press Holdings Scholarship

• SMU

Merit Award

• SMU

Scholarship

• SMU-ASEAN • SPF-JC • SUTD

Undergraduate Scholarship

Book Prize

Scholarship

• SUTD-Zhejiang

University Programme Sponsorship • The

Khoo Teck Puat Scholarship

• TJC-GIC

Study Award

Language Elective Scholarships (Chinese)

• TriTouch-Bodynits

• MOE

Merit Scholarship

• University

• MOE

Pre-University Scholarship

• MOE

Teaching Award

• MOE

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• MOE

Scholarships

External scholarships and awards won by TJC students

Scholarship

Scholars Programme @ SMU

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... are BRAVER than you

Believe Your smallest dream may just be your greatest gift to the world


Beyond Basics Beyond Boundaries Beyond Self 10

YEARS 5 & 6

• Language Arts • Higher Mother Tongue Languages • Fundamental Mathematics • Fundamental Humanities • Green Science • Skills & Knowledge • Aesthetics Education • Physical Education • Music Elective Programme

• Language Arts • Higher Mother Tongue Languages • Intermediate Mathematics • Advanced Mathematics • Core Humanities • Sciences: Chemistry/ Physics/Biology • Humanities: Geography/History • English Literature • Music Elective Programme • Chinese Language Elective Programme • Innovation and Research Programme • Physical Education

Subjects Offered based on GCE ‘A’ Level Examination

• Enrichment Electives • World Without Borders (Asia)

• Temasek Academy Unbound (TAU) • World Without Borders (Global) • Inter-Disciplinary Electives

• Temasek Academy Unbound (TAU) • WOW! 4 week attachment

• Temasek Stewardship Programme

BEYOND BASICS

TJC 6-Year IP is a seamless progression of learning, empowering students beyond the fundamental basics of learning by exposing them to both breadth and depth. The design of the 6-year IP curriculum supports integrative and interdisciplinary learning, extending ‘Beyond Basics’ through the core curriculum, ‘Beyond Boundaries’ through extended learning and ‘Beyond Self’ through student development. It aims at ‘Temasek Excellence’, engendering in students greatness in intellect, character and leadership.

YEARS 3 & 4

BEYOND BOUNDARIES

The integrated programme

YEARS 1 & 2

BEYOND SELF

Course of Study

• Character and Leadership Development Programme • Personal Development Programmes

• GP/Knowledge & Inquiry • H1 Mother Tongue • Project Work • Mathematics • Physics • Chemistry • Biology • Geography • History • Economics • English Literature • China Studies in Chinese/English • Chinese Language and Literature • Art • Chinese Language Elective Programme • Music Elective Programme


The 6-Year IP fundamentally emphasises learner centred approaches to teaching and learning. Essentially, the curriculum has been designed as one based on inquiry where tutors employ a seminar style teaching method with a strong emphasis on interaction and generation of ideas. The academic curriculum is designed using the Understanding by Design© (UbD) framework, which allows disciplines to be integrated through exploring common Big Ideas, or Themes. Students are provided with ample platforms to handle real world issues through assignments and project tasks with an authentic backdrop.

Modes of Assessment To complement the diverse teaching and learning methodologies in our Integrated Programme, a variety of assessment modes will be employed regularly to provide sufficient feedback on students’ progress and performance within the programme. Student assessment extends beyond just pen and paper testing. This includes alternative assessment modes such as authentic transfer tasks, journal writing, portfolios and Independent research submissions, project presentation and online self-assessment. With a formative assessment framework in place, students are evaluated on their depth of work quality, both in outcomes and processes.

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Language Arts Programme

Language Arts Programme

d Beyon s Basic

Key Philosophy The Language Arts Programme aims to give students exposure to a variety of text types, both Literary and Non-Literary, over a range of mediums. The programme will equip students with the reading, writing, listening, and speaking skills to engage with texts, both critically as well as creatively. The teaching of language and literary skills will be done through the examination of overarching questions that serve to contextualize these skills. A large emphasis will be placed on nurturing global citizens who have the ability to form opinions and advocate stands on important issues. This course will prepare students for their eventual study of GCE ‘A’ Level subjects such as Project Work, General Paper, English Literature, and Knowledge and Inquiry.

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Pedagogy

YEAR

1

1

Developing an understanding of what makes us human through a conceptual learning framework

n

se

&

3

enric h

express

oy enj

e

Finding out what you like to read, what you best respond to, and why

We will consider the relationship between Man and Society, examining the issues of belonging, marginalisation and discrimination

YEAR

ag

4

“Are all human beings equal?”

2

e

Approaching the world through language & literature

We will focus on the theme of Man and Identity, exploring issues such as culture, family and what constitutes one’s sense of self.

YEAR

ng

e

5

expo

en ht il g

Interacting with a wide range of literary texts and supporting media

“What makes me a unique individual?”

2

“Do we shape our environment or does it shape us?” We will consider the interdependency between Man and the Environment, in particular how human behaviour, identity and relationships are connected to our physical environment.

YEAR

4

Language Arts Programme

Course Overview

“Is man becoming a machine?” We will study how the evolution of Man, Science and Technology is changing the very definition of humanity.

Taking learning beyond the classroom

3 Finding opportunities for critical and creative writing, personal response and reflection

Enrichment •

Language Arts Night

Learning Journeys

Essay Competitions

Visiting Writers

Theatre Visits

Film Exposure

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English literature

Pedagogy

What

How historical context and literary techniques work together to create meaning in a text

Key Philosophy Offered in Years 3 and 4, the English Literature programme offers an expanded curriculum that develops the literary skills taught in the Language Arts Programme. This subject is suitable for students who are interested in exploring literary genres and contexts in greater depth, and it aims to give students a sound foundation in the major literary movements from the 16th century up to the present day. It will also focus on teaching students close reading and critical analysis skills which they need in approaching Literature at the GCE ‘A’ Level.

• • •

Introduction to Literary Genres and Critical Analysis The 19th Century The 20th Century

Enrichment

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Literature Night

Theatre Visits

Visiting Writers

YE AR 4

YE AR 3

Course Overview • Shakespeare • Contemporary Literature • World Literature

How

How literary techniques are used in the construction of a text

Why

An understanding of historical contexts and issues that influence writers


Higher Mother Tongue Languages

Mother Tongue Languages

LEP

(Chinese)

STRETCH Higher Mother Tongue Languages • Movie/Play Appreciation • Cultural Appreciation • Seminars and Conferences

ENRICHMENT Based on the belief that all students should be given the opportunity to learn their Mother Tongue to as high a level as they are able to, the TJC Mother Tongue Department aims to nurture students to become active learners and proficient users of the language through a conducive learning environment, using differentiated approaches. The department offers 3 Mother Tongue Languages, namely, Higher Chinese Language, Higher Malay Language and Higher Tamil Language.

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• Learning Journeys • Cultural Night • Talks by Invited Speakers

CORE

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高级华文

Key Philosophy

课程理念

Students taking the Higher Chinese Language will be exposed to a variety of the different forms of the language and motivated to learn their Mother Tongue through the introduction of various activities to keep their interest for the language alive. Besides using the Understanding by Design© (UbD) framework, games, theatre performances and learning journeys are some of the other highlights of the programme. The aim is to create the awareness that Chinese is a living language, and it is the very bridge for the students to understand their own culture and traditional values, as well as to connect with the world as 21st century citizens.

通过多样化的教学法,逆向设计为主的课程,辅以先进资讯科技, 配合一系列生动、有趣的活动,如:语文游戏,电影与戏剧欣赏和 学习之旅等,来激发学生对于学习母语的热忱,进而提高学生理解 和运用华文的水平。

通过观摩与实践,加强学生交际、沟通的能力。

通过华文华语的学习,让学生认识和传承优良的华族文化, 在潜移默化中提高学生的人文素养。

Pedagogy Understanding by Design© framework

Socratic Questioning

逆向课程设计©

Student-centred Learning

苏格拉底式提问

Group Discussions and Presentations

学生中心的学习法

Seminar-style Teaching

Problem-based Learning

小组讨论与呈现

研讨式教学

解决问题式的教学法

The course is designed using the Ministry of Education (MOE) Higher Chinese syllabus as a basis, and students will sit for the GCE ‘O’ Level Higher Chinese examination at the end of Year 4. Students will be able to improve their language proficiency through lessons on listening, speaking, reading, writing and other language skills taught using differentiated teaching approaches. The course is designed such that students with higher language abilities are also given the opportunity to build a strong foundation in the language, so that they may go on to develop their talent in the subject.

Enrichment

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教学方式

Course Overview

Movie and Drama Appreciation

Seminars and Talks

Learning Journeys

Higher Mother Tongue Languages

Higher Chinese Language

课程概要 本课程的设计,主要以教育部的高级华文课程标准为依据,通过灵活的 教学法,以多样化的课外材料为补充,达到教育部设定的高级华文水平的 目标,并为学生在第四年参加剑桥普通水准高级华文科考试,做更充实的 准备。同时本课程也着力于让资优学生有更多发展的空间,为本科尖子在 华文语言文学领域展翅高飞打下比较坚实的基础。

辅助活动 •

电影与戏剧欣赏

研讨会与讲座

学习之旅

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Exposure / Enrichment Activities •

Seminar/ Conference

Key Philosophy

Workshop/ Course

In the Malay Language Programme of the TJC IP, we believe that when each student is given the opportunity to deepen their knowledge and increase their level of appreciation on the Malay language and the culture of the Malays, they will be proficient users of the Malay language. Hence equipping them with such abilities, students will be able to communicate effectively in standard Malay language to fulfil their daily needs especially when they are in the social setting.

Learning Journey

Overseas Trip

Theatre/ Drama/ Musical/ Concert

Pedagogy

Program Bahasa Melayu

Understanding by Design© framework

Literature-based Language Learning

Problem-based Learning

Falsafah Penting

At the end of the course, students will be equipped with interaction skills, both oral and written, where the emphasis will be on real-life usage of Malay language. In detail, the following are some of the individual and also group activities that will be provided for the students:

Di dalam Program Bahasa Melayu TJC IP, kami yakin bahawa jika setiap pelajar diberi peluang untuk mendalami ilmu dan meningkatkan tahap apresiasi mereka terhadap bahasa Melayu dan budaya masyarakat Melayu, mereka akan berkebolehan untuk menjadi pengguna bahasa Melayu yang cekap. Maka dengan melengkapkan mereka dengan keupayaan seperti ini, pelajar akan berupaya untuk berkomunikasi dalam bahasa Melayu standard dengan berkesan bagi memenuhi keperluan seharian terutama sekali apabila mereka berada di dalam persekitaran sosial.

• Functional/ Critical/ Creative Writing

• Syntax

• Oral Presentations

• Proverbs

• Projects

Pedagogi

• Grammar

• Figurative Language

Course Overview

• Language Games

Higher Mother Tongue Languages

Higher Malay Language

– Event Management – Product Creation

Kerangka Understanding by Design©

Pembelajaran Bahasa berdasarkan Kesusasteraan

Pembelajaran berdasarkan Permasalahan

Apart from that, from this course, students will realise that:

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One will have to identify, deepen his/her knowledge and then appreciate the Malay language in order to understand the values and culture of the Malays

Malay language is a language which is alive, dynamic and relevant when it is analysed from its literature and also its usage in the real-life context

Malay language has its own language system, hence any literal translation cannot be implemented effectively.

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Di akhir kursus ini, pelajar akan dilengkapi dengan kemahiran interaktif, secara lisan mahupun penulisan, di mana penekanan diberikan kepada penggunaan Bahasa Melayu dalam konteks kehidupan realiti. Secara terperinci, berikut ialah sebahagian tugasan individu serta tugasan kumpulan yang akan diberikan kepada pelajar:

• Penulisan Fungsional/ • Sintaksis Kritikal/ Kreatif • Peribahasa • Tatabahasa • Gaya Bahasa • Permainan Bahasa

• Penyampaian Lisan • Projek-projek

– Pengendalian Acara – Penciptaan Bahan

Key Philosophy Students taking the Higher Tamil Language will be exposed to different forms of the language through various activities to keep their interest for the language alive. They will be taught using the Understanding by Design (UbD) framework. Games, learning journeys and other enrichment activities are also part of the programme. This is to create the awareness that Tamil is a living Language and it is the very bridge for the students to understand their own cultures and traditional values, as well as to connect with the world as 21st century citizens.

Higher Mother Tongue Languages

Higher Tamil Language

Kerangka Kursus

Pedagogy •

Understanding by Design (UbD) Framework

Selain itu, melalui kursus ini pelajar akan memahami bahawa:

Student-centered Learning

Seseorang individu itu perlu mengenali, mendalami dan menghargai bahasa Melayu untuk memahami nilai dan budaya masyarakat Melayu

Group discussions and Presentations

Seminar-style Teaching

Bahasa Melayu wujud sebagai bahasa yang hidup, dinamik dan kekal relevan apabila dikaji melalui kesusasteraannya dan juga penggunaannya dalam konteks kehidupan masyarakat

Problem-based Learning

Discussions and Movie Reviews

Bahasa Melayu mempunyai sistem bahasanya yang tersendiri maka sebarang penterjemahan harfiah tidak dapat dilakukan dengan berkesan.

Course Overview

Aktiviti Pendedahan / Pengayaan

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Seminar/Persidangan

Bengkel/ Kursus

Ekspedisi Pembelajaran

Lawatan ke Luar Negara

Teater/ Drama/ Muzikal/ Konsert

The course is designed using the Ministry of Education (MOE) Higher Tamil Language syllabus as a basis, and students will sit for the GCE ‘O’ Level Higher Tamil Language Examination at the end of 4 years. Students will be able to improve their language proficiency through lessons on listening, speaking, reading, writing and other language skills taught using differentiated teaching approaches. The course is designed such that students with different language abilities are given opportunities to build a strong foundation in the language, so that they may unleash the potential in them.

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தம ிழ்மொழ ிப் பாடக் கலைத்த ிட்டம் – ஒர ு பார்வை

Movie Review

Tamil Poetry and Prose Debate Appreciation

Seminars and Talks

Learning journeys

ச ிங்கப்ப ூர ின் நான்க ு மொழ ி அத ிகாரத்த ுவ மொழ ிகள ில் தம ிழ்மொழ ிய ும் ஒன்றாக ும். அத ு நம் க ுடியரச ின் இர ுமொழ ிக் கல்வ ிக் கொள ்கைக்க ிணங்க நம் பள ்ள ிய ில் பாடமாகக் கற்ப ிக்கப் படுக ிறத ு. 4 ஆம் ஆணட ் ு இற ுத ிய ில் மாணவர்கள ் கல்வ ிப் பொத ுச்சான்ற ிதழ் சாதரண ந ிலை உயர ்தம ிழ்த் தேர்வ ிற்க ுத் தயார் செய்வத ு நோக்கமாக ும். அவர ்தம் அடிப்படைமொழ ித் த ிறன்களாக ிய கேட்டல், பேச ுதல், படித்தல், எழ ுத ுதல் ஆக ியவற்ற ில் மாணவர்கள ுக்க ுத் த ிறமையை வளர்க்க வேற ுபடுத்தப்பட்ட ம ுறைய ில் கற்ப ித்தல். மொழ ியை ஆழமாகவ ும் வ ிர ிவாகவ ும் கற்ற ுத் த ிறன்களை வளர ்த்த ுக் கொள ்ளவ ும் கற்ப ித்தல்.

உயர் தம ிழ்மொழ ி கற்றல் கற்ப ித்தல் நோக்கங்கள் அடிப்படைமொழ ித் த ிறன்களாக ிய கேட்டல், பேச ுதல், படித்தல், எழ ுத ுதல் ஆக ியவற்ற ில் மாணவர ்கள ுக்க ு வடிவமைப்ப ின் வழ ி ப ுர ிந்த ு கொணட ் ு கற்றல் (UbD), வ ிளையாட்டு, கற்றல் பயணங்கள ் போன்ற ு பல்வேற ு கற்ப ித்தல் ம ுறைகள ில ும் கற்றல். வ ிர ும்ப ிக் கற்க ும் மொழ ியாகவ ும், வாழ ும் மொழ ியாகப் போற்ற ிப் பாத ுகாக்கவ ும் ம ுறையாகப் பய ிற்ச ி அள ித்தல். மரப ுக் க ூற ுகளைய ும் பாரம்பர ியக் க ூற ுகளைய ும் மாணவர ்கள ுக்க ு நன்க ு வ ிளக்க ுவதோடு நாட்டு உர ுவாக்கத்த ுக்க ுத் தேவையான 21 ஆம் ந ூற்ற ூணட ் ுத் த ிறன்களைக் கற்ப ித்தல்.

Higher Mother Tongue Languages

Enrichment

செற ிவ ூட்டல் •

த ிரைப்படம்

வ ிமர்சனம் & த ிறனாய்வ ு

பட்டிமன்றங்கள ்

கர ுத்தரங்கம் & கவ ியரங்கம் (ஒல ி ஒள ி வட்டுகள ் & ய ூ

டிய ூப் இணைய தளம்)

கற்றல் பயணங்கள ்

கற்ப ிக்க ும் ம ுறை

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வடிவமைப்ப ின் வழ ிக் கற்றல்

மாணவர்கள ் மையமாகக் கொணட ் ு கற்றல்

க ுழ ுநடவடிக்கைகள ் மற்ற ும் காட்ச ியள ிப்ப ு

ஆய்வரங்க ு ம ுறைய ில் கற்ப ித்தல்

ப ிரச்னை அடிப்படைய ிலான கற்ற ுக்கொள ்ள ுதல்

த ிரைப்படம் & க ுற ும்படம் கலந்த ுரையாடல்கள ் &

த ிறனாய்வ ு

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Pedagogy

Chinese language elective programme Key Philosophy The TJC IP offers a 4-year Chinese Language Elective Programme (CLEP) as part of the rich offerings of the Integrated Programme from Year 3 onwards. With the aim to cultivate bilingual talents who are well-versed in both English and Mandarin, we equip our LEP students with a strong understanding of both Chinese and Western cultures. One highlight of the programme would be the emphasis on the practical use of the language where students would have the opportunity to be placed in the Student Ambassadorship Scheme (SAS).

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Socratic Questioning

Student-centred Learning

Group Discussions, Debates and Presentations

Seminar-style Teaching

Problem-based Learning

Understanding by Design© framework

Course Overview Students enrolled in the Chinese Language Elective Programme in their Third and Fourth Years will be taking Higher Chinese Language, Chinese Literature and the Bicultural Chinese programme. The programme, supplemented with a wide range of interesting activities, coupled with the many opportunities that students will be exposed to, aims to nurture Singapore’s own bilingual elites.

Enrichment •

Movie and Drama Appreciation

Seminars & Talks

Translation & Culture-related Courses

Student Ambassadorship Scheme

Learning Journeys

Overseas Trips & Immersion Programmes

29


课程理念 淡马锡初级学院直通车课程本着培养双语精英的办学理念,开办4年制华文语 文特选课程。除了提供更宽广及多元化的学习内容,如中华文学课与双文化课 程外,课程的重点也在于语言的实际运用,旨在培养既了解中国,又能同西方接 轨的双语人才。

教学方式 •

苏格拉底式提问

小组讨论与呈现

解决问题式的教学法

学生中心的学习法

研讨式教学

逆向课程设计©

课程概要 选修语文特选课程的学生将在第三、第四年修读高级华文、中华文学以及双 文化课程。这些充实、崭新的课程,加上生动有趣的辅助活动,为培养本地的 双语人才创造有利的条件。

辅助活动 •

电影与戏剧欣赏

翻译与文化课程

• 学习之旅

研讨会与讲座

学生大使计划

• 浸濡活动

Mathematics

Mathematics

语文特选课程

Key Philosophy One of the key objectives of the Mathematics programme is to enable students to develop process skills for the acquisition and application of mathematical concepts. At the same time, students are also expected to be able to understand and connect Mathematical ideas with real-life situations. These skills will be based on Polya’s Problem Solving Strategy, which is illustrated as a flowchart indicating the major stages of the problem-solving process: Analysis (Understanding the Problem), design (Devise a Plan), exploration and implementation (Carry out the Plan), and verification and generalization (Check and Extend). This is further enhanced by Schoenfeld’s Problem Solving Framework, which allows students to better understand factors which affect their effectiveness in approaching and solving problems.

Pedagogy •

Understanding by Design© framework

Polya-Schoenfeld Problem Solving Framework

Socratic Questioning

ICT-infused pedagogy and assessment

Course Overview In terms of curriculum design, students will be grounded in the fundamental areas of numbers, algebra and geometry. As students progress to higher levels, they will be exposed to advanced domains such as calculus and statistics. Strong consideration is also given to the alignment of GCE ‘O’ Level Mathematicscum-Additional Mathematics and GCE ‘A’ Level Mathematics. There will be an integration of topics that offer natural extensions to existing topics which are

30

31


Science

Science Key Philosophy Science is a discipline which requires one to observe carefully, think critically and construct creatively. Consequently, a student trained in the discipline of science should be able to examine problems accurately, analyze different situations critically and construct solutions innovatively to solve problems. Stemming from a desired outcome of education spelt out by the Ministry of Education that students must be equipped with necessary 21st century skills, the emphasis on knowledge acquisition has given way to an emphasis on the acquisition of lifelong skills such as process, thinking and problem-solving skills. As such, the THINK© cycle pedagogy created and owned by the TJC Science Department provides students with opportunities for self-directed and collaborative learning, while developing critical thinking and evaluation skills through analysis of real life problems.

Pedagogy & Curriculum Framework

Polya’s Problem Solving Strategy applicable to daily life and/or are suitable for promoting higher-order thinking. At the same time, superfluous topics which are better taught in other areas will be trimmed.

Enrichment

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Opportunities to take part in a range of competitions and camps

Talks by visiting mathematicians

Understanding by Design© framework

The THINK© cycle

Socratic Questioning

PETALS Framework

Enrichment •

Research projects

Attachment programmes at Institutes of Higher Learning

High level competitions (e.g., Singapore Junior Olympiad, Singapore Science and Engineering Fair)

33


Measurement: • Instruments (including microscopy) • Physical Quantities & Units

Energy: • Electricity

Energy: • Forms & Conversion • Light

Interactions: • Concept of Force and Pressure • Moment of a Force • Work • Effects of and Transmission of Heat

Diversity: • Classification of Matter • Elements, Compounds and Mixtures • Solutions and Suspensions

Models and Systems: • Particulate Model of Matter • Simple Concepts of Atoms and Molecules

Diversity: • Classification of Plant and Animal Life

Models and Systems: • Nutrition in Animals • Transport in Human • Sexual Reproduction

Interactions: • Populations, Community and Ecosystem • Energy Transfer Process in the Ecosystem • Nutrient Cycles in the Ecosystems

Interactions: • Chemical Changes

Models and Systems: • Cells – Structure, Function and Organisation

Fundamental humanities Key Philosophy A Fundamental Humanities (FHM) student holds the world in the palm of his hand. Through an interdisciplinary Integrated Humanities approach, Year 1 and Year 2 FHM students will discover the forces and personalities that have shaped, and continue to shape, the world we live in today. From ancient societies to modern industries, students will explore fundamental concepts such as Change and Continuity, centred on core values such as empathy. Using real-world tasks and case studies, students will hone vital skills and competencies, such as critical thinking and multiple perspectives, essential for success in a globalised world.

Pedagogy •

Understanding by Design© framework

Socratic Questioning

Piaget’s theory of Constructivism

Problem-based Learning & Case Studies

Experiential Learning

Collaborative Learning

Course Overview

Science and Technology

Year 3 and Year 4 Specialisation in Physics, Chemistry, and Biology

34

The Rise and Fall of Societies – The formation, organisation and decline of societies

YE AR 2

YEAR 2

YE AR 1

PHYSICS CHEMISTRY BIOLOGY

YEAR 1

Fundamental Humanities

Course Overview

Society and Change - Reasons for change and impact of change

Enrichment •

Learning Journeys

Competitions

Seminars and lectures

Overseas Trips

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Key Philosophy The TJC IP Year 3 and Year 4 Core Humanities syllabus is organised around the overarching aim of developing and nurturing within the learners a multidisciplinary perspective to critically assess problems, issues and controversies in Singapore and beyond. It adopts a progressive three-prong approach to enable students to gain a deeper understanding of important social issues as well as their role in society. Taking into account the increasing demands and challenges of the new knowledge-based world, the syllabus is rooted in three key ideas: being rooted, reaching out and living globally. These three ideas form the core focus along with the Arts Department “Big Ideas” of Change and Continuity, Challenges and Strategies, Identity and Relationships. They take a progressive, developmental and rigorous approach to the study of the subject. Students will also be introduced to basic economic theories and tools to explain, prescribe and predict everyday occurrences and issues. This approach will then be applied to the study of the macro-economy, where students will examine the Singapore economy within the context of the global economy.

Pedagogy

36

Understanding by Design© framework

Problem-based Learning and Case Studies

Socratic Questioning

Piaget’s theory of Constructivism

Experiential Learning

Collaborative Learning

Core Humanities

Key developments and issues in Singapore and the Southeast Asian region

YE AR 4

YE AR 3

Core Humanities

Course Overview Global political, economic and sociocultural development

Enrichment •

Learning Journeys

Seminars and lectures

Competitions

Overseas Trips

Change & Continuity

Challenges & Strategies

Identity & Relationships

37


History

Geography Key Philosophy

Key Philosophy

Geography, offered in Years 3 and 4, is explored as a multi-faceted discipline which, at its core, sees the world through a spatial lens. Students are encouraged to see linkages and relationships in the world around them, expanding their awareness of issues happening beyond our shores. The sub-disciplines of Physical and Human Geography allow students to take a macro view of man’s relationship with his environment, while letting them study this relationship at a more detailed micro level. In addition to the critical thinking skills that students have learned in Fundamental Humanities, they will embark on the more rigorous methodologies of scientific inquiry used in Geography: data gathering, fieldwork, data analysis, research and evaluation of information gathered. Ultimately, the course is designed to broaden students’ thinking and to get them to see the possibility of changing the world for the better.

Driven by a thematic approach, TJC IP History students will be introduced to key historical events of the 20th century world and its earlier influences. In a world where it is no longer sufficient for students to be content masters, the TJC IP History course, offered in Years 3 and 4, further seeks to develop students with a keen critical mind, able to methodically analyse primary and secondary sources of information, make links and reflect on the patterns that have shaped the modern world. At the core, we believe that an engagement with the historical discipline will enable our students to gain a consciousness of humanity, and clarify their individual roles and purpose in the world.

Pedagogy

Pedagogy Understanding by Design© framework

Collaborative learning

Self-directed learning

Socratic Questioning

Problem Based Learning

Cooperative Learning techniques

Understanding by Design© framework

Piaget’s theory of Constructivism

Experiential Learning

Problem-based Learning & Case Studies

Collaborative Learning

Socratic Questioning

Course Overview YE AR 3

- The Geography of Well-Being - Weather and Climate

YE AR 4

YE AR 3

Course Overview - Geomorphology - Tourism

Forces of Historical Change - Economic, Ideological and Individual

YE AR 4

Politics and Change - War, Democracy and Authoritarianism

Enrichment Enrichment NUS Geography Challenge

Local Fieldwork

Overseas Trips

Geography

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Learning Journeys

Competitions

Seminars and lectures

Overseas Trips

Model United Nations

39


Music Elective Programme

Music elective programme

Course Overview YEAR

1 2 3 4

YEAR

Key Philosophy Innovative in its interdisciplinary approach, the student in the TJC Music Elective Programme (MEP) will explore music in relation to art, literature, politics, religion and theatre from Year 1 onwards. A unique focus is the student’s exposure to music repertoire beyond the Western traditions into the domain of World Music, such that this musical sensitivity and multi-cultural awareness allows for the appreciation, analysis and critique of a diverse spectrum of works. Each student will become a musician in the truest sense of the word – as an analyst, composer, performer, critic, and researcher.

40

A survey of Musical Parameters in Western Art and World Music

YEAR

YEAR

A survey of musical styles in the Baroque, Classical, Romantic and 20th Century periods

Functions of Music in Society (Ceremonies & Celebrations, Court Traditions, Religion, and War)

Music in the Theatre (Ballets, Musicals and Operas) Music in Politics (Operas, Programme Music, Revolutionary Songs, and Symphonies)

Pedagogy

Enrichment

Understanding by Design© framework

Lunchtime Concerts

Socratic Questioning

Annual Public Concert (MOTIF series)

Dalcroze Eurhythmics

Composition & Instrumental Masterclasses

Kodály Method

Seminars by Visiting Professors and Performers

Orff-Schulwerk Method

Paul Hindemith Elementary Training for Musicians

Overseas Trips and Courses at Institutes of Higher Learning for Music

41


Aesthetics Education

Aesthetics education Key Philosophy With a structure that is grounded on whole experiences, Aesthetics Education facilitates the expression of perceptions, emotions and concepts through reflective shaping of media: visual arts media, spoken or written language, music and bodily movements. It is a celebration of the students’ uniqueness and diversity, an avenue to develop their varied intelligences. Through the Visual Arts, Music, Drama and Dance, the 2-year course, offered at Years 1 and 2, encourages students to confidently express themselves as well as appreciate, understand and address their experiences on an individual level. Aesthetics Education therefore develops students in areas such as critical thinking, imagination and expressivity as well as self-confidence, perseverance and creativity.

42

Pedagogy •

Understanding by Design© framework

Problem-Based Learning

Experiential Learning

Socratic Questioning

Collaborative Learning

Course Overview

YEAR

1

YEAR

2

Semester 1

Semester 2

VISUAL ART

DRAMA

Art Appreciation – study of art histories, theories and philosophies, Art-Making, Gallery Walk, Experiencing Curatorship

Foundations of Drama Acting Devising Script

MUSIC

DANCE

Guitar Appreciation Exploration of chords and melodies Playing in an ensemble

Multicultural Dance Exposure Performance/Narration through Dance

Dramatic Performance as Expression

Enrichment •

Learning Journeys (Gallery/Exhibition/Museum Visits)

Esplanade Da:ns Festival

Actor Training Workshops

Dance Workshops

43


Key Philosophy We believe that every child in TJC can be physically and mentally healthy and fit. The PE programme aims to impart the following understanding to students: Life-long commitment to stewardship of the physical self will positively impact the well-being of self and society.

Physical Education

Physical education

Course Overview The Physical Education programme provides a holistic education for students through structured lessons during Mass PE and Group PE, as well as active learning and participation through PE Electives and Games Modules. The programme also offers Outdoor Education where students acquire knowledge, skills and confidence in a constantly changing environment through outdoor activities like orienteering, belaying and camp craft. Students in the programme will also gain exposure in the sports industry by immersing themselves in different roles of organizing, volunteering or participating in sports events at various levels. In addition, Health Education encourages students to independently plan for and lead a balanced, healthy and active lifestyle.

Pedagogy It is vital for young children to develop a variety of fundamental motor skills to increase their level of competency, success and enjoyment in any sport they take up in future. Multilateral development is one of the most important training principles we abide by in the teaching of modified games in the first 2 years. In the teaching of games, the PE department adopts a games-based pedagogical model, Teaching Games for Understanding, to generate a better understanding of the different aspects of the games while increasing physical activity levels, engagement, motivation and enjoyment in physical education.

44

Enrichment The department offers PE electives which aim to expose our students to a greater variety of sports, both conventional and unconventional. Incorporated into our PE Programme, students go through regular, structured lessons that facilitate the learning of a sports skill at the beginner’s level. Upon completion of the elective, students would have learnt basic game rules and skills which will enable them to participate in the sport and enjoy it at a recreational level. Through PE electives, students realize that sports can be easy, fun and exciting, and they are encouraged to adopt an active lifestyle through and beyond their schooling years. The electives are conducted by our PE staff as well as external agencies.

45


Key Philosophy The Innovation and Research Programme aims to equip all TJCians with the skills to analyse, synthesize and transfer their existing knowledge beyond “what we know” and “what we are able to do.” Students will be prepared to meet future unanticipated challenges, to become active researchers and developers of innovations and to set new directions. We firmly believe that developing the three thinking skills (i.e. Critical Thinking, Research Thinking and Design Thinking) will enable students to be bold advocates for creative ideas that are actionable, rational and constructive for mankind.

Pedagogy Resource-based learning is the instructional strategy where students construct meaning through interaction with a wide range of print and non-print resources. This pedagogy will be widely used in Media Literacy and Research Foundation. Case-based learning becomes case-based reasoning when more than one case is provided. Case-based reasoning involves reasoning about multiple cases and how prior solutions can be adapted to new problems or how prior cases are related to new cases. Students will experience this method of learning in Media Literacy and Research Foundation. Project-based learning will be used in the Design Programme, which will subsequently prepare students for GCE ‘A’ Level Project Work. It is an instructional

46

Inquiry-based learning involves the pursuit of open-ended questions and is driven by questions generated by the learners. The learner will pose researchable questions and pursue them using open-ended investigations during the Research Foundation module.

Innovation & Research Programme

Innovation & research programme

approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom. Project-based Learning is generally done by groups of students working together toward a common goal.

The Constructivist Approach will be used actively in Research Foundation. Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Learners are the makers of meaning and knowledge. Constructivist teaching fosters critical thinking and creates motivated and independent learners.

Course Overview Year 1 and Year 2 •

Skills and Knowledge – Research Skills, Quantitative and Qualitative Research Methodologies, Media Production and Analysis, Sensorial Approach to Design, and Modes of Presentation.

Information Communications and Technological Skills – MS Office tools, Google Applications, Photo Editing, Storyboarding, Video Editing and Digital Media Producer.

Year 3 and Year 4 •

Innovation and Research Project using Design Thinking

Year 5 •

GCE ‘A’ Level Project Work

Enrichment •

Learning Journeys to media agencies

Workshops and exchange with design societies

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... are STRONGER than you

Seem

Acquire a broader perspective


World without Borders

Extended learning Key Philosophy

50

All students will go on overseas trips beginning with Southeast Asian countries in Year 2 and further afield in Year 4. The aim is to cultivate in students an awareness of and sensibility towards different communities and cultures in a globalised world so as to live effectively in such a world. It is also to entrench students in our own culture and to encourage inclusivity of individuals amongst us who may be different, minorities, foreigners, etc. In summary, it is about cultivating global awareness but not just how students can adapt to other countries but also about how we can accommodate and attract others to our country. Key to this would be an internalisation of the complexities of living in any social or national context and appropriate responses to these complexities.

Extended Learning

d Beyondaries n u Bo

Wonder. Observe. Weave! (WOW!)

Each Integrated Programme student is given different opportunities to learn, within and beyond the four walls of the classroom. The various platforms in Extended Learning engage and stretch the students differently but, as far as is feasible, allow students to choose what they would like to learn more of and experience.

WOW! is a four week programme for all IP students in January of Year 5 or JC1 year. Each student chooses and signs up for an attachment to an external organisation that is a WOW! partner. Most of these entail reporting daily to work with external mentors from organisations including A*STAR Research Institutes, University departments, Science Centre Singapore, different museums, the Zoo and Bird Park as well as start up companies. As with the IDESs, these are four weeks dedicated to WOW! and free from regular classes. Students must complete the project assigned by their external mentors and create a wiki to be hosted on the school web site.

Inter-Disciplinary Electives (IDE)

Temasek Academy Unbound (TAU)

Two weeks of intensive work on an Elective created and offered by teachers and of the students’ choice

Electives include the Nanchang Exchange, Introductory Robotics, Markets and Finance, Gender in Transition: Discovering Men and Women, Mathematics in Chess and Introduction to International Relations

Unlike the IDEs and WOW! attachments which are available to all Integrated Programme students, TAU is meant to stretch the best students from Term 3 Year 3 through Term 1 Year 6 in their chosen field in Science, Mathematics or the Humanities. Activities include attending Small Talks with experts in their fields, reading and evaluating journal articles in their areas of interest, designing and carrying out experiments, writing academic papers for publication. In Year 4, there is a two week trip to Manhattan Center for Science and Mathematics (MCSM) High School in New York City. This is a long term partnership in their International Student and Teacher Exchange Program (ISTEP) inaugurated with TJC as a Singaporean partner school. There is also a trip to India for those interested in the Humanities. Students are expected to be able to work independently and to probe deeply their academic interest, particularly their self-avowed research focuses.

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... are SMARTER than you

Think We believe in education beyond books


Temasek stewardship programme

Student life programmes

At TJC, we recognise the need to equip students with the skills for leading and organising CIP to help them become effective and compassionate leaders to serve society. Through the Temasek Stewardship Programme, students are taught the principles of service leadership, to involve the heart, head and hand in carrying out CIP work. Based on service-learning and experiential learning pedagogy, the Temasek Stewardship Programme trains students for life, builds up cognitive skills, grounds affective commitment and propels students’ actions to meet challenges in the journey of active citizenry and true leaders. Students also enjoy an overseas exposure through the Overseas CIP experience. This is a programme that aims to build up their global awareness and cultural sensitivity, equipping them with values such as empathy, tolerance and respect so as to enjoy communication across cultures.

The Student Life Programme focuses on 2 major domains – Personal and Social Domain, and Academic and Career Education Domain, covering the areas of SEL, Sexuality Education, National Education, Civics and Moral Education, CIP/Service Learning, Academic and Career Education and 21st Century Skills. It is delivered via classroom lessons and outside classroom activities. The classroom component, which is developmental in nature, together with the experiential learning activities aim to inculcate values in students and expose them to life skills in the following areas – intrapersonal and interpersonal skills, academic and career planning, character development and responsible behaviour through the activities conducted.

Student Life Programmes

54

Temasek Stewardship Programme

d Beyon Self

55


Key Philosophy The Student Leadership Department believes in one hundred per cent participation and opportunities for all to be involved in TJC’s myriad leadership development programmes from Year 1 all the way to Year 6. Underpinning our key philosophy is the alignment of our College values with The Leadership Challenge framework by Kouzes and Posner. With equal emphasis on experiential learning and structured learning, we will develop students progressively in key leadership and 21st century skills and competencies, as they take on different roles and responsibilities - from the classroom to PDPs to the community; and from participation to facilitating and organizing, as they mature from their early to late teens. With the TJC brand of leadership development, growth and assessment, all students will be ‘stretched’ to their fullest potential!

YEAR

1 2 3

YEAR

YEAR

YEAR

4

YEAR

5

Pedagogy

56

The Leadership Challenge by James Kouzes and Barry Posner

The Levels of Service Approach by Donald Treffinger

Assessment, Challenge and Support by Centre for Creative Leadership

Student Leadership Programmes

Student leadership programmes

Course Overview

YEAR

6

• Class Committee • House Representatives • Cohort Camp • Class Committee • House Representatives & Coordinators • Commencement of NYAA • • • •

Class Committee PDP Leadership House Committee IP Council

• Outward Bound Singapore • Planning for Year 1 Induction • NYAA attainment

• • • •

Class Committee PDP Leadership House Committee Students’ Council

• Mazarin Programme • Outward Bound (Regional) • NYAA attainment

• • • • • •

Class Committee PDP Leadership House Committee Students’ Council Mazarin Programme Temasek Xcel Scholarship Programme

• • • • • •

Temasek Overseas Outreach Programme Outward Bound (Global) The Leadership Face-Off Student Leadership Camp Student Leadership Congress NYAA attainment

• • • •

Class Committee PDP Leadership House Committee Students’ Council

• • •

Mazarin Programme Temasek Xcel Scholarship Programme NYAA attainment

57


Temasek overseas outreach programme

The Mazarin Programme is the College’s pinnacle leadership development programme. Students who are academically outstanding are invited to apply and selected after a stringent interview process. Here, students are exposed to a wide range of workshops, seminars and action research. They will also engage in service learning projects that focus on pertinent issues in relation to the college, or community outreach, and health awareness or environmental activism with a global outlook. The mission of the Mazarin Programme is to develop team players who are effective and enterprising leaders with initiative and a spirit of adventure. Mazarin leaders will have the opportunity to enhance their self-awareness and be equipped with skills and competencies to be highly marketable and employable, to succeed in school, university, career, family, and, most importantly, in life.

effective and enterprising leaders with initiative and a spirit of adventure.

Mazarin Programme

58

...develop team players who are

The Temasek Overseas Outreach Programme (TOOP) is the flagship programme in the College’s service-learning landscape. It is an excellent platform for students to develop their leadership qualities, engage the global community, appreciate cultural and social diversity, and ultimately be empowered to make a difference to the world around them. TOOP student-leaders plan and organise their trips based on the needs of the overseas beneficiaries, and in the process undergo rigorous training and workshops anchored in service-learning principles. Over the years, the College, in partnership with overseas NGOs, has worked on many purposeful and meaningful projects in the rural areas of Cambodia and China. TOOP is available to students in Year 5, after they have experienced the Temasek Stewardship Programme from Year 1 to 4.

Temasek Overseas Outreach Programme

Mazarin programme

59


Personal development programmes

As part of the college’s initiative to achieve holistic student development, TJC has strengthened its partnership with Outward Bound Singapore over the years by offering a variety of local and overseas courses for students. These challenging and meaningful adventures take students out of their comfort zones and aim to nurture them into confident and resilient leaders who are good team players.

Personal Development Programmes

Outward bound programmes

Key Philosophy Character-building through meaningful experiences in Co-Curricular Activities is integral in the holistic development of our students.

Outward Bound Singapore – Outdoor Discovery Programme This rigorous programme is specially designed for all Year 3 students. With the aim of strengthening Social Emotional Learning (SEL) competencies, promoting leadership qualities, and fostering the TJC spirit, students will spend 7 days in Pulau Ubin, Singapore, to learn, bond, and grow together. The course fee is heavily subsidized by the College as it is an integral component of the integrated programme.

Pedagogy Co-Curricular Activities is termed Personal Development Programme in TJC because it is an important platform for our students to develop their personal and moral character. In Year 1, we encourage all our students to take up 2 PDPs – one Sport PDP and one Aesthetic PDP. This gives our students the opportunity to diversify their experiences, step out of their comfort zones and learn to appreciate both aesthetics and sports. It also allows the college to spot talents for further development.

Outward Bound Global Experience

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Outward bound Programmes

This programme is the pinnacle resilience development platform for Year 4 and 5 students. In order to promote an adventurous and enterprising spirit among TJCians, the locations - namely Hong Kong, Nepal and Korea - are specially chosen to challenge each participant physically and mentally. These 3 adventures adopt the “learning-by-doing” approach, and enable participants to appreciate sound values and principles, develop decision-making and problem-solving skills, as well as promote cultural appreciation and environmental/ecological conservationism. Only limited places are available and competition for them has always been extremely keen. No prior Outward Bound experience is required, but applicants must be committed and focused individuals who are also effective team players.

From Year 2 onwards, students will choose to focus their time and effort on one PDP to pursue excellence in their area of interest or talent. In Year 4 (July), students will make a decision between continuing their specialization in the PDP and going for a totally new experience with an option to choose a different PDP from a wider selection of Sports, Aesthetics and Clubs offered at the JC level.

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Personal Development Programmes

PDP Offerings in TJC

YEAR

YEAR

5

TO YEAR

6

( JC Level)*

AESTHETICS

SPORTS

AESTHETICS

SPORTS

CLUBS

Modern Dance

Bowling

Chinese Calligraphy

Air Rifle

Chinese Orchestra

Badminton

Chinese Drama

Archery

Creative Writing & Journalism

Chamber Ensemble

Basketball

Chinese Orchestra

Climbing

Symphonic Band

Table Tennis

Chamber Ensemble

Cross Country

Choir

Taekwondo

Drama

Bowling

Guitar

Volleyball

Choir

Badminton

Guitar

Basketball

Modern Dance

Floorball

Symphonic Band

Football Netball

YEAR

Outdoor Activities Club

TO YEAR

Table Tennis

AESTHETICS

SPORTS

CLUBS

Modern Dance

Bowling

Infocomm

Chinese Orchestra

Badminton

Chamber Ensemble

Basketball

Symphonic Band

Table Tennis

Choir

Taekwondo

House Committee (by election) Students’ Council (by election)

Guitar

Volleyball

Debate First Aid House Committee (by election) Infocomm Indian Cultural Club LEO Malay Cultural Club Science Council Students’ Council (by election)

Taekwondo Tennis Squash Swimming Volleyball Water Polo (Girls)

Swimming (by selection only)

* Current JC PDP Offerings - subject to changes and refinements.


Imagine. Design. Create.

IP Prospectus 2013  

TJC IP Prospectus

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