By Choo Zi Xuan (25S03E) and Shanice Foo (25S03A)

Images courtesy of Raffles Image Arts Collective

Success in RI has long been equated with achieving straight A’s. Now, it’s about the stories you create, the challenges you embrace, and the communities you uplift. In alignment with this new version of success, the school is shifting its focus towards a more holistic school experience and placing more emphasis on other priorities, such as a more vibrant school life.

To understand more about the thinking behind these changes, we had a sit-down chat with the deputy principals of RI, Mr Brian Ang (DP, Academic Studies) and Ms Ng Mei Sze (DP, Student Development).

What inspired this change?
As many may have already noticed, the school has introduced a number of changes in recent months, aimed at enhancing students’ academic experience and overall well-being. These changes reflect a broader shift in the school’s philosophy — one that recognises the importance of a healthier, more holistic definition of success.

Furthermore, the decision to implement these changes was not made in isolation, but rather in response to a growing national emphasis on student well-being. The “kiasu” culture (defined as the fear of losing out) has long been part and parcel of the average Singaporean’s life, yet is increasingly recognised as a double-edged sword within the education system. While the drive to excel can fuel discipline and effort, it also brings with it an unnecessary amount of stress, anxiety, and the fear of not doing enough. This deeply ingrained mindset has often led students to define success by how well they perform relative to others, rather than in terms of their own personal discovery.

For one, the combined decision to stop the release of each year’s batch performance in the A levels, which sparked widespread discussion among students and the wider Singaporean community alike, was a conscious move to shift the focus away from benchmarking one’s own performance against previous batches, or even comparing between JCs. 

This change also challenges a common mindset among students: choosing a junior college based on its distinction rate. As Mr Ang pointed out, this kind of thinking treats education like a probability game: the assumption being that enrolling in a school with a 75% A-rate equates to a 75% chance of getting an A. “But success”, he emphasised, “is not about placing yourself in a high-performing environment and expecting results by default: it is about how you use the resources available to you, take ownership of your learning, and define goals that are meaningful and realistic within your personal context.”

Another key idea behind the shift is the concept of seasonality: the belief that students benefit from a rhythm to school life, one that allows for balance and recovery over the short two-year JC period. Much like how nature moves through the four seasons (albeit not felt in Singapore), the school year is being restructured to reflect periods of different focus: times of intense academic rigour, and times when other aspects of school life come to the fore.

This counters the old model of nonstop productivity — similar to an endless “summer” of work that, over time, wears students down. Instead, the school aims to foster a more sustainable pace: one that recognises there is a time for pushing forward academically, and a time for stepping back to engage in other non-academic activities, connect with friends, and take a much needed break.

“But actually nature doesn’t operate that way, does it? There are four seasons. And so does the human body. […] there is actually a bigger picture of school life and a student rhythm that we have.”

— Ms Ng

So, what has changed?
One of the most visible shifts is in how the Y5 weighted assessment, which now accounts for 30% of the Y5 promotional grades, are structured. Rather than setting a weightage for every assignment, the system has been designed to prioritise each student’s unique pace. Only the best two scores out of three or four assignments across the term are considered, providing the room to adapt to the heavier workload and manage their schedules accordingly. It also reflects the belief that learning is not about constant pressure, but about making meaningful progress over time.

The idea of seasonality extends further to the academic calendar, where each term is deliberately planned to allow for different commitments to take precedence. With the school’s support, Term 2 is kept flexible (relative to Term 3) in terms of academic intensity to allow students to fully engage in CCA commitments, such as the National School Games, Singapore Youth Festival showcases, or even just showing up for their friends. 

In the same vein, match support has been made compulsory for all Y5 classes. Though some may initially think of it as a disruption to lessons, it is a deliberate invitation for students to step away from the classroom to cheer on their schoolmates — to be part of moments treasured and experienced together, and which are just as integral to school life as academics. By fostering such experiences, RI makes a conscious move to help students to build their own community within the school.

Furthermore, the inaugural Team Raffles procession was designed to be more inclusive and celebratory this year, with the entire school in participation. Unlike previous years when the event was limited to the Multipurpose Hall, with only student athletes involved, the procession was opened up to involve everyone across all CCAs, fostering a greater sense of school spirit and unity.

In contrast, Term 3 marks a shift in focus toward academics. With CCA sessions toning down to just six of the 10 weeks, the term is structured to be a time of rigour where intensive revision and remedial lessons become priority. This ensures that students are given the time and space to dedicate their time fully to their academics without the pressure of other commitments.

In addition to structural changes, RI has been exploring other innovative approaches to support learning. Raffles Revel, an AI smart search tool for Chemistry and Economics, was introduced as one of the resources available to aid students in their studies. A simple search links the relevant lectures and materials on Ivy, the school’s platform for lesson materials, allowing students to quickly find the information needed at a glance.

In accordance with the school’s philosophy that learning is a continuous, long-term process, this was designed not to replace student initiative but to empower it, offering a support structure while still encouraging students to take ownership of their learning. Providing such a tool can help shorten the time needed for students to catch up and deepen their understanding of the respective subjects independently, ensuring that they are responsible for their learning process. 

“I need to teach you how to fish. I cannot be fishing for you.”

— Mr Ang

Finally, adjustments have also been made to the weekly timetable to extend cohort time to four blocks instead of the initial two, allocating a longer, dedicated slot that takes the form of civics lessons (within class) or batch assemblies. A recent change made within the last two to three years, this space was intentionally set aside for students to engage with issues beyond academics, reflect on their experiences, as well as bond with their class and the larger Rafflesian community. 

The message is clear: while results still matter, they should not overshadow the rest of the journey. “If you miss these moments because your assessment doesn’t allow you to, […] the stress falls on [students] to have to choose. We’re trying to make that not so onerous so you guys can enjoy these parts of school”, Ms Ng commented, echoing the sentiment that underscores many of the recent changes designed to ease that pressure. By making space for students to be more present in their day-to-day school life, RI hopes to cultivate not just high achievers but individuals who understand that a “successful” school experience is more than just a grade.

The end goal
These changes are not isolated efforts but rather part of a broader vision of improving student well-being and reshaping the learning process.

Indeed, the school’s vision has changed from “Thinker, Leader, Pioneer” to “Learner, Leader, Pioneer”. The subtle switch in wording is meant to redirect the end goal of the academic program in RI to be one that values the learning process more. 

“Thinking is a very internal thing. It’s a very individual thing.”

— Ms Ng

As Ms Ng had pointed out, the traditional learning process was seen as a solitary task, with emphasis being placed on simply getting all the right answers. Moving past that, the school administration now aims to make the educational process more interactive. Beyond answer keys and lectures, students are now encouraged to actively enquire to gain more knowledge, while reducing the general stigma against failure. Through the learning process, Rafflesians would gain essential soft skills that enable them to navigate future challenges more effectively. 

“There is a whole journey of highs and lows, because learning is a process. You learn as a community, you interact with people, you ask questions, you hear, you absorb.”

— Ms Ng

On a more sentimental note, Ms Ng also notes that the two-year experience in JC, albeit short, comes by only once in a lifetime. We are in our last stretch of adolescence, right at the cusp of adulthood, with many doors being opened. It would be a shame for us to spend these precious moments focused solely on our “workload”. The school hopes that by allocating different seasons for different priorities, students would not have to resort to forgoing one for the other, and hence have more opportunities to create memories together.

“At that age of 17 to 18 years old, you only go through this phase once. Together, once. Don’t waste that time.”

— Ms Ng

In truth, looking back on our JC experience many years later, we would be less likely to recall the many hours spent mulling over various subjects. It is the camaraderie, the community, the moments shaped with the people around us at this very moment that will shine the brightest in our memories.

This article is originally featured in our School Matters 2025 Special Edition.