Service Learning
Service-Learning
The RGS Service-Learning programme seeks to nurture our students to be socially responsible individuals through the provision of opportunities to perform meaningful community service. It is carried out across their four years in RGS and is embedded in the Character and Leadership Education programme.
Through service-learning, our students actively engage in enhancing the well-being of the local community and grow to become independent, pro-active learners. They are equipped and empowered to serve, explore and act on real community needs.
Based on *Treffinger’s Levels of Service (LoS), service-learning in RGS is designed to provide for the different profiles of our students, who will complete a Community Exploration project by the time they are in Year 2. With this foundation, our students can make informed choices and pursue Community Action projects or continue with Community Service/Exploration projects when they are in Year 3 and Year 4.
The RGS Service-Learning Programme
| Year | Main Activity | Type of Service-Learning | Levels of Service | Criteria |
|---|---|---|---|---|
| 1 | International Coastal Clean-up, Service-Learning (Learning Journey) | Community Service | 1 | Basic volunteerism |
| 2 | Level-wide service-learning project (class-level) Some CmPS groups |
Community Exploration | 2 | Some sustainability, some impact on community |
| 3-4 | Self-initiated service-learning projects. For example, Advocacy projects with limited outreach, CCA service-learning projects Overseas service-learning, Community Problem Solving Programme (CmPS), special programmes (Congress, In-Conversation) |
Community Exploration Community Action |
2-4 3-4 |
Some sustainability, some impact on community Significant impact to school or community; |
*LoS = Based on Don Treffinger’s levels of service approach for Talent Development
Community Problem Solving (CmPS) Programme in RGS
The Community Problem Solving (CmPS) Programme is a differentiated programme for students with a strong passion for service and want to advocate on social issues in the community. Working in teams of about six to eight members, students use problem-solving skills to address real-world problems. They identify a community area of concern, explore challenges, establish an underlying problem, propose an action plan and carry out proposed solutions (partnering stakeholders) to address the issue at hand. Students then reflect on their experience so they can build on these experiences in other service-learning projects.
Some examples of CmPS projects include: inspiring children to pursue STEM careers, educating and working with students to build proper posture, equipping seniors to become competent technology users and advocating the importance of coral reefs on our ecosystem.
Values-in-Action (VIA)
As a school that seeks to develop the aspiration and capacity for service to nation and community in every student, the RGS Values-in-Action (VIA) programme provides enriched and differentiated experiences within a vibrant environment of stewardship and service. The programme seeks to build in each student, the capacity to advocate by deepening their understanding of and responsibility in addressing community issues. We aim to enable each student entering RGS, with different strengths and aptitude towards service, the opportunity to discover her passions and develop according to her level of readiness.
Read more about VIA HERE (Student created site)
Student-Initiated Values-in-Action Projects (SVIA)
The school encourages students to self-initiate projects that enable them to serve in a cause(s) they are passionate to address. SVIA projects are passed on between batches of students to sustain support to partner agencies.
Some examples of SVIA projects include: advocating for animal welfare and environment conservation, reading and academic support programmes, student advocacy for individuals with special needs, developing children’s interest in STEM, and many more…