Integrated Programme
 
 
FAQ
 
1. What are the major thrusts of NJC’s Integrated Programme?
 
  • Sustained development of character
  • Leadership development in all domains – intellectual, social, physical, aesthetic and cultural
  • Modular curriculum & Capacity building through non-examination components
  • Nurturing of community awareness and rootedness
 
2. What are the key features of NJC’s Integrated Curriculum?
  • Broad-based curriculum
  • Independent learning
  • Application-based integrated learning
  • Strong national orientation
 
3. How is NJC’s Integrated curriculum different from that of other IPs?
 

We cannot comment on what is offered by the other IPs. However, NJC’s IP adopts a semester-based modular framework leading to the A levels with the following main focuses:

Integrated curriculum: The curriculum offers a wide range of ‘integrated’ core and elective modules to the students. In its ‘integrated’ approach, NJC’s IP presents a radical departure from the mainstream subject-based curriculum by delivering integrated cross-disciplinary modules, during their stay in Junior High (equilvalent to Secondary 1 to Secondary 4).

Special programmes: In addition, the NJC IP offers the following special programmes, academic and non-academic, aimed at nurturing and developing the student in a holistic way:

  1. Man and Ideas
  2. Thinking Skills
  3. Arts Appreciation Programme
  4. Special Programme in Inquiry and REsearch (SPIRE)
  5. Governance and Society
  6. Guidance Programme
  7. General Arts Programme (GAP)
  8. Art Elective Programme (AEP)
  9. Music Programme
  10. Conversational Malay/Chinese
  11. Drama-in-Production
  12. Exploration & Discovery
  13. Outdoor Adventure Education

Residential Boarding Components: One of the key features of the NJC Integrated Programme is the residential boarding component of the curriculum. The curriculum has been designed to leverage on the residential boarding structure to enhance the learning experience. All students are required to board for at least 1 term each year in their first 4 years. During each period of boarding, there will be a special curriculum focus that leverage on the benefits of residential community living.

Modes of Assessment: Our underlying principle with regard to assessment is that the traditional examination-centred assessment alone is not a complete measure of a student’s ability. While exams do have their place, we have consciously adopted a continuous assessment framework that not only emphasizes both process and product but also takes into account alternative modes of assessment such as:

  1. Class participation
  2. Oral Presentations
  3. Term papers
  4. Individual and group projects
  5. Authentic assignments
  6. Model-making
  7. Quizzes

We strongly believe that such an approach not only provides a better and more complete measure of our students’ abilities. More importantly, it also helps develop crucial faculties and domains in our students that will give them an edge in the real world.

Grade Point Average (GPA) System: Grades for core and elective modules as well as special programmes are combined to give a criterion-referenced Grade Point Average (GPA) system. Calculated as a moving average, a student’s GPA defines his or her standing relative to the expected standards of the IP.
 
4. What do you mean by ‘a modular framework’?
 

A modular system is a standard practice today in most universities worldwide. To graduate from NJC’s IP, a student will be required to meet a minimum number of credits, which will be earned upon completion of each module.

Most of these credits are obtained through the Core Modules. Core Modules deliver the ‘integrated curriculum’ that is broad-based and covers the breadth and depth of at least the ‘O’ and ‘A’ levels.

A minor proportion may be obtained through the Elective Modules. These serve as an avenue for broadening and enriching students’ horizons.

 
5. With the integrated curriculum, will students be able to answer subject-based questions?
 
Certainly. The integrated curriculum interweaves skills and content required for A level in its design. For instance, the assessment instruments within the modules include standard A level instruments so that students are trained in the skills and competencies required in answering A level questions.
 
6. Is everything integrated in the IP?
 
No. The curriculum has been integrated only when and where it is meaningful to do so. This has been especially relevant in the Sciences, Humanities and English.
 
7. When do IP students actually study A level stuff? Will ‘dis-integration’ happen so that students can be better prepared for the A levels?
 
The curriculum is designed so that content and skills currently in the A level syllabi are included in our integrated modules, albeit in a more meaningful and interconnected manner. Students are therefore being prepared for the A Levels even in the integrated modules. From JH4 (Year 4) onwards, most of the content will be taught in more subject-specific modules where appropriate. However, interdisciplinary links will continue to be made where appropriate so as to contribute to a more holistic understanding of a topic.
 
8. Do IP students have to take all modules?
 
They will have to take all the core modules offered. There will also be a range of elective modules for them to choose from according to their academic interests. From SH1 (Year 5) onwards, they will pick and choose their ‘A’ Level subjects based on their academic interests, and university and career aspirations.
 
9. Do students have a choice as to which enrichment programmes to take up?
 
Certainly. On a college level, the College forms partnerships with universities and other institutions in a variety of fields and makes these opportunities available to students. Students are then advised on how to go about applying for the programmes that interest them. Examples of programmes that are available to students this year include: CIP trip to the Maldives; Cultural Immersion programme to China, Taiwan and Germany; STaR programme; OBS Adventure and Leadership programmes, etc.
 
10. Some of the content covered in the curriculum seems very different from what students study at O and A level. How is this material relevant to students?
 
We’ve designed the curriculum so as to give our students a broad base of knowledge from different subject areas as well as to teach them thinking and research skills that will be vital for them to meet the new A level syllabus requirements. In addition to the content that is required for the A levels, students will also be introduced to ideas and knowledge that will be useful supplements for what is normally taught at A level. This will give them an impressive spectrum of additional knowledge from which to draw upon, both in the exams and in their lives after they leave the College.
 
11. Is there banding in the IP?
 
We customize our lessons and curriculum to meet the learning needs of our students, and this flexibility extends to the way we group students during lessons. Students may be taught in mixed-ability or banded classes for certain subjects, depending on which benefits them more. When we find that students would benefit from differentiated learning, we band them into different groups on a subject-by-subject basis. We keep track of our students’ progress throughout the year so that we can review the banding process and re-group the students if necessary.
 
12. What textbooks and resources are used in the IP?
 
We use a combination of resources selected from various sources, such as extracts from the usual O and A level textbooks as well as other recognized texts, films and the Internet. These are given to students in the form of worksheets and printed notes. Students may be given recommended reading lists for individual modules, but there are no compulsory textbooks for most subjects given our radically different curriculum.
 
13. What is the average class size?
 
There are about 25 students in each class.
 
14. How long is the average day for students?
 
Longer than the average day for secondary students, but shorter than the average day for JC students. School ends on the average at about 5:00pm for JH3/4 and 3:30pm for JH1/2. Students who take on additional modules such as electives, AEP and 3rd language classes will have an average of 3 hours more per week.
 
15. Is Boarding necessary? Can a student be part of IP without Boarding?
 

The curriculum has been designed to leverage on Boarding. Therefore, a student will not be able to complete the curriculum without participating in Boarding. Core modules like Drama-in-production, Outdoor and Adventure, SPIRE and Exploration and Discovery will make use of time offered by boarding in the evenings to allow for learning experiences which would not be possible in a traditional day school setting. For example, night activities in outdoor and adventure; drama preparations; discussions with experts in residence etc.

It is compulsory for all students on the programme to board.
 
16. What is the fallback in case a student is unable to cope in the IP?
 
The college will do its best to help these students cope. However, the college will help to facilitate arrangements for students who may choose to leave the IP mid-way. The number of such students is very small given the highly selective nature of admissions and the IP customized mentorship and guidance Programme.
 
 
FAQs on the Selection Process
 
1. Is NJC targeting a select group of schools / students?
 
Since NJC is non-affiliated, no preference is given to students from a particular or select group of schools. Admission is merit-based and transparent.
 
 
2. How to apply?
 

All DSA applications to National Junior College must be done online at www.njc.edu.sg. Refer to website for application date and details.

In addition, Primary 6 students can also apply through the Secondary One Posting Exercise conducted by MOE to join the college.
 
 
3. What are the selection criteria for application through DSA?
 

The selection criteria is holistic, and is based on a variety of tangible and intangible qualities:

  • Academic excellence and potential
  • Leadership
  • Active participation in CCAs
  • Communication skills
  • Working qualities: A person who is a team player, who can learn independently, who is capable of creative and critical thinking, who is driven to excel, has a passion for lifelong learning and is willing to explore new ideas beyond the classroom and curriculum.
  • Character qualities: A person who is compassionate, resilient, rational and responsible, has good EQ and AQ, and is a risk-taker with an entrepreneurial spirit.
  • Social qualities: A person who is sensitive to racial and religious issues and who shows a passionate engagement with his country and its national values.

Refer to NJC website: www.njc.edu.sg for more information on selection process and criteria.

 
4. Is there an application fee?
 
No. However, if you are shortlisted for the selection tests, you will be charged a fee to cover its cost. This fee is non-refundable.
 
 
Fees and Financial Matters
 
1. What is the fee structure like for the Integrated Boarding Programme?
 
Junior High students pay the same fees as students in government secondary schools.
 
2. Do students have to pay for additional enrichment programmes that are organised for them?
 
As the school fees do not cover the cost of additional enrichment programmes, students will have to pay for these programmes on their own. Singaporean students may withdraw funds from their Edusave accounts for this purpose.
 
3. How much is the fee for boarding?
 

Note that NJC’s Integrated Boarding Curriculum is integrated to leverage on Boarding, as such, additional programmes and resources are offered when students are in residence. For students on the enhanced boarding programme, the fee is about $67 per month for Singapore Citizens and Permanent Residents.

Students only pay the boarding fees during the period when they are in residence.
 
4. Are there financial assistance for needy students for boarding?
 
The College believes in equal opportunity for all. Genuine needy cases will be able to apply for financial assistance. Details are being worked out at the moment.
 
5. What would be the school fees for international students?
 
The school fees for Junior High are S$211 per month for ASEAN students and S$226 per month for non-ASEAN students.
 
 
CCAs
 
1. What kind of CCA programme do students follow?
 

Students in Junior High 3 and 4 follow the same CCA programme as Senior High students. In the case of activities that demand a lot of time and commitment on the student’s part, it is up to the discretion of the CCA teachers-in-charge to make arrangements to cater to the needs of the younger Junior High students so that their CCAs will not be too demanding for them. We also keep track of our students’ performance in the academic and CCA arenas and teach them time-management skills.

Students in Junior High 1 and 2, will undergo a customized CCA programme (Co-curricular Activities for Experience) for all students. They will be exposed to different CCA elements before they branch off into their CCA specialization in Junior High 2/3.
 
2. Are Junior High students given the same opportunities as Senior High students to take part in inter-school or national competitions?
 

Certainly. Students who play individual sports compete in the B division with other secondary school students. Those who play team sports will be able to compete in the B division if we have the critical mass of students needed to form a B division team. The same goes for students in the music, dance and drama groups.
For students in Junior High 1 and 2, they will focus on developing their skills to compete in B division when they reach Junior High 3 and 4.
 
3. Can Junior High Students take part in uniformed groups?
 
Currently, we do not have the critical mass of students needed to start up uniformed group CCAs. They may however, continue with their external involvement in uniformed groups at their own time.
 
4. What leadership opportunities are given to Junior High students? Are they disadvantaged because of their age?
 
One of the College’s strategic goals is to develop our students’ leadership skills, so many leadership opportunities are made available to all our students in a wide variety of areas: in their classes, CCAs and in the College’s student leadership body. Students also have opportunities to be leaders when doing curriculum-based projects and CIP. A structured leadership development is in place to ensure that Junior High students are developed in their leadership to be able to take on higher leadership roles in Senior High. Currently we have very capable JH3/4 students in our Student Council and some are holding executive committee positions in their CCAs. They also have the added advantage of being able to re-run for the Student Council for each year of study with NJC.
 
 
Residential Boarding
 
1. Who gets to board?
 
All students in Junior High Years must board for at least 1 term every year. Student leaders may be invited to board as "Leaders in Boarding" to their juniors.
 
2. Who looks after the students during residential boarding?
 
All students are put into 6 different houses. Each house is headed by a House Master and four Assistant House Masters. The House Masters will look after the pastoral and other needs of the students in their houses during boarding. In addition, there are matrons to help look after the cleanliness and hygiene of the students.
 
3. Given the co-ed nature of the boarding, what measures are in place to ensure safety?
 
Girls and boys are put on different levels of the boarding school. Each student will only have access to their own level. Room checks are done regularly and roll calls are conducted every night. House Masters also ensure safety by patrolling regularly.
 
4. Can students go home during boarding?
 
Students are expected to be resident at night in the boarding school on weekdays. They can go home every weekend.
 
5. Can students attend their own private enrichment in the evenings during boarding?
 
During residential boarding, there will be special curriculum activities that will occur in the evening. As such, it will not be possible for students to have their own private enrichment during the periods of boarding. Students are advised to arrange to have these private enrichment on weekends or outside the boarding period.
 
6. What are the facilities at the Boarding School?
 
There are laundry rooms and pantries. In addition, there are games room and common rooms for students to interact. A main dining hall allows the House Masters and students to meet and dine together.
 
7. Does the boarding school cater to different dietary requirements?
 
Yes. During boarding, all breakfasts and dinners on weekdays are provided and catered for different dietary requirements.
 
 
8. Can parents move in to stay with the student?
 
No. Parents or guests in general are not allowed into the rooms.
 
 
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