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Our Curriculum


One of the compelling reasons to the review of the Camera, Lights, and Action Programme is the proliferation of media, both in terms of its form and accessibility. The media we know 10 years ago is very much different than the media we know now. It is not enough to get students to create video. Instead, the students must be engage in a more robust manner for our Greenridgeans to be media literate in the face of increasing challenges and complexities of the 21st century.

As such, Greenridge Secondary School strives to create students will develop into responsible users of media who can read, analyse, evaluate (involves receptive skills such as reading and viewing, and listening and viewing) and effectively communicate (involves productive skills such as writing and representing, and speaking and representing) through different forms of media.

To achieve this goal, students must be facilitated to be able to capture the following essential questions:
    1. What are the different media forms? When do we use these different media forms?
    2. What is the purpose(s) of producing these media forms? Who is the audience? What are the things I need to consider in terms of context and culture?
    3. What are the ideas that I would need for the project? How do I evaluate, generate and select the right ideas taking into account PACC?
    4. How do I develop, organise and express my ideas taking into account PACC in writing? How do I develop, organise and express my ideas taking into account PACC in speaking?
    5. How do I persuade the readers through the use of persuasive language and techniques? What are these persuasive language and techniques?

Students from 2/4 (2013) collaborating in groups for project
Students from 2/4 (2013) collaborating in groups for project

Environment is chosen as the focus of the programme. Environment is a dominant issue and challenge of the 21st century, as the growing needs of the growing global populations increasingly presses up against the limits of the earth’s resources and eco-systems. Singapore’s future is dependent on a well-educated public who are wise stewards of the environment since the knowledge gained will contribute towards a successful strategy for environmental management. The focus on environment will also allow students to make the complex and important connections between economic prosperity, benefits to society, environmental health and the well-being of everyone.

For the Secondary 1 programme, the focus would be on the processing and production of print media (newsletters and posters) based on the topic of environmental problems in school; For the Secondary 2 programme, the focus would be on the processing and production of non-print media (live featured news broadcasting) based on the topic of environmental problems in the community. The students will go through a five-step learning process: (i) Explore, (ii) Propose, (iii) Research, (iv) Create and (v) Present.

Through the programmes, we also hope to see the students develop themselves in terms of all three domains of the 21st Century Competencies model: Communication, Collaborative and Informative Skills, Critical and Inventive Skills, and Civic-literacy, Global Awareness and Cross-cultural skills.

21st Century Competencies Model
The programme is also designed with the English Language 2010 Syallabus in mind. The syllabus can be found here: 

At the core of our programme is to create an authentic context for language learning, which ensures students acquire the skills, strategies and behaviours (SSABs) relating to the four important areas of language learning: Listening and Viewing, Reading and Viewing, Speaking and Representing, and Writing and Representing.

Authentic Context for Language Learning
For more details, you may refer