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A forward-looking community
of Learners, Thinkers
and Leaders.
principal’s
We are
also proud to be
Message
an Institute of A Place of Opportunity
excellence with a
At MI, we pride ourselves as a place of opportunity where
unique business students are provided with various platforms to engage,
focus. Our future- explore and experience learning and growth, so as to achieve
their aspirations in a world that is growing increasingly more
oriented curriculum volatile, uncertain, complex and ambiguous. When the
and holistic teaching journey gets tough and turbulent, the Institute’s core values
1
of Integrity, Responsibility, Respect and Resilience will be
and learning their internal compass.
framework will
We are also proud to be an Institute of excellence with a
develop in students a unique business focus. Our future-oriented curriculum
spirit of innovation and holistic teaching and learning framework will develop
in students a spirit of innovation and enterprise, as well
and enterprise, as as the emerging 21st century competencies. Our students
well as the emerging are empowered to seize every opportunity to take risks,
learn from failures and succeed in diverse ways beyond the
21st century academic in a globalised and digital world, while keeping a
competencies. strong Singapore heartbeat and a positive growth mindset.
Yes, we have our own success stories. Many of our students
enrol in the local autonomous universities, just like students
in the junior colleges and integrated programme schools.
Almost all are also eligible to join private universities locally
and overseas. Some students have won scholarships and
others have graduated from the NUS University Scholars
Programme.
Check us out as you navigate your way around our website.
Come visit us at our campus. Let us help you chart your
journey towards your aspiration with greater autonomy,
mastery and purpose!
Tan Wan Yu
Principal, Millennia Institute
Information is accurate as at December 2019 Millennia Institute
CONTENTS
ABOUT US SUBJECT
Mission, Vision, and Core Values 3
DESCRIPTIONS
Strategic Thrusts 4
Admission Criteria 5 Subject Prerequisites 22
Subject Combinations 23
Financial Matters 6
Course of Study in Autonomous Universities 27
Physical Facilities 7
Subject Descriptions 28
Campus Life 9
H1 Art 29
H2 Art 31
H1 Biology 33
2 H2 Biology 35
H1 Chemistry 38
KEY INSTITUTE H2 Chemistry 40
PROGRAMMES H1 China Studies in English
H2 Chinese Language and Literature
43
45
H1 Economics 47
Character and Citizenship Education 10 H2 Economics 49
Education and Career Guidance (Ecg) 12 H1 General Paper 51
The Year Head System 13 H1 Geography 53
SkillsFuture Programme 14 H2 Geography 55
MI.World Programme 15 H1 History 57
Innovation and Enterprise Programme 17 H2 History 59
Leadership Development Programme 19 H1 Literature in English 61
A-Level Structure 21 H2 Literature in English 63
H2 Malay Language and Literature 65
H2 Management of Business 67
H1 Mathematics 69
H2 Mathematics 71
H1 Mother Tongue Languages 73
(Chinese Language/Malay Language/Tamil Language)
H1 Non-Tamil Indian Languages and 75
Foreign Languages
Physical Education 76
H1 Physics 77
H2 Physics 79
H2 Principles of Accounting 82
H1 Project Work 84
H2 Tamil Language and Literature 85
Mother Tongue (Syllabus B) 87
Contact Us 89
Millennia Institute Information is accurate as at December 2019
OUR MISSION
Nurture Talents, Achieve Success
OUR VISION
A Forward-looking Community of
Learners, Thinkers and Leaders.
OUR Our mission is to nurture talents in our
CORE VALUES students to achieve success. This is done
by providing a variety of programmes
Integrity and opportunities which are grounded on
Resilience strong core values, in partnership with our
stakeholders. We premise all we do on our
Respect
core values of INTEGRITY, RESILIENCE,
Responsibility
RESPECT and RESPONSIBILITY.
3
We strive to provide a broad-based
learning experience and space for
students to pursue their passion. A wide
range of subject combinations and CCAs
are offered to cater to their interests
and needs. Ultimately, our vision is to
develop a forward-looking community of
LEARNERS, THINKERS and LEADERS.
Information is accurate as at December 2019 Millennia Institute
STRATEGIC
THRUSTS
Quality Student Outcomes
✓ Achieving Academic Excellence
✓ Developing Future-Ready Thinkers
✓ Developing Leaders of Character and Values
✓ Creating Quality School Experiences
Engaged Professionals
✓ Developing Professionals
✓ Enhancing Staff Engagement
Effective Partnerships
4 ✓ Establishing Strategic Partnerships for
Quality Education
Millennia Institute Information is accurate as at December 2019
ADMISSION CRITERIA
Local Students
All local students currently studying in secondary The point of admission for international students
schools (Government, Government-Aided and is Pre-University Year 1. Direct admission to Pre-
Independent Schools) who are eligible for the University Year 2 or Pre-University Year 3 is
JAE (Joint Admissions Exercise) will receive not encouraged as the student would not have
Form A from their secondary schools on the day sufficient time to prepare for the GCE A-Level
of the release of the Singapore-Cambridge GCE Examinations held towards the end of the year
O-Level Examination results. Form A will inform for these levels.
a student if he or she is eligible for courses
available at Millennia Institute. Applications for • PLACEMENT TESTS
courses under the JAE should be submitted International students are required to sit for the
online through the JAE Internet System (JAE- Junior College-Principals Academy Certification
IS). Please refer to the Ministry of Education’s Test (J-PACT) to certify their proficiency in
website for details. English and Mathematics before the start of the
new academic year in January/February. Details
• LOCAL TRANSFERS of the test can be found on the website of the
All Singapore Citizens or Singapore Permanent
Principals Academy (www.pact.sg). The J-PACT
Residents (SC/SPR) with valid GCE O-Level
Examination results will be eligible to participate results are to be submitted together with the 5
in the JAE. However, any SC/SPR who was application for admission.
previously admitted to a JC, MI, Polytechnic,
or ITE should not apply for an institution in the Shortlisted applicants will be required to attend
same category through the JAE. an interview conducted in English with the
school’s Admissions Officer/Vice-Principal.
• LOCAL APPEALS
Students who have not been posted to Millennia
Applicants offering certain subjects will need
Institute after participating in the JAE in the
to undergo placement tests in addition to
current year may appeal to be considered for
the J-PACT admission tests. For instance, an
admission to Millennia Institute, subject to
meeting the eligibility criteria, by submitting applicant who intends to offer H2 Physics will
the Admission Appeal Form available at www. be required to undergo a placement test for
millenniainstitute.moe.edu.sg. Physics. Applicants offering H2 Mathematics
are required to undergo a placement test for
International Students Additional Mathematics. Applicants offering H2
Mother Tongue Language and Literature are
All international students must satisfy the
required to undergo a proficiency test. The tests
following admission criteria: are of a comparable difficulty level to the GCE
• AGE O-Level Examination. The Institute charges a fee
International students must not exceed the of $44 for the first placement test and $22 for
correct age for admission by more than two every additional test.
years. The minimum age of admission to
Millennia Institute is 16 years. Exceptional cases
below this age will be referred to the Pupil More details on the application procedure can be
Placement Section (PPS) of the Ministry of found at www.millenniainstitute.moe.edu.sg.
Education for consideration.
Information is accurate as at December 2019 Millennia Institute
FINANCIAL MATTERS
Fees
Standard 2nd Tier
School Fees Total ($)
Nationality Miscellaneous Miscellaneous
($) (per month)
Fees ($) Fees ($)
Singapore Citizen 6 13.50 13.50 33
Permanent Resident 460 13.50 13.50 487
International Student
1,040 13.50 13.50 1,067
(ASEAN)
International Student
1,750 13.50 13.50 1,777
(non-ASEAN)
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Financial Assistance
MOE Financial Assistance Scheme Students who do not meet the above criteria will
be considered for financial assistance schemes
Criteria: offered by other bodies such as the Buddhist
• All applicants must be Singapore Citizens Lodge, Management Development Institute of
• All applicants must be from households Singapore (MDIS), Institute Advisory Committee
with a Gross Household Income of $2,750 (IAC) etc.
or below per month OR Gross Per Capita
Income of $690 or below per month
NEU PC Plus Programme
Successful applicants will be given: The NEU PC Plus Programme is now under
• $900 cash; Infocomm Media Development Authority (IMDA).
• a waiver of school fees ($6) and standard The NEU PC Plus Programme offers students
miscellaneous fees ($13.50); and and persons with disabilities from low income
• $120 transport credit per annum for students households the opportunity to own a brand new
taking public transport computer at an affordable price. Application
forms are available at the Institute library and
administrative office.
Millennia Institute Information is accurate as at December 2019
PHYSICAL FACILITIES
7
Millennia Institute, located on the western discussions or project work. The Library also has
fringes of Bukit Batok Town, sits on a vast two instructional rooms that can accommodate
undulating terrain covering an area of 60,000 36 students each for teaching and learning.
square metres. It has a total gross floor area
of 27,000 square metres and a wide range of There are a total of four fully air-conditioned
learning facilities which include a 470-seat classrooms specifically designed for learning
Auditorium, six Science Laboratories, two Lecture through ICT and one classroom for Audiovisual
Theatres, a 1000-seat Stadium equipped with an Projection.
eight-lane running track and an AstroTurf field.
The Institute is designed to provide a conducive Block B - Students’ Activity Centre
environment for students’ holistic learning and The hub of visual and performing arts is located
their all-rounded character development. at the Block B Students’ Activities Centre.
Block A - Administration Block The Auditorium, Art Gallery, Drama, Music, Dance
The Institute’s main Administrative Block houses Rooms and Fitness Gym are brought together
the Principal’s and Vice-Principals’ offices, in the same building to synergise and foster an
General Office, Heads Of Departments and Staff environment that promotes the arts and students’
Rooms, library, air-conditioned learning venues co-curricular activities.
and classrooms equipped with Information and
Communications Technology (ICT) . The Institute’s Bookshop is located at Block B.
The Institute’s Library has a collection of over The Fitness Gym is fully equipped with up-to-
35,000 books and is able to comfortably date fitness workout machines complemented
accommodate about 120 students. Students can
by a full range of barbells and dumbbells.
use any of the five discussion rooms located at
the Library’s upper level for small-group study,
Information is accurate as at December 2019 Millennia Institute
PHYSICAL FACILITIES
Block C - Canteen Block Block F – Multipurpose Block
Block C houses the Multi-Purpose Hall, air- The Multipurpose Block houses six new
conditioned learning venues and the Canteen. classrooms, each unique in their designs.
The Institute’s Multi-Purpose Hall is the primary Sports Facilities
venue for the Institute’s assembly programmes
The centrepiece of the Institute’s first class
and examinations. It is fully air-conditioned and
sports facilities is the purpose-built stadium
can also be converted into four indoor badminton
equipped with a FIFA Two-Star AstroTurf field
courts. Located below the Hall, the Institute’s
and an eight-lane running track. The stadium
Canteen has eight stalls offering a wide variety of
also has a mini hockey pitch and an outdoor
reasonably-priced Asian fare.
fitness corner. Apart from the stadium, the
Institute has two basketball courts, two full-
The Student Council room is located at the Canteen
sized tennis courts and one half-sized tennis
Level.
court for self-practice.
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Block D - Tutorial Block Carpark Facilities
The Tutorial Block is the fulcrum where most The entire institute is able to accommodate 130
learning activities take place. It houses a total of cars.
40 conventional classrooms and two 170-seat
Lecture Theatres.
Block E - Science Block
The Science Block houses two Physics, two Biology
and two Chemistry Laboratories, all of which are
fully equipped.
Millennia Institute Information is accurate as at December 2019
CAMPUS LIFE
Millennia Institute seeks to be a place of opportunity for students to establish a connection between
what is happening in the real world and learning within the classrooms. Our vision to establish a
forward-looking community of Learners, Thinkers and Leaders underpins how we organise campus
life at MI.
their ideas and learning to new contexts beyond
the classroom. MI seeks to inculcate creativity
and an innovative mindset in our students
through programmes that foster the spirit of
entrepreneurship. Our teachers also work closely
with parents and the community to provide
learning environments for students to grow
holistically in order to fulfil their potential.
Learners
MI offers students a place to develop cognitive
competencies necessary and relevant for future
university studies and employment, moving
9
beyond academic mastery. We want our learners
to develop a passion for life and for learning,
and to understand that learning does not stop
at formal education. We aim to motivate the
students and equip them with the necessary
attitudes and strategies for lifelong learning, so Leaders
they can direct their own learning after they have Students at MI are moulded to be leaders of
graduated from the Institute. good character and strong values. Through
infusing leadership development intentionally
in all that we do, students learn self-leadership
by embracing and exhibiting the Institute’s core
values and by developing positive Habits of
Mind for good performance and development
of character. When students put these values
and habits into action in their academic pursuits
and beyond, they achieve personal growth, self-
mastery and personal effectiveness. We believe
that every MI student can be developed as a
leader who will contribute positively to society,
and every MI student should be developed as a
Thinkers
leader of the self, team and community.
Beyond the classroom learning of academic
subjects, the Institute believes that a student
Key Programmes
should be provided with experiences and
Some of the key programmes that provide the
opportunities that allow them to become future-
above experience and opportunities include:
ready thinkers who are prepared to succeed not
• Character and Citizenship Education (CCE)
just in the university, but also in the globalised
• Education and Career Guidance (ECG)
workplace. To this end, MI seeks to develop
• SkillsFuture Programme
students’ 21st Century Competencies through
• MI.World Programme
the full curriculum, so that students become
• Innovation and Enterprise (I&E) Programme
critical and inventive thinkers who can connect
• Leadership Development Programme
Information is accurate as at December 2019 Millennia InstituteCHARACTER AND
CITIZENSHIP EDUCATION
OVERVIEW
The character development of every child is critical in nurturing them to be responsible and concerned
citizens of Singapore. It is with this emphasis on character and citizenship development that the
Institute aims to instil sound values and build competencies in students, and promote activism for
social and/or environmental causes in Singapore and beyond.
Programme Objectives Key Components in Programme
• Character and Citizenship Education Lessons
The Character and Citizenship Education • Values in Action (VIA) Programme
Programme aims to inculcate values and build - Structured Local VIA Programme, Overseas
competencies in our students to: VIA Projects and Student-initiated VIA
• • Make responsible decisions and choices amidst Projects
the complexity and ambiguity of the current • National Education (NE) Programme
global environment; - Commemoration of NE events
• Be purposeful in the pursuit of their education, - Experiential Learning Journeys
10 - Dialogues with senior civil servants and office
career and life goals;
• Seek to understand and appreciate multiple holders
perspectives;
• Be resilient, adaptable and optimistic in the face
of adversity; Character and Citizenship Education
• Demonstrate social responsibility and make Lessons
meaningful contributions to the community by
leading through service; and One hour a week is set aside, during curriculum
• Be proud Singaporeans who are committed time, as the Home Tutor Period (HTP) to teach
to building the future of Singapore and who Values, Knowledge and Skills for Character and
understand Singapore’s role in the world. Citizenship. A progressive approach is adopted
in planning the HTP schedule to meet the
Alignment to Strategic Thrusts and Institute differing needs of our students over the three
Values years. Lessons cover values, Socio-Emotional
Learning skills, Sexuality Education, Education
Strategic Thrust 1: Quality Student Outcomes and Career Guidance, Cyber Wellness, National
• To develop Character, Sound Values, Civic Literacy, Education as well as planning and reflections for
Global Awareness and Cross-Cultural Skills. Values in Action activities and projects.
Institute Core Values: Values in Action Programme (VIA)
To develop positive Habits of Mind for inculcation
of performance character and active citizenry, A structured Values in Action (VIA) Programme,
the Institute provides a range of experiences and student-initiated VIA projects and Overseas
sets of skills and knowledge that aim to nurture VIA (OVIA) Programme are key platforms of
students to be confident leaders and active the VIA programme that encourage the spirit
citizens with integrity, respect, responsibility of volunteerism among students, as well as help
and resilience. to foster civic responsibility and cross-cultural
literacy skills. Through these learning experiences,
students develop their self-management, social
awareness and relationship management skills,
and demonstrate the Institute’s core values of
Integrity, Respect, Responsibility and Resilience.
Millennia Institute Information is accurate as at December 2019CHARACTER AND
CITIZENSHIP EDUCATION
Key Highlights the improvement of lives of others in the region.
• Student-initiated VIA Projects
Values in Action Programme (VIA) To provide ownership, engagement and
Programme empowerment, students are encouraged to
champion and lead community involvement and
• Structured local VIA Programme environmental projects. This promotes student
All students will participate in a class- based VIA activism for social and environmental causes
project on the annual Institute VIA Day. Based that improve the lives of others. Past projects
on the Service Learning framework, students included a mentoring programme at Princess
will acquire the knowledge and skills to propose Elizabeth Primary School, the HP Make IT Green
Initiative E-Waste Donation Drive, and fund-
and implement plans to meet needs in their
raising for a cause as part of the annual Citi-
community through their VIA project. Guidance
YMCA Youth for Causes in 2017 and 2018.
and support from Home Tutors and teachers
in the VIA Committee are provided during this National Education (NE) Programme
journey. Past projects include an outreach to pre- 11
school children on the importance of environment • Commemoration of NE events
conservation, and student-initiated VIA projects The four core NE events (i.e. Total Defence Day,
to various social service agencies. International Friendship Day, Racial Harmony
Day and National Day) are linked to four defining
moments of Singapore history. Commemoration
of these events promotes multicultural and social
awareness among students, and contributes to
efforts to nurture them into responsible citizens
with the senses of belonging, hope, reality, and
the will to act.
• Experiential Learning Journeys, Dialogue
Sessions and Discussion of Contemporary Issues
The visits to Parliament while it is in session,
Dialogue Sessions with office holders or senior
• Overseas VIA civil servants and Experiential Learning Journeys,
The Institute has, over the years, embarked aim to deepen students’ understanding of
on various OVIA projects to countries such Singapore’s policies and principles of governance.
as Indonesia, Thailand, Cambodia and the These help students to better understand and
Philippines. The OVIA Programme provides appreciate how Singapore has overcome her
a platform for students to engage with constraints to achieve First World standing, as
communities beyond the local context and to well as her current achievements and challenges.
reflect on pressing community, national and In addition, discussion of contemporary issues
global issues. It also imbues in students a sense during Home Tutor Period creates space for
of social responsibility and sense of appreciation students to understand the facts of an issue and
for Singapore through actively contributing to make sense of the different perspectives around it.
Information is accurate as at December 2019 Millennia InstituteEDUCATION AND CAREER
GUIDANCE
Another core component of Character and Citizenship education in MI is Education and Career
Guidance (ECG). A variety of experiences, such as My Roadmap to Success, Job Experience
Programme, and interaction with professionals from different fields, are designed for our students to
obtain a better understanding of self as well as more information about available pathways. These
experiences also support students in strengthening their sense of purpose while making informed
decisions for future education and career paths.
12
IHL and Career Fair: Students browsing the booths of the various Institutes of Higher Learning and employers
• My Roadmap to Success • SFP-ECG for PU3
In MI, Home Tutors guide students to reflect upon See PU3 module in the chapter on MI Skillsfuture
and develop a deeper understanding of their Programme for more details (p.15).
career interests, abilities and values through our
My Roadmap to Success Programme. Students • Further Education and Career Fair
work out their career goals and learn more Several autonomous universities (AUs) such
about the skills needed to get the jobs they as the National University of Singapore (NUS),
want. Students find out about the academic and Nanyang Technological University (NTU),
student development opportunities available and Singapore Management University (SMU) and
draw up a roadmap for themselves to make the Singapore University of Social Sciences (SUSS),
most of their stint with MI so that they are better as well as employers like Singapore Police
positioned to achieve their aspirations Force, Singapore Armed Forces and Building
and Construction Authority will be on hand
• Job Experience Programme to offer advice to students as well as conduct
The Institute strives to inculcate the correct presentations about application procedures
workplace ethics and a strong drive for excellence and what to expect should our students choose
among students to prepare them for the future. to join these institutions. Students are provided
The school establishes partnerships with with up-to-date information about academic
external organisations to offer job experience and career options from the institutions and
opportunities for students to get a better organisations themselves. This further serves
understanding of a sector they are interested to to motivate students by providing them with
find out more about, and see how the values and a sense of purpose in striving towards their
curricular concepts they encounter in school are education and career aspirations.
applied in the working world. Students will also be
guided in areas such as job application, interview
skills as well as reflection of their learning from
the experience.
Millennia Institute Information is accurate as at December 2019THE YEAR HEAD SYSTEM
OVERVIEW
Introduced in 2015, the Year Head System serves to enhance the Institute’s ability to deliver a student-
centric and values-driven education and create a quality school experience.
The team, comprising the Year Heads and Assistant Year Heads, works with the staff to ensure that
the needs of the students are addressed and to promote better student engagement and learning.
The Year Head team supports Home Tutors in providing strong socio-emotional support for students.
The team also engages students directly to address their needs and seek their feedback.
The Year Heads, assisted by at least one other Assistant Year Head, each take charge of a cohort.
The Year Heads also oversee all programmes and matters relating to the holistic development of the
students across the three different levels.
Level focus
would then monitor and follow-up with
Pre University 1: Transitioning into MI different groups of students based on their
Pre University 2: Exploring and Experiencing overall performance for the examinations. This
Leadership is complemented by the mentoring by the
Pre University 3: Preparing for University/World Subject Tutors.
of Work
2) Mentoring and Facilitating Socio-Emotional
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Alignment To Strategic Thrust & Institute (SE) Learning
Values Millennia Institute recognises the importance
of developing the students’ social-emotional
Strategic Thrust 1: Quality Student Outcomes: competencies of Self-awareness, Self-
• To improve admission rate of the students to the Management, Social Awareness, Responsible
local autonomous universities. Decision Making and Relationship Building.
• To develop positive habits of mind for academic
success. As each student’s SE learning is unique,
• To embrace and exhibit the Institute’s core values. Home Tutors mentor and facilitate SE
• To grow the students’ leadership competencies. learning through individual and small-group
• To strengthen school pride and affiliation. pastoral care and mentoring sessions. This is
complemented by the Year Heads’ dialogues
Institute Core Values: and feedback sessions with the students about
Respect, Resilience, Responsibility and Integrity their needs/expectations. Students are also
guided to reflect on their personal growth and
Areas of focus write these reflections in their MI Journals. Year
In delivering a student-centric and values-driven Heads also create opportunities for students to
education, the role of the Year Heads is focussed exercise their leadership and further develop
on: their SE competencies. Year Heads continually
engage the students to co-create memorable
1) Academic Target Setting, Reviewing and school experiences through their involvement
Monitoring in level and school programmes and activities.
Millennia Institute believes that all students should
be focussed in striving for academic excellence 3) Student Self-Management
and preparing themselves for tertiary education. Year Heads, together with the Home Tutors,
Using the MI Journal, students set their own work with the Student Management team to
targets for their subjects and devise their action guide and educate students on the importance
plan to achieve these targets for the internal of self-management with regard to adherence
tests/examinations that lead to the A-Levels. to and respect for the Institute rules.
Students also do reflections on their examination
performance and revisit the targets which they Millennia Institute’s Core Values of Respect,
have set. Resilience, Responsibility and Integrity form
the basis of the Institute’s rules. These rules aim
At the school level, the cohort academic to set a standard of behaviour expected of all
performances are reviewed and shared with the students to maintain a conducive environment
students after each examination. Year Heads for learning and live out the Institute’s values.
Information is accurate as at December 2019 Millennia InstituteSKILLSFUTURE
PROGRAMME
OVERVIEW
The MI SkillsFuture Programme (SFP) seeks to motivate students by developing their growth mind-
set and equipping them with the necessary competencies for life-long learning and academic
performance. The lessons for SFP are designed to actively engage students in the application of 21st
century skills as well as to provide experiential learning. Students will have multiple opportunities
to transfer learning from SFP to their subject areas and outside of the classroom. Teachers will
also continuously help students to see the connections between skills learnt in SFP and authentic
experiences in their subject areas.
Programme Objectives
SkillsFuture Programme aims to help students:
• equip students with the necessary competencies for life-long learning;
• provide a common platform for the deepening and transfer of these skills to academic subjects and
non-academic areas; and
• enable students to make informed decisions about their career and learning pathways.
Key Components in Programme
Level SFP Module
14 PU1 Growth Mindset and Design Thinking
PU2 Info-literacy and Interview skills
PU3 Education and Career Guidance
Curriculum time is allocated for weekly SFP sessions. At PU1, students doing the Growing Our
Intelligence module will develop knowledge about how the brain works and how to adopt a growth
mindset. They will then learn about the principles of Design Thinking and apply their learning to
address authentic design challenges.
The application of learning continues in the PU2 curriculum, with Project Work as the main platform.
Students also undergo training on info-literacy skills, where they learn how to conduct effective
primary and secondary research. This is useful especially for their Project Work. Students also learn
interview skills to prepare them for university admissions, scholarships and job interviews in future.
At PU3, the focus is to support graduating students in making informed decisions about their career
and learning pathways. All PU3 students get to attend core programmes such as admission and
faculty talks by autonomous universities. They also get to choose from a list of electives to find out
more from professionals, about the opportunities and challenges of pursuing careers in fields that
they are interested in.
Learning Experiences
The lessons for SFP are deliberately
designed to actively engage
students. Students will have multiple
opportunities to transfer learning
to practise through hands-on
activities. Lessons are also designed
to incorporate various strategies
to assess students’ understanding,
as well as for students to carry out
peer- and self- assessment.
Millennia Institute Information is accurate as at December 2019MI.World Programme
OVERVIEW
The Internationalisation Programme, MI.World, was conceptualised in 2008 to equip MI students
with a global perspective. These educational overseas trips allow students to experience authentic
learning beyond geographical boundaries, network with their peers overseas and enable them to
make connections between what they learnt in the classroom and the real world. To expose students
to community work and service-learning, the Overseas Values In Action (OVIA) programme forms a
complementary component in the Institute’s Internationalisation Programme.
With globalisation, the need to possess multi-cultural literacy skills is important and the driving force
behind MI.World is experiential learning. As such, the knowledge, skills and values imparted to our
students are central in the planning of MI.World trips. This structured reflective learning is in tandem
with our Institute’s strategic thrust of developing Future-Ready Thinkers through developing global
awareness and cross-cultural skills in all Millennians. It also allows our students to develop an awareness
of Singapore’s position and place in the global arena and be better equipped to be ambassadors of
the Institute and of Singapore.
We envision our students to possess the relevant skills to interact and engage with a network of peers
across geographical boundaries beyond their time in MI. 15
Programme Objectives Key Components in Programme
With globalisation, the need to possess multi-
cultural literacy is important and MI.World was • Reflective learning
conceptualised to develop in students a greater To formalise their learning, students are
awareness about the world around them through required to pen their reflections about their
trip on a daily basis. They should highlight
• Educational and Immersion Programmes what they have learnt about the host country
• Learning Journeys with regard to its culture, language, lifestyle
and aspirations. Students should also include
how the trip has influenced their perceptions
Alignment to Strategic Thrusts and about their own country and its place in a
Institute Values globalised world.
Strategic Thrust 1: Quality Student Outcomes • Cultural appreciation and understanding
• To develop Civic Literacy, Global Awareness The best way to learn is not just to read or listen
and Cross-Cultural Skills. but to experience and be immersed. Hence,
students are given opportunities to interact
Institute Core Values: with citizens of the countries they visit, and
• Responsibility experience their ways of life. Such interactions
• Respect will develop students’ understanding and
perceptions of another country, and also
develop in them a desire to contribute to the
well-being of the international community.
Information is accurate as at December 2019 Millennia InstituteMI.World Programme
We were extremely grateful to Shanghai Zhenhua Foreign MI students had an engaging session at one of the E-Commerce
Trade Professional School for arranging the wonderful organisations in Shanghai. They witnessed how doctors
MI.World Shanghai Programme for 26 students and teachers conducted online prescription via video cams with their clients.
of MI.
16
MI.World India Programme: Teachers and students at Vijawada Vietnam Trip: Student discussion at Vietnam University in
Airport. Hanoi, Faculty of Tourism Studies.
Millennia Institute Information is accurate as at December 2019INNOVATION AND
ENTERPRISE
• MI Ideas
The main purpose of this project is to encourage inventive thinking and solution-finding. Students
are encouraged to offer suggestions on ways to improve school programmes. Apart from the
opportunities to exercise and demonstrate their inventive skills, students develop a greater sense of
belonging to the houses and take greater ownership in school improvement.
• MI Social Bazaar
The MI Social Bazaar is a student-run bazaar organised by the Entrepreneurship Club that aims to
raise funds for charity while promoting the entrepreneurial spirit amongst the students.
Key Achievements
• National Cashflow Competitions: 2015 (two Semi-Finalists), 2016 (2nd Prize), 2017 (3rd Prize)
• HDB Cool Ideas Students’ Design Competitions: 2014 (2nd Prize), 2016 (3rd Prize)
• JRStartathon : 2016 (3rd Prize), 2017 (Most Socially Impactful Entrepreneur Award and
Special Mention), 2019 (1st Prize, Best Business Pitch and People’s Choice)
• SMU Youth Innovation Challenge: 2017 (Best Innovation Technology Award)
• MOE ExCEL Fest Buildathon: 2017 (2nd Prize and People’s Choice Award)
18
• LTA Transport Ambassador Programme 2018 (2nd Prize)
Millennia Institute Information is accurate as at December 2019Leadership
Development
OVERVIEW
Inculcating values and guiding principles in students are the duties of each one of us. In MI, we believe
that every student can be developed as leaders who contribute positively to the society. With that
in mind, we adopt the Social Change Model (Astin, 1994) to facilitate positive social change in the
Institute and the community. It grooms leaders who are able to lead positive change whether they
hold traditional roles of leadership, or not. This is in alignment with the school’s vision of developing
Leaders of values and character and the Desired Outcomes of Education to develop students as an
active contributor and a concerned citizen.
Students go through differentiated levels of training and mentoring to prepare them for different
levels of leadership responsibilities. As part of the developmental process, students are given
opportunities to exercise leadership through formal and ad-hoc leadership appointments. They
are also given platforms to reflect on their experiences. In addition, teachers provide students with
formative feedback through conversations to affirm their strengths and encourage them to work on
their areas for growth.
Programme Objectives Key Components in Programme
The vision behind our work in developing students 19
as leaders is to develop within them 21st Century
Competencies. Students go through a self- Community Leadership
reflective journey to understand what is involved
in leadership, and to assess and develop their
Team Leadership
own abilities. They grow to be more confident
and ready to be leaders of today and tomorrow.
Self-Leadership
Alignment to Strategic Thrusts and
Institute Values This diagram depicts the various foci over three
Strategic Thrust 1: Quality Student Outcomes years of a student’s development in MI.
• To develop Leaders of Character and Values.
Self-Leadership sets the foundation for
developing leadership potential by focusing on
Institute Core Values: self-mastery and personal effectiveness. It entails
• Respect developing in students the desire, confidence and
• Resilience capacity to take ownership of one’s own growth
• Responsibility and learning based on a keen knowledge of self.
• Integrity
Team Leadership focusses on developing the
students’ social skill of influence such that they
are able to lead others with competence and
care. A successful team leader strikes a good
balance between being people-oriented and
task-oriented; he or she inspires productive
team performance towards a common goal, by
managing conflicts and enabling members to
see how they can collaborate and contribute
meaningfully to the task.
Community Leadership focuses on honing
students’ capacities to influence and create
value through quality insight and innovation,
particularly through making a positive change
to society. Students are expected to be able to
apply fresh perspectives to authentic tasks that
are critical to achieving positive outcomes for
the community.
Information is accurate as at December 2019 Millennia InstituteLEADERSHIP
DEVELOPMENT
Key Highlights • Student-Initiated School Activities
Platforms are provided for student leaders at the school
Student leaders in MI level and beyond, to develop and hone their leadership
• Every MI student skills through engagement in authentic projects. Student
• Class Committee members leaders are guided by teacher- mentors to conceptualise
• House Leaders and organise school activities and events. Examples of
• CCA leaders such activities and events include Orientation, A-Division
• Councillors Cheering, Class Learning Day, Teachers’ Day, and
National Day. Other opportunities to develop students
as community leaders include participation in the Keep
Singapore Clean movement and the National Day Parade.
20
• Council Camp & Senate
The key objective of the Council Camp is to better students’ skills to lead and influence the student body
positively. This camp is organised and facilitated by PU2 councillors for the newly elected PU1 councillors.
Through a series of experiential learning activities, councillors develop skills and competencies in the
domain of Team Leadership.
The Senate comprises student leaders from all CCAs, student
councilors and House captains. The purpose of the Senate is to
encourage the Institute’s Student Leaders to be active Learners,
Thinkers and Leaders, by working collectively with the student
body to achieve a common goal of enhancing our school culture.
• MI House
The 4 Houses in MI are GARNET, ONYX, SAPPHIRE, ZIRCON. The
House system promote healthy competition, school spirit and
bonding among students. It also encourages positive interactions
between seniors and juniors. House leaders are guided by House
masters to conceptualise and organise House-based activities
such as Transcendence, MI Play Fiesta, etc.
• Student Leaders’ Camp
The annual three-day, two-night camp is designed for potential
CCA leaders and current class leaders. During the camp, students
participate in outdoor team building activities to build and
strengthen their collaboration, communication and management
skills. After the camp, students extend their learning when they
apply these skills in planning and executing their CCA action
plans. Some student leaders also step up and exercise their
leadership skills in the planning and execution of PU1 bonding
related activities in the following year.
Millennia Institute Information is accurate as at December 2019A-Level Structure
Students read the following subjects at H1 and H2 levels for the GCE A-Level curriculum:
3 H2 content-based subjects#
1 H1 content-based subject#
Students are required to read
H1 Mother Tongue Language (MTL)
3 H2 + 1 H1 + MTL + GP + PW
H1 General Paper (GP)
H1 Project Work (PW)
# At least one H1 or H2 subject from a contrasting discipline.
Project Work (PW) and General Paper (GP) are compulsory H1 subjects. All subject combinations
must include one contrasting subject, taken either at the H1 or H2 Level.
A contrasting subject is a content-based subject taken outside a student’s main area of specialisation.
The contrasting subject helps to broaden learning in order to prepare a student to do multi-disciplinary
courses in the university. Contrasting subjects can be offered at the H1 or H2 level. All subjects taught
in the Institute, excluding General Paper, Mother Tongue and Project Work, are categorised into either
the Arts or Science discipline according to the following table:
Discipline / Level H1 H2 21
Art Art
Economics Economics
Geography Management of Business
History Geography
Arts China Studies in English History
Literature in English Literature in English
Chinese Language & Literature
Malay Language & Literature
Tamil Language & Literature
Biology Biology
Chemistry Chemistry
Science Physics Physics
Mathematics Mathematics
Principles of Accounting
Examples:
A Science student offering three H2 Science subjects, Chemistry, Physics and Mathematics, should
offer a contrasting Arts subject such as H1 Economics.
Students are not allowed to offer subject combinations without a contrasting subject. For example,
the following combination is not allowed:
H2 subjects: Accounting, Chemistry, Mathematics with H1 subject Biology => All Science subjects, no
Arts discipline
At Millennia Institute, students sit for the A-Level Examination for the following subjects at different years:
PU2 PU3
PW, H1 Content
3H2 and GP
and H1 MTL
Information is accurate as at December 2019 Millennia InstituteSUBJECT PREREQUISITES
GCE O-Level Subject Prerequisites
Note: Subjects not shown in the table below have no prerequisites.
Subject H1 H2
MATHEMATICS Mathematics No Prerequisite Achieved at least C6 in
AND SCIENCES Additional Mathematics
(^read additional
for Arts and Commerce
notes below)
students
Biology Read Pure Biology or Achieved at least C6* in Pure
achieved at least C6 in Biology^ or at least B4 in
Combined Science (Phy/Bio Combined Science (Phy/Bio
or Bio/Chem) or Bio/Chem)^*
Chemistry Read Pure Chemistry or Achieved at least C6* in Pure
achieved at least C6 in Chemistry^ or at least B4
Combined Science (Phy/ in Combined Science (Phy/
Chem or Bio/Chem) Chem or Bio/Chem)^*
Physics Read Pure Physics or Achieved at least C6* in
achieved at least C6 in Pure Physics^ or at least B4
22
Combined Science (Phy/Bio in Combined Science (Phy/
or Phy/Chem) Chem or Bio/Phy)^*
HUMANITIES Literature in Read Literature or achieved Read Literature at O-Level
AND THE ARTS English at least C5 in Combined or achieved at least B3
Humanities or achieved at in Combined Humanities
least C5 in English or achieved at least B4 in
English
Mother Tongue Not Applicable Achieved at least B3 in
Language & O-Level Mother Tongue
Literature (MTLL) (A2 & B3 students to pass
proficiency test#)
or achieved at least C6 in
Higher Mother Tongue
Note:
^ Students who wish to offer TWO H2 Sciences must meet the following requirements:
• Achieve at least C6 in the relevant Pure Science subjects at O-Level or
• Achieve at least B4 in one relevant Combined Science AND at least C6 in one relevant Pure Science at O-Level or
• Achieve at least A2 in the Combined Science subject with relevant components at O-Level.
* Students with Combined Science background or obtained C6 grade in Pure Science subject(s) at O-Level for the H2 Science
must complete a compulsory structured bridging programme.
# Students who obtained A2 & B3 in Chinese Language at GCE O-Level Examination will have to take a proficiency test and
be assessed accordingly.
Millennia Institute Information is accurate as at December 2019SUBJECT COMBINATIONS
H2 - 1 H2 - 2 H2 - 3 H1 Contrasting*
ARTS
GEO/HIS ART/LIT/MTLL (Choose any 2) MAT
GEO/HIS ART/LIT/MTLL ECO/MOB MAT
ART/CSE/BIO/CHE/
GEO/HIS ART/ECO/LIT/MTLL MAT ECO/GEO/HIS/LIT/
PHY
ART/LIT/MTLL
ECO/MOB MAT
(Choose any 2)
ART/CSE/BIO/CHE/
ART/ECO/LIT/MTLL 23
MAT ECO/GEO/HIS/LIT/
(Choose any 2)
PHY
COMMERCE
ECO MOB PAA MAT
ECO/MOB/PAA (Choose any 2) GEO/HIS/ART/LIT/MTLL MAT
ART/CSE/BIO/CHE/
ECO/MOB/PAA (Choose any 2) MAT ECO/GEO/HIS/LIT/
PHY
SCIENCE
ART/CSE/ECO/
MAT CHE/PHY/BIO (Choose any 2)
GEO/HIS/LIT
ART/CSE/BIO/CHE/
ART/ECO/GEO/HIS/LIT/
MAT CHE/PHY ECO/GEO/HIS/LIT/
MOB/MTLL
PHY
ART/CSE/ECO/
MAT CHE/PHY PAA
GEO/HIS/LIT
ART/ECO/GEO/HIS/LIT/
CHE BIO/PHY MAT
MOB/MTLL
ART/ECO/GEO/HIS/LIT/
PHY BIO MAT
MOB/MTLL
Note
• *A student can only take a subject at either H1 or H2 level. All subject combinations must include one contrasting subject,
taken at either H1 or H2 level. For example, a student cannot read both H2 Physics and H1 Physics.
• The Institute reserves the right not to offer subject combination(s) that does not meet the critical mass.
Information is accurate as at December 2019 Millennia InstituteSUBJECT COMBINATIONS
Subject
H2 H1 Contrasting
CODE
A1 ART ECO MAT CSE/GEO/HIST/LIT/BIO/CHE/PHY
A2 ART GEO MAT CSE/ECO/HIST/LIT/BIO/CHE/PHY
A3 ART HIST MAT CSE/ECO/GEO/LIT/BIO/CHE/PHY
A4 LIT ART MAT CSE/ECO/GEO/HIST/BIO/CHE/PHY
A5 LIT ART ECO MAT
A6 LIT ART MOB MAT
A7 LIT ECO MAT ART/CSE/GEO/HIST/BIO/CHE/PHY
A8 LIT GEO ART MAT
A9 LIT GEO ECO MAT
A10 LIT GEO MAT ART/CSE/ECO/HIST/BIO/CHE/PHY
A11 LIT GEO MOB MAT
A12 LIT HIST ART MAT
A13 LIT HIST ECO MAT
A14 LIT HIST MAT ART/CSE/ECO/GEO/BIO/CHE/PHY
A15 LIT HIST MOB MAT
24
A16 GEO ART ECO MAT
A17 GEO ART MOB MAT
A18 GEO ECO MAT ART/CSE/HIST/LIT/BIO/CHE/PHY
A19 HIST ART ECO MAT
A20 HIST ART MOB MAT
A21 HIST ECO MAT ART/CSE/GEO/LIT/BIO/CHE/PHY
A22 MTLL ART MAT CSE/ECO/GEO/HIST/LIT/BIO/CHE/PHY
A23 MTLL ART ECO MAT
A24 MTLL ART MOB MAT
A25 MTLL ECO MAT ART/CSE/GEO/HIST/LIT/BIO/CHE/PHY
A26 MTLL GEO ART MAT
A27 MTLL GEO ECO MAT
A28 MTLL GEO MAT ART/CSE/ECO/HIST/LIT/BIO/CHE/PHY
A29 MTLL GEO MOB MAT
A30 MTLL HIST ART MAT
A31 MTLL HIST ECO MAT
A32 MTLL HIST MAT ART/CSE/ECO/GEO/LIT/BIO/CHE/PHY
A33 MTLL HIST MOB MAT
C1 ECO MOB ART MAT
C2 ECO MOB LIT MAT
C3 ECO MOB GEO MAT
C4 ECO MOB HIST MAT
C5 ECO MOB MAT ART/CSE/GEO/HIST/LIT/BIO/CHE/PHY
C6 ECO MOB MTLL MAT
C7 ECO MOB PAA MAT
C8 ECO PAA ART MAT
C9 ECO PAA LIT MAT
C10 ECO PAA GEO MAT
Millennia Institute Information is accurate as at December 2019SUBJECT COMBINATIONS
Subject
H2 H1 Contrasting
CODE
C11 ECO PAA HIST MAT
C12 ECO PAA MAT ART/CSE/GEO/HIST/LIT/BIO/CHE/PHY
C13 ECO PAA MTLL MAT
C14 MOB PAA ART MAT
C15 MOB PAA LIT MAT
C16 MOB PAA GEO MAT
C17 MOB PAA HIST MAT
C18 MOB PAA MAT ART/CSE/ECO/GEO/HIST/LIT/BIO/CHE/PHY
C19 MOB PAA MTLL MAT
S1 BIO PHY ART MAT
S2 BIO PHY ECO MAT
S3 BIO PHY LIT MAT
S4 BIO PHY GEO MAT
S5 BIO PHY HIST MAT
S6 BIO PHY MAT ART/CSE/ECO/GEO/HIST/LIT
25
S7 BIO PHY MOB MAT
S8 BIO PHY MTLL MAT
S9 CHE BIO ART MAT
S10 CHE BIO ECO MAT
S11 CHE BIO LIT MAT
S12 CHE BIO GEO MAT
S13 CHE BIO HIST MAT
S14 CHE BIO MAT ART/CSE/ECO/GEO/HIST/LIT
S15 CHE BIO MOB MAT
S16 CHE BIO MTLL MAT
S17 CHE MAT ART CSE/ECO/GEO/HIST/LIT/BIO/PHY
S18 CHE MAT ECO ART/CSE/GEO/HIST/LIT/BIO/PHY
S19 CHE MAT LIT ART/CSE/ECO/GEO/HIST/BIO/PHY
S20 CHE MAT GEO ART/CSE/ECO/HIST/LIT/BIO/PHY
S21 CHE MAT HIST ART/CSE/ECO/GEO/LIT/BIO/PHY
S22 CHE MAT MOB ART/CSE/ECO/GEO/HIST/LIT/BIO/PHY
S23 CHE MAT MTLL ART/CSE/ECO/GEO/HIST/LIT/BIO/PHY
S24 CHE MAT PAA ART/CSE/ECO/GEO/HIST/LIT
S25 CHE PHY ART MAT
S26 CHE PHY ECO MAT
S27 CHE PHY LIT MAT
S28 CHE PHY GEO MAT
S29 CHE PHY HIST MAT
S30 CHE PHY MAT ART/CSE/ECO/GEO/HIST/LIT
S31 CHE PHY MOB MAT
S32 CHE PHY MTLL MAT
S33 PHY MAT ART CSE/ECO/GEO/HIST/LIT/BIO/CHE
S34 PHY MAT ECO ART/CSE/GEO/HIST/LIT/BIO/CHE
Millennia Institute Information is accurate as at December 2019SUBJECT COMBINATIONS
Subject
H2 H1 Contrasting
CODE
S35 PHY MAT LIT ART/CSE/ECO/GEO/HIST/BIO/CHE
S36 PHY MAT GEO ART/CSE/ECO/HIST/LIT/BIO/CHE
S37 PHY MAT HIST ART/CSE/ECO/GEO/LIT/BIO/CHE
S38 PHY MAT MOB ART/CSE/ECO/GEO/HIST/LIT/BIO/CHE
S39 PHY MAT MTLL ART/CSE/ECO/GEO/HIST/LIT/BIO/CHE
S40 PHY MAT PAA ART/CSE/ECO/GEO/HIST/LIT
26
Millennia Institute Information is accurate as at December 2019Course of Study in Autonomous Universities (AU) 27 Please visit the website of the autonomous universities (AU) to find out the latest list of courses offered and the admission pre- requisites. Information is accurate as at December 2019 Millennia Institute
SUBJECT DESCRIPTIONS
Subjects
autonomous universities.
• H1 Art • H2 Literature in English
• H2 Art • H2 Malay Language and Literature
• H1 Biology • H2 Management of Business
• H2 Biology • H1 Mathematics
• H1 Chemistry • H2 Mathematics
• H2 Chemistry • H1 Mother Tongue
• H1 China Studies in English • H1 Non-Tamil Indian Language and Foreign
• H2 Chinese Language and Literature Languages (at language centres)
• H1 Economics • Physical Education*
• H2 Economics • H1 Physics
• H1 General Paper • H2 Physics
28 • H1 Geography • H2 Principles of Accounting
• H2 Geography • H1 Project Work
• H1 History • H2 Tamil Language and Literature
• H2 History • Mother Tongue (B Syllabus)
• H1 Literature in English
*Unless there is medical exemption, Physical Education is compulsory for all students from Pre-University Year 1 to
Pre-University Year 3.
The syllabus for the A-Level subjects can be downloaded from the SEAB website:
https://www.seab.gov.sg/pages/nationalExaminations/GAL/School_Candidates/syllabus/2018_GCE_A
Millennia Institute Information is accurate as at December 2019H1 art (8879)
The H1 Level Art syllabus is designed to provide opportunities for students at the pre-university
level to broaden their engagement in the visual arts. The syllabus aims to cultivate in students a
greater understanding of and sensitivity towards artworks, so as to develop a citizenry that is more
able to enjoy, appreciate and foster a lifelong interest in the visual arts. Students offering the H1
Level Art syllabus will investigate artistic conventions and concepts through the study of artists and
artworks. Visual literacy skills such as the perception of and response to visual images as well as the
critical analysis of visual information are also developed.
Prerequisite for University Admission
H1 Art is not a mandatory prerequisite for any Lesson Delivery and Expectations
university course. Lessons for H1 Art will usually take the form of
tutorials in the Art Room. An overview in the
Course Requirements at MI form of a concept map will be provided at the
Students planning to take H1 Art need to have start of each new topic. Mini project works, class
a strong interest in art appreciation and a discussions and presentations are some regular
reasonable command of the English Language, activities in lessons. There will also be some
due to the extensive academic reading and practical art-making activities for students
writing requirements of the course. to help concretise their learning as well as
compulsory on-site lessons conducted at art
Instructional Objectives exhibition venues (e.g. museums, galleries) for 29
On successful completion of this subject, experiential learning. Students will be required
students should be able to: to read the necessary notes before lessons,
• Make connections between visual and participate actively in all class discussions.
expressions of differing genres, traditions Submission of any take-home assignments must
and contexts; be punctual, as required by the subject tutor.
• Make inferences and draw relationships
between issues/problems encountered
by artists and one’s own culture and
experience;
• Generate, conceptualise and articulate
independent interpretations of artworks;
• Critically appraise artists/ artworks and their
ideas/concepts;
• Communicate with precise working
vocabulary on the processes of art making
and one’s responses to artworks;
• Value imaginative and innovative ideas in
visual arts; and
• Value local artworks as part of a country’s
history and cultural heritage.
Information is accurate as at December 2019 Millennia InstituteH1 ART (8879)
Enrichment Opportunities
H1 Art students can look forward to the following H1 Art students will sit for their GCE A-Level
enrichment opportunities: paper in PU2.
H1 Art students can look forward to the following
enrichment opportunities: H1 Art Student Portfolio
• Pre-University Year 1 - UOB painting Since H1 Art is mainly a theory-based subject,
competition, Art Stage, Affordable Art Fair, H1 Art students who express interest in pursuing
Singapore Biennale an art degree (e.g. ADM, LASALLE or NAFA)
• Pre-University Year 2 - Objectifs Junior which requires a portfolio submission, will be
Photography Competition, Creative Video given some assistance for the preparations of
Awards, UOB Painting Competition, Art Stage, the entry requirement. This will be done on a
Singapore Biennale case-by-case basis.
Subject Coverage
Reference and Learning Materials Pre-University Year 1:
There are no textbooks for H1 Art, but students will • Art History for Starters
be issued relevant resources. • Realistic Representation
• Pre-University Year 1 - SOVA Resource Package • Abstract Representation
30
and Workbook 1 (Art History, Realistic,
Abstract and New Media Representation) Pre-University Year 2:
• Pre-University Year 2 - SOVA Resource • New Media and About People
Package and Workbook 2 (About People, • About Society and Culture
Society and Culture) and condensed A-Level
Preparation Package
Mode of Assessment
Students’ learning will be assessed based on their
level of preparedness for class, quality of submission
for class project tasks and ability to apply the
knowledge learnt in class writing assignments.
A-Level Examination
H1 Art students will sit for one compulsory written
paper (8879/1) of which the duration is three
hours. Each paper is divided into three sections
according to the following structure:
Section A: Two structured questions, each
accompanied by a visual stimulus.
Section B: Two structured comparison questions,
each accompanied by a pair of visual stimuli.
Section C: Two essay questions.
Students must answer one question from each
section.
Millennia Institute Information is accurate as at December 2019H2 art (9750)
The H2 Level Art syllabus is designed to provide opportunities for students at the pre-university level
to broaden their engagement in the visual arts. The syllabus aims to cultivate in students a greater
understanding of and sensitivity towards artworks, so as to develop a citizenry that is more able to
enjoy, appreciate and foster a lifelong interest in the visual arts. Students offering the H2 Level Art
syllabus will investigate artistic conventions and concepts through the study of artists and artworks.
Visual literacy skills such as the perception of and response to visual images as well as the critical
analysis of visual information are also developed.
Prerequisite for University Admission Lesson Delivery and Expectations
H2 Art is not a mandatory prerequisite for any The H2 Art curriculum in MI offers a comprehensive
university course education in both the theory and practice of art.
The programme offers exploration of traditional
mediums such as drawing and painting, as well
Course Requirements at MI as experimental genres of photographic imaging,
Students planning to take H2 Art need to have videos and installation art. The curriculum
a strong interest in art appreciation and a includes modules such as painting, photography,
reasonable command of the English Language, installation art and video making. The programme
due to the extensive academic reading and encourages innovation and experimentation in
writing requirements of the course. various art forms combined with a solid education 31
in the craft. Designed to provide students with
fundamentals in both the theory and practice of
Instructional Objectives art, the philosophy of the programme emphasises
On successful completion of this subject, creativity, imagination and critical thinking with
students should be able to: the aim of giving students the conceptual and
• Develop an art portfolio that consists of a creative tools necessary for their development
wide range of artistic media; as artists, creative thinkers and change makers.
• Create works that are able to express
themselves and comment on a larger social Lessons for H2 Art will usually take the form of
or cultural context; studio and tutorials in a classroom setting. An
• Make connections between visual expressions overview in the form of a concept map will be
of differing genres, traditions and contexts; provided at the start of each new topic. Mini
• Make inferences and draw relationships projects, class discussions and presentations are
between issues/problems encountered by some regular activities that take place during
artists and one’s own culture and experience; lessons. H2 Art students are expected to keep
• Generate, conceptualise and articulate an Art Journal to document their creative art-
independent interpretations of artworks; making process and personal reflections. There
• Critically appraise artists/artworks and their will also be practical art-making activities for
ideas/concepts; students to help concretise their learning, as
• Communicate with precise working well as compulsory onsite lessons conducted
vocabulary on the processes of art making at art exhibition venues (such as museums and
and one’s responses to artworks; galleries) for experiential learning. Students will
• Employ imaginative and innovative ideas to be required to read the necessary class notes
create works of art; and before the lesson and participate actively in
• Create and value local artworks as part of a all class discussions. Submission of take-home
country’s history and cultural heritage. assignments must be punctual, as required by
the subject tutor.
Information is accurate as at December 2019 Millennia InstituteYou can also read
