Learning For Life Programme (LLP)

Discover how our Learning for Life Programme develops character, creativity and leadership through the Performing and Visual Arts.

Last updated on 6 October 2026

Learning for Life Programme

The Learning for Life Programme (LLP) at Haig Girls’ School develops character and leadership through the Performing and Visual Arts. Across all six levels, students engage in learning experiences in art, dance, drama and music that nurture creativity, self-expression and appreciation of Singapore’s multicultural heritage.

The programme adopts a three-tiered approach to progressively build students’ interest, deepen their engagement and provide opportunities for leadership through authentic learning experiences, performances, exhibitions and collaborative showcases. Aligned with the school’s vision and mission, the LLP also supports the development of 21st Century Competencies, including collaborative, critical and creative thinking, responsible decision-making and care for self and others.

A presentation slide titled "Character and Leadership through the Performing and Visual Arts" with a dark gold banner heading. The central graphic is a three-tiered pyramid with a cartoon illustration of a girl holding red heart-shaped "ARTS" badges. A red upward arrow on the left indicates progression from "Teacher-facilitated" at the base to "Student/Self leadership" at the top, with the values of Creation, Performance, Service, and Collaboration listed alongside. The pyramid tiers are described from bottom to top as follows. Tier 1 (green) is labelled "Building foundation and interest, extending beyond formal curriculum," with corresponding activities listed to the right: authentic in-curriculum tasks, learning journeys and assembly shows, Values-Based Creativity (VBC) Programmes, and school and level-wide collaborative showcases. Tier 2 (yellow) is labelled "Nurturing passion through equipping," with corresponding activities: workshops, platforms and competitions, and CCAs. Tier 3 (orange) is labelled "Engaging with real-world issues," with corresponding activities: platforms to lead and serve (D3T2), mentorships (D3T2), and student-led performances and exhibitions (HGS Kids Got Talent).

Values-Based Creativity Programmes (Tier 1)

Offered at Tier 1, Values-Based Creativity (VBC) Programmes are delivered through the Art and Music classroom curriculum to build foundational interest and skills in the arts. Learning experiences draw on real-world contexts, including local artists and art forms, while developing E21CC competencies such as adaptive thinking, communication and civic literacy.

Through collaborative and experiential learning, students develop domain-specific artistic skills while practising the school values of Respect, Responsibility, Resilience, Integrity, Compassion and Humility. Opportunities are also provided through partnerships, digital platforms and showcases for students to present and share their creative work.

A presentation slide titled "Music VBC Experience," highlighting two focuses: Ensemble-ship and Play-based learning. The centre of the slide contains three labelled sections. The first, "Musicianship" (teal header), lists active listening and tuning-in, sense of pulse, balance and phrasing, application of rhythm and pitch knowledge, and expressive coordinated music-making. The second, "21st Century Competencies (21CC)" (yellow-green header), lists Collaboration (working in harmony toward shared goals), Communication (listening, cueing, and responding musically), Critical Thinking (adjusting, problem-solving in real time), and Creativity (co-creating and interpreting together). The third, "Social & Emotional Learning (SEL)" (red-pink header), lists Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making, each with a brief description. Four photographs surround the text, all showing young primary school students in yellow pinafore uniforms engaged in music activities: one student playing a gamelan instrument, a group of students sitting in a circle on the floor during a music activity, students holding up hand-drawn signs with musical notation, and a group of students seated in a circle on the floor playing xylophones and other percussion instruments.

A presentation slide titled "P4 VBC Timeout! Contemporary Art Programme – Art-Making." Three photographs show primary school students in yellow pinafore uniforms engaged in hands-on art activities. The top centre photograph shows students painting black ink or paint onto dome-shaped objects arranged on a white table in an art classroom. The bottom centre photograph shows students working at a table using tablets and sketchbooks, appearing to research or sketch designs with reference images visible on their screens. The right photograph shows two students closely examining a large, intricate sculptural artwork made from woven and textured materials in earthy tones, with various basket-like and cylindrical forms stacked together.

A presentation slide about the "P4 VBC Timeout! Contemporary Art Programme." The top left shows a colourful promotional poster for "Under the Same Sky," a think! contemporary Primary School Exhibition, featuring illustrated cartoon animals. Beside it are two photographs of primary school students in yellow pinafore uniforms posing as a group in front of a colourful "Learning Gallery" sign, labelled "Art exhibition @ SAM" (Singapore Art Museum). The bottom row contains four photographs showing students and accompanying adults viewing contemporary artworks inside a gallery — including a large sculptural wall installation made of colourful layered shapes, a grid-style painted canvas, a long curved sculptural piece with embedded objects, and a tall stacked sculptural tower. Students are seen engaging closely with the artworks and interacting with gallery guides.

A presentation slide titled "P5 Art VBC Experience" within a dashed border on the left. It describes a Cohort Mural Art Painting activity themed "Communicating Our School Values Through Collective Creativity," with three learning focuses: Collaboration (co-design, share roles, work as one team), CAIT (analyse, problem-solve, and create innovative visual ideas), and Civic-Mindedness (contribute to a shared space and express school values). Five photographs accompany the text. Three on the left column show primary school students in yellow pinafore uniforms painting large white panels in a classroom setting. The top right photograph shows the completed colourful mural — a long, vibrant wall painting depicting cartoon-style figures of students in various school uniforms, including scouts and guides, set against a backdrop featuring the Singapore flag. The bottom right photograph shows students seated in a classroom facing large white panels and a projected screen during what appears to be a briefing or planning session.

Discover, Develop & Dedicate Your Talent Time (Tier 3)

Offered at Tier 3, to engage with real-world issues, the Discover, Develop & Dedicate Your Talent Time (D3T2) programme provides students with opportunities to deepen their engagement in the arts through mentorships, workshops with domain-specific industry practitioners, collaborative performances and exhibitions, as well as Values-In-Action (VIA) initiatives and community arts projects.