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 Raffles Institution
2018 Year 6 Preliminary Examination
General Certificate of Education Advanced Level
Higher 1

GENERAL PAPER 8807/01

Paper 1 27 August 2018
1 hour 30 minutes

Additional Materials: Writing Paper

READ THESE INSTRUCTIONS FIRST

Write your name, CT group and GP tutor’s name on all the work you hand in.
Write in dark blue or black ink on both sides of the paper.
Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer one question.

Note that 20 marks out of 50 will be awarded for your use of language.

At the end of the examination, fasten all your work securely together.
All questions in this paper carry equal marks.

This document consists of 2 printed pages.

 2

Paper 1

Answer one question.

Answers should be between 500 and 800 words in length.

1. Examine the extent to which fashion can be considered art.

2. ‘Surveillance of the people is a necessary evil.’ Discuss.

3. Evaluate the claim that statistics is more misleading than helpful.

4. ‘Women have never had it better.’ How true is this?

5. ‘In today’s society, people are slaves to technology.’ What is your view?

6. ‘Money and sports should never mix.’ How realistic is this position?

7. ‘The cost of quitting social media is too high.’ Discuss.

8. ‘Young people celebrate the wrong heroes.’ How far is this true in your society
today?

9. Assess the view that international organisations are mostly ineffective.

10. Consider the argument that the world would be a better place if people put their
faith in science rather than in religion.

11. ‘Now more than ever, it is challenging to lead a healthy life.’ To what extent is this
true in your society?

12. ‘We travel a lot but learn very little.’ Is this true of tourism today?
 

Raffles Institution
2018 Year 6 Preliminary Examination

 
General Certificate of Education Advanced Level
Higher 1
 

Candidate’s Name CT Group GP Tutor

GENERAL PAPER 8807/02

Paper 2 27 August 2018
Candidates answer on the Question Paper. 1 hour 30 minutes

READ THESE INSTRUCTIONS FIRST

Write your name, CT group and GP tutor’s name in the spaces at the top of this page.
Write in dark blue or black pen.
Do not use staples, paper clips, glue or correction fluid.

Answer all questions.

The Insert contains the passage for comprehension.
Note that up to 15 marks out of 50 will be awarded for your use of language.

The number of marks is given in brackets [ ] at the end of each question or part question.

For Examiner’s Use

Content /35

Language /15

TOTAL /50

____________________________________________________________________________
This document consists of 7 printed pages, 1 blank page and 1 Insert. 

 
  

Read the passage in the Insert and then answer all the questions which follow. Note that up to
fifteen marks will be given for the quality and accuracy of your use of English throughout this
Paper.

NOTE: When a question asks for an answer IN YOUR OWN WORDS AS FAR AS POSSIBLE
and you select the appropriate material from the passage for your answer, you must still use your
own words to express it. Little credit can be given to answers which only copy words or phrases
from the passage.
Nothing to be
      written in this
margin
1. In line 1, the author says that the question of better leadership is “asked over and over”.  
What reasons does he offer for this in paragraph 2? Use your own words as far as
possible.

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2. According to the author in lines 8-9, what has caused people to “cry out for leadership”  
(line 9)? Use your own words as far as possible.

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3. Why does the author believe that we should not pay “attention to leadership alone” (lines  
20-21)? Use your own words as far as possible.

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Nothing to be
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margin
4. Why does the author use the word “even” in line 28?  

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.……………………………………………………………..………………………………..……..[2]

5. In lines 30-31, how does the author elaborate on the idea that we are “sleepwalking through  
a dangerous passage of history” (line 30)? Use your own words as far as possible.

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6. Why does the author use the expression “Nonsense!” in line 69?  

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Nothing to be
written in this
margin
7. How does the author support his assertion that leadership “is not a mysterious activity” (lines  
70-71)? Use your own words as far as possible.

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.……………………………………………………………..………………………………..……..[2]

8. Why does the author use dashes in line 78?  

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9. Explain the author’s use of the word “reservoir” in the final sentence of paragraph 11. Use  
your own words as far as possible.

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.……………………………………………………………..………………………………..……..[2]

   

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Nothing to be
10. Using material from paragraphs 6-8 only (lines 32-53), summarise the author’s views on written in this
what makes for effective leaders as well as his views on leadership development and margin 
citizens’ responsibility.

Write your summary in no more than 120 words, not counting the opening words which
are printed below. Use your own words as far as possible.

Effective leaders …..………………………………...…………………………………………….

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No of words: ___________

 
   
   

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Nothing to be
11. John Gardner makes some observations about leaders and leadership in society. How far written in this
do you agree with his views, relating your arguments to your own experience and that of margin
your society?

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BLANK PAGE

8 
 
 Raffles Institution
2018 Year 6 Preliminary Examination

 
General Certificate of Education Advanced Level
Higher 1
 

GENERAL PAPER 8807/02

Paper 2 27 August 2018
INSERT 1 hour 30 minutes

READ THESE INSTRUCTIONS FIRST

This Insert contains the passage for Paper 2.

This document consists of 3 printed pages and 1 blank page.

 2 
 

John Gardner writes about issues to do with leaders and leadership.

1 Why do we not have better leadership? The question is asked over and over. We
complain, express our disappointment, often our outrage; but no answer emerges.

2 When we ask a question countless times and arrive at no answer, it is possible that
we are asking the wrong question – or that we have misconceived the terms of the
query. Alternatively, asking a question repeatedly may simply be convenient shorthand 5
to express deep and complex anxieties. It would strike most of our contemporaries
as embarrassingly old-fashioned to cry out, “What shall we do to be saved?”
And it would be time-consuming to express fully our concerns about the social
disintegration and the moral disorientation of our time. So we cry out for leadership.

3 To some extent, the conventional views of leadership are shallow and set us up for 10
endless disappointment. There is an element of wanting to be rescued, of wanting a
parental figure who will set all things right. Such fantasies for grown-up children should
not lead us to dismiss the need for leaders nor the insistent popular expression of that
need. A great many people who are not given to juvenile fantasies want leaders –
leaders who are exemplary, who inspire, who stand for something, who help us set 15
and achieve goals.

4 Unfortunately, in popular thinking on the subject, the mature need and the childlike
fantasies interweave. One of the tasks which we need to do is to untangle them and
to sketch what is realistically possible. Leadership is such a gripping subject that, once
it is given centre stage, it draws attention away from everything else. But attention to 20
leadership alone is sterile. The larger topic of which leadership is but a subtopic is the
accomplishment of group purpose, which is furthered not only by effective leaders but
also by innovators, entrepreneurs, and thinkers; by the availability of resources; and
by questions of morale and social cohesion.

5 This notion of – and a need for – a greater purpose is even more pressing today, when 25
we are faced with immensely threatening problems: terrorism, AIDS, drugs, depletion
of the ozone layer, the threat of nuclear conflict, toxic waste, the real possibility of
economic disaster. Even ill-informed citizens could extend the list. Yet, on none of the
items listed does our response acknowledge the manifest urgency of the problem. We
give every appearance of sleepwalking through a dangerous passage of history: many 30
see the life-threatening problems but do not react; others are anxious but immobilised.

6 Could it be that we suppress our awareness of problems – however ominous –

because we have lost all conviction that we can do anything about them? Effective
leaders heighten both motivation and confidence, but when these qualities have been
gravely diminished, leaders have a hard time leading. Suppose that fragmentation and 35
divisiveness have proceeded so far in a society that the people can no longer lend
themselves to any worthy common purpose. Suppose that shared values have
disintegrated to the point that a society believes in nothing strongly enough to work for
it as a group. What then? Shared values are the bedrock on which leaders build the
edifice of group achievement: leadership cannot be effective without attention to the 40
decay and possible regeneration of the values framework. And thus, that is what
leaders must do: adapt and renew themselves continuously, to stay relevant to and
ahead of the human institutions they lead.

   
 3 
 

7 The development of more and better leaders is another important objective. The first
question is who should think about it. It is not just people already in power. It is all of 45
us: neighbourhood organisations that want to train their future leaders, young people
who dream of leadership, and all kinds of people who just want to comprehend the
world around them.

8 Indeed, as citizens, we must understand that the leaders we choose and how they
perform are very much in our hands. We must be able to see through the leaders who 50
are exploiting us, playing on our hatred and prejudice, taking us down dangerous
paths, or disregarding lawful processes. If we fail to do so, then we shall get and
deserve the worst.

9 We must also see that leadership need not be confined to a rarefied few. Rather,
leadership is dispersed throughout all segments of the society: government, business, 55
organised labour, the professions, the minority communities, the universities, social
agencies, and so on. Leadership is also dispersed down through the many levels of
social functioning, from the loftiest levels of our national life down to the school
principal, the local union leader, the shop supervisor. Indeed, there is no possibility
that centralised authority can call all the shots, whether the system is a corporation or 60
a nation. Individuals in all segments and at all levels must be prepared to exercise
leader-like initiative and responsibility, using their local knowledge to solve problems
at their level. Vitality at middle and lower levels of leadership can produce greater
vitality in the higher levels of leadership.

10 Fortunately, the development of leaders is possible on a scale far beyond anything we 65

have ever attempted. As one surveys the subject of leadership, there are depressing
aspects but leadership development is not one of them. Although our record to date is
unimpressive, the prospects for improvement are excellent. Many dismiss the subject
with the confident assertion that “leaders are born not made”. Nonsense! Most of what
leaders have that enables them to lead is learnt. Leadership is not a mysterious 70
activity. It is possible to describe the tasks that leaders perform. And the capacity to
perform those tasks is widely distributed in the population. Today, unfortunately,
specialisation and patterns of professional functioning draw most of our young
potential leaders into prestigious and lucrative non-leadership roles.

11 We have barely scratched the surface in our efforts toward leadership development. 75
In the mid-twenty-first century, people will look back on our present practices as
primitive. Most men and women go through their lives using no more than a fraction
– usually a rather small fraction – of the potentialities within them. The reservoir of
unused human talent and energy is vast, and learning to tap that reservoir more
effectively is one of the exciting tasks ahead for humankind. 80

12 Among the untapped capabilities are leadership gifts. For every effectively functioning
leader in our society, I would guess that there are five or ten others with the same
potential for leadership who have never led or perhaps even considered leading. Why?
Perhaps they were drawn off into the byways of specialisation... or have never sensed
the potentialities within them... or have never understood how much the society needs 85
what they have to give.

13 We can do better. Much, much better.

 4 
 

BLANK PAGE