IdEas@Work in Nanyang

Department: Art Unit Leaders: Wang Mo Members: Nicole, Soi Mui, Mike 1.  What was the current need/gap that you were addressing? Traditionally, the AEP initiatives tend to be more inward-looking, with learning opportunities largely designed to benefit AEP students within school. While these programmes are effective in developing students’ artistic skills, they often have limited impact beyond the immediate AEP community and do not sufficiently contribute to the wider art fraternity or nurture early interest in the arts among non-AEP students. This AEPF initiative sought to address this gap by extending meaningful art learning and collaborative opportunities beyond AEP students alone. Through Urban Tapestry: Weaving Community Through Murals, the programme was intentionally designed to be inclusive and outward-facing. It provided structured exposure and authentic learning experiences not only for NYGH AEP students from Secondary 1 to 4, but also for 100 primary school students from 9...

Department: Aesthetics Leaders: Nicole Ning Members: Jane Hoe 1.  What was the current need/gap that you were addressing? Students’ engagement with school artworks was largely passive, with limited opportunities to observe, interpret, and appreciate the meaning behind the works. Traditional approaches to art appreciation did not sufficiently motivate students or sustain their interest, resulting in shallow engagement. There was also a lack of meaningful connection between artworks and the school’s culture, values, and identity, which limited students’ understanding of how art reflects the school’s history and ethos. Additionally, art learning experiences were often static and one-directional, offering little real-time interaction, feedback, or personalised pathways to support deeper inquiry and reflection. 2.  How had it been experimented and enacted? The approach was experimented and enacted through the design and implementation of an interactive Art Scavenger Hunt powered by...

Department: GCP + IDS + HUM Leaders: Aloysius Foo Members: Norazlina binte Abdul Jalil, Liew Chiat Siang, Woon Hsiao Hui, Clarence Yeo 1.  What was the current need/gap that you were addressing? 1. Lack of breadth and depth in cross-cultural and global learning Students were interacting with Malaysia at a surface level in previous trips. Pre-trip preparation was minimal, leading to missed opportunities for breadth and depth of knowledge and cross-cultural competencies. Pre-trip activities in earlier years were largely logistical; students were not told what to observe as there was no main inquiry question. 2. Limited understanding of Malaysia’s contemporary landscape Students struggled to connect their experiences to bigger issues such as sustainability and Singapore-Malaysia relations. 3. Inconsistent interdisciplinary learning Industrial visits were ad-hoc and not clearly connected to Humanities, Geography, or CCE curriculum. 2.  How had it been experimented and en...

Department: CLC Leaders: Cai Yifei Members: Sun Heyu 1.  What was the current need/gap that you were addressing? The project aimed to address the limited school-wide engagement with bicultural issues and the relatively low awareness of contemporary China, East–West cultural differences, and global current affairs among students. Although BSP scholars had valuable perspectives, there was no consistent and accessible platform for them to share these insights with the broader student body. The gap lay in making bicultural knowledge relevant, appealing, and visible to all students—not just those in the BSP programme. 2.  How had it been experimented and enacted? In 2025, the team implemented five bicultural sharings throughout the year, each lasting 3–4 minutes and delivered by two Secondary 4 BSP scholars. Students selected their own topics—ranging from current affairs to East–West cultural contrasts—and created short, engaging presentations. Compared with the previous year, this...

Department: CCE Leaders: Annie Koh Members: Tye Seck Moy 1.  What was the current need/gap that you were addressing? During the examination period, students experienced heightened stress levels while their usual support structures were disrupted. Students were skipping essential meals (breakfast and lunch) to focus on last-minute studying, missing out on both proper nutrition and food as a source of comfort. Concurrently, the absence of regular classroom lessons meant there were fewer natural opportunities for teachers to provide encouragement or check on student wellbeing, though students could still seek out their teachers individually. This created a gap where students were most vulnerable - dealing with peak stress whilst lacking adequate nutrition and reduced touchpoints for pastoral support - precisely when they needed these resources most. 2.  How had it been experimented and enacted? The initiative was implemented through a student-led approach in partnership...

Department: Chinese Department/Reading Committee Leaders: Tay Soo Eng Members: Qi Yan Ping, Tye Seck Moy, Zhou Jingwen, Juliet Tang Yang Jing and other co-opted members 1.  What was the current need/gap that you were addressing? The current need/gap we were addressing was the general lack of interest and habit in reading Chinese books among students. Many students are not intrinsically motivated to read Chinese texts, resulting in limited exposure to the language outside the classroom. This gap affects both their language proficiency and their long-term appreciation for Chinese culture and literature. 2.  How had it been experimented and enacted? These new initiatives were experimented and enacted through three key approaches: Whole-school morning reading during assembly 南中好读音: We introduced a structured routine where the entire school reads a selected Chinese text together during morning assembly. Texts were chosen to align with current themes such as Total Def...