IdEas@Work in Nanyang

Contributed by Phua-Tan Gek Hoon, Lim Guat Ha, Gloria Teng 1. What was the current need/gap that you were addressing? In 2022, shortlisted candidates were required to attend a pen and paper selection test. Within time constraints, the candidates were required to complete a 500-word written response to a picture prompt. Gaps: - Candidates had to manage anxiety which comes along with timed assessment. - Resources were needed to set up the pen and paper selection test. - Candidates were reponding to a common prompt, which may not be a community which they are familiar or passionate about in their service learning experience. 2. How had it been experimented and enacted? The team recognized the relevance of a selection process, to shortlist deserving students for the interview process. We continued with having a selection round, but modification was made to the process. Shortlisted candidates were invited to submit a Personal Statement, which they will submit by a designated date and time

Contributed by Phua-Tan Gek Hoon, Sabrina Bte Emil, Trina Chang 1. What was the current need/gap that you were addressing? 1. Promote physical fitness, healthy living and inter-school spirit. 2. Allow for engagement for the Sec 3 students through meaning interaction. 3. Encourage bonding between Hwa Chong Institution (HCI) and Nanyang Girls’ High School (NYGH). 2. How had it been experimented and enacted? The Sec 3 Carnival was made of the following key events. • Dance Booth – Students keen to perform are invited to sign up either individually or as a group to perform. There is space for supporters to gather around to cheer for their peers performing. • Sports Booths, comprising of Badmintion and Captain’s Ball. Interested students form teams and signed up for matches to play against other teams. • Carnival Booths are set up to allow students to participate in non-competitive sports. Some of the carnival games include basketball shooting into hoops, blowing of balloons, flying of pap

Contributed by Mrs Phua-Tan Gek Hoon, Mr Louis Puah, Ms Gloria Teng 1. What was the current need/gap that you were addressing? DSA Service Leadership needed a refreshed curriculum that could include more hands-on learning experiences after covid. 2. How had it been experimented and enacted? The teachers met up to discuss and work out a curriculum plan that was based on the stages of Design Thinking. Throughout the year, the students learnt empathy from live interviews, guest speaker from a social enterprise, learning journey to a neighbourhood led by a tour guide from a challenging background and worked on group projects to identify needs in society that they could address. 3. Which group(s) had benefited? Students (Selected Groups), Teaching Staff (Selected Groups), Non-Teaching Staff (Selected Groups) 4. What was the positive impact? Students learnt to empathise more and identify needs in their community and what they could do to address them. 5. What is a future need that this

Contributed by Ms Siau Fong Fui, Ms Theodora Huang, Ms Gloria Teng, Wong Yee Jia, Cathleen Ong, Tasha Rahardja 1. What was the current need/gap that you were addressing? Performances for school events usually have to go through auditions and selections. We wanted to have a platform where anyone can step up and perform if they want to. Also, it has been years since the school gathered around an informal performance in the canteen. We wanted to bring this experience back. 2. How had it been experimented and enacted? Stage 1: We got a professional busker to come in to perform for the school in the canteen. Stage 2: We asked for students to volunteer to perform. They performed at various venues on 19/5 morning. We prepared cards and stickers where the audience could write well wishes and encouragements for the performers. Videos and pictures of the performances were taken and made into a montage that was uploaded to Instagram. 3. Which group(s) had benefited? Students (Entire Cohort), A

Contributed by Trina, Alex, Heyu, Irene, Gek Hoon, Gloria 1. What was the current need/gap that you were addressing? Some students found it difficult to ask for a sanitary pad when they have forgotten to bring theirs or when their period is early. Project Paddyfield is a project that aims to make sanitary pads accessible to students when they need it. 2. How had it been experimented and enacted? There was a trial that took place for 2 weeks from 31 July in 3 toilets in which each toilet was stocked up with about 20 pads. In order for students to demonstrate care for one another and to ensure sustainability of the project, the project was based on a 'take one leave one' policy in which students who have taken a pad for use were encouraged to return a clean one to the box in the toilet. A morning announcement and a follow up email was sent to students with regard to the project. 3. Which group(s) had benefited? Students (Entire Cohort) 4. What was the positive impact? A surve

Contributed by Andy Ang and Mr Thng 1. What was the current need/gap that you were addressing? The M/F toilets conventional light fitting installed for initial day till today is already more than 5 years, the current situation is the light tube is keep on burn off, the new tube also burn off even after the replacement , this will cause very inconvenience to uses who is using the toilet , the impact to infrastructure team is that again and again received the feedback from cleaner or staff the light tube again burn off . The current total no’s light fitting at ISH & PAC is 107 and is also not the energy saving type, the existing light power consuming is 18w x2 = 36w per each. The condition is consider wasted of energy and included manpower to replace the light tube. 2. How had it been experimented and enacted? The solution to eliminate out the keep on complaint feedback and man hour down time, we decided to implement the conventional light fitting to LED recess down light fitting,

Contributed by Lim Mei Hong, school counsellors and year heads 1. What was the current need/gap that you were addressing? Referrals were made in hard copies so data entry was required. Data could be wrongly transferred and the hard copies needed to be filed. As different counsellors took different clients, there was no consolidated list of clients. Sometimes students did not need immediate intervention but this allows a referral to be lodged and different parties to monitor. So a referral could be attended to by a Year Head or the FT. 2. How had it been experimented and enacted? The form was rolled out and the system rolled out provided good support to counsellors and Year Heads monitoring the well-being of the student. 3. Which group(s) had benefited? Students (Entire Cohort), All Teaching Staff, Non-Teaching Staff (Selected Groups) 4. What was the positive impact? The data could be sorted and trends could be reported. There were no longer errors due to mistakes in data entry. 5.