IdEas@Work in Nanyang

Contributed by  Yeo Peck Hong, Nur'Hanim Bte Mohamed, Boon Peck Chi, Ni Qing, Norazlina Binte Abdul Jalil, Tang Ya Jing Juliet What was the current need/gap that you were addressing? Although the CCL Committee is able to activate ABOM1s in organizing CCL activities, there was a lack of structured allocation of ABOM1s into organizing teams to ensure that all ABOM1s were given equal opportunities to develop their leadership qualities through leading an organizing team or being a member of the organizing team. How had it been experimented and enacted? 1) Secondary 1-4 ABOM1s were asked to sign up for at least 2 out of the 9 CCL activities organized by the CCL Committee. The ABOM1s were informed of the nature & expected date of the activities, so that they were able to make informed choices. 2) I will look through the ABOM1s’ choices and allocate them into 2 organizing teams according to their choices. 3) Within the ABOM1s allocated to the organizing teams, 2 ABOM1s (usually Second

Contributed by  Yeo Peck Hong, Luo Ziwei What was the current need/gap that you were addressing? 1) The teachers-in-charge of the various Chinese cultural activities in the Chinese Department need to request for student leaders from the Student Leadership Boards to help in organizing the activities. 2) Sometimes, the Student Leadership Boards were not able to provide student leaders to help in organizing Chinese cultural activities for the Chinese Department. In such cases, the teachers-in-charge of the various Chinese cultural activities will need to look for student helpers on their own. 3) There wasn’t a structured framework in developing the leadership qualities in the BSP scholars. How had it been experimented and enacted? 1) Secondary 3 & 4 BSP scholars were asked to sign up for at least 2 out of the 9 Chinese cultural activities organized by the Chinese Department (农历新年嘉年华、母语双周、华文大比拼、中一文化营暨包粽子活动、小学双文化营、译彩纷呈、中秋节、青少年双语模拟联合国培训、全校双文化阅读计划). The scholars were informed of the natur

Contributed by  Xue Lanfang & Foo Soo Ling, Henry Low, Wong Ying Tyng, Calvin Lee, Ong Shu Wen What was the current need/gap that you were addressing? There could be more interaction and collaboration between students studying Chinese and English Literature. With the common passion for literature, students can come together to learn from one another and in the process enhance their bilingual competencies. In addition, the number of students taking Literature at Upper Sec could be increased, hence this is a platform to enable Lower Sec students to appreciate literature and pique their interest in Literature. How had it been experimented and enacted? The Bilingual Literature Camp was themed "Beyond Languages?" The camp focused on translation and transcreation of literary works, as well as enhancing creative writing skills through drama. It was held on 24 - 25 Oct. The camp was held over 2 afternoons, from 1.30pm -5.00pm. 1) Participants The participants included 1) Lower Se

Contributed by  Deline Victoria Soh and Ong Lee Hua, Lingyun, Gek Hoon, Lydia, Gloria, Pei Lin, Karen Kang, and Hu Bei What was the current need/gap that you were addressing? In-person Open House was put on hold for a few years because of Covid. How had it been experimented and enacted? We wanted to plan a vibrant and inclusive Open House for prospective students and parents, and we also wanted it to be a platform to nurture student leadership in our students and build their confidence, and it is also a platform to engage partners such as PSG and Bukit Timah NPP. Which group(s) had benefited? Students (Entire Cohort), All Teaching Staff, Others What was the positive impact? 1. The Student Leadership Team introduced a QR code system for school tour so that visitors can stop at various stops and still get the complete audio tour and walk at their own pace. Hence we harnessed technology to make the visit more seamless for visitors - they can stop to ask questions at various booths, unlike

Contributed by  Zhang Bo, Chen Hsuan Chieh, Chiang Chee Yeen What was the current need/gap that you were addressing? Currently, the Chinese department uses Microsoft PowerPoint slides for the school's Higher Chinese Oral examination to create an environment that mimics the actual GCE O-Level Higher Chinese Oral examination format. The group suggested to convert the Microsoft PowerPoint slides into HTML version. How had it been experimented and enacted? The HTML portal was used in 2023 by Sec 3 & 4 students during the school's Higher Chinese Oral examination. Which group(s) had benefited? Sec 3 & 4 Students (Entire Cohort) and future Upper Sec students What was the positive impact? The HTML portal could be deployed on all school notebooks, not just on notebooks that have Microsoft PowerPoint installed. Students will be familiarised with the actual GCE O-Level Higher Chinese Oral examination format. Minimal effort is required to update the exam contents in the portal.

Contributed by Calvin Lee, Vicky What was the current need/gap that you were addressing? While our library has an amazing collection of books, we do not have a reading programme at NYGH. There are a lot of avid readers but no programme to tap into the interests of the students and staff. How had it been experimented and enacted? We started the Book Nook to widen the reading diet of the students and staff. They are theme and we giveaway books. Some authors we featured are Toni Morrison and Virginia Woolf. We also have started organising quizzes and writing competitions. Now, we have a team of students working with both of us. It is still sustainable as we have many books that have been donated by the staff, Which group(s) had benefited? Students (Entire Cohort), All Teaching Staff, All Non-Teaching Staff What was the positive impact? We have students who are volunteering their time to review books and plan quizzes. The books offered are mostly snapped up within a day. There seems to be

Contributed by  ZHANG RONGHUA，Tang Yajing Juliet, Tay Soo Eng, Tye Seck Moy, Yeo Hwee Yanne, Hu Bei, Wen Di What was the current need/gap that you were addressing? Currently, the school organizes Chinese book reading based on grade levels, offering different reading guidance for each grade. However, there is a lack of reading interaction among students from different grades. The reading experiences of higher-grade students are not effectively shared with lower-grade students, and in turn, the lower-grade students are unable to provide feedback to the higher-grade students. This results in an isolation of reading between lower and higher-grade students. How had it been experimented and enacted? 1. In 2022, we organized the Sec 3 students of that year to share their reading experiences based on their exploration of Chinese books. Using methods such as bookmarks, handwritten letters, typed letters, book lists, posters, and more, they created a reading sharing project. 2. At the beginning

Contributed by  ZHANG RONGHUA What was the current need/gap that you were addressing? The existing school open classrooms are based on face-to-face teaching. Apart from the advantages, we can identify several drawbacks to this approach: 1. There is a limit to the number of teachers who can attend the class due to limited classroom space; 2. Class scheduling conflicts with teachers' timetables, preventing willing teachers from attending; 3. It's not possible to review the classroom teaching process, and feedback and communication can only rely on memory. How had it been experimented and enacted? I'm attempting to open up the classroom by recording and sharing instructional videos, aiming for a more effective way of sharing. 1. Explanation of sharing classroom content 2. Recording: (1) Tools: Phone, tripod (2) Objective: Primarily to showcase teaching content and process, understanding the teacher's teaching approach (3) Footage: Focused on the whiteboard and teacher, exc

Contributed by  Ang Joo Liak Due to time and content constraints, there is limited infusion of CCE in subject-based curriculum lessons. What was the current need/gap that you were addressing? 1. I curate suitable inspirational news articles and videos and email these directly to my subject classes. 2. These news articles and videos include: a. stories with some relevance to applications of physics, technology or the environment; b. stories of personal challenges, courage, personal beliefs, resilience c. stories involving female role models of all ages - The emails have URLs which are shown at http://johnlittle.pbworks.com/w/page/142735233/inspirations2 - The emails have been downloaded as PDF in this drive URL shown below. - A sample email is attached. How had it been experimented and enacted? Students (Selected Groups) Which group(s) had benefited? From the small sample of responses to my survey, 1. The stories of courage have inspired my students to be stronger when facing their pers

Contributed by Li Xiaohui, Chua Mei Hong, Henry Low, Karen Kang, Wong Poh Yee, Wong Lee Fui, Pee Kay Yang What was the current need/gap that you were addressing? Misbehaviour is primarily an offence against relationships. We believe that to effectively resolve issues related to student discipline and conflicts, we need to provide a safe space for the affected parties to come together to hear from one another. RP is an approach to address harm and restore the relationships. Which group(s) had benefited? Students (Selected Groups), Teaching Staff (Selected Groups) What was the positive impact? We have used RP circle time to address a number of discipline cases arising from conflicts among students as well as between students and teachers. RP has given affected parties the space to hear from one another, to build greater understanding and empathy. We have observed students coming forth to apologize to one another and expressing commitment to want to re-build the relationships. What is a f