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: CCE Leaders: Annie Koh Members: Aloysius, Eliza, Delphine Tan 1.  What was the current need/gap that you were addressing? Students view International Friendship Day merely as cultural celebration rather than understanding its strategic importance to Singapore's national interests. They fail to grasp how meaningful international relationships are essential for Singapore's survival as a small nation, requiring active diplomacy, cultural diversity embrace, ASEAN crisis assistance, and global collaboration on issues like climate change. Students also lack awareness of how cross-cultural competencies and global outlook directly impact Singapore's economic growth through international trade, talent movement, and idea exchange, while missing the commemoration's deeper purpose of cultivating friendship, cooperation, and respect that underpin substantive diplomatic and economic partnerships crucial for national prosperity and security. 2.  How had it been experime...

Department: CLC Leaders: Yeo Hwee Yanne Members: Qi Yanping, Sun Heyu, Cao Jinghua, Yang Liu, Ni Qing 1.  What was the current need/gap that you were addressing? Students lacked depth and confidence in oral and essay writing. Inquiry-based learning cycles often exceeded available curriculum time, resulting in uneven progress across classes. Root causes included the need for sustained practice beyond lesson time, varied levels of digital literacy, and inconsistent metacognitive habits. Some students tended to rely on AI for quick answers rather than deeper inquiry, signalling a need for clearer structures and differentiated support to strengthen both engagement and independent learning. 2.  How had it been experimented and enacted? Across the year, the Sec 3 HCL team piloted an AI-integrated learning model to extend learning beyond the classroom and enhance engagement. SLS was used as the central platform and supported by complementary ed-tech tools aligned to differe...

Department: CLC Leaders: Cai Yifei, Ni Qing, Xue Lanfang Members: Zhang Bo, Yeo Hwee Yanne, Yang Liu 1.  What was the current need/gap that you were addressing? The ACC curriculum, which serves all lower secondary students, required a significant update to ensure relevance, coherence, and alignment with evolving pedagogical standards. Previously, the programme was heavily anchored in the SOW without a strong conceptual foundation, resulting in fragmented learning experiences and overlap with other subjects. There was also a need to strengthen interdisciplinary connections, reduce repeated content across levels, and provide a smoother progression towards upper secondary Bicultural Studies. Furthermore, certain components—such as the Secondary 2 micro-film module and translation unit—were not effectively meeting student learning needs and required rethinking. 2.  How had it been experimented and enacted? From late 2024 onwards, the team undertook a comprehensive two-ye...

Department: Infrastructure & Physical Education Department Leaders: Andrew Ong, Thomas Law 1.  What was the current need/gap that you were addressing? In view of the impending loss of venues for PE lessons and CCA sessions at the Boarding School, it is important to look at possible replacement venues within the campus or beyond to address this need. This is to reduce the possible impacts and ensure continuity of school processes, programmes and events. 2.  How had it been experimented and enacted? At the school track, the former pole-vaulting rubberised area has been extended to cater for the high jump mat from Boarding School. At the rooftop hall, reflooring and removal of old cupboards have been done. Additional renovation work has also been looked into to allow the rooftop hall to be converted to a venue for multi-purpose usage (e.g. Judo CCA venue, PE lessons, ad-hoc use). 3.  Which group(s) had benefited? Students (Selected Groups), Students (Entire Coh...

Department/Committee/Team: Accounts Leader(s): Joo Yee & Gina Soh Member(s): Jeslin Wong 1.  What was the current need/gap that you were addressing? The existing process for collecting parental consent for Edusave-related payments and programme participation was manual, paper-based, and time-consuming. Forms had to be printed by parents or accounts staff, physically distributed and collected by form teachers, and manually tracked against class registers. This resulted in delays, incomplete submissions, and added administrative workload for both teachers and accounts staff. There was also a risk of forms being lost or misplaced. These inefficiencies highlighted a clear need for a more streamlined, accurate, and sustainable solution to improve the consent collection process and reduce reliance on hardcopy documentation. 2.  How had it been experimented and enacted? The digital consent collection process was first piloted in 2024 with the Secondary 1 cohort, us...

Department/Committee/Team: Accounts / ICT Leader(s): Gina Soh, Joo Yee Member(s): Chee Yeen, Jeslin, Puey Hoon 1.  What was the current need/gap that you were addressing? A significant amount of manpower is required for collecting orders and cash from staff and students. Handling cash also increases the risk of loss and potential discrepancies. 2.  How had it been experimented and enacted? A website has been developed to facilitate order placement and submission of payment proof via PayNow. Accounts staff will be responsible for verifying each payment against our bank's PayNow transaction records. 3.  Which group(s) had benefited? Students (Entire Cohort), Teaching Staff (Selected Groups) 4.  What was the positive impact? Form Teachers are not required to collect cash from students who have placed their carnival coupon orders and submitted payment via PayNow. i.e. reduce the admin load of form teachers. This approach also reduces the need for cash hand...

Leader(s): Nicole Ning Member(s): Wang Mo, Soi Mui and Michael 1. What was the current need/gap that you were addressing? The current need being addressed is the effective integration of EdTech tools in the art classroom and across various disciplines to enhance teaching and learning experiences. Educators aim to foster reflective, contextual, and collaborative learning that connects students to real-world applications, ultimately improving learning outcomes and creating engaging, personalized experiences. Additionally, there is a gap in providing timely feedback through e-assessment methods, which is essential for continuous improvement. The focus on Active Learning Processes (ALPs) highlights the necessity for students to engage in relevant activities that promote deep understanding and metacognitive reflection. Furthermore, empowering students to take charge of their learning journeys is crucial for cultivating lifelong learning competencies, such as autonomous learning an...

Department/Committee/Team: Chinese Language & Culture Leader(s): Luo Ziwei, Yeo Peck Hong & Cai Yifei Member(s): Pee Kay Yang, Sun Heyu & Yeo Hwee Yanne 1. What was the current need/gap that you were addressing? 1. Chinese Language & Culture Department is the sole department organizing the Bilingual Youth Model United Nations. All councils in the Bilingual Youth Model United Nations helmed by teachers from the Chinese Language & Culture Department. 2. No activities in the Bilingual Youth Model United Nations for student participants to mingle around in an informal setting. 2.  How had it been experimented and enacted? 1. Invited Humanities Department & English Department to organize Bilingual Youth Model United Nations 2024 together. Humanities Department will helm the 4 councils with English as primary working language, as well as the Social Night. English Department will helm the Press Corp Council together with the Chinese Language & Culture Departme...