IdEas@Work in Nanyang

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: CCE Leaders: Annie Koh Members: CCE Team and Benny Koh (Environment) 1.  What was the current need/gap that you were addressing? The current need we were addressing was the critical gap in students' understanding and engagement with Singapore's Total Defence framework, particularly in preparing the younger generation for an increasingly uncertain security landscape. With students often viewing Total Defence as abstract or irrelevant to their daily lives, there was a pressing requirement to make national defence concepts meaningful and relatable to their experiences as digital natives facing evolving threats from cyber attacks to misinformation campaigns. The programme aimed to transform Total Defence education from passive classroom learning into an engaging, interactive experience that empowers students to recognise their active role in national resilience, ensuring they develop both the awareness and practical skills needed to contribute to Singapore's secur...

Department: CCE  Leaders: Annie Koh Members: Tye Seck Moy, Eliza and co-opted CCE members 1.  What was the current need/gap that you were addressing? The school identified an inclusivity gap in their SAF Day commemoration practices. Previously, only active NSmen teachers received recognition and tokens of appreciation, while past/non-active NSmen teachers were excluded from formal acknowledgment despite their contributions to national service. In 2024, the school addressed this gap by expanding recognition to include all past and present NSmen staff, ensuring comprehensive appreciation for everyone who has served the nation. However, this created a new challenge where no physical tokens could be distributed (due to the larger, mixed group), requiring the school to find alternative meaningful ways to show appreciation - ultimately settling on a collective round of applause from students as the token of recognition. 2.  How had it been experimented and enacted? This ye...

Department: Chinese Department Leaders: Yeo Peck Hong Members: Luo Ziwei, Sun Heyu, Tang Ya Jing, Qi Yan Ping (class observation) 1.  What was the current need/gap that you were addressing? how to guide students to explore topics related to Chinese society and its social evolution by incorporating literary works and simultaneously cultivating core value of harmony, social awareness and critical thinking. 2.  How had it been experimented and enacted? Discussion within group had been conducted to ensure 1) whether to use ancient literary works or contemporary works 2) students' activities and slides of previous literature teaching were shared for reference. Two sessions (1.5hr per session) were conducted and students were guide to understand the literature works as well have discussion of further understanding and analysis related to the social changes and related topics, such as the imperial examination system and issues of talent selection and social mobility, a...

Department: Science Lab Leaders: Racher Lim Members: Siti Suyati, Lena Lim, Jamie Rim and Koh Huey Ling 1.  What was the current need/gap that you were addressing? There was no structure for Science practical examination preparation process in the past. It was unorganized and often time, may miss out critical task e.g like checking of the AVA system in all the exam lab venues before actual day of Science practical exam & Inspection of glassware. To make things better, the team identify that this was the problem so Racher gathered the team members for insights and work to plan and execute the Practical examination. Every cycle of the year, the planning consist of reusing the first draft which was done from the previous year. (Refer to attachment Slide 1 to slide 26 on the Science practical examination guide). 2.  How had it been experimented and enacted? Racher realised that the draft from the previous year revealed a consistent structure in our planning—almo...

Department: Drama team (English Department) Leaders: Kristine Oehlers Members: Jason Tan, Angeline Seet 1.  What was the current need/gap that you were addressing? Every Sec 2 class collaborates on a culminating project together, practicing 21CC skills and nurturing strong school spirit which which stays with them for their remaining years in NYGH. For previous years, this achievement was commemorated by a common class certificate. The certificate served as a record of contributions within the class, organised by production roles. 2.  How had it been experimented and enacted? We polled Sec 3 and 4 students to find out about how they value and use the Dramafest certificate. We decided to use the class posters to differentiate the designs. By making use of the reverse side, we incorporated the functionality of an "Autographs" page, for students to express their gratitude for one another. 3.  Which group(s) had benefited? Students (Entire Cohort) 4.  What...

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...