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Home > Accolades > SEA & BPA

SEA & BPA

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The founding principles of Nanyang Primary School (NYPS) where pupils are the focus steer the strategic directions of the school. The school vision to raise generations of eminent leaders envisions the holistic development of our pupils across the six domains. As its mission, the school provides an education which will prepare our pupils beyond academic excellence: where pupils will have bi-cultural learning experiences that see to their development in character and as concerned and contributing citizens of the nation and the world. The school has delineated the following strategic directions in alignment to its vision and mission:Holistic Pupil Development. The school seeks to develop our pupils to be well-rounded persons with peaks of excellence and possess a global outlook and network whilst staying connected to the school with a strong Nanyang spirit and identity. As encapsulated in the NYPS Holistic Development Framework (HDF), the Heart, Head and Hands (3H) approach for the implementation of the pupil-centric and values-driven co-curricular programme (CCP) provides scaffolding and varied learning experiences for the progressive development of our pupils across the cognitive, physical, aesthetics, social, moral and leadership domains. For example, our pupils have benefitted from the inculcation of values and thinking skills through their participation in the NYPS Enriched Programme and school-based packages for pupils’ development such as the Dizigui curriculum and the Junior Achievement Award (JAA). A key strategy to ensure cross functional integration in the development and evaluation of pupils’ well-being programmes is the formation of the Co-Curriculum Leaders and Pupils-Matters Leaders supra committees which are chaired by school leaders. The school remains focused in its efforts in providing holistic education, care and concern for our pupils.Curriculum Innovation. The belief in building on our school’s rich Chinese traditions and values while keeping pace with the acquisition of the 21st century skills and competencies underscores curriculum innovation in the school which looks into the holistic development of our pupils. The school’s curriculum department looks into the design, implementation and evaluation of a Nanyang curriculum which provides our pupils with opportunities to varied learning experiences that ensure their progressive development to be citizens of the future and growth as a bicultural individual. The key leverage for the holistic development of our pupils is differentiation which caters to different learning needs of pupils. For example, there are customised pull-out programmes for pupils who need more support across subjects as well as customised programmes emphasizing the teaching of higher-order thinking skills (HOT) for high progress pupils. From P4 onwards, the top 2% to 5% of the national cohort of Primary 3 pupils in our school are placed in the school-based META programme where they are stretched at various domains with in-depth learning of the IP subjects and community projects.Staff Professional Development. As a strategic direction, staff professional development drives the school towards achieving our value proposition of ‘Personal Enrichment and Growth’ as well as ‘Forefront in Education’. Staff engagement for their holistic well-being and the building of a staff culture which is of mutual respect, support and trust are fundamental to staff professional development. Staff well-being in the school is guided by the principle of ‘People are Important, Together We can Make a Difference’. It is in the philosophy of our HR plan that effective teachers are life-long learners and that professional development is an on-going process of refining skills, inquiring into practice and developing our people to be part of a larger community of learners and leaders. The staff management processes are governed by the Staff Development Framework where we provide a positive working environment anchored on the 3H@NYPS, namely Heads, Heart and Hands, to support and celebrate staff success. Teaching staff is given time and resources for curriculum innovation, pedagogical improvements, research and sharing within and beyond the school so as to enhance the quality of teaching and learning. The school seeks to make continual improvement in the engagement of staff for holistic staff well-being.Strategic Partnership. Holistic pupil development underscores our efforts to forge strategic partnership with our various stakeholders. Partnership is one of the key resources for the successful deployment of the school’s 3E (Experience, Enrich and Excel) Total Development approach which ensures pupils’ exposure to varied learning experiences and progressive development across the various domains.

The school is actively promoting the sharing culture within and beyond the school, with the teaching fraternity and overseas visitors. The annual Nanyang Conference, for example, is a key platform to cascade innovations and learning to staff. Constantly, the school looks for sharing platforms to forge a stronger sharing culture in the school and within the fraternity.

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Staff Well-Being in Nanyang Primary School (NYPS) is guided by the principle of ‘People are Important, Together We can Make a Difference’. It is in the philosophy of our HR plan that effective teachers are life-long learners and that professional development is an on-going process of refining skills, inquiring into practice and developing our people to be part of a larger community of learners and leaders. To achieve our goals for HR Development, we provide a positive working environment anchored on 3H@NYPS, namely Heads, Heart and Hands, and develop an environment that supports and celebrates success. Mutual respect and trust is a key cornerstone in maintaining a positive working culture and environment in NYPS. The provision of a supportive and challenging work environment to support our people’s personal and career aspirations underscores our staff development and retention policy. Resources are allocated to ensure that staff workload is aligned to the school’s priorities as well as meet personal needs.The overall staff resource planning is anchored on the Staff Development Framework aligned to PDS and the Staff Resource Plan which encapsulates deployment, key responsibility matrix, leadership and growth, succession planning, staff resource projection. Together with these, the HR Guide, Innovation Framework and Staff Health and Satisfaction Framework guide planning of programmes and activities to achieve holistic staff well-being. Teaching staff is given time and resources for curriculum development, pedagogical improvements, research and learning that enhance the quality of teaching and learning through PLC.A strong sharing culture within and beyond the school, with the teaching fraternity and overseas visitors, is evident. The annual Nanyang Conference, for example, is a key platform for innovations and learning to cascade to staff. The school seeks to make continual improvement in the engagement of staff for holistic staff well-being.

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Nanyang Primary School (NYPS) seeks to develop our pupils to be well-rounded persons with peaks of excellence and possess a global outlook and network whilst staying connected to the school with a strong Nanyang spirit and identity. As encapsulated in the NYPS Holistic Development Framework (HDF), the Heart, Head and Hands (3H) approach for the implementation of the pupil-centric and values-driven co-curricular programme (CCP) provides scaffolding for the holistic development of our pupils across the cognitive, physical, aesthetics, social, moral and leadership domains. Delivery of the CCP is supported by frameworks as well as the Junior Achievement Award (JAA) initiative, comprising components on community service, outdoor adventure, internationalisation, family and skills acquisition. In tandem with strategic partnership with our stakeholders, the 3E (Experience, Enrich and Excel) Total Development approach ensures pupils’ exposure to varied learning experiences and progressive development in various domains. For example, our pupils have benefitted from the inculcation of values and thinking skills through their participation in the NYPS Enriched Programme which includes the school’s niche programmes, Values in Dance and Developing Thinking Skills through Mindsports. School-based packages for pupils’ development such as the Dizigui curriculum and the JAA place emphasis on the internalisation of learning and values by our pupils. A key strategy to ensure integration and collaboration for the development and evaluation of the programmes for pupils’ well-being across the school is the formation of the Co-Curriculum Leaders and Pupils-Matters Leaders supra committees.The school’s continual efforts in providing holistic education, care and concern for our pupils are affirmed with our achievement of the Student All Round Development BPA.

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The belief in building on our school’s rich traditions while keeping pace with the future underscores the Nanyang curriculum for teaching and learning in Nanyang Primary School (NYPS). With a focus on the acquisition of the 21st Century skills and the competencies from the Moral, Cognitive, Social, Physical, Aesthetics and Leadership domains whilst emphasising the grounding of pupils in our rich Chinese history and values, the Nanyang curriculum looks into the holistic development of our pupils. The design, implementation and evaluation of the Nanyang curriculum which is pupil-centric and values-driven are guided by our Holistic Development Framework (HDF). To develop our pupils holistically, the school leverages on the Heart, Head and Hands (3H) approach where each department, with different methodologies and integration of learning, seeks to provide opportunities for pupils to learn values (Heart), content (Head) and skills (Hands) in the six domains. The use of the 3E (Experience, Enrich and Excel) total development approach in tandem with strategic partnership with various stakeholders provide our pupils with opportunities to varied learning experiences that ensure their progressive development. In addition, in tandem with the SAP status of the school, curriculum innovations are designed to grow the bicultural individual.Holistic development of our pupils is supported through differentiation so as to cater to different learning needs. For example, there are customised pull-out programmes for pupils who need more support across subjects as well as customised programmes emphasising the teaching of higher-order thinking skills (HOT) for high progress pupils. From P4 onwards, the top 2% to 5% of the national cohort of Primary 3 pupils in our school are placed in the school-based META programme where they are stretched at various domains with in-depth learning of the IP subjects and community projects. The desired outcomes of the Nanyang curriculum are evident in the consistent performance of our pupils in various domains, both locally and internationally.

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