Academic

Curriculum Overview

 The NYGH Integrated Programme aims to:

  1. Nurture Reflective, Responsive, Responsible (3R) Learners: students who are critical and creative thinkers who will respond with empathy to the world around them and seek to play an active role as a respected member of society
  2. Provide a more challenging curriculum for higher ability students
  3. Set a strong foundation for student success at the 'A' levels in year 6

These 3 elements are captured visually in the spiral with the 3Rs at the heart of the curricular framework to emphasise our aim of providing a holistic education. Spiraling outwards is the core curriculum, supported by enrichment programmes to stretch the students, establishing the knowledge, skills and attitude necessary for success at the “A” levels in Year 6. 

 

The spiral also illustrates a broad-based lower secondary education, comprising compulsory core subjects, examinable (see diagram below) and non-examinable (e.g., Physical Education, Speech and Drama, Infocomm Technology). The lower secondary basics are revisited and built upon in-depth at upper secondary which also allows for investigation in areas of interest. Our girls will proceed to our partner school, Hwa Chong Institution, for a consolidation of knowledge before they sit for the GCE A-Level Examinations. The medium of instruction throughout the 6 years is English Language.


Core Subjects (examinable)

 

 

Supporting the formal curriculum is a comprehensive range of enrichment activities that stretch the potential of our students, such as fortnightly Special Interest Lectures, termly Sabbaticals, the Secondary 2 Boarding School Experience and the Global Classroom Programme.

Students may also be selected/identified for 3R+ Talent Development Programme.

As the school shares the National Youth Achievement Award (NYAA) vision of developing our students into resilient, self-reliant and responsible individuals, all upper secondary IP students are expected to strive towards a NYAA bronze award. (See details at http://www.nyaa.org/)


ASSESSMENT POLICY

Assessment in NYGH is integral to all teaching and learning.  Assessment exists primarily to support and encourage student learning by enabling teachers and students to gather and analyse the extent to which desired knowledge, understanding, skills and attitudes are effectively taught, learnt and demonstrated.  This is done through three broad categories of assessment types: Assessment for Learning; Assessment as Learning and Assessment of Learning.  

Assessment in NYGH seeks to

  1. Give feedback to the student regarding her academic performance  in relation to the objectives for that subject
  2. Provide valid and reliable reports of the student’s achievement to her parents and other stakeholders.

 

  SEM*1 SEM*2
Weighting (Sec 1) 40% (CA1) 30% (CA2) 30%(SA)
Nature
  • Authentic Tasks
  • Assignments
  • Quizzes
  • Alternative Assessments
  • Authentic Tasks
  • Assignments
  • Quizzes
  • Alternative Assessments
  • Exams
  SEM*1 SEM*2
Weighting (Sec 2) 40% (CA1) 20% (CA2) 40%(SA)
Nature
  • Authentic Tasks
  • Assignments
  • Quizzes
  • Alternative Assessments
  • Exams
  • Authentic Tasks
  • Assignments
  • Quizzes
  • Alternative Assessments
  • Exams
  SEM*1 SEM*2
Weighting (Sec 3) 10% (CA1) 20% (SA1) 10% (CA2) 60% (SA2)
Nature
  • Authentic Tasks
  • Assignments
  • Quizzes
  • Alternative Assessments
  • Exams
  SEM*1 SEM*2
Weighting (Sec 4) 10% (CA1) 10% (SA1) 10% (CA2) 70% (SA2)
Nature
  • Authentic Tasks
  • Assignments
  • Quizzes
  • Alternative Assessments
  • Exams

 

*CA (Continual Assessment), SA (Summative Assessment), SEM (Semester)

In line with global trend and the school’s emphasis on a balanced education, assessment includes modes other than formal tests and year-end exams. Students are encouraged to take responsibility for their own learning with the introduction of Student-Initiated Assignment (SIA). They will undertake authentic tasks that will provide them with opportunities to integrate and apply classroom learning to the real world. SIAs will not only provide a more accurate measurement of the learning we value in students, they also help to bring about such learning. In other words, they are assessments of as well as assessments for learning. The use of concrete, familiar situations with a real life dimension will engage learners more effectively.  It helps them to develop an understanding and a flexibility of thought which they can transfer to new and different settings.

To help learning become more coherent and holistic, students are encouraged to draw upon knowledge acquired from different subjects to help them complete the tasks.

Assessment for these tasks includes peer evaluation and student reflection.