Northland Primary School

The school’s desired outcomes are to develop pupils in 6 domains—cognitive, social and moral, leadership, morale, aesthetics and physical—in alignment with MOE’s C2015 outcomes of developing confident persons, self-directed learners, concerned citizens and active contributors. The school aspires to have a synergistic and win-win relationship with our parents, Alumni, SAC, community and industrial partners, and overseas organisations who are able to complement and enhance the school’s efforts in providing a holistic education.

Partnership projects are developed based on the needs of pupils and the evaluation of the benefits to both pupils and partners. ChamPS, the parent support group, works closely with teachers to develop such programmes. For example, a review of the pupil needs in 2009 showed a rise in the number of ‘latch-key kids’ who have little parental supervision at home. ChamPS then initiated an after-school programme to teach these pupils lifeskills so as to develop their self-esteem, social skills and independence. Parents benefited from this programme as they were assured that their children were safe and that they were meaningfully engaged in school.

Alumni members support the school’s strategic directions. For example, Alumni members studying at SMU started the “Smart Saver” programme to teach financial literacy to pupils to help achieve the school’s desired outcomes of “sound character” under the Social and Moral domain.

Students picking up litter at the NParks Adopt a Park community project

SAC members provide invaluable advice on strategic projects, and also support pupils with financial difficulties by “adopting” them and, in doing so, model the school value of Compassion. Community partners also value-add to pupils’ learning such as the “Adopt the Park” project initiated with NParks. Our pupils help to keep the nearby Yishun Park clean and also complete art pieces depicting what they see in the park. The end products are then displayed for public viewing. The officers from NParks, in turn, share with pupils the key features of the park and the need to be environmentally friendly.

The school has also established partnerships with overseas schools, and these links develop in pupils a sense of global outlook while strengthening their national identity.

The quality of partnership and how it impacts pupils’ outcomes are crucial in the school’s evaluation of the partnership programme. Partners are recognised through the “Friends of Northland” Award, and systemic reviews are conducted to assess objectives and processes. Strategic plans have also been revised to ensure the realisation of the desired outcomes. For example, a review in 2009 revealed a need to provide greater support for teachers of pupils with special needs like autism and ADHD. After this review, teachers initiated a long-term partnership programme with The Rainbow Centre where teachers from the Centre conduct co-teaching, sharing of resources and expertise with our AED (LBS) and teachers, while the pupils from the Centre undergo an Immersion Programme in the school.

Going forward, the school will actively source for and negotiate with partners who have the expertise and specialised knowledge to provide our pupils with powerful authentic learning.