What’s in My Backyard? 2025
Over the years, our students have actively contributed to the well-being of the local community, engaging in meaningful service that extends beyond the classroom. As part of Learning Journeys (LJ) Week, our Year 1s were introduced to Service-Learning through the What’s in My Backyard initiative—a programme designed to deepen their understanding of the community, particularly the elderly, and to nurture a sense of empathy and responsibility as active citizens.
Our girls had the invaluable opportunity to interact with residents across various neighbourhoods, including Braddell-Toa Payoh, Commonwealth, Tanglin Halt, Margaret Drive, and Marsiling. Working in partnership with long-standing community organisations such as:
Through hands-on activities, the girls contributed in various ways, including home cleaning for seniors to improve their living conditions, and engaging them through mini carnivals and arts and crafts sessions. Many students reflected on how meaningful it was to interact with the elderly—initial nerves gave way to heartfelt conversations, and they came away moved by the warmth and resilience of the seniors. Some expressed a new appreciation for how small acts of kindness could bring comfort and joy to others.
We were also heartened by the involvement of our parent volunteers, who played a vital role in chaperoning and supporting the students. Many parents joined in the home cleaning efforts, working alongside their children to uplift the lives of seniors in the community. These intergenerational efforts created shared moments of service and strengthened community bonds.
Back on campus, the girls shifted their focus to acknowledging the contributions of another often-unsung group— the school’s own cleaning staff. By stepping into their shoes and taking on daily cleaning duties—tidying classrooms, the library, school canteen, and even toilets—students were challenged to reflect on the labour that goes into creating a clean and safe school environment. For many, this was a moment of realisation. Several shared how physically tiring the tasks were and how it gave them newfound respect for the dedication of the school’s support staff.
These experiences serve as an early and impactful stepping stone in our students’ journey towards becoming Daughters of a Better Age—young individuals committed to uplifting others with empathy, purpose, and a heart for the community.