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Character and Citizenship Education (CCE)

Key Personnel

 

Head of Department : Mdm Mahalakshmi D/O Kalyanam

Senior Teacher CCE : Mdm Sally Lee


Mission 

To equip pupils with the Knowledge, Skills and Values to be Citizens of Good Character.


Vision
SKGians have good character and are active contributors and concerned citizens 


 

 


 

 

 

 

 

CCE Department Programmes

 

  • Values based Assembly / Form Teacher Guidance Period (FTGP)
  • Heart To Heart Programme
  • CCE Lesson
  • NE Programme
  • Values in Action (VIA)
  • Pupil Leadership
  • Reward & Recognition

 

We aim to develop our pupils to be

 

  • Confident persons with a mindset of excellence and integrity.
  • Active team players who can communicate effectively
  • Engaged learners with a passion for learning and a sense of responsibility
  • Concerned citizens who are caring and respectful

 

We are guided by the SKGPS CCE Framework which is based on the belief that education is about developing the child holistically. Centred on the SKGPS vision and mission, this framework focuses on the knowledge, skills and values which we hope to inculcate in our pupils to equip them to be citizens of good character. Our pupil development efforts are guided by three big ideas – Identity, Relationship and Choices. The framework is supported by learning structures for instructional and non-instructional programmes. Eventually, we hope to nurture our pupils holistically so that we are able to achieve the eight CCE learning outcomes (LO) as follows:

 

 
LO 1:

Acquire self-awareness and apply self-management skills to achieve personal well-being and effectiveness

LO 2: 

Act with integrity and make responsible decisions that uphold moral principles

LO 3:

Acquire social awareness and apply interpersonal skills to build and maintain positive relationships based on mutual respect

LO 4: Be resilient and have the ability to turn challenges into opportunities
LO 5:

Take pride in our national identity, have a sense of belonging to Singapore and be committed to the nation building

LO 6: 

Value Singapore’s socio-cultural sensitivity and promote social cohesion and harmony

LO 7:

Care for others and contribute actively to the progress of our community and nation

LO 8:   

Reflect on and respond to community, national and global issues, as an informed and responsible citizen

 

 

Key Programmes

 

 

1. Values-based Assembly / Form Teacher Guidance (FTGProgramme)

 

Anchored on the school’s ICAR2E values, the weekly 1-hour school assembly programme alternates with the FTGP lessons to teach school values, social-emotional competencies and life skills. 

 

 

 
2. Heart-to-Heart Programme
 

The FTGP and Heart-to-Heart programmes optimise opportunities for teachers to build positive relationship with their pupils. It provides quality interaction time for form and co-form teachers to engage in meaningful conversations with their pupils.

 

Form Teachers and Co-Form Teachers conduct one-to-one chit chats with individual pupils to get to know them better. This is a school’s effort to give pupils individual attention and provide a platform for teachers to listen to their pupils’ concerns and needs.

 

3. Character and Citizenship Education (CCE) Lessons

 

CCE lessons focus on developing the moral well-being of our pupils by helping them acquire and live by the values that guide them to make appropriate choices that determine their behaviours and attitudes towards themselves, others and the environment.

 


4. National Education (NE) Programmes

 

 The purpose of National Education is to develop national cohesion, the instinct for survival and confidence in the future by:

 

  • Fostering a sense of identity, pride and self-respect in being Singaporeans;
  • Relating the Singapore story: how Singapore succeeded against odds to become a nation;
  • Understanding Singapore’s unique challenges, constraints and vulnerabilities, which make us different from other countries; and
  • Instilling the core values of our way of life and the will to prevail, all of which ensure our continued success and well-being
 

Head, Heart, Hands Framework

 

 

In our school, we adopt the Head, Heart, Hands Approach for our NE programme which is a holistic approach to National Education.

 

In engaging the “Head”, pupils will be actively involved in their own learning, they should think through issues and arrive at a deeper understanding of the challenges facing Singapore and what it means to be Singaporean.  

 

In engaging the “Heart”, pupils will connect emotionally with the Singapore story; their love for the nation should be the outcome of their appreciating Singapore and having a deeper sense of belonging.

 

In engaging the “Hands”, pupils will have opportunities to give back to society, and realise that everyone has a part to contribute to and create Singapore’s future, and, where possible, to lead in different fields of society.


“Head”, “Heart” and “Hands” will be the focus of engagement at all levels, but with differentiated programmes and activities that are age appropriate.

 

 

NE Commemorative Events

 

The four core NE events that the school commemorates are Total Defence Day, International Friendship Day, Racial Harmony Day and National Day. During these events, the school will organise many interesting, fun and meaningful activities to foster a sense of pride and belonging to our country.

 

Total Defence Day (Term 1)


Total Defence Day marks the British surrender of Singapore to the Japanese during World War II in 1942.  Total Defence Day serves to remind our students that Singapore is defensible and is worth defending, and we ourselves must defend Singapore.


International Friendship Day (Term 2)


International Friendship Day commemorated every year on the third Friday of Term 2. This day is dedicated to the understanding of Singapore’s relations with neighbouring countries and beyond. It aims to alert students towards the geo-political realities inherent in Singapore, as well as nurture in them the spirit of friendship and partnership among different countries and different people.

 

Racial Harmony Day (Term 3) 

The Racial Harmony Day provides a good opportunity for our students to understand and respect the customs and traditions of the different races and religions to coexist peacefully.

 

National Day (Term 3) 

National Day marks our Separation from Malaysia, and our emergence as an independent country in the community of nations. Since 1998, a National Day Ceremony was introduced in schools. This Ceremony aims to bring to the students a greater sense of the historical importance and solemnity of National Day.



TDD.jpg
Total Defence Day
IFD.jpg
International Friendship Day
RHD.jpg
Racial Harmony Day
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National Day





 

5. Values in Action (VIA)                  

 

In our effort to nurture our pupils to become a citizen of good character, the school believes in adopting a whole school approach in the implementation of its Values In Action Programme.

 

Our VIA activities are crafted based on the Bronfenbrenner’s Ecological Theory which focus on self, family, school, society, community, nation and world. Pupils will put values into practice within the context of real-life situations in the family, school, community, nation and the world. Studies have shown that pupils embrace their social roles as they interact with the world around them and act with consideration of the consequences of their actions on themselves and others.

 

VIA activities are organised to cultivate a sense of social responsibility and provide pupils with opportunities to care for one another and the less fortunate as well as the environment. Activities include:

  • Recycling
  • Textbook Donation Drive
  • Food Donation Drive
  • Use Your Hands Campaign
  • Our Classroom Our Responsibility Programme
  • VIA@ Home

 

VIA0.jpg
Food Donation Drive

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Use Your Hands Campaign


 


6.  Student Leadership Programme

 

Student Leadership@SKGP - We Lead, We Serve and We Influence

We believe that every child has inherent leadership qualities and hence can be a leader. These qualities can be unleased as the child blossoms in his/her character development. Thus, the school focuses primarily on a values-based student leadership programme. In addition, the school believes that all student leaders are servant leaders who serve not just the class, the school but also the community-at-large. This is aligned to our student leadership mission “To develop confident leaders, with strength of character who are ready to serve”.

 

In preparing our pupils to be future leaders, a three-prong approach to student leadership development is adopted. The first level, with its broad base, represents personal leadership- Lead Self , the second level represents peer leadership - Serve and Lead Peers , and the third level represents serving and leading at the school level- Lead School. In addition, pupils who have demonstrated good leadership qualities and character are identified for Student Leadership Talent Development Programme.

 

 

 

Student Leaders are exposed to a myriad of discovery experiences through student leadership trainings and on-the-job learnings. These experiences enable them to discover and ignite their inherent leadership qualities as their characters develop over time. With the opportunities and exposure given to the student leaders, we believe that they will develop and distinguish their individual strength and capacity to lead and influence others positively.

 


7. Reward and Recognition


The school recognises and affirm pupils who demonstrate the School ICAR²E Values. Our school has established various awards structures to acknowledge efforts and achievements. The following awards will be given out to deserving pupils who have demonstrated exemplary character and outstanding personal qualities through their behaviours and actions in school.


 

Class Character Award

The objective of this award is to promote teamwork and group responsibility among pupils. The top three classes are awarded certificates of achievement and trophies at the end of each term. The trophies are then kept by the winning class for one term.

 

I CAR²E  Achievement

To promote the school’s ICAR 2 E values of Integrity, Care, Active Teamwork, Respect, Responsibility and Excellence, an achievement card is given to every pupil each semester. Pupils who demonstrate any of the positive behaviours listed in the card would be recognised with a sticker. Pupils who attain the required number of stickers will be presented with a certificate at the end of each semester.

           

Model Pupil Award

The Model Pupil Award is given to one pupil from each class each semester who best role models school values by consistently demonstrating positive behaviour. Form and Co-form teachers will use the model pupil selection criteria to nominate the model pupil of his/her class at the end of each semester.

 

Edusave Character Award (ECHA) & Award for Character Excellence (ACE)

Objectives of ECHA & ACE are to recognize outstanding pupils who are inspiring role model to others.


Nominees for ECHA must be Singaporean while ACE is a school-based award open to all pupils of the school. The EHCA and ACE nominees must have demonstrated good character and values on a consistent basis.


Nominees for the ECHA should fulfil the following criteria:

  • Qualities associated with School Values ( I CAR²E)
  • Civic Responsibility
  • Resilience
  • Leadership Qualities

 

Edusave Awards for Achievement, Good Leadership and Service (EAGELES)

The award is given to all Singaporean pupils from primary 4 onwards who display good leadership, service to community and school or excellence in non-academic activities. 

 

. PAL (Programme for Active Learning)

 
Conducted within curriculum time, PAL modules provide students with broad exposure in four areas — Sports and Games, Outdoor Education, Visual Arts and Performing Arts. By engaging students in these 4 domains, it aims to facilitate the well-rounded development of students in the ­five learning domains (cognitive, moral, social, aesthetics and physical) and help students to develop social emotional competencies. PAL modules are experiential in nature and incorporate learning in a creative, fun, and enjoyable way. Each PAL module is conducted for at least 1.5 hours a week with each module lasting between 8 to 10 weeks. Done through termly rotation of the modules, the students in the lower primary experience learning through fun and discovery in the 4 domains.


9. 
. Sexuality Education Programme (P5 & P6 only) 


Sexuality Education (SEd) in schools aims to help students to understand the physiological, social and emotional changes they experience as they mature, develop healthy and rewarding relationships including those with members of the opposite sex, and make wise, informed and responsible decisions on sexuality matters. SEd is premised on the importance of the family as the basic unit of society. The teaching and learning of SEd is based on respect for the values and beliefs of the different ethnic and religious communities in Singapore on sexuality issues.