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Primary

Implementation starting from 2014

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“Our education system must… nurture Singapore citizens of good character, so that everyone has the moral resolve to withstand an uncertain future, and a strong sense of responsibility to contribute to the success of Singapore and the well-being of fellow Singaporeans.”

Mr Heng Swee Keat, Minister for Education

ISBN: 978-981-07-4289-8

CONTENTSChapter Page

Introduction UnderstandingCharacterandCitizenshipEducation 1

CoreValues 2

SocialandEmotionalCompetencies 3

SkillsrelatedtoCitizenshipCompetencies 4

LearningOutcomes 5

ComponentsinCCEandCurriculumTime 6

GuidingPrinciplesinDevelopingtheCCESyllabus 8

GuidingPrinciplesinTeachingandLearningCCE 9

Content ThreeBigIdeas 10

KeyUnderstandingsandKeyQuestions 11

CCESyllabusContentforPrimaryLevels 13

Pedagogy 29

Assessment 31

Annexes 33

Annex A: A Mapping of CCE Values With Our Shared Values,

Singapore Family Values, Singapore 21 Vision And National Education Message

Annex B: Child Development Theories and Applications for the CCE Syllabus

GlossaryofTerms 42

References 43

Acknowledgements 45

1

Figure 1: Framework for 21st Century Competencies and Student Outcomes

Understanding Character and Citizenship Education

CharacterandCitizenshipEducation(CCE)hasalwaysbeenattheheartofSingapore’seducationsystem.InCCE,ourstudentslearntoberesponsibletofamilyandcommunity;andunderstandtheirrolesinshapingthefutureofournation.Theemergingtrendsandglobaldevelopmentsthatimpactoursociety,suchassocietalchanges,globalisationandtechnologicaladvancementsaretakenintoconsiderationinthedevelopmentoftheCCEcurriculum.

ThegoalofCCEistoinculcatevaluesandbuildcompetenciesinourstudentstodevelopthemtobegoodindividuals and useful citizens. Since 1959, various key programmes have been introduced to inculcatevalues,habits,competenciesandskillsinourstudents.SomeoftheseprogrammesincludeCivicsandMoralEducation (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), andlearningexperiencesuchasCo-CurricularActivities(CCA).

ThenewCCEcurriculumshiftsourfocusfromprogrammestoacommonpurpose.ThedesiredoutcomesofCCEarealignedtoourKeyStageOutcomes(KSOs)andDesiredOutcomesofEducation(DOE).

CCE is central to the Framework for 21st Century Competencies and Student Outcomes (Figure 1). Itemphasisestheinterconnectednessofthecorevalues,socialandemotionalcompetenciesandcivicliteracy,globalawarenessandcross-culturalskillsthatarecriticalforcharacterandcitizenshipdevelopmentofourstudents.

Confi

dent P

erson

Civic Literacy, Global Awareness and Cross-cultural Skills

Com

mun

icatio

n, C

olla

boratio

n an

d Info

rmation Skills

Critical and Inventive Thinking

Self-directed Learner

Concerned CitizenActive Contri

butor

Self-Awareness

ResponsibleDecision-Making

Self-Management

SocialAwareness

RelationshipManagement

Core values

Social and Emotional Competencies – skills, knowledge and dispositions that enable students to • Manage self and relationships

effectively • Make responsible decisions

Skills related to Citizenship that enable students to:

• Function effectively as active citizens • Stay rooted to Singapore

Core Values

• Foundation of character • Provide compass for behaviour

2

Core Values

Thecorevalues (Respect,Responsibility,Resilience, Integrity,Care and Harmony) are fundamental for a person of goodcharacterandausefulcitizenofSingapore.Theyguidestudentsto discern between right and wrong, help them to makeresponsiblechoicesandbecomemoreawareoftheirrolesinsociety.Thecorevalues(Figure2)arederivedfromOurSharedValues,theSingaporeFamilyValues,Singapore21VisionandtheNationalEducationmessages(refertoAnnexA).

Figure 2: Core Values

Confi

dent P

erson


Com

mun

icatio

n, C

olla

boratio

n an

d Info

rmation Skills



Concerned Citizen Active Contribu

tor

Self-Awareness


Self-Management

SocialAwareness


Core values

ResponsibilityA person who is responsible recognisesthat he has a duty to himself, his family,community,nationand theworld, and fulfilshisresponsibilitieswithloveandcommitment.

IntegrityA person of integrity upholds ethicalprinciples and has the moral courage tostandupforwhatisright.

CareApersonwhoiscaringactswithkindnessandcompassion.Hecontributestothebettermentofthecommunityandtheworld.

ResilienceApersonwhoisresilienthasemotionalstrengthand perseveres in the face of challenges. Hemanifestscourage,optimism,adaptabilityandresourcefulness.

HarmonyApersonwhovaluesharmonyseeksinnerhappiness and promotes social cohesion.Heappreciatestheunityanddiversityofamulti-culturalsociety.

RespectA person demonstrates respect when hebelievesinhisownself-worthandtheintrinsicworthofallpeople.

Core Values

3

Social and Emotional Competencies

Social and emotional learning (SEL) is the acquisition of skillsneeded to recognise and manage emotions, develop care andconcernforothers,makeresponsibledecisions,establishpositiverelationshipsandhandlechallengingsituationseffectively1.

Socialandemotionalcompetencies(Figure3)canbecategorisedintofiveinterrelateddomains:self-awareness,self-management,social awareness, relationship management and responsibledecision making. The domains of self-awareness and self-management relate to theunderstandingof selfwhichhelps inmanagingone’semotionsandpersonalbehaviours.Thedomainsofsocialawarenessandrelationshipmanagementrelatetoone’ssocial interactions. In responsible decision making, moral andethicalchoiceshavetobemadewithregardtohowonehandlesoneself,relatetoothersanddealwithchallengingsituations.

Confi

dent P

erson


Com

mun

icatio

n, C

olla

boratio

n an

d Info

rmation Skills



Concerned CitizenActive Contri

butor

Self-Awareness


Self-Management

SocialAwareness


Core values

Figure 3: Social and Emotional Competencies

1CASEL:CollaborativeforAcademic,SocialandEmotionalLearning.

Social AwarenessA person who has social awareness is ableto accurately discern different perspectives,recognise and appreciate diversity anddemonstrateempathyandrespectforothers.

Relationship ManagementApersonwhomanagesrelationshipswellisableto establish and maintain healthy relationshipsthrougheffective communicationand is able toworkwithotherstoresolveconflicts.

Responsible Decision MakingA person who makes responsible decisions isable to identify and analyse the implications andconsequencesofdecisionsmadebasedonsoundmoralconsiderations.

Self-ManagementA person who manages himself effectively isabletomanagehisownemotions,exerciseself-discipline and display strong goal-setting andorganisationalskills.

Self-AwarenessA person who understands his own emotions,strengths, inclinations and weaknesses is abletodeveloppositiveself-conceptandself-worth. Social and Emotional

Competencies

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Skills Related to Citizenship Competencies

The skills related to citizenship competencies are articulatedin the components of the domain of civic literacy, globalawareness and cross-cultural skills in the Framework for 21st

Century Competencies and Student Outcomes. They enablestudentstofunctioneffectivelyasconcernedcitizenswhostayrootedtoSingapore(Figure4).ThisalignswiththegoalofCCEtonurtureourstudentstobecitizensofgoodcharacter.

Figure 4: Components of the Civic Literacy, Global Awareness and Cross-Cultural Skills

Confi

dent P

erson


Com

mun

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n, C

olla

boratio

n an

d Inform

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Concerned Citizen Active Contribu

tor

Self-Awareness


Self-Management

SocialAwareness


Core values

Active Community LifeApersonwholeadsanactivecommunitylife•demonstratesasenseofresponsibilitytowardsthecommunity;

•iscivicminded;and•supportsandcontributesthroughcommunityandnation-buildingactivities.

Global AwarenessApersonwithglobalawareness•copes with change due to cultural interactionsabroad;and

•recognises, analyses and evaluates global trendsandtheirinterconnectionswithlocalcommunities.

Socio-Cultural Sensitivity and Awareness

Apersonwithsocio-culturalsensitivityandawareness•empathises with others through understanding,acceptanceandrespect;and

•engagesinappropriatebehaviourwithothersocio-cultural groups in both local and internationalcontexts, in a way which would enhance socialcohesion.

National and Cultural IdentityApersonwithanationalandculturalidentity•possesses a sense of responsibility to the nation;and

•has a shared commitment to the ideals of thenationanditsculture.

Civic Literary, GlobalAwareness and

Cross-Cultural Skills

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Learning Outcomes

TheLearningOutcomes(LOs)ofCCE(Figure5)statewhatwewantourstudentsto learnandattain.TheCCEcorevaluesareembeddedintheeightLOs.LOs1to4depictdifferentaspectsofcharacterbuildingthatareinterrelatedandfeaturesocialandemotionalcompetencies.LOs5to8areguidedbykeytenetsof21st Centurycitizenshipandarrangedaccordingtoattributesofcitizenshipsuchasidentity,culture,andactive,responsibleengagementasamemberofsociety.

Figure 5: Character and Citizenship Education Learning Outcomes

Acquire self-awareness and apply self-management skills to achieve personal well-being andeffectivenessLO1

AcquiresocialawarenessandapplyinterpersonalskillstobuildandmaintainpositiverelationshipsbasedonmutualrespectLO3

Takeprideinournationalidentity,haveasenseofbelongingtoSingaporeandbecommittedtonation-buildingLO5

Careforothersandcontributeactivelytotheprogressofourcommunityandnation

Reflectonandrespondtocommunity,nationalandglobalissues,asaninformedandresponsiblecitizen

LO7

LO8

ActwithintegrityandmakeresponsibledecisionsthatupholdmoralprinciplesLO2

BeresilientandhavetheabilitytoturnchallengesintoopportunitiesLO4

ValueSingapore’ssocio-culturaldiversity,andpromotesocialcohesionandharmonyLO6

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Components in CCE

ThecomponentsinCCEcompriseCCElessons,FormTeacherGuidancePeriod(FTGP),school-basedCCEandCCEGuidanceModule.

The CCE syllabus provides the knowledge, skills, values and attitudes to be taught explicitly during CCElessons,FTGPandschool-basedCCE.AseparatesyllabushasbeendevelopedforSexualityEducation(SEd)forPrimary5toPrimary6studentstomeettheirdevelopmentalneeds.

Curriculum TimeThetotalcurriculumtime(Primary)forCCEcomprisesCCElessons(onehourforlowerprimaryandoneandahalfhoursforupperprimary),halfanhourofFTGPandhalfanhourofAssemblyeachweek.ThetotalcurriculumtimeforCCEfortheLowerandUpperPrimarylevels is60and75hoursrespectively.TheCCEsyllabuswillbedeliveredthroughCCElessons,FTGPandschool-basedCCE.ThestructuresforcurriculumtimeforPrimarylevelsareshowninFigures6to8.

CCE lessons:

CCE lessons in the Primary levels are taught in theMother Tongue Languages (MTL). For studentswhooffer the non-Tamil Indian Languages (NTIL), namely, Bengali, Punjabi andUrdu as theirMother TongueandforthosewhoareexemptedfromtakingMTL,CCEwillbetaughtinEnglish.Tocatertothesestudents,InstructionalMaterials(IMs)willalsobeavailableinEnglish.

Form Teacher Guidance Period (FTGP):SEL is explicitly taught during FTGP. In addition, form teachers bond with students through interactionactivitieswithin theperiod. LessonsonCyberWellness (CW), EducationandCareerGuidance (ECG) andprotectionfromabuse(Primary1toPrimary4)havebeenincorporatedinFTGPlessonstoaddressspecificissues,reinforcethecorevaluesandsocialandemotionalcompetenciestoenablestudentstoapplythemtothespecificcontexts.

Components in CCE

CCE Lessons

Form Teacher Guidance Period (FTGP)

School-based CCE

CCE Guidance Module

What it refers to

Teachingofvalues,knowledgeandskillsforCCEinMotherTongueLanguages

Teachingofsocialandemotionalcompetencies(includingCyberWellnessandEducationandCareerGuidanceand)andbuildingteacher-studentrelationshipCouldinclude • assemblyprogrammeslinkedtoCCE • lessonsonschoolvalues • SexualityEducation(SEd)

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School-based CCE:Schoolswillbegiventhespaceandflexibilitytocustomiseanddelivertheirschool-basedCCEover11to15hoursperyear.School-basedCCEcouldincludeactivitieswhichfocusonschoolvalues,suchasassembly

CCE Guidance Module:ThecompulsoryCCEGuidanceModule,namely,SEd(deliveredthroughtheGrowingYearsseries),hasspecificobjectivesandcontentwhichaddressissuesassociatedwithchildandadolescentdevelopment.Schoolsarerequiredtosetaside4hoursayearinPrimary5and6todeliverSEdasshowninFigure8.

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RESTRICTED

School-based CCE:

Schools will be given the space and flexibility to customise and deliver their school-based CCE over 11 to 15 hours per year. School-based CCE could include activities which focus on school values, such as assembly programmes and lessons on school values. CCE Guidance Module:

The compulsory CCE Guidance Module, namely, SEd (delivered through the Growing Years series), has specific objectives and content which address issues associated with child and adolescent development. Schools are required to set aside 4 hours a year in Primary 5 and 6 to deliver SEd as shown in Figure 8. Figure 8: Curriculum Time for Upper Primary (P5- P6)

30 hours CCE lessons

15 hours

FTGP

15 hours School-based

CCE

Total: 60 hours per year

Figure 6: Curriculum Time for Lower Primary (P1-P3)

45 hours CCE Lessons

15 hours

FTGP

15 hours School-

based CCE


Figure 7: Curriculum Time for Upper Primary (P4)

45 hours CCE Lessons

15 hours FTGP

11 hours School-

based CCE


4h SEd

Primary (P1-P3)

Primary (P4)

Primary (P5-P6)

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Guiding Principles in Developing the CCE Syllabus

1. Student-centric, values-driven education

InthedesignoftheCCEsyllabus,age-appropriatenessisacriticalconsideration.TheCCEsyllabusdrawsuponvariouschilddevelopmenttheories(AnnexB)thatprovideinsightsonhowstudentsatvariousstagesthink,developandlearn.Teacherswillprovideopportunitiesforstudentsto

•constructtheirunderstandingsfromtheirdailyexperienceswithothers;and

•engageinexperientiallearningandinteractwithpeersofdifferentabilities.

2. Balanced Representation of character and citizenship

Goodcharacterisessentialindevelopinggoodcitizens.Todevelopintogoodcitizens,teacherswillencouragestudentsto•makeresponsiblechoicesthatareanchoredinsoundmoralprinciples;•displaymoralcourageinstandingupforwhatisright;• have emotional strength andmanifest optimism, adaptability and resourcefulness to work with ournationalconstraintsyetfirmlybelievethatthereareopportunitiesforthemtothriveandsucceed;

• showconcern toothersand lookbeyondtheirown interests to thoseofothers in the family, school,community,nationandtheworld;and

•offertheirtimeandefforttoservethecommunity.

3. Expanding domains from self to the worldThedevelopmentofchildrenandadolescentstakesplace inthecontextofanecosystemofrelationships(Bronfenbrenner,1979).Teacherswillencouragestudentstoputvaluesintopracticewithinthecontextofreal-lifesituationsinthefamily,school,community,nationandtheworld.Studieshaveshownthatstudentsembracetheirsocialrolesastheyinteractwiththeworldaroundthemandactwithconsiderationoftheconsequencesoftheiractionsonthemselvesandothers.

4. Students’ life experiences as possible contexts

Teacherswillusestudents’lifeexperiencestoformpossiblecontextsforthedeliveryofCCEsothatstudentscanbetter retain theknowledge, skills andvalues taught to them.Students learnmoreeffectivelywhentheyprocessnewinformationorknowledgeinacontextthatisfamiliartothem.Itisthereforeimportantfor students to recognisewhat values and social and emotional competencies look like in practice. Theincreasingcomplexityofthelifeexperiencesfromlowerprimarytoupperprimarycreatesthespirallingandtheprogressionforthelearningofknowledge,skills,valuesandattitudesinCCE.

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Guiding Principles for Teaching and Learning

1. Every teacher a CCE teacherTeachersarebestplacedtoleadandupholdthecorevalues.Teacherswillrolemodelandcreatelearningopportunitiestoshapeandinstilineverystudentthecorevalues.Teacherswilldevelopineachofthemasenseofself-worthandconfidence,aspiritofresilience,careandcompassionforothers.Teacherswilltakeownershipoftheirprofessionaldevelopmenttoequipthemselveswiththeexpertiseandcompetenciestonurtureeverystudenttobecomeanactivecitizenofgoodcharacter.

2. Values are both taught and caught

ValuesaretaughtwhentheyareexplicitlyexpressedthroughtheknowledgeandskillsencapsulatedintheCCElearningoutcomes.Valuesarecaughtwhenstudentsseevalueslivedoutindifferentlearningexperiences,firstintherolemodelsandsignificantadultstothem,thenintheirownlives.Thequalityofteacher-studentrelationshipsandacaringenvironmentwillbeessentialtothecharacterdevelopmentofthestudents.

3. Engaging students through varied modes of deliveryStudentslearnvaluesthroughinstruction,skillspractice,rolemodellingbyteachersorpeers,andpositivereinforcement during structured lesson time and teachable moments. Teachers will provide learningexperiences,suchasthefourNationalEducationcommemorativedays,Valuesinaction(VIA),co-curricularactivitiesforthelearningandapplicationofvalues,knowledge,skillsandattitudes.

4. Parents as key partners

Parentsarethekeynavigatorsoftheirchildren’sgrowth.Studentsbenefitthemostwhenthehomeandschoolenvironmentsareattunedtoeachother.Anumberofstudieshaveconnectedhomeschoolcollaborationtobetterlearning,healthyself-esteem,morepositiveattitudesandbehaviourinlife.Hence,schoolswillengageand collaboratewith parents to provide thenecessary family care, support and reinforcement at home.Effectivecommunicationoftheschool’sCCEprogrammesandtheprovisionofplatformsforparents’activeinvolvementinschoolswillhelpparentsbecomeengagedpartners.

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Three Big Ideas in CCE

ThethreeoverarchingbigideasofIdentity,RelationshipsandChoicesarethecoreconceptsinCCEtoenablestudentstodevelopkeyunderstandings.

Identity: Having a sense of identity involves embracing a set of values and ideals. A well-developedidentitygivesoneasenseofone’sstrengths,weaknesses,andindividualuniqueness(Marcia,1966)2.Thedevelopmentofself-understandingissignificantinmiddleandlatechildhood,especiallyfrom8to11yearsofage.Childrenhaveaneedforasenseofcompetenceandindustrybeforemovingtowardsidentityformationinadolescence(Erikson,19503,19684).Itenablesstudentstoachieveself-knowledge,takeresponsibilityfortheiractionsandrelatewellwithothers(Young,1991)5.Studieswhichinvestigatedtherelationshipbetweenvalues,choicesandbehaviourshowthatvaluesmakeuppartofone’sselfdeterminationandthus,contributetoone’ssenseofidentity(Holland,2002)6.

Relationships:Relationshipsengagechildreninthecommunitytohelpthemdefinewhotheyare,whattheycanbecome,andhowandwhytheyareimportanttootherpeople7.Socialconstructivistsadvocatethatcognitivedevelopmentoriginatesfrominteractionwithothers(Vygotsky,1962,Bandura,1977)8.Theroleofsocialcontextsiscentraltochilddevelopment(Bronfenbrenner,1986)9.Childrenexperiencetheirworldasanenvironmentofrelationships,andtheserelationshipsaffectallaspectsoftheirdevelopment:cognitive,social,emotional,physical,andmoral.Inmiddleandlatechildhood,childrenshowanincreaseinperspectivetakingability(Selman,1980)10,whichcoupledwithempathy11,arefoundationaltorelatingtoothers.

Choices: Valuesguideone’schoicesandchoicesrevealaperson’scharacterandvaluesystem.Choices,whichinfluenceone’sbehaviour,arebasedonvalues(Wilis,1998)12.Studentsneedvaluestomakechoicesandunderstandwhycertainchoicesarerightorwrong(Berkowitz,2005)13.Choicesarenecessarytohelpstudentsactuponvalues,todowhattheybelievetoberight,eveninthefaceofpressureandtemptation(Lickona,1991)14.Thus,choicesareplatformsthatenablestudentstoapplyandclarifytheirvalues.

2Marcia,J.E.,(1966),Developmentandvalidationofegoidentitystatus,Journal of Personality and Social Psychology 3,pp.551-558.3Erikson,E.H.(1950).Childhood and society.NewYork:W.W.Norton.4Erikson,E.H.(1968).Identity: Youth and crisis.NewYork:W.W.Norton.5Elliot,S.N,Kratochwill,T.R,LittlefieldCook,J.,Travers,J.F(2000)Educational Psychology(3rdEd)pp102,MCGrawHill,USA.6Holland,R.W(2002),MotivatedDecisionMaking;EffectsofActivationandSelf-CentralityofValuesonChoicesandBehaviour,Journal of Personality and Social Psychology Vol 82,No.3,pp.434-447.7NationalScientificCouncilontheDevelopingChild(2004).Youngchildrendevelopinanenvironmentofrelationships.WorkingPaperNo.1,HarvardUniversity.Retrievedfromhttp://www.developingchild.net8 J. Santrock,V.Woloshyn,T.Gallagher,T.Petta,Z.Marini (2010),Educational Psychology (3rdCanadianEdition),McGraw-HillHigherEducationpp53.9Bronfenbrenner,U.(1979).Theecologyofhumandevelopment.Cambridge,MA:HarvardUniversityPress.10Selman,R.(1980).Thegrowthofinterpersonal understanding.NewYork:AcademicPress.11Preston,S.D.,&deWaal,F.B.M.(2002).Empathy:Itsultimateandproximatebases.Behavioral and Brain Sciences,25,1-72.12Wilis,C.(1998).CooperativeExtension,Decision Making The Foundation for Responsible Behaviour7/98.13 Berkowitz,M.(2005),Whatworksincharactereducation:Aresearch-drivenguideforeducators.RetrievedJuly18,2012,fromCharactereducationpartnershipdatabase.14 Lickona, T. (1991), Educating For Character , New York: Bantam.

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Key Understandings and Key Questions

Keyunderstandings andoverarching keyquestions are crafted tounpack eachbig idea.Overarching keyquestionsareidentifiedtoguideandstimulatediscussionsintheclassroom.Foreachdomain,keyquestionsarefurther identifiedfromoverarchingkeyquestionstoguidestudentstothinkaboutthehabits,values,attitudes,competenciesandskillsthattheyhavetohandlediverselifeexperiences.

Big Idea 1: Identity Big Idea 2: Relationships Big Idea 3: ChoicesIdentity, RelationshipsandChoices,areinterconnectedandimpactoneanother. •Studentsneedtoknowwhotheyareinordertorelatepositivelywithothers.

•Therelationshipstheyforgeshapetheiridentityandinfluencethechoicestheymake.

• The ability to make good choices impacts their understanding of their ownidentityandtherelationshipstheyform.

Thethreebig ideasneedtobeanchoredonvalues to formthesupportstructurefor students to live their lifeaspersonsofgoodcharacteranduseful citizens inaglobalisedworld.

Studentswillunderstandthat

•Identityiscomplex.

•Identityshapesperceptionsandrelationships.


•Relationshipsarefundamentaltolife.

•Relationshipschangeovertime.


•Choicesshapecharacter.

•Choicesaffectselfandothers.

Synopsis

Key Understandings(Thesearewhatthestudentsneedtoknow.)

•WhoamI?

•Whatisdifferentaboutme?

•HowdoIseepeopleandtheworldaroundme?

•HowdoIdefinerelationships?

•Whybuildrelationships?

•Howdomyrelationshipsaffectothersandme?

•WhocanIbe?

•WhatchoicesdoImake?

•HowdoImakechoices?

Overarching Key Questions(Thesequestionsguidestudentstodevelopthekeyunderstandings.)

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SelfFam

ilySchool

Comm

unityN

ation

Being who I am andBecoming who I can be

HowamIsimilartoothers?

HowamIdifferentfromothers?

HowdoesthewayIperceiveand

managemyselfaffectmyrelationshipwithothers?

HowarethechoicesImakegoodforothers

andme?

Strengthening Family Ties WhoamIinmyfamily?

HowdoIbuildandmaintainrelationshipsin

myfamily?

Howwouldmyactionsaffectmyfamilyand

myself?

Fostering HealthyFriendships and Team Spirit

HowamIafriendtoothers?

Whatareourroleswhenweworkinateam?

Whoaremyfriends?Howdoweworkwell

together?

WhatdoIwantinafriendship?

Howwouldweuseourstrengths

tobuildateam?

Understanding OurCommunity and Building anInclusive Society

Whatisaninclusivesocietytous?

Howdoweunderstandandrelatetoothersinaninclusivesociety?

Whatareourrolesinbuildingan

inclusivesociety?

Developing a Sense of National Identity and NationBuilding

WhatmakesusSingaporeans?

Howdomyrelationshipswithotherscontributeto

nationbuilding?

Howwouldwedemonstrateour

commitmenttothewell-beingofSingapore?

Being an Active Citizen in a Globalised World

Whatdoesitmeantobeanactivecitizenina

globalisedworld?

Howdoweinteractwiththepeopleinaglobalisedworld?

Howwouldweuseourstrengthsandabilitiesto

meettheneedsofaglobalisedworld?

*World

*The domain of World applies only to P5-P6.

Domains Key QuestionsIdentity Relationships Choices

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Character and Citizenship Education Syllabus Content for Primary Levels

Domain: SelfFocus: Being who I am and Becoming who I can be

Learning Outcomes:LO 1:Acquireself-awarenessandapplyself-managementskills

toachievepersonalwell-beingandeffectivenessLO 2:Act with integrity and make responsible decisions that

upholdmoralprinciplesLO 4:Beresilientandhavetheabilitytoturnchallengesinto

opportunities

Key Questions:Identity: HowamIsimilartoothers?HowamIdifferentfromothers?Relationships: HowdoesthewayIperceiveandmanagemyselfaffectmyrelationshipwithothers?Choices: HowarethechoicesImakegoodforothersandme?

KEY UNDERSTANDINGS

Identity iscomplex

Identity shapesperception andrelationships

Relationships arefundamental of life

Relationshipschange over time

Choices shapecharacter

Choices affectself and others

CONTENT P1-P2 P3-P4 P5-P6

KNOWLEDGE Perception of Self•Knowthateveryoneisuniqueanddifferent 3

•Knowpersonallikesanddislikes;andstrengthsandweaknesses

3

•Knowthewaystodemonstrateone’sabilities,strengths,personalqualities,skillsandinterests

3 3

•Knowthereasonsforvaluingone’sabilities,strengths,personalqualities,skillsandinterests

3

Understanding Emotions•Knowavarietyofemotions 3 3

•Knowthatsomeemotionssuchasanger,fear,guilt,anxietyandstress,etc,makeonefeeluncomfortable

3 3

•Understandthatuncomfortableemotionsandimpulsivebehaviourshaveconsequences

3 3

•Knowwaystomanageuncomfortableemotionsandimpulsivebehaviour

3 3 3

•Knowthatemotionsthatmakeonefeeluncomfortablecanspuronetotakeresponsibleactionsforself-improvement

3 3

•Understandthatone’sthoughtscanaffectone’semotionsandbehaviours

3 3

•Recognisethesymptomsandbehavioursofstressandanxiety 3 3

•Knowwhatcausesstressandanxiety 3

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Knowing My Priorities•Knowtheimportanceofsettingsimplelearninggoals 3

•Knowwhatgoalsareandthereasonsforsettingthem 3

•Knowwaystobefocusedonachievinggoalsandaspirations 3

Changes in Life•Knowthechangesaroundone’slife 3

•Understandandacceptthattherearechangesinlife 3 3

•Knowthatchallengescomewithchangesandwhatonecandoaboutthem

oKnowwaystocopewithchanges 3 3 3

oKnowwhereandwhentoseekhelp 3 3 3

oKnowwhatitmeanstoberesilientandwhatcanbedonetobearesilientperson

3 3

oUnderstandthefactorsthatcontributetoresilience 3

SKILLS Knowing Myself•Viewselfpositively

oExpresspositivestatementsaboutoneself 3 3

oPresentoneselfpositivelytoothers 3

oIdentifypersonalskills,attitudesandvaluestohelponeselfovercomechangesandchallenges

3

•RecognisingEmotions

oUseavarietyofwordstodescribeemotions 3

oDescribevarietyofemotionsandidentifyfactorscontributingtoone’semotions

3

oDescribefeelingsofstressandanxietyandidentifyfactorscontributingtothestressandanxiety

3

Managing Emotions•Demonstrateappropriatewaystomanageuncomfortableemotions

3

•Developappropriatewaystooexpressandmanageuncomfortableemotionsinavarietyofcontexts

3 3

omanagethenegativeimpactofothers’expectations 3


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•Processemotionsandreflectonimpactandconsequencesofactionsonothersandself

3

Stress Management•Identifysymptomsandbehaviourslinkedtostressandanxiety

3 3

•Developappropriatewaystomanagestressandanxiety 3 3

Impulse control•Recognisewhenonehasactedimpulsively 3 3

•Developalternativebehavioursthatbringaboutpositiveconsequences

3 3

Help seeking•Seekhelpwhenfacedwithchallenges 3 3 3

Goal-setting•Setsimplelearninggoals 3

•Setrealisticgoalsforself-developmentandworktowardsachievingthem

3 3

•Monitorone’sprogress,andrefineone’slearninggoalsandplans

3 3

•Develophelpfulthoughtsforself-motivation 3

Responsible Decision Making•Considerpossibleoptionsandconsequencesinmakingdecisions

3 3 3

•Makedecisionsbasedonasoundvaluesystem 3 3 3

•Reflectonhowone’sactionscanaffectothers 3 3 3

•Standupforwhatisrightdespitethechallengesfaced 3 3 3

Reflection•Thinkbackandlearnfrom

oone’sexperiences 3

oExperiencesofothers 3 3

•Thinkpositivelyaboutlife’schallenges 3

VALUES Responsibility:•incaringforone’sownwellbeing 3 3 3

•inmakingdecision 3 3 3

Respectforself 3 3 3

Resilienceasdemonstratedthroughhavingemotionalstrength 3 3 3


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ATTITUDES Self-efficacyandbeliefinone’scompetence 3 3 3

Havingalivelycuriosityaboutthingsinlife 3 3 3

Self-discipline 3 3 3

Courageandperseverancetofacechangesandchallenges 3 3 3

Self-motivationtoachievegoals 3 3 3

The following are possible students’ life experiences which are useful in teaching the relevant knowledge, skills and values/ attitudes:Possible Contexts for Primary 1 to Primary 2

Possible Contexts for Primary 3 to Primary 4


•Firstdayofschool•Adaptingtothechangesonthefirstdayofschool

•Gettingusedtoroutines•Managingmyselfwithoutmyparents’help

•Learningnewsubjects•Makingnewfriends

•Adjustmenttonewclasssize•Settlingintomynewclass•Learningnewsubjects•Finishingmyhomework•Takingformalexaminations•ChoosingaCCA•JoiningaCCA•Planningmytime•Handlingmoneyandhouse-keys

•Makingmywaytoschoolandhomesafely

•Knowingpeopleonline•Experiencingphysicalchanges

•Beingaleader•Takingnationalexaminations•Choosingasecondaryschool•Facingsetbacksandobstacles


17

Domain: Family

Focus: Strengthening Family Ties


toachievepersonalwell-beingandeffectivenessLO 2:Act with integrity and make responsible decisions that

upholdmoralprinciplesLO 3:Acquiresocialawarenessandapplyinterpersonalskills

tobuildandmaintainpositiverelationshipsbasedonmutualrespect

Key Questions:Identity: WhoamIinmyfamily?Relationships: HowdoIbuildandmaintainrelationshipsinmyfamily?Choices: Howwouldmyactionsaffectmyfamilyandmyself?

KEY UNDERSTANDINGS

Identity iscomplex






KNOWLEDGE Positive Family Relationships•Knowwhatpositivefamilyrelationshipslooklike 3 3 3

•Understandtheimportanceofone’srolesandresponsibilitiesinthefamily

3 3 3

Family Issues•Knowwhenandwheretoseekhelpwhenfamilyisinneed 3 3

•Understandthewaysofdealingwithchangesinfamily 3 3

Care for family•Understandtheimportanceofbeingcaringtoothersathome 3 3 3

•Knowthewaystoocareforothersathome 3 3

ocontributetowardsimprovingthelivesofothersathome 3

SKILLS Building and maintaining positive relationships•Listenattentivelytowhatissaidandrespondappropriately 3 3

•Speakinarespectfulmannertoothers 3 3 3

•Showcareandconsiderationforothers 3 3 3

•Valueothersinthefamily 3 3

•Identifyfeelingsofothersfromtheirnon-verbalcues 3 3

•Seekclarificationwith,andexpressone’sthoughtsandfeelingsappropriatelytoothers

3 3

•Putothersinthefamilyfirst 3

Perspective Taking•Recognisethethoughtsandfeelingsofothers 3 3


18

•Showsensitivitytowardsothersinthefamilyinvarioussituations

3 3

Conflict Resolution•Showappropriatewaysofhandlingdisagreementwithothersathome

3 3 3

Help-Seeking•Seekhelpfromfamilymembers 3 3 3

Help-Providing•Providehelpwhenfamilyfaceschallenges 3 3


3 3 3



•Standupforwhatisrightdespitethechallengesfaced 3 3

Reflection•Thinkbackonhowthevaluesofcare,respectandresponsibilitywereshowntoothersathomeandlearnhowtoexpressthesevaluesbetter

3 3 3

VALUES Responsibilityinthefamily 3 3 3

Careforthethoughts,feelingsandconcerns/needsofothersathome

3 3 3

Harmonyinthefamily 3 3 3

Respectforothersathome 3 3 3

ATTITUDES Humilityininteractingwithothersathome 3 3 3

Valuingotherswhoaredifferentinthefamily 3 3 3

Empathyforothersathome 3 3 3

Confidencethatonecanmakeadifferenceinthefamily 3 3 3

Sharingwithandputtingothersfirstinthefamily 3 3 3

Takinginitiativetocontributetowardsimprovingthelivesofothersathome

3 3 3


19




PerformingVIA:•Makingmyownbed•Greetingothersathome•Keepingstudyareaclean•Clearingupaftermeals

•Helpingoutwithhouseholdchores

•Spendingtimewithmyfamily•Gettingalongwithmysiblingsandplaymates

•Helpingoutwithhomecelebrations

•Spendingtimewithmyfamily•Takingcareofmyfamilymembers

•Takinginitiativetoplanandcelebratespecialoccasionsinvolvingfamilymembers

20

Domain: School

Focus: Fostering Healthy Friendships and Team Spirit


toachievepersonalwellbeingandeffectivenessLO 2:Act with integrity and make responsible decisions that

upholdmoralprinciplesLO 3:Acquiresocialawarenessandapplyinterpersonalskillsto

buildandmaintainpositiverelationshipsbasedonmutualrespect

LO 7:Careforothersandcontributeactivelytotheprogressofourcommunityandnation

Key Questions:Identity: HowamIafriendtoothers?Whatareourroleswhenweworkinateam?Relationships: Whoaremyfriends?Howdoweworkwelltogether?Choices: WhatdoIwantinafriendship?Howcanweuseourstrengthstobuildateam?

KEY UNDERSTANDINGS

Identity iscomplex






KNOWLEDGE Healthy Friendships•Knowthewaysofstartingfriendships 3

•Recognisewhathealthyfriendshipsareandknowwhytheyareimportant

3 3

•Knowthattherecanbeconflictsinfriendshipsandthewaystoresolvethem

3 3

Working in Teams•Knowthewaysforeffectivecommunicationwhenworkinginteams:oTakingturnstospeak 3

oUnderstandingtheneedforrules 3

oListeningattentivelytoothers 3 3

oParticipatingactively 3

oExpressingoneselfappropriately 3 3

oRespectdifferentopinions 3 3

•Knowwaystohandledisagreements:oAlertingteachers 3 3

oRemindinggroupmemberstorespectdifferentopinions 3 3

Care for others•Knowwaystoshowcareforothers 3 3 3

•Knowthatoneshouldbesensitivetowardsthoughtsandfeelingsofpeersandonlinefriends

3 3

•Understandtheimportanceofcaringforothers 3 3


21

Negative relationships•Knowwhatnegativerelationshipsareandhowtheylooklike 3 3

•Knowthatnegativerelationshipsaffectone’sself-esteemandteam’ssynergy 3 3

•Knowwhenandwheretoseekhelpwhenfacedwithnegativerelationships 3 3 3

SKILLS Building and maintaining positive relationships•Listenattentivelytowhatissaidandrespondappropriately 3 3

•Speakinarespectfulmannertoothers 3 3 3

•Showcareandconsiderationforothers 3 3 3

•Valueothersintheschool 3 3


•Seekclarificationwith,andexpressone’sthoughtsandfeelingsappropriatelytoothers 3 3

•Putothersintheschoolfirst 3

Perspective Taking•Considerthethoughtsandfeelingsofothers 3 3 3

•Recognisethatotherscanresponddifferentlytothesamesituation 3 3

•Beingsensitivetothefeelingsofothers 3

Conflict resolution•Showwaystohandledisagreementwithothers 3 3

Help-Seeking•Seekhelpfromotherswhenfacedwithchallenges 3 3 3

Help-Providing•Providehelptootherswhoarefacingchallenges 3 3


3 3 3




Reflection•Thinkbackandlearnfromexperienceswithothersinschool

3 3 3

VALUES Respectforothers 3 3 3

Responsibility:•inmakingdecisions 3 3 3


22

•towardsothers 3 3 3

Resilienceasdemonstratedthroughemotionalstrengthinthefaceofchallenges

3 3 3

Integrityandmoralcourageinstandingupforwhatisright 3 3 3

Careforothers’thoughts,feelingsandconcerns/needs 3 3 3

Harmonywithothers 3 3 3

ATTITUDES Considerationforothers’thoughts,feelingsandconcerns/needs

3 3 3

Valuingotherswhoaredifferent 3 3 3

Empathyforothers 3 3 3

Humilityininteractingwithothers 3 3 3

Confidencethatonecanmakeadifferenceinschool 3 3

Sharingandputtingothersfirst 3 3

Takinginitiativetocontributetowardsimprovingthelivesofothersinschool

3 3




•Makingnewfriends•Bullyingandteasing•Communicatingandinteractingwithpeers

•Participatinginschooleventsandactivities

•Helpingfriends•Beingaleader•Managingbullyingandabuses•Beingafriend•Workingtogether•BeinginaCCA•PerformingVIA•Experiencingpeerpressure•Havingconflictswithfriends

•Makingfriendsthroughsocialmedia

•Communicatingwithothersonline

•Managingonlinebullyingandabuses

•Facingdefeatandfailure•Goingonlearningjourneys•Beingarolemodeltojuniors•Beingabuddytojuniors•Planningandorganisingschoolevents


23

Domain: CommunityFocus: Understanding Our Community and Building an Inclusive Society

Learning Outcomes:LO 6:ValueSingapore’ssocio-culturaldiversity,andpromotesocial

cohesionandharmonyLO 7:Careforothersandcontributeactivelytotheprogressofour

communityandnation

Key Questions:Identity: Whatisaninclusivesocietytous?Relationships:Howdoweunderstandandrelatetoothersinaninclusivesociety?Choices: Whatareourrolesinbuildinganinclusivesociety?

KEY UNDERSTANDINGS

Identity iscomplex






KNOWLEDGE Cultures and practices•UnderstandtherichnessofculturalfestivalsinSingapore 3

•UnderstandthediversityofreligiousfestivalsandpracticesinSingapore

3

•Understandthevariedfoodpracticesanddifferentbooksofwisdomfromthereligiousgroups

3

Social cohesion and harmony•Understandthatsocialcohesionandharmonyisogettingalongwithfriendsofotherraces,culturesandnationalities

3

ointeractingandgettingalongwithfriendsfromothersocio-culturalgroups15

3

oimportanttocreatebetterlearningandlivingwithothersocio-culturalgroups

3

ohavingacultureofrespectforoneanother’sviews 3 3 3

•Knowwaystorespectpeopleofotherracesandcultures 3 3 3

•Knowwaystocareforandcontributetowardsimprovingthelivesofothers

3

•Understandtherolesandresponsibilitiesasamemberofthecommunity

3

Caring for the Community•Understandthatacaringperson:otakesaninterestinothers’well-beingoshowsempathytounderstandtheneedsofothersotakesinitiativetohelpothers

3

•Understandtheimportanceofbeingcaringtoothersinthecommunity

3

15Diversesocio-culturalgroups/settingscompriseotherraces,religions,cultures,nationalitiesand/orsocialstatus.Theseincludeinternationalstudentsandnewcitizens.


24

SKILLS Building and maintaining positive relationships•Listenattentivelytowhatissaidandrespondappropriately 3

•Showcareandconsiderationforothersofdifferentracesandcultures

3

•Sharewithfriendsfromothersocio-culturalgroups 3


•Seekclarificationandexpressone’sthoughtsandfeelingsappropriatelywithfriendsfromothersocioculturalgroups

3 3

•Useappropriatewaystoprovidehelptofriendsfromothersocio-culturalgroups

3

Perspective-taking•Showsensitivitytohowfriendsfromothersocio-culturalgroupsthink,feelandbehave,andputoneselfintheirshoes

3 3 3

•Recognisethestrengthsinothers 3

Reflection•Thinkbackandlearnfromexperienceswithothersinthecommunity

3 3 3

VALUES Respect forthe• diversityoffoodandculturalfestivalsinSingapore 3

•religiousfestivalsandplacesofworshipinSingapore 3

•foodpracticesandbooksofwisdomfromthedifferentsocio-culturalgroups

3

Careforthefeelingsandneedsofothers 3 3

Harmonywithothers 3 3

ATTITUDES Beingnon-judgmental 3 3 3

BeingappreciativeofSingapore’sdiversity 3 3 3

Empathyforothers 3 3 3

Sharingandputtingothersfirst 3 3

Valuingotherswhoaredifferent 3 3

Humilityininteractingwithothers 3

Confidencethatonecanmakeadifference 3

Takinginitiativetocontributetowardsimprovingthelivesofothers

3


25




•Communicatingwithfriendsofotherraces

•ParticipatinginRacialHarmonyDay

•Meetingpeoplewhoaredifferentinthesociety

•Goingonlearningjourneys•ParticipatinginRacialHarmonyDay

•PerformingVIA,includingcaringfortheenvironmentandanimals

•Goingonlearningjourneys•ParticipatinginRacialHarmonyDay

26

Domain: NationFocus: Developing a Sense of National Identity and Nation Building

Learning Outcomes:LO 5: Takeprideinournationalidentity,haveasenseofbelongingto

Singaporeandbecommittedtonation-buildingLO 8: Reflect on and respond to community, national and global

issues,asaninformedandresponsiblecitizen

Key Questions:Identity: WhatmakesusSingaporeans?Relationships: Howdomyrelationshipswithotherscontributetonationbuilding?Choices: Howdowedemonstrateourcommitmenttothewell-beingofSingapore?

KEY UNDERSTANDINGS

Identity iscomplex






KNOWLEDGE National Identity•KnowtheSingaporeheritageandcultureandhowithasinfluencedouruniquewayoflife

3

•Understandthatnationalidentity:oinvolvesknowingtheSingaporeheritageandcultureandhowithasinfluencedouruniquewayoflife

3 3

oisimportantbecauseitgivesoneasenseofbelonging 3 3

oshapestheSingaporeanculture 3

•Knowhowonecancontributetoshapingthenationalidentityandcultureby:orespectingmulti-culturalism 3

•Understandhowonecancontributetoshapingthenationalidentityandcultureby:orespectingmulti-culturalism 3 3

oappreciatingandembracingothercultures 3

Nation Building•KnowthefivepillarscontributingtothetotaldefenceofSingapore

3

•UnderstandhowonecandemonstratecommitmentandplayaroletothetotaldefenceofSingapore

3 3

•AwarenessofcurrentissuesfacedbySingaporeandtheimplications

3

SKILLS Perspective-taking•Considerthefeelings,thoughtsandpointsofviewofothersofromthesameage-group 3

oinschool 3

ofromthecommunityandnation 3


27


3 3 3




Reflection•ThinkbackandlearnfromexperiencesofSingapore 3

•Reflectonhowone’sexperiencesbuildasenseofbelongingotoSingapore 3

otoSingaporewithprideandcommitment 3 3

VALUES CareforSingapore 3 3 3

LoyaltytoSingapore 3 3 3

ResponsibilitytowardsSingapore 3 3 3

Respectforournationalidentity 3 3 3

Civic responsibilityinbeinginformedaboutnationalissues 3 3

ResilienceforthetotaldefenceofSingapore 3

ATTITUDES SenseofbelongingtoSingapore 3 3 3

LoveforSingapore 3 3 3

OptimismandconfidenceinSingapore’sfuture 3 3 3

BeingconcernedaboutwhataffectsSingapore 3 3

Commitmenttothewell-beingofSingapore 3

Beingproactivetokeeponeselfinformed 3




•Participatinginflagraisingceremony

•CommemoratingTotalDefenceDay•CelebratingNationalDay

•CommemoratingTotalDefenceDay•CelebratingNationalDay

•CommemoratingTotalDefenceDay•AttendingNationalEducation(NE)show

•CelebratingNationalDay•Participatinginexchangeprogrammesorfieldtrips


28

Domain: World*Focus: Being an Active Citizen in a Globalised World

*This domain applies to only P5-P6.

Learning Outcomes:LO 8: Reflectonandrespondtocommunity,nationalandglobal

issues,asaninformedandresponsiblecitizen

Key Questions:Identity: Whatdoesitmeantobeanactivecitizeninaglobalisedworld?Relationships: Howdoweinteractwiththepeopleinaglobalisedworld?Choices: Howwouldweuseourstrengthsandabilitiestomeet theneedsofaglobalisedworld?

KEY UNDERSTANDINGS

Identity iscomplex






CONTENT P5-P6

KNOWLEDGE Active Citizen•Recognisethequalitiesofaninformedandresponsiblecitizeninaglobalisedworld

•Knowone’sroleinSingapore•Beinginterestedaboutcurrentissuesfacedbyregionalcountriesandtheimplications

3

SKILLS Perspective taking•Considerdifferentpointsofviewtomakedecisionsbasedonsoundvalues 3

Help- providing•Providehelptootherswhoarefacingchallenges 3

Reflection•Thinkbackandlearnfromexperiencesfromregionalcountries 3

VALUES Respect forothers 3

Responsibilityinhelpingothers 3

Careforothers’thoughts,feelingsandconcerns/needs 3

ATTITUDES Empathyforothers 3

Beingconcernedaboutwhataffectstheworld 3

Beingpro-activetokeeponeselfinformed 3

The following are possible students’ life experiences which are useful in teaching the relevant knowledge, skills and values/ attitudes:Possible Contexts for Primary 5 to Primary 6•CelebratingInternationalFriendshipDay•AppreciatingothersthroughexperiencesinVIA•Participatinginexchangeprogrammesorfieldtrips

29

Pedagogy

The CCE pedagogy is drawn from the Constructivist Theories. The teaching of CCE is process-based andfocusesonthe“why”and“how”insteadof“what”.Theteachingapproachesaimtofacilitatethelearningofskillsandinternalisationofvaluesthroughactionandreflectionaslearnerslearnbestwhentheyareactivelyengaged.

Teacherscanusearepertoireofprocess-basedapproachesandselectrelevant instructionalstrategiestoengagestudentsinthelearningofCCE.Theteachingapproachesareelaboratedinthefollowingpage.

Figure 9: CCE Pedagogy

Process-based Approaches

•StorytellingApproch•ConsiderationApproach•CognitiveDevelopmentApproach•ExperientialLearningApproach•ModifiedValuesClarificationApproach

Aprocessbasedteachingapproachcomprisesinstructionalstrate-giessuchas:

•Role-playing•CooperativeLearning•Reflection•Clarify,Sensitive,influence(CSI)questioningprocess•ThinkingRoutines•Groupwork•CircleProceses

30

Process-based teaching approaches

a. Story-telling Approach

Story-tellingApproachinvolvestellingstories,bothfictionalandreal-life,tofacilitatetheinternalisationofvalues.Teacherscanuseavarietyofculturalstories,storiesofheroesandeverydaystoriestohelpstudentsunderstand theneedtopractisegoodvalues,and forstudents toclarify their feelings throughreflectionexercises.Itisimportanttochooseappropriatestoriesaccordingtothestudents’ageandinterests.

Studentsareguidedinidentifyingpersonalbeliefsandvalueswhentheyrelatetheirpersonalexperiences,constructtheirownstoriesorconsideranotherperson’sstory.Theapproachrequiresopen-endedquestioning,clarifying,summarising,buildingoneachperson’scontributionsandencouragingstudentstorespondtooneother.

b. Consideration Approach

ConsiderationApproachbuildsonempathyandaimstodevelopacaringpersonality.Thecrucialquestiontoaskinperspective-takingis“Howwouldyoufeelifyouwerethatperson?”Astudentlearnsthatmakingamoraldecisioninvolvestakingintoconsiderationtheimpactofthatdecisiononothers.Byadoptingtheperspectiveoftheotherperson,thestudentattemptstounderstandthethoughtsandfeelingsofthatpersonanddevelopsabalancedviewofthesituation.Thisisdonethroughemployingstrategiessuchasrole-playingandquestioning.

c. Experiential Learning Approach

InExperientialLearningApproach,studentsgothroughacycleofexperiences,observation,reflectionandapplicationastheyengageinlearninginandoutofclassroom.Studentsaregivenexperiencesandplatformsthatenablethemtoreflectonvalues,conceptsandideas,andtointernalisethevaluesthroughtheapplicationofskillsandknowledgelearntinreal-worldsituations.Byderivingmeaningfromdoing,studentsaremorelikely to takeownershipof their learningand transfer their learning intonewsituationswhen theyhaveexperiencedit.Studentsreflect,evaluateandmakedecisionsbasedonthevaluestheyhaveinternalisedandputtheirvaluesintoaction.

d. Cognitive Development Approach

CognitiveDevelopmentApproachisbasedonLawrenceKohlberg’stheoryofmoraldevelopment.Studentsare encouraged to respond to real or hypothetical moral dilemma situations and guided to rank theirresponsesaccordingtoKohlberg’sstagesofmoralreasoning.Thisprocesswillhelpstudentstoexaminetheirmotivesbehindtheiractionsandraisetheirlevelofself-awareness.Teachersmayusethistaxonomytogaugestudents’ level ofmoral reasoning anduse theCSI (Clarify-Sensitise-Influence) process of questioning toenablestudentstoprogressfromaself-centredperspectivetohigherstagesofmoraldevelopment,focusingonsocietalanduniversalperspectives.

e. Modified Values Clarification Approach

ModifiedValuesClarificationApproach involvesa step-by-stepprocess thathelpsstudents tomakewell-considereddecisions.Studentsarealsostimulatedtothinkaboutandclarifytheirvaluesthroughexaminingtheirpersonalfeelingsandbehaviourpatternsusingrationalthinking,empathyandemotionalawareness.Byapplying strategies suchasdialoguingandcooperative learning, teacherswill guide students tomakedecisionsbasedonasoundvaluesystemthatincludesvaluesupheldbysociety.TheResponsibleDecisionMakingprocess includes identifying andevaluatingoptions,making adecision, taking a stand and livingaccordingtoone’sconvictions.

31

Assessment

Assessmentisanimportantaspectoflearningandteachinganditshouldbeeffectivelyusedtosupporttheholisticdevelopmentofourstudents.Figure10outlinestheoverviewofassessmentinCCE.

Role of assessment

AssessmentisintegraltotheCCElearningprocess.TheConstructivistTheoriespromotestudentsasactiveplayers in their own learning and recommend students to be part of the assessment process. Hence,assessmentpractices forCCEneedtomovetowardsassessment for learning.Timelyandcomprehensivefeedbackonthestudents’learningmotivatesthemtoachievingtheirgoalsforCCE.

Areas to be assessed

Theassessment inCCE isdesignedtocheckstudents’understandingofvalues,andtheirdevelopmentofsocialandemotionalcompetenciesandskillsrelatedtocitizenship.

Approach to assessment

Theapproach toassessment for learning inCCEputs studentsat thecentreofdecisionmaking.Usingavarietyoftoolsandstrategiesinauthenticassessmenttaskskeepsstudentsinterestedandallowsadeeperunderstandingofstudents’learning.

Studentscancontributetowardstheirlearningprocessthroughselfandpeerassessment.Theyshouldbeinvolvedinmakingjudgementsoftheirownwork,monitoringtheirownprogressandlearningtosetgoalsfor themselves. Students need to understand clearlywhat is expectedof them in the assessment tasks.Therefore,eachassessmenttaskistobeaccompaniedbyassessmentcriteriathatarecleartotheteachersandeffectivelycommunicatedtothestudents.

Collaborations among teachers to discuss assessmentmatters support understanding students’ learningfromdifferentperspectivesandhenceensureamoreholisticfeedbackofthestudents’progressinCCE.

32

Figure 10: Modes of Assessment in CCE

ASSESSMENT IN CCE

PURPOSE: GIVING FEEDBACK FOR DEVELOPING CHARACTER AND CITIZENSHIP

APPROACH: STUDENT CENTRIC AND WHOLE SCHOOL APPROACHSelfassessmentisanimportantpartofanyassessment–ithelpslearnerstofeelempoweredandtobecomemorereflectiveandautonomous.Self-assessmentencouragesstudentstoreflectontheirlearningandmakesconsciousefforttoimprove.

Peerassessmentistheprocessofstudentsgivingformativefeedbacktoeachother.Studentslearnthattheyhavetobesensitiveaboutthekindoffeedbacktheygiveothersandlearnhowtocommunicatewiththeirpeersinnon-judgementalways.Theseareimportant21stcenturycompetenciesthatwehopetoimbueinourstudentsaswell.

Teacher’sviewsofstudentswillalwaysbeimportantingivingbothsummativeandformativefeedback–theyspendaconsiderableamountoftimewithstudents,andhaveagoodunderstandingofwhattheyaretryingtoachieve.Feedbackthatfocusesonlearningcanhelpstudentstounderstandtheirprogress,identifythechallengestheyareexperiencingandsuggesthowtheycanfurtherimproveinvariousaspects.

TOOLS:•Checklists•Rubrics•Journals•BehaviouralIndicators

TOOLS:•Checklists•Rubrics•BehaviouralIndicators

TOOLS:•Checklists•Rubrics•BehaviouralIndicators•Holisticreportcard

STRATEGIES: •Reflection•JournalWriting

STRATEGIES: •Peer-to-peerquestioning•Observationsbypeers•Co-operativelearning•Collaborativelearning•Circleprocesses

STRATEGIES: •Questioningtoclarify•Observationsbyteachers•Teachablemoments•Circleprocesses

SELF-ASSESSM

ENTPEER-

ASSESSMENT

TEACHERS’ASSESSM

ENT

33

A MAPPING OF CCE VALUES WITH OUR SHARED VALUES, SINGAPORE FAMILY VALUES, SINGAPORE 21 VISION AND NATIONAL EDUCATION MESSAGES

The core values (Respect; Responsibility; Resilience; Integrity; Care and Harmony) are fundamental todevelopingapersonofgoodcharacterandausefulcitizenofSingapore.ThecorevaluesarederivedfromOurSharedValues,theSingaporeFamilyValues,Singapore21VisionandtheNationalEducationmessages.Amappingof corevalueswithOurSharedValues16, SingaporeFamilyValues17, Singapore21Vision18 andNationalEducationMessages19isreflectedbelow.

Core Values Our Shared Values Singapore Family Values

Singapore 21 Vision National Education Messages

Respect •Communitysupportandrespectfortheindividual

•Mutualrespect •EverySingaporeanmatters

•Opportunitiesforall

•Singaporeisourhomeland;thisiswherewebelong

Responsibility •Nationbeforecommunity&societyaboveself

•Filialresponsibility•Commitment

•TheSingaporeHeartbeat

•WemustourselvesdefendSingapore

Resilience – •Commitment •TheSingaporeHeartbeat

•Strongfamilies:Ourfoundationandourfuture

•NooneowesSingaporealiving

•Wehaveconfidenceinourfuture

Integrity – •Commitment – •Wemustupholdmeritocracyandincorruptibility

Care •Familyasthebasicunitofsociety

•Love,careandconcern

•Communication

•TheSingaporeHeartbeat


•Singaporeisourhomeland;thisiswherewebelong

Harmony •Racialandreligiousharmony

•Consensus,notconflict

•Communication •TheSingaporeHeartbeat


•Wemustpreserveourracialandreligiousharmony

16SharedValues.(1991).Singapore:SingaporeNationalPrinters,http://infopedia.nl.sg/articles/SIP_542_2004-12-18.html17http://app1.mcys.gov.sg/portals/0/Summary/publication/Family-Matters-Abridged.pdf.Retrieved12Oct2011andhttp://www.nfc.sg/pdf/media/NFC2010ClosingEvent.pdf,retrieved12Oct201118http://www.singapore21.org.sg/19MOE(2007)ReportoftheCommitteeonNationalEducation,http://www.nexus.gov.sg/imindef/mindef_websites/topics/nexus/whats_ne.html

ANNEXA

34

1. Respect.Twoimportantareasoffocusarethatofrespectforthebeliefsandtraditionsofothers,andrespectforthelawandfundamentalliberties.Thiscomplementsthefocusofcommunitysupport,respectfortheindividualinOurSharedValues,andmutualrespectintheSingaporeFamilyValues.

2. Responsibility. A personwho is responsible recognises that he has a duty to himself, his family,community,nationandtheworld,andfulfilshisresponsibilitieswithloveandcommitment.ThisisechoedinOurSharedValues,whichfocusesonnationbeforecommunityandsocietyaboveself.IttiesinwellwiththeSingaporeFamilyValuesoffilialresponsibilityandcommitment.

3. Resilience and Integrity.Integritycontributestobuildingtrustwithinthefamilywhichisthebasicunitinsociety;whilstresilienceinthefaceofsetbacksandcrisishelpstheindividualtoexerciseresponsibilityforoneself.BoththesevaluesareintegraltotheSingaporeFamilyValueofCommitment.Throughthesevalues,studentslearntoupholdethicalprinciples,havethemoralcouragetostandupforwhatisright,andhavetheemotionalstrengthtopersevere–twovalueswithclearemphasesoncommitment.Akeyconcepttobetaughtinthevalueofresilienceiswhatmakesaresilientfamily,andwhyresilienceinthefamilyisimportant.

4. Care. The focus is caring for others in various contexts – their families, friends, the school, thecommunity,thenationandtheworld.ThistiesinwellwiththefocusoncaringforthefamilyinOurSharedValuesoffamilyasthebasicunitofsociety,andtheSingaporeFamilyValuesoflove,careandconcern,aswellascommunication.

5. Harmony. This value focuses on maintaining good relationships, promoting social togetherness,appreciatingtheunityanddiversityofamulticulturalsociety.Toachievethis,studentswillexploreharmonyinthefamilyandcommunity,relatingtoothers,promotingpeaceandstabilityintheworld.ThiscomplementswellwithOurSharedValuesofracialandreligiousharmony,andconsensus,notconflict.

ANNEXA

35

Child Development Theories and Applications for the CCE Syllabus

20Ormrod,J.E,(2008).EducationalPsychology,DevelopingLearners(6thed).(pp.32)Pearson,NewJersey.21G.Vessels(1998),CharacterandCommunityDevelopment(pp.31),Praeger,London.22Tan,O.S,R.D.Parsons,S.LHinson,D.Sardo-Brown(2003).EducationalPsychology,APractitioner-ResearcherApproach,AnAsianEdition(pp.47).ThomsonLearning,California.23T.Lickona(1991).EducatingforCharacter,Howschoolscanteachrespectandresponsibility,(pp266).BantamBooks,NewYork.

Theory of Cognitive Development (Jean Piaget)

InPiaget’sview,cognitivedevelopmentinvolveschangesincognitiveprocessandabilities.Theconcreteoperationalstagebeginsat7tillapproximately11.Duringthistime,students’thoughtprocessesbecomemoreorganizedandtheycanthinkmorelogically.Theyrecognizethattheirownperspectivesandfeelingsare not necessarily shared by others20. They are capable of deductive reasoning and can draw logicalinferencesfrominformationtheyaregiven,eventhoughtheycannotimaginethingsindependentoftheirimmediateexperience.

Theformaloperationalstagebeginsatapproximatelyage12andlastsintoadulthood.Studentsatthisstageare capableofhypothetical-deductive reasoning, analogical reasoningand reflection.When confrontedwithaproblem,theycanformulatehypothesesandthendeduceconclusionfromthem.Instead of relying solely on previous experiences, students begin to consider possible outcomes andconsequencesofactions.Studentsareabletointrospectandaremoreself-conscious21.

Applications

TheconcreteoperationalstageappliestostudentsfromPrimary1toPrimary5.Teachersshould take egocentrism into accountwhen planning experiences, such as providingopportunitiesforrotatingleadershipintheclassroom,forstudentstolearntotaketurnstobeleaders.Concretepropssuchaspuppetscanbeusedtocommunicatetostudentsabouthypotheticalissues.Awidevarietyofexperiencessuchaslearningjourneys,story-telling,role-playingandartprojectscanbeusedasteachingstrategies22.

TheformaloperationalstageappliestostudentsfromPrimary6toSecondary5.Sincedeductive logic skillsemergeat this stage,hypothetical situationscanbe introduced.Thismayincludeissueswhicharenotexperiencedbyindividualstudents,butarecriticalfor them to have the knowledge tomanage, such as, addiction, bullying and abuse.Hypothetical dilemmas can be used for discussion and to develop students’ moralreasoning.Sincestudentsat this stageareable to introspect, teacherscanchallengestudentsbyplanningproblem-specificquestionstohelpthemthinkcriticallyabouttheissueathandandenhancetheirmoralreflectionbykeepingreflectionjournal23.

ANNEXB

36

24Kohlbergidentifiedthesestagesonthebasisofhis20yearstudyof58malesubjects.SubsequentresearchwithfemalesaswellasmaleshasconfirmedKohlberg’sstages.Hebeganlongitudinalinterviewswhenhissubjectswere10,13and16.Everythreeyears,hewentbackandre-interviewedthem,presentingthesamesetofmoraldilemmastoseehowandiftheirthinkinghadchanged.25T.Lickona(1991).EducatingforCharacter,Howschoolscanteachrespectandresponsibility,(pp248).BantamBooks,NewYork.

Theory of Moral Development (Lawrence Kohlberg)

Kohlbergbelieves thatmoral judgementdevelopsalonga three-level, six-stage continuum.Eachof thethree levels; pre-conventional, conventional and post-conventional, is composed of two stages, whichdescribethestructureofthinkingindividualsuseastheyreasonthroughamoraldilemma.

Kohlberg’smoralreasoningtheoryisdevelopmentalandthestagesunfoldinaninvariantsequence.Childrenalwaysgofromstage1tostage2tostage3andsoforth.Theydonotskipstagesormovethroughtheminmixed-uporders24.Notallchildrennecessarilyreachthehigheststagesastheymightlackintellectualstimulation.However,theycanbehelpedtoprogressbeyondtheircurrentstage.Studentswillremainattheircurrentstageofmoralreasoningunlesstheyarehelpedtodevelophigher-stagereasoning25.

Primary1–2studentsareabletoreasonuptopre-conventionalstage2.Theyarereward-seekingandhaveanindividualisticperspective.Hence,theymayexchangefavourstosatisfytheirownneeds.

Primary3–5studentsareabletoreasonuptoconventionallevelstage3.Theyseektogainapprovalbybeinggoodandcaringtopeoplewhoaresignificanttothem.

Primary6toSecondary2studentsareabletoreasonuptoconventionallevelstage4.Theyviewrightasdoingone’sdutyandobeylawstomaintainsocietyasawhole.

Secondary3 toSecondary5 studentsareable to reasonup topost-conventional levels,which includesstages5and6.Theyareabletoupholdbasicrights,valuesandlaws.Theyareabletoupholdhighersocialcommitmentsandshowprincipledmoralreasoning.

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26T.Lickona(1991).EducatingforCharacter,Howschoolscanteachrespectandresponsibility,(pp245).BantamBooks,NewYork.

Theory of Moral Development (Lawrence Kohlberg)

Applications

Kohlberg’slevelsofmoralreasoningareusedasoneofthestrategiesintheteachingofCCE,inhandlinglifeexperienceswhichposemoraldilemmas.

Teacherscanusecontroversialmoraldilemmastostimulatediscussionsintheclassroomtoknowhowtheirstudentsthink.Thentheycantakethenextsteptohelpthemdeveloptheirmoralreasoningtowardsgreatermaturity.

In a discussion onmorals, teachers could use questions to prompt students to raisestudents’self-awarenessandtoencouragethemtomovefromaself-centredperspectivetoanother-centredperspective.Toraisethelevelofmoralreasoninginstudents,teacherscouldmixstudentsofdifferentstagesofmoralreasoningindiscussiongroups26.

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27L.P.Nucci,D.Narvaez(2008),HandbookofMoralandCharacterEducation,pp273.Routledge,UK28Strommen,E.F.,&Lincoln,Bruce(1992).Constructivism,technologyandthefutureofclassroomlearning.Education&UrbanSociety.v24,n4,466-47729Tan,O.S,R.D.Parsons,S.LHinson,D.Sardo-Brown(2003).EducationalPsychology,APractitioner-ResearcherApproach,AnAsianEdition(pp.427).ThomsonLearning,California

Cognitive Constructivist Theory (Jean Piaget and John Dewey)

The main goal of constructivist education is for children to become autonomous, life-long learnerswhosethoughtsandactionsareguidedbyreason,convictionandcommitment.Childrencannotbecomeautonomousintellectuallyormorally,ifadultstakeanauthoritarianpositionintheirlivesallthetime.

Cognitiveconstructivismapproacheslearningandknowingfromthelearner’sperspective.TheCognitiveConstructivist Theory proposes that teachers cannot impose knowledge on students. Instead, learnersconstructtheirunderstandingsfromtheirday-to-dayexperienceswithinmutual,cooperativerelationshipswith social others within their environment27. Familiar experiences enable them to assimilate newinformation andmodify their understanding according to the newdata28. Learning activities should bewhole,authentic,realandshouldresultinsomethingmeaningfulotherthanagrade.

Applications

Contextuallearningisrootedinaconstructivistapproachtoteachingandlearning.Lifeexperiencesbasedon students’ interactionswithpeers andadultsprovidea contextforlearningknowledge,skillsandvalues.Social interactionprovidesopportunitiesforcognitiveconflictandcooperation,whichencouragesstudentstoarticulatetheirviewstostimulatehigher-orderthinking.

Theprocess-basedapproachusedintheteachingofCCEisdrawnfromtheConstructivistTheory.Accordingtotheconstructivists,learnerslearnbestthroughactiveengagement.Teachers provide opportunities for experiential learning to help students discoverinformation to attain a deeper understanding.Hence, the teaching approaches usedshouldbestudent-centredandfocuson“why”and“how”insteadof“what”.Thereislessemphasisondirectteachingofspecificskillsandmoreemphasisonlearninginameaningfulcontext.

Teachers in the constructivist classroom ask thoughtful questions and give sufficientwaittime for students tobe reflective. Teachers takeon the roleof a facilitator andposequestionstostudentssuchas,“Howdidyouarriveatyouranswer?”toexplorestudents’thinking29.Aslearningactivitiesshouldbewhole,authenticandreal,studentsshouldworkonprojectsingroupssuchasVIA,whicharemeaningfultothestudentsandprovideplatformsforthemtolearnandapplyvalues.

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Theory of Psychosocial Development (Erik Erikson)

ThestagesofpsychosocialdevelopmentasarticulatedbyErikEriksonexplaineightstagesthroughwhichahealthilydevelopinghumanshouldpassfrominfancytolateadulthood.Ineachstagethepersonconfronts,andhopefullymasters,newchallenges.Eachstagebuildsonthesuccessfulcompletionofearlierstages.Thechallengesofstagesnotsuccessfullycompletedmaybeexpectedtoreappearasproblemsinthefuture.However,masteryofastageisnotrequiredtoadvancetothenextstage.

Erikson’s Psychosocial Stage 4 - Industry vs Inferiority applies to children from ages 6 to 12. Childrenencounterthechallengesofschool,functioningasamemberofafamilyandrelatingtopeers.Achildwhoexperiencesfailureattasks,orisdeniedtheopportunitytodiscoveranddeveloptheirowncapabilitiesandpotential,mightpossiblydevelopaninferioritycomplexincomparisonwithhispeers.Ontheotherhand,childrenwhoareencouragedandcommendedbyparentsandteachersdevelopafeelingofcompetence.Thosewhoreceivelittleornoencouragementfromparents,teachers,orpeerswilldoubttheirabilitytobesuccessfulanddevelopaninferioritycomplex.Atthisstage,thechild’smostsignificantrelationshipswouldnormallyresidewithintheschoolandneighbourhood.

Erikson’sPsychosocial Stage5 - IdentityvsRole confusionapplies to students fromages12 to18. Thisfifthstagecorrespondstothecrossroadsoflife.Whatisuniqueaboutthestageofidentityisthatitisasortofsynthesisoftheearlierstagesandananticipationoflaterones.Atthisstage,youthhasacertainunique quality in a person’s life; it is a bridge between childhood and adulthood. During adolescence,childrenexploretheirownidentitythoughsocialinteractionsandattemptto“fitin”withtheirpeersandsocial environments.At this stage, studentsdevelopa strongaffiliationwith their peers. Theywill alsodevelopastrongneedtopersonallyexploredifferentroles,tryandlearnnewthingsasabidtodiscoverforthemselves,whotheyreallyareandwhatvalues,andbeliefsformthepersontheyare.Thosewhoreceiveproperencouragementandreinforcementfromsignificantothersintheirliveswillemergefromthisstagewithastrongsenseofselfandafeelingofindependence.Ifnot,theywillsufferroleconfusionandalackofidentity.Theywillbeconfusedaboutwhotheyareandhowtheycanrelatepositivelywithpeopleandtheenvironmenttheyarelivingin.

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Theory of Psychosocial Development (Erik Erikson)

Applications

ThePrimaryschoolyearsareforthedevelopmentofasenseofcompetenceandself-confidence. School providesmany opportunities for children to gain the recognitionoftheirteachers,parentsandpeersbycompletingtasksassignedtotheme.g.solvingaddition problems, creating things, running errands for their parents and teachers,makingamodelbuildingduringartandcraftlessonandsoon.Ifchildrenareencouragedtomakeanddothingsandarethenpraisedfortheireffort,theybegintodemonstrateindustrybybeingdiligent,perseveringattasksuntilcompletion,andputtingworkbeforepleasure.Childrenshouldalsobegivenampleopportunitiesforsocialinteractionsanddevelopsocialskills.

Asstudentsmakethe transition fromPrimary toSecondaryschool, theyare likely toexperiencesomeroleconfusion–mixedideasandfeelingsaboutthewaysinwhichtheyfitintosociety.Theystruggletobelonginasocialgroupandtobeacceptedandaffirmedbytheirpeers,whoplayasignificantroleinshapingtheiridentity.However,theywouldneed to recognisepositive andnegative relationships so that they candevelop theiridentityunderhealthyinfluences.Mostadolescentsachieveasenseofidentityregardingwho they are and where their lives are headed for, and when they receive properguidance and encouragement from significant others in their lives like their peers,parentsandteachers.

Teachersplayanimportantroleintheformationofstudents’senseofselfateverystageastheywouldneedtobeobservantandcompetent inhelpingstudentsgainskills toovercometheirproblems,developcompetency/masteryateachstage.

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30GalinaDolya(2007),Vygotskyinactionintheearlyyears,The‘keytolearning’curriculum,(pp.9).Routledge,NewYork31AnitaWoolfolk(1980)EducationalPsychology(pp41).Pearson,Boston32Tan,O.S,R.D.Parsons,S.LHinson,D.Sardo-Brown(2003).EducationalPsychology,APractitioner-ResearcherApproach,AnAsianEdition(pp.59).ThomsonLearning,California.

Sociocultural Theory of Cognitive Development (Lev Vygotsky)

Vygotsky believed that social interactions have an impact on learners’ cognitive development. Hedistinguishesbetweenthetasksthatcanbeperformedwithadultguidancetasksthatcanbecompletedindependentlybylearners.Heusedtheterm‘Zoneofproximaldevelopment’(ZPD)todefinelearningthattakesplacewhenachildaccomplishesataskwiththeassistanceofanadultandtheterm‘Zoneofactualdevelopment’todescribewhatachildcanaccomplishindependently.AccordingtoVygotsky,“Whatthechildcandoincooperationtoday,hecandoalonetomorrow.”Therefore,instructionmustbeorientatedtowards the futureof thechild’sdevelopmentandteachersunlock theadvancedmental functions inalearnerthatarecurrentlyinanembryonicstate30.

Higher-ordermentalprocesses,suchasreasoningandproblem-solving,areaccomplishedwiththehelpof psychological tools such as language. Adults or more capable peers teach these tools during dailyinteractionsthroughexchangeof ideasandwaysofthinking,andtheco-createdideasallowlearnerstodeveloptheirknowledge,ideas,attitudesandvalues31.

Applications

Associalinteractionswithpeoplewhoaremoreadvancedintheirthinkingareimportantincognitivedevelopment,opportunitiesshouldbeprovided forstudents toconverseandlearnwithteachersandpeersofhigherability.Thiscanbedonethroughplatformssuchascooperativelearningandpeertutoring.

InZPD, teachers candevelop students’ abilitiesbyguiding them towardsperformingtasks which are beyond their current capacity. Teachers first need to ascertain thestudent’sZoneofactualdevelopment,thenworkoutaninstructionalplanthatutilisesthe student’s ability toworkwithin the Zone of proximal development by providingappropriatescaffoldingtounlockthestudent’sadvancedmentalfunctions32.Teachersmustconsiderstudents’priorexperienceswhendesigningcurriculaandadjustclassroomlearningexperiencestothelearners’currentskillsandknowledgelevel,toallowstudentsto‘connect’withthelearningmaterialsinordertoguidetheminfullydevelopingtheirabilities.

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Terms DefinitionAct Toregulateone’sbehaviourinaccordancetoadviceorinformationApply ToputtopracticaluseAppreciate TovalueorhavinghighregardsforsomethingBeaware/Know TobeinformedofsomethingConsider TokeepinmindofsomethingDemonstrate TodisplayorshowbyactionsDescribe TogiveanaccountorrepresentationinwordsDevelop ToworkoutindetailortogrowgraduallyEmbrace ToreceiveoracceptwillinglyExpress ToputthoughtsintowordsIdentify TobeabletodistinguishthepersonorthingfromtheothersRecognise Toaccept,tobecomeconsciousof,ortobeawareof,afactReflect TothinkdeeplyaboutsomethingShow Tomakeaparticularattitude,qualityorfeelingcleartoothersUnderstand Toknowandcomprehendthenatureormeaningofsomeoneorsomething

Glossary of Terms

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AcknowledgementsTheStudentDevelopmentCurriculumDivision,MinistryofEducation,wishestoacknowledgethecontributionsof themany teachers, Heads of Departments, lecturers, groups and institutions that participated in theprocessofthedevelopmentandrefinementoftheCharacterandCitizenshipEducationSyllabus.Wewouldliketorecordourspecialthankstothefollowingschools:

Primary SchoolsAnglo-ChineseSchoolJuniorAnglo-ChinesePrimarySchoolBelestierHillPrimarySchoolBukitPanjangPrimarySchoolCasuarinaPrimarySchoolCHIJOurLadyQueenofPeaceCHIJToaPayohPrimarySchoolChongfuPrimarySchoolCompassvalePrimarySchoolConcordPrimarySchoolCorporationPrimarySchoolDeLaSallePrimarySchoolEliasParkPrimarySchoolEndeavourPrimarySchoolGeylangMethodistPrimarySchoolGreenridgePrimarySchoolGriffthsPrimarySchoolHaigGirlsSchoolHongWenSchoolInnovaPrimarySchoolJuyingPrimarySchoolLakesidePrimarySchoolLianhuaPrimarySchool

KranjiPrimarySchoolMacPhersonPrimarySchoolMahaBodhiSchoolMayflowerPrimarySchoolMeridianPrimarySchoolMonfortJuniorSchoolNanyangPrimarySchoolNewTownPrimarySchoolRadinMasPrimarySchoolRiverValleyPrimarySchoolOperaEstatePrimarySchoolQihuaPrimarySchoolPasirRisPrimarySchoolStAnthony’sPrimarySchoolStGabriel’sSecondarySchoolStStephenSchoolPrincessElizabethPrimarySchoolPoiChingSchoolRulangPrimarySchoolTelokKurauPrimarySchoolTeckWhyePrimarySchoolTemasekPrimarySchoolYewTeePrimarySchoolZhonghuaPrimarySchool

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Secondary SchoolsAngMoKioSecondarySchoolAssumptionEnglishSchoolBroadrickSecondarySchoolBukitPanjangGovernmentHighSchoolBedokSouthSecondarySchoolBedokViewSecondaryschoolBowenSecondarySchoolChuaChuKangSecondarySchoolCommonwealthSecondarySchoolChungChengHighSchool(Main)ChungChengHighSchool(Yishun)DunmanSecondarySchoolEastViewSecondarySchoolEvergreenSecondarySchoolFajarSecondarySchoolFuchunSecondarySchoolJurongSecondarySchoolJuyingSecondarySchoolJunyuanSecondarySchoolKuoChuanPresbyterianSecondarySchoolMontfortSecondarySchoolMacPhersonSecondarySchoolNorthlandSecondarySchool

PeiHwaSecondarySchoolPioneerSecondarySchoolPresbyterianHighSchoolPunggolSecondarySchoolQueentownSecondarySchoolSerangoonGardenSecondarySchoolShuqunSecondarySchoolSt.Andrew’sSecondarySchoolSwissCottageSecondarySchoolSpringfieldSecondarySchoolTanjongKatongSecondarySchoolTanjongKatongGirl’sSchoolUnitySecondarySchoolWoodlandsRingSecondarySchoolYishunTownSecondarySchoolYuanChingSecondarySchoolYusoffIshakSecondarySchoolZhenghuaSecondarySchool

Junior CollegeAngloChineseJuniorCollegeTampinesJuniorCollege

WewouldalsoliketothankallwhohavehelpedinonewayoranotherinthedevelopmentoftheCharacterandCitizenshipEducationSyllabus.

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