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Character & Citizenship Education (CCE)


Character & Citizenship Education Department Framework


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GOALS OF OUR DEPARTMENT PROGRAMMES


Student Leadership

To develop pupils into upright, confident and proactive leaders equipped with good leadership and interpersonal skills to lead and serve towards excellence

Character Development

To nurture students into responsible, resilient and reflective individuals anchored on positive moral values who are strong team players, active contributors and excellence champions

Citizenship

To nurture loyal citizens, who love the school and country, are able to build friendships with others regardless of race, language or religion, strengthen their resilience both as individuals and as a nation, and contribute as individuals to their families, society and country

Values in Action (VIA)

To nurture morally upright, responsible and gracious individuals who not only understand their roles in society but willingly volunteer their services for the betterment of the society


Pupil Leadership

Approach


The Student Leadership Development Programme in PVPS uses a whole school approach in providing students with broad experiences that will develop leadership skills and qualities in them.

Under the Student Leadership Development Programme, 3 broad approaches are established, as seen in the framework below. They are:

  • Leadership for All;
  • Leadership for Service Council; and
  • Leadership for Key Leaders

Figure 1: Framework of Pupil Leadership Development

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Leadership for All (Exposure)

  • The main focus of “Leadership for All” is to give leadership exposure to all students.

Leadership for Service Learning Council (Experience)

  • The main focus of “Leadership for Service Learning Council” is to allow students to experience taking up leadership roles and the responsibilities and challenges that come with these roles while serving the school.
  • This is targeted at students who have demonstrated school shared values and display leadership potential.
  • The 7 Service Learning Councils are:
    • Aesthetics Ambassadors
    • Cyberwellness Ambassadors
    • Green Ambassadors
    • HoPE Ambassadors
    • MRL Ambassadors
    • NE Ambassadors
    • Prefects

Leadership for Key Leaders (Excel)

  • In line with our strategic thrust [2], Innovation & Excellence, the main focus of “Leadership for Key Leaders” is to develop students to excel as leaders.


Character Development

Approach


In the Character Development of our pupils, we have adopted the ESEE (Engagement, Support, Expertise, Extension) approach. The ESEE approach consists of the following:

  • Engagement of all pupils in the various school wide character development programmes adopting pupil-centred strategies
  • Support the character development of pupils through differentiated resources and strategies
  • Expertise of teachers and partners to enhance character development
  1. Encouraging teacher leadership in the design and implementation of character development programmes and activities
  2. Establishing strategic partnership in the area of character development
  • Extension of character development through infusion across disciplines in school, at home and to the community


Values in Practice (VIP) Programme


Click on the logo below to access the Webpage.

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Citizenship

Overview


Introduction

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.

In Park View Primary School, we adopt the CITE (Create, Integrate, Teach and Experience) approach for our National (Citizenship) Education Programme. The CITE approach consists of the following:

  • Create an awareness of NE in our pupils through the various NE programmes like class pledge-taking, commemoration of core-NE events, NE Talks and reflections etc.
  • Integrate NE into our curriculum in the form of inter-departmental ownership for NE activities such as Young Nation Builder Card.
  • Teach our teachers with the necessary skills to conduct NE programmes and Social Studies lessons so that our pupils will enjoy and be engaged in their NESS activities and lessons.
  • Experience NE and learn about the uniqueness of Singapore through learning journeys. Through these experiential journeys, it is hoped that our pupils will learn more about the respective races, practices and cultures, and learn the value of respect and thus appreciate the different races in our multi-racial and cultural Singapore.


SG50 @ Park View Primary School


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Values in Action (VIA)

Approach


In our effort to nurture our pupils to become a morally upright, responsible and gracious citizen, the school believes in adopting a whole school approach in the implementation of its Values In Action Programme.

There are 3 approaches for VIA in the school are Environment, Fund-raising and Outreach. Through this extensive approach, it is hoped that our pupils will learn about citizenship; a citizen who is informed, concerned and participative.

VIA activities are differentiated and developmental in nature where pupils get the experience to be involved in community service in stages throughout their primary school years, according to the objectives that have been spelt out for the different levels.

VIA Packages are designed to guide pupils through the 3 stages of VIA: pre-VIA, VIA and post-VIA.

Some highlights of our VIA activities include Project SHINE for all pupils, Adopt-a-Plot for Primary 3, Project Festive and Litter Free Neighbourhood for Primary 4, visit to the senior citizens’ home for Primary 5 and school enhancement activities in Batam, Indonesia for Primary 6.


Sexuality Education 2021

PARK VIEW PRIMARY SCHOOL

Moe Sexuality Education in Schools


  1. Sexuality Education (SEd) in schools is about enabling 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. This means encouraging healthy, heterosexual marriages and stable nuclear family units with extended family support. 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.

  1. The goals of Sexuality Education are:

  1. To help students make wise, responsible and informed decisions through the provision of accurate, current and age-appropriate knowledge on human sexuality and the consequences of sexual activity;

  1. To help students know themselves and build healthy and rewarding relationships through the acquisition of social and emotional skills of self-awareness, management of their thoughts, feelings and behaviours, development of empathy for others, possession of effective communication, problem-solving and decision-making skills; and

  1. To help students develop a moral compass, respect for themselves and for others as sexual beings, premised on the family as the basic unit of society, through the inculcation of positive mainstream values and attitudes about sexuality.

  1. The key messages of Sexuality Education are:

  1. Love and respect yourself as you love and respect others;
  1. Build positive relationships based on love and respect (which are the foundation for strong families);
  1. Make responsible decisions for yourself, your family and society; and
  1. Abstinence before marriage is the best protection against STIs/HIV and unintended pregnancies. Casual sex can harm and hurt you and your loved ones.

You may click here for more information on MOE Sexuality Education.


Overview of Park View Primary School’s Sexuality Education Programme for 2021


  1. Sexuality Education is delivered in a holistic manner through the school curriculum. The content for Sexuality Education is grouped into five main themes: Human Development, Interpersonal Relationships, Sexual Health, Sexual Behaviour, and, Culture, Society and Law. You may click here for more information on the scope of Sexuality Education in the school curriculum.

  1. The subjects that incorporate topics on sexuality include:

    1. Science
    1. Form Teacher Guidance Period (FTGP)
    1. Character and Citizenship Education (CCE)

Growing Years (GY) Programme: “Curious Minds (2nd Edition)” (Primary 5 & 6) Teaching & Learning resource package

  1. The upper primary years mark the onset of puberty. With better nutrition and improved health care, children are reaching puberty at a younger age and have to grapple with physical, emotional and psychological changes in themselves. The implication is that our children are becoming biologically ready for sexual activity sooner without necessarily having the corresponding cognitive or emotional maturity to modulate their behaviours. “Curious Minds” is a response to these challenges.

  1. The Primary 5 & 6 Growing Years (GY) package, “Curious Minds (2nd Edition)”, aims to meet students’ developmental needs, give emphasis to the teaching of skills and values, and focus on helping students navigate changes, build healthy relationships, especially online relationships, and exercise safety.

At Park View Primary School, the following lessons from the Growing Years Programme will be taught in 2021:

Primary 5

UNIT
LESSONS / DURATION
LESSON OBJECTIVES
At the end of the lesson, pupils will be able to:
TIME PERIOD
(e.g. Term 1 Week 2)
Gosh! I Am Changing
What Is Happening To Me?
(30 min)
  • know what puberty is
  • identify the physical changes during puberty
Term 2
What Can I Do? (Part 1)
(30 min)
  • identify the stresses caused by physical and emotional changes during puberty
  • describe healthy ways to manage the stresses caused by physical and emotional changes during puberty
  • describe the emotions caused by physical changes during puberty
  • recognise that one’s identity does not change even when one’s body is experiencing change due to puberty
Term 2
What Can I Do? (Part 2)
(30 min)
  • identify the stresses caused by physical and emotional changes during puberty
  • describe healthy ways to manage the stresses caused by these physical and emotional changes during puberty
  • describe the emotions caused by physical changes during puberty
  • recognise that one’s identity does not change even when one’s body is experiencing change due to puberty
Term 2
Main Task
(30 min)
Description of the Main Task:

Pupils are to play the role of an Uncle/Aunt Agony to help a peer address his/her experiences during puberty. They will consider the situation from the point of view of the peer and share ways to help him/her cope with the changes he/she is going through.
Term 2
Where I Belong
What Are Families?
(30 min)
  • know that there are different types of family structures
  • know that every family is unique
  • state that the three basic functions of families are to provide love, protection and guidance
  • identify the right sources of help to turn to when in need
Term 3
Where I Belong
What is My Role?
(30 min)
  • know that gender is about being male or female
  • choose not to stereotype by gender
Term 3
How Do I Keep Myself Safe?
What is Safety?
(30 min)
  • know what sexual abuse is
  • know that there are laws in Singapore that can protect them from sexual abuse
  • know their rights in keeping themselves safe from sexual abuse
Term 3
Stop It! Run! Tell!
(30 min)
  • protect themselves by resisting, removing themselves from harm and seeking help from a trusted adult
  • know their responsibilities in minimising the risk of sexual harm
Term 3

Primary 6

UNIT
LESSONS / DURATION
LESSON OBJECTIVES
At the end of the lesson, pupils will be able to:
TIME PERIOD
(e.g. Term 1 Week 2)
Are We More Than Friends?
Who Are My Friends?
(30 min)
  • identify the qualities of a healthy friendship
  • recognise the importance of making wise choices in friendship
Term 2
Am I A Good Friend?
(30 min)
  • identify the qualities that they have as a friend
  • recognise the importance of developing in oneself the qualities of a good friend
Term 2
What is Love?
(30 min)
  • identify the characteristics of love and infatuation
  • distinguish between the characteristics of love versus infatuation
  • identify strong feelings arising from infatuation
Term 2
Am I Falling In Love?
(30 min)
  • manage strong feelings arising from infatuation
  • identify ways to manage and cope with teasing from peers
Term 2
Main Task
(30 min)
Description of the Main Task:

Pupils are to play the role of a game designer who wants to create a board game to help pupils of their age learn more about the Big Idea of Relationships, specifically on family, friendships, love and infatuation. They will consider the issues that their peers would face and craft questions and answers that they believe their peers would benefit most from knowing.
Term 3
Friends or Foes?
Are You Really My Friend?
(30 min)
  • identify the pros and cons of forming relationships through social networking websites
  • know ways to keep themselves safe when using social networking websites
Term 3
Is It All Safe?
(30 min)
  • know that some information (like pornography) received through the Internet may be harmful
  • know ways to keep themselves safe when using social networking websites or the Internet
Term 3
Main Task
(30 min)
Description of the Main Task:

Pupils are to apply their understanding of Safety in a variety of scenarios where the main character could be in a precarious situation. They will consider the situation from the point of view of the main character, discuss what they think and feel about the situation and what they will do or say to ensure their safety. These scenarios will provide pupils with the opportunity to demonstrate their understanding of Safety and that safety is a right and a responsibility.
Term 3


Information for Parents


  1. Parents may opt their children out of the Growing Years programme, and/or supplementary sexuality education programmes by MOE-approved external providers.

  1. Parents who wish to opt their children out of the Growing Years (GY) programme need to complete an opt-out form. This form will be distributed to parents by end of term 1 and is also downloadable here. A hardcopy of the form, duly completed and signed, is to be submitted to the school office by 26/02/2021.

  1. Parents can contact the school at 65851421 for discussion or to seek clarification about the school’s sexuality education programme.

11. Parents, who wish to attend the school sexuality education lessons, should contact the school to make the necessary arrangements.