C A C E · Introduction Understanding Character and Citizenship Education 1 Core Values 2 Social and Emotional Competencies 3 ... CCE are aligned to our Key Stage Outcomes (KSOs)

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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: 978-981-07-4290-4

CONTENTSChapter Page

Introduction UnderstandingCharacterandCitizenshipEducation 1

CoreValues 2

SocialandEmotionalCompetencies 3

SkillsrelatedtoCitizenshipCompetencies 4

LearningOutcomes 5

ComponentsinCCEandCurriculumTime 6

GuidingPrinciplesinDevelopingtheCCESyllabus 7

GuidingPrinciplesinTeachingandLearningCCE 8

Content ThreeBigIdeas 9

KeyUnderstandingsandKeyQuestions 10

CCESyllabusContentforSecondaryLevels 12

Pedagogy 27

Assessment 29

Annexes 31

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 39

References 40

Acknowledgements 42

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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.

ThegoalofCCEistoinculcatevaluesandbuildcompetenciesinourstudentstodevelopthemtobegoodindividualsandusefulcitizens.Since1959,variouskeyprogrammeshavebeenintroducedtoinculcatevalues,habits,competenciesandskillsinourstudents.Inrecentyears,someoftheseprogrammesincludeCivicsandMoralEducation(CME,1992),NationalEducation(NE,1997),SocialandEmotionalLearning(SEL,2005),andlearningexperiencessuchasCo-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

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Civic Literacy, Global Awareness and Cross-cultural Skills

Com

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Critical and Inventive Thinking

Self-directed Learner

Concerned CitizenActive Contri

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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

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Core Values

Thecorevalues (Respect,Responsibility,Resilience, Integrity,Care and Harmony) are fundamental for a person of goodcharacter and a useful citizen of Singapore. They guidestudents to discern between right andwrong, help them tomake responsible choices and become more aware of theirrolesinsociety.TheCCEcorevalues(Figure2)arederivedfromOurSharedValues,theSingaporeFamilyValues,Singapore21VisionandtheNationalEducationmessages(refertoAnnexA).

Figure 2: Core Values

Confi

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Concerned Citizen Active Contribu

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Self-Management

SocialAwarenessRelationship

Management

Core values

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Respect A person demonstrates respect when he believes in his own self-worth and the intrinsic worth of all people.

Responsibility A person who is responsible recognises that he has a duty to himself, his family, community, nation and the world, and fulfils his responsibilities with love and commitment.

Harmony A person who values harmony seeks inner happiness and promotes social cohesion. He appreciates the unity and diversity of a multi-cultural society.

Integrity A person of integrity upholds ethical principles and has the moral courage to stand up for what is right.

Care A person who is caring acts with kindness and compassion. He contributes to the betterment of the community and the world.

Resilience A person who is resilient has emotional strength and perseveres in the face of challenges. He manifests courage, optimism, adaptability and resourcefulness.

Core Values

Core Values The core values (Respect, Responsibility, Resilience, Integrity, Care and Harmony) are fundamental for a person of good character and a useful citizen of Singapore. They guide students to discern between right and wrong, help them to make responsible choices and become more aware of their roles in society. The CCE core values (Figure 2) are derived from Our Shared Values, the Singapore Family Values, Singapore 21 Vision and the National Education messages (refer to Annex A).

Figure 2: Core Values

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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.

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Self-Management

SocialAwareness


Core values

Figure 3: Social and Emotional Competencies

1CASEL:CollaborativeforAcademic,SocialandEmotionalLearning.

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Social and Emotional Competencies Social and emotional learning (SEL) is the acquisition of skills needed to recognise and manage emotions, develop care and concern for others, make responsible decisions, establish positive relationships and handle challenging situations effectively1.

Social and emotional competencies (Figure 3) can be categorised into five interrelated domains: self-awareness, self-management, social awareness, relationship management and responsible decision making. The domains of self-awareness and self-management relate to the understanding of self which helps in managing one’s emotions and personal behaviours. The domains of social awareness and relationship management relate to one’s social interactions. In responsible decision making, moral and ethical choices have to be made with regard to how one handles oneself, relate to others and deal with challenging situations.

1 CASEL: Collaborative for Academic, Social and Emotional Learning.

Figure 3: Social and Emotional Competencies

Self-Awareness A person who understands his own emotions, strengths, inclinations and weaknesses is able to develop positive self-concept and self-worth.

Self-Management A person who manages himself effectively is able to manage his own emotions, exercise self-discipline and display strong goal-setting and organisational skills.

Social Awareness A person who has social awareness is able to accurately discern different perspectives, recognise and appreciate diversity and demonstrate empathy and respect for others.

Relationship Management A person who manages relationships well is able to establish and maintain healthy relationships through effective communication and is able to work with others to resolve conflicts.

Responsible Decision Making A person who makes responsible decisions is able to identify and analyse the implications and consequences of decisions made based on sound moral considerations.

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

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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

The components in CCE comprise CCE lessons, school-based CCE and CCE GuidanceModules. The CCEsyllabusprovidestheknowledge,skills,valuesandattitudestobetaughtexplicitlyduringCCElessonsandschool-basedCCE.Separatesyllabuseshavebeendeveloped foreachCCEGuidanceModule tomeet thedevelopmentalneedsofstudents.

Curriculum TimeThetotalcurriculumtime(Secondarylevels)forCCE(Figure6)is60hoursperyear,tobecarriedoutover2hoursonaweeklybasis.TheCCEsyllabuswillbedeliveredthrough20hoursofCCElessonsand27hoursofschool-basedCCEperyear.

Schoolshavetheflexibilitytocustomiseanddelivertheirschool-basedCCEtofocusonschoolvalues.School-basedCCEcouldincludeactivitieswhichfocusonschoolvalues,suchasassemblyprogrammesandlessonsonschoolvalues.

ThecompulsoryCCEGuidanceModuleshavespecificobjectivesandcontentwhichaddressspecificissuesassociatedwith child and adolescent development. Sexuality Education (SEd), CyberWellness (CW) andEducationandCareerGuidance(ECG)willbedeliveredasCCEGuidancemodulesandtheircontentscopedtofitatotalof13hoursperyear,thatis,5hoursforSEd,4hoursforCWand4hoursforECG.

Components in CCE

CCE Lessons

School-based CCE

CCE Guidance Module

What it refers to

Teachingofvalues,knowledgeandskillsforCharacter&Citizenship

Couldinclude • assemblyprogrammeslinkedtoCCE • lessonsonschoolvalues • EducationandCareerGuidance(ECG) • SexualityEducation(SEd) • CyberWellness(CW)

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Components in CCE

The components in CCE comprise CCE lessons, school-based CCE and CCE Guidance Modules. The CCE syllabus provides the knowledge, skills, values and attitudes to be taught explicitly during CCE lessons and school-based CCE. Separate syllabuses have been developed for each CCE Guidance Module to meet the developmental needs of students.

Curriculum Time

The total curriculum time (Secondary levels) for CCE (Figure 6) is 60 hours per year, to be carried out over 2 hours on a weekly basis. The CCE syllabus will be delivered through 20 hours of CCE lessons and 27 hours of school-based CCE per year.

Schools have the flexibility to customise and deliver their school-based CCE to focus on school values.

The compulsory CCE Guidance Modules have specific objectives and content which address specific issues associated with child and adolescent development. Sexuality Education (SEd), Cyber Wellness (CW) and Education and Career Guidance (ECG) will be delivered as CCE Guidance modules and their content scoped to fit a total of 13 hours per year, that is, 5 hours for SEd, 4 hours for CW and 4 hours for ECG.

Components in CCE What it refers to CCE Lessons

Teaching of values, knowledge and skills for Character & Citizenship

School-based CCE

Could include assembly programmes linked to CCE lessons on school values

CCE Guidance Modules

Education and Career Guidance (ECG) Sexuality Education (SEd) Cyber Wellness (CW)

20 hours CCE Lessons

13 hours CCE Guidance Modules

27 hours School-based

CCE

Total:60 hours per year

Secondary (S1-S5)

Figure 6: Curriculum Time (Secondary levels) Figure 6: Curriculum Time (Secondary levels)

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Guiding Principles in Developing the CCE Syllabus1. Student-centric, values-driven education

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

•constructtheirunderstandingsfromtheirdailyexperienceswithothers;and

•engageinexperientiallearningandforstudentstointeractwithpeersofdifferentabilities.

2. Balanced representation of character and citizenship

Goodcharacterisessentialindevelopinggoodcitizens.Todevelopintogoodcitizens,teacherswillencouragestudentsto

• makeresponsiblechoicesthatareanchoredinsoundmoralprinciples;

•displaymoralcourageinstandingupforwhatisright;

• haveemotionalstrengthandmanifestoptimism,adaptabilityandresourcefulnesstoworkwithournationalconstraintsyetfirmlybelievethatthereareopportunitiesforthemtothriveandsucceed;

• showconcerntoothersandlookbeyondtheirownintereststothoseofothersinthefamily,school,community,nationandtheworld;and

• offertheirtimeandefforttoservethecommunity.

3. Expanding domains from self to the world

Thedevelopmentofchildrenandadolescentstakesplace inthecontextofanecosystemofrelationships(Bronfenbrenner,1979).Teacherswillencouragestudentstoputvaluesintopracticewithinthecontextofreal-lifesituationsinthefamily,school,community,nationandtheworld.Studieshaveshownthatstudentsembracetheirsocialrolesastheyinteractwiththeworldaroundthemandactwithconsiderationoftheconsequencesoftheiractionsonthemselvesandothers.

4. Students’ life experiences as possible contexts

Teacherswillusestudents’lifeexperiencestoformpossiblecontextsforthedeliveryofCCE,sothatstudentscanbetterretaintheknowledge,skillsandvaluestaughttothem.Studentslearnmoreeffectivelywhentheyprocessnew informationorknowledge inacontext that is familiar to them. It is therefore important forstudentstorecognisewhatvaluesandsocialandemotionalcompetencieslooklikeinpractice.TheincreasingcomplexityofthelifeexperiencesfromLowerSecondarytoUpperSecondarycreatesthespirallingandtheprogressionforthelearningofknowledge,skills,valuesandattitudesinCCE.

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Guiding Principles for Teaching and Learning1. Every teacher a CCE teacher

Teachersarebestplacedtoleadandupholdthecorevalues.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 delivery

Studentslearnvaluesthroughinstruction,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.Anumberofstudieshaveconnectedhome-schoolcollaborationtobetterlearning,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

Domains Key QuestionsIdentity Relationships Choices

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Character and Citizenship Education Syllabus Content for Secondary Levels

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

Learning Outcomes:LO 1:Acquireself-awarenessandapplyself-managementskillsto

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

upholdmoralprinciplesLO 4:Beresilientandhavetheabilitytoturnchallengesinto

opportunities

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

CONTENT S1-S2 S3-S5

KNOWLEDGE Perception of Self•Knowthatfeedbackfromothersandlearningfrompersonalexperiencescontributetoanaccurateself-perception

3

•Knowtheimportanceofhavinganaccurateperceptionofself 3 3

•Understandthatpersonaltalents,skillsandinterestscontributetomakingwiselifechoices

3 3

•Understandtheimportanceofcontinualimprovementinone’slife 3

Understanding Change•Understandtheimportanceofself-controlinachievingtheirgoals 3 3

•Understandthatchangesarepartoflife,whatcausechangesandthattheycantakeactionstomanagechanges

3 3

•Understandwhyitisimportanttoberesilient 3 3

•Understandwhatitmeanstobearesilientperson 3 3

•Understandhowtobearesilientperson 3 3

SKILLS Knowing the self• Identifyandmanageone’sthoughtsandemotions 3

• Incorporatefeedbackfromothersandpersonalexperiencesforanaccurateself-perception 3

•Takeactionstocultivatepersonaltalents,skillsandinterests 3

•Evaluateaccuracyofself-perceptionandanalyseimplicationsofself-perceptiononone’sactionsandbehaviours 3

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Domain: Self Focus: Being who I am and Becoming who I can be Learning Outcomes: 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 4: Be resilient and have the ability to turn challenges into opportunities Key Questions Identity: How am I similar to others? How am I different from others? Relationships: How does the way I perceive and manage myself affect my relationship with others? Choices: How are the choices I make good for others and me?

CONTENT S1-S2 S3-S5 KNOWLEDGE Perception of self

Know that feedback from others and learning from personal experiences contribute to an accurate self-perception Know the importance of having an accurate perception of self Understand that personal talents, skills and interests contribute to making wise life choices Understand the importance of continual improvement in one’s life

Understanding change Understand the importance of self-control in achieving their goals Understand that changes are part of life, what cause changes and that they can take actions to manage changes Understand why it is important to be resilient Understand what it means to be a resilient person Understand how to be a resilient person

SKILLS

Knowing the self Identify and manage one’s thoughts and emotions

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CONTENT S1-S2 S3-S5

SKILLS •Applyknowledgeofpersonaltalents,skillsandinterestswithlifechoices

3

Goal-setting•Setrealisticgoalsthathelponetoworktowardsexcellenceinone’slife 3 3

•Reviewandsetgoalsthathelponetoworktowardsexcellenceinone’slife

3

Managing stress•Staypositiveinthefaceofobstacles/indifficultsituations 3

•Exercisecontinuousself-monitoringandreflectiontoimproveone’smanagementofanxiety/stressindifficultsituations

3

•Takeappropriateactionstoreduceone’sstresslevel 3 3

•Monitorandevaluateone’scopingstrategiestoacquiremorepositivecopingskillsinresponsetochangesandchallenges

3

Managing anger and Impulsiveness• Identifythetriggersforone’simpulsive/angryresponses 3

•Formulate,monitorandevaluatestrategiesforimpulsecontrol 3

•Demonstrateselfcontrolinvarioussettingsandtakeresponsibilityforone’saction

3

Seeking help•Beawareofwhenandhowtoseekhelp 3 3

Moral Reasoning•Beawareofthemotivesbehindone’sactionandmakedecisionsbasedonhigherlevelsofmoralreasoning

3 3

Responsible Decision Making•Clarifyownvaluesinthemidstofexperiencingchanges 3 3

•Makedecisionsbasedonasoundvaluesystem 3 3

•Standupforwhatisrightdespitethechallengesfaced 3 3

•Evaluatetheimpactandconsequencesofone’sdecisiononselfandothersandactontheappropriatedecisionsmadeforagivencontext 3

• Implementtheappropriatedecisionsmadeandreviewone’sactionstomakerelevantchanges 3

Reflection•Thinkbackandlearnfromexperiences 3 3

• Identifyopportunitiesandwaystoovercomechallengesthatcomewithchanges

3

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CONTENT S1-S2 S3-S5

VALUES Respect forself 3

Resilience asdemonstratedthroughemotionalstrengthinthefaceofchallenges

3 3

Responsibility incaringforone’sownwell-being 3 3

Responsibility inmakingdecisions 3 3

ATTITUDES Beliefinone’scompetence 3 3

Couragetofacechangesandchallenges 3 3

Optimisticoutlooktowardslife 3 3

The following are possible students’ life experiences which are useful in teaching the relevant knowledge, skills and values/ attitudes:Possible Contexts for Lower Secondary Possible Contexts for Upper Secondary

•AdjustingtomyfirstweekinaSecondaryschool•Settlingintomynewschoolandclass•Managingnewsubjects•Preparingforandtakingtestsandexaminations•Takingcareofmyownwell-being•Copingwithsetbacks•Choosingasubjectcombination•Preparingforandparticipatingincamps•ChoosingaCCA•CommittingtoaCCA•Exploringmyinterests•Savingandspending•Takingpublictransport•Balancingtimebetweenworkandplay,e.g.beingonthecomputer

•Useofsocialmedia

•Settlingintomynewclass•Managingnewsubjects•Preparingforandtakingnationalexams•Thinkingaboutpost-secondarylife•Balancingtimebetweenworkandplay,e.g.beingonthecomputer

•Useofsocialmedia•Takingcareofmyownwell-being•Copingwithsetbacks•Planningforacareer•HelpingacauseIbelievein

15

Domain: Family

Focus: Strengthening Family Ties



upholdmoralprinciplesLO 3:Acquiresocialawarenessandapplyinterpersonalskillsto

buildandmaintainpositiverelationshipsbasedonmutualrespect

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

KNOWLEDGE Positive Family Relationships•Recognisewhatpositivefamilyrelationshipslooklike 3 3

•Understandtheimportanceofone’srolesandresponsibilitiesinthefamily

3 3

•Knowthewaystomaintainclosefamilyrelationships 3 3

Family Issues and changes•Recognisecommonfamilyissues,theircausesandimpact 3 3

•Knowthewaysofdealingwithfamilychangesandadversities 3

•Understandthewaysofdealingwithfamilychangesandadversities 3

SKILLS Building and maintaining positive relationships•Usecommunicationandinterpersonalskillstobuildstrongandsupportivefamilyties

3 3

•Showempathytowardsothersathome 3 3

•Recogniseandmanagechallengesinrelationshipsinthefamily 3

Conflict Resolution•Applyconflictmanagementandnegotiationskills 3 3

•Evaluateand,wherenecessary,developalternativestrategiestoresolveconflictswithothersinthefamily

3 3

•Actasamediatorinresolvingconflictsinthefamily 3

Seeking and Providing Help•Knowwhen,whereandhowtoseekandprovidehelpwhenone’sfamilyfaceschangesandadversities

3 3

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CONTENT S1-S2 S3-S5

16

Perspective Taking•Understandasituationfromawiderperspective,andtaketheperspectivesofothersinthefamily

3 3

•Checkagainstone’sprejudicesandbiases 3

Responsible Decision Making•Evaluatetheimpactandconsequencesofone’sdecisionsonthefamilyandactontheappropriatedecisionsmadeforagivencontext

3 3

Reflection•Thinkbackonhowthevaluesofcare,respectandresponsibilitywereshowntofamilymembersandlearnhowtoexpressthesevaluesbetter

3 3

•Implementtheappropriatedecisionsmadeandreviewone’sactionstomakerelevantchanges

3

VALUES Responsibility inthefamily 3 3

Care forthethoughts,feelingsandconcerns/needsofothersathome 3 3

Harmonyinthefamily 3 3

Respect forothersathome 3 3

ATTITUDES Humilityininteractingwithothersathome 3 3

CONTENT S1-S2 S3-S5


•Communicatingwithothersathome•Participatinginfamilyoutings•Managingchangesinfamily•Takingcareofsiblings•Helpingoutwithhouseholdchores•Runningerrandsformyparents

•Spendingqualitytimewithmyfamily•Initiatingandorganisingfamilyoutings•Makingdecisionswithparents•Takingcareofmyfamily’swell-being•Visitingrelativesduringfestivalsandcelebrations•Buildingbondswithmysiblings

17

Domain: School

Focus: Fostering Healthy Friendships and Team Spirit



upholdmoralprinciplesLO 3:Acquire socialawarenessandapply interpersonal skills to

buildandmaintainpositiverelationshipsbasedonmutualrespect

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

12

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SKILLS


KNOWLEDGE Healthy friendships•Recognisewhathealthyfriendshipsareandknowwhytheyareimportant

3 3

•KnowthewaysofcultivatingandstrengtheninghealthyfriendshipsoSeektounderstandeachother

3

oBeinghonestwitheachotherinarespectfulmanner 3

oMaketimeforfriends 3

oSupporteachotherintimesofneed 3

oExercisemoralcourageforthegoodofothers 3

Negative relationships•Recognisehownegativeinfluenceofpeersandonlinefriendscanaffectonetomakewrongdecisions

3 3

•Understandhowbullyingcanhurtothersandlowerone’sselfesteem 3 3

•Knowwhenandwheretoseekhelpwhenoneisbeingbulliedorwhenonewitnessesbullying

3

Teamwork•Understandvariousrolesinateamandhoweveryonehasaparttoplay 3

•Understandtheimportanceofworkingtowardscommongoals 3

•Understandthecorevaluesandknowhowtheypromoteteamwork 3

•Knowthattherulesofsocialinteractioninvolveresolvingconflictsamongteammembers

3

•Understandwhatittakestoinfluenceandguideothers 3

CONTENT S1-S2 S3-S5

18

SKILLS Building and maintaining positive relationships•Showcareandconsiderationforfriendsandothersinateam 3

•Buildconsensusandinfluenceotherstoworktowardscommongoalsinateam

3

•Usecommunicationandinterpersonalskillstobuildandmaintainstrongandsupportivefriendships

3

•Recogniseandmanagepeerinfluenceandpressure 3 3

•Recogniseandeffectivelymanagechallengesandchangesinrelationshipswithfriends

3 3

•Showempathytowardsothers 3

Knowing and managing the self•Identifyandmanageone’sthoughtsandemotionswhenoneisbulliedandstandupforsomeonewhoisbullied

3

•Identifyandmanageone’sthoughtsandemotionsthatareinconflictwithdoingwhatisrightforthebenefitoftheteam

3 3

Perspective Taking•Understandasituationfromawiderperspectiveandtaketheperspectivesofothersintheteam

3

•Checkagainstone’sprejudicesandbiases 3

•Acceptandvaluediversityintheteam 3

•Takeandunderstandtheperspectivesofothersfully,andpresentthesituationtotheteamfromawiderperspective

3

•Tappingonstrengthsoftheteammembersforthegoodoftheteam 3

Conflict management•Applyconflictmanagementandnegotiationskills 3 3

•Evaluateand,wherenecessary,developalternativestrategiestohandleconflicts

3 3

•Actasmediatorinresolvingconflicts 3

Seeking and Providing Help•Knowwhen,whereandhowtoseekandprovidehelpwhenafriendorteamfaceschallenges

3 3

•Seekhelpwhenoneisbeingbulliedorhaswitnessedbullying 3 3

•Suggestwaystostopbullyinginschool 3

Moral Reasoning•Recognisethemotivesbehindone’sactionandhavemoralcouragetomaketherightdecisionsbasedonhigherlevelsofmoralreasoning

3 3

CONTENT S1-S2 S3-S5

19

Responsible Decision Making•Evaluatetheimpactandconsequencesofone’sdecisionsonothersandactontheappropriatedecisionsmadeforagivencontext

3 3

•Implementtheappropriatedecisionsmadeandreviewone’sactionsonotherstomakerelevantchanges

3

Reflection•Thinkbackandlearnfromexperienceswithfriends

3 3

•Leadteamtothinkbackandlearnfromexperienceswhenworkinginteams

3

VALUES Respect forfriends 3 3

Responsibility:•Incaringforone’sownwell-being

3 3

•Inmakingdecisions 3 3

•Towardsfriends 3 3

Resilienceasdemonstratedthroughemotionalstrengthinthefaceofchallenges

3 3

Integrityandmoralcourageinstandingupforwhatisright 3 3

Careforfriends’thoughts,feelingsandconcerns/needs 3 3

Harmonywithfriends 3 3

ATTITUDES Considerationforfriends’thoughts,feelingsandconcerns/needs 3 3

Valuingfriendswhoaredifferent 3 3

Empathyforfriends 3 3

Humilityininteractingwithfriends 3 3

CONTENT S1-S2 S3-S5


•ParticipatinginOrientationProgramme•Experiencingpeerpressure•Managingbullyingandteasingissuesinschool•Interactingwithothersonline•Doingprojectwork•Havingteamdiscussions•ParticipatinginCCA•ParticipatinginVIA•Participatinginlearningjourneys•Takingpartincompetitions•Participatinginschooleventsandcelebrations

•Experiencingpeerpressure•Helpingfriendstocopewithstressandsetbacks•Boy-Girlrelationships•Interactingwithcyberfriendsoffline•Expressingviewsonline•Representingschoolsforcompetitions•Beingaleader•Organising,leadingandparticipatinginVIA•Participatinginlearningjourneys

20

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

Learning Outcomes:LO 6:Value Singapore’s socio-cultural diversity, and promote

socialcohesionandharmony

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

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

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KNOWLEDGE Socio-cultural groups15 in Singapore•RecognisediversityintheSingaporesocietyandhowsocio-culturalgroupsaredifferentandyetsimilar

3

•Understandthatappreciatingsocio-culturaldiversityisrespectingthecustoms,practicesandbehavioursofothersocio-culturalgroups

3

•Understandthedifferentsystemsofbelief,religionsandpractices 3 3

•Understandwaystorelatetoothersfromdifferentsocio-culturalgroupsinasensitiveway 3

Social cohesion and harmony•Understandthatsocialcohesionandharmonyisaboutsharingcommonspacesinthecommunity

3

•UnderstandthatsocialcohesionandharmonyisessentialtomaintainingpeaceandstabilityofSingapore

3

Caring for the community•Knowthatitisimportanttocareforothers,includingthosedifferentfromoneself

3

•Understandthatacaringpersontakesaninterestinthewell-beingofthecommunity

3 3

•Understandthatacaringpersonshowsempathysoastounderstandtheneedsofothers

3 3

•Understandthatacaringpersontakesinitiativetohelpothersinthecommunity

3

•Understandhowone’scontributionscanhaveapositiveinfluenceonothers

3 3

oattheindividuallevel

othecommunitylevel(multipliereffect) 3

CONTENT S1-S2 S3-S5

21

SKILLS Relationship Management Skills•Usecommunicationandinterpersonalskillstomaintainstrong

relationshipswithothersfromdifferentsocio-culturalgroups3 3

Communication Skills•Listenattentivelyandrespondappropriately;seekclarificationwith,andexpressone’sthoughtsandfeelingsappropriatelywithpeoplefromdifferentsocio-culturalgroups

3 3

Seeking and providing help•Knowwhen,whereandhowtoseekhelpfromothersandtoprovidehelpforothers

3 3

Perspective-taking•Considerthefeelings,thoughtsandpointsofviewofothersfromthevarioussocio-culturalgroups

3 3

•Promotesocialcohesionandharmonywheninteractingwithpeopleofdifferentsocio-culturalgroupsindifferentcontexts

3 3

Reflection•Onhowone’scontributionthroughVIAhasbenefitedothers 3 3

•Onhowonecanbettercontributetoothers 3 3

•Onwhatonehaslearntintheprocessofhelpingothers 3 3

VALUES Respect forthecustoms,practicesandbehavioursofothersocio-culturalgroups

3 3

Care forthefeelingsandneedsofothers 3 3

Responsibilityinhelpingothers 3 3

Harmony withothersfromdifferentsocio-culturalgroups 3 3

ATTITUDES Beingnon-judgmental 3 3

Beingappreciativeofsocio-culturaldiversity 3 3

Valuingotherswhoaredifferent 3 3

Empathyforotherpeopleintheschool/community 3 3

Humilityininteractingwithothers 3 3

Beliefandconfidencethatonecanmakeadifference 3 3

Sharingandputtingothersbeforeself 3 3

Takinginitiativetocontributetowardsimprovingthelivesofothers 3 3

Beingconcernedaboutwhataffectsthecommunity 3 3

CONTENT S1-S2 S3-S5

22


•ParticipatinginVIA,includingcaringfortheenvironmentandanimals

•Participatinginlearningjourneys•Participatingincommunityevents•Participatinginexchangeprogrammeorfieldtrips•ParticipatinginRacialHarmonyDay

•Meetingstudentsofdifferentnationalitiesandcultures

•Participatinginlearningjourneys•Organisingandparticipatingincommunityevents•Initiating,organisingandparticipatinginVIA,includingcaringfortheenvironmentandanimals

•Organisingandparticipatinginexchangeprogrammeorfieldtrips

•ParticipatinginRacialHarmonyDay

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

Learning Outcomes:LO 5: Takeprideinournationalidentity,haveasenseofbelonging

toSingaporeandbecommittedtonation-buildingLO 8: Reflectonandrespondtocommunity,nationalandglobal

issues,asaninformedandresponsiblecitizen

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

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SKILLS


KNOWLEDGE National identity•UnderstandthatnationalidentityisimportantbecauseoitgivesoneasenseofbelongingandcontributestoshapingtheSingaporeanculture

3

oitmotivatesusasanationtomakeSingaporethebesthomeitcanbe 3

oitunitesSingaporeansasaresilientcommunitytohandleadversitiesandcrisis

3

•UnderstandtheSingaporeidentityandculture,andhowithasinfluencedouruniquewayoflife

3

•Understandhowonecancontributetoshapethenationalidentityandculturebyorespectingmulti-culturalism 3

oappreciatingmeritocracyandincorruptibilityinSingapore 3

•HaveawarenessofcurrentissuesfacedbySingaporethataffectourcultureandnationalidentityandtheimplicationsforusasanation

3

Nation building•KnowwhatconstitutestotaldefenceinSingaporeandwhyitisimportantoMilitaryDefenceoCivilDefenceoEconomicDefenceoSocialDefenceoPsychologicalDefence 3

•Understandhowonecandemonstratecommitmentto,andplayaroleinthetotaldefenceofSingaporecurrentlyandinthefutureoMilitaryDefenceoCivilDefenceoEconomicDefenceoSocialDefenceoPsychologicalDefence 3

CONTENT S1-S2 S3-S5

24

SKILLS Perspective-taking•Considerthefeelings,thoughtsandpointsofviewofothersfromtheirimmediateenvironmentsandthevarioussocio-culturalgroups

3 3

•Considerissuesfromthenation’spointsofview 3

Responsible decision making•MakeresponsibledecisionstocontributetoSingapore’swell-beingandsecurity

3 3

Reflection•Reflectonhowone’sexperiencesbuildasenseofbelonging,prideinandcommitmenttoSingapore

3 3

VALUES CareforSingapore 3 3

Respectforournationalidentity 3 3

Resilience forthetotaldefenceofSingapore 3 3

Responsibility towardsSingapore 3 3

ATTITUDES SenseofbelongingtoSingapore 3 3

LoveforSingapore 3 3

LoyaltytoSingapore 3 3

OptimismandconfidenceinSingapore’sfuture 3 3

Commitmenttothewell-being,securityandtotaldefenceofSingapore 3 3

BeingconcernedaboutwhataffectsSingapore 3 3

Beingproactivetokeeponeselfinformed 3 3

CONTENT S1-S2 S3-S5


•CommemoratingTotalDefenceDay•TakingpartineventsduringNationalDaycelebrations

•ParticipatinginVIA•Participatinginexchangeprogrammeorfieldtrips•Discussingcurrentaffairs

•CommemoratingTotalDefenceDay•OrganisingandtakingpartineventsduringNationalDaycelebrations

•Discussingcurrentaffairs•DiscussingBudgetSpeeches,NationalDayRallySpeechesandissuesraisedinParliament

•Initiating,organisingandparticipatinginVIA•Organisingandparticipatinginexchangeprogrammesorfieldtrips

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Domain: WorldFocus: Being an Active Citizen in a Globalised World

Learning Outcomes:LO 7: Careforothersandcontributeactivelytotheprogressof

ourcommunityandnationLO 8: Reflectonandrespondtocommunity,nationalandglobal

issues,asaninformedandresponsiblecitizen

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

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SKILLS


KNOWLEDGE Active Citizen•Understandone’srolesandresponsibilitiesinthecontexttoSingaporeintheglobalisedworld

3

•Understandthatacaringpersonotakesaninterestinothers’well-being

3 3

ocancontributetoothers’well-beingbybeingempatheticandunderstandingtheneedsofothers

3 3

otakesinitiativetohelpothers 3

•Knowthatitisimportanttocarefortheenvironmentandthelivesofothersintheworld

3 3

•Haveawarenessofcurrentissuesfacedbytheneighbouringcountries 3 3

•Understandhowcurrentissuesfacedbyothercountrieshaveimplicationsfor,perspectivesof,andimpactoontheindividualandcommunity,

3

othenation 3

•Understandhowone’scontributionscanhaveapositiveinfluenceonothersoAtthecommunitylevel(multipliereffect)

3 3

oAtthenation/worldlevel(multipliereffect) 3

•Recognizethequalitiesofaresponsibleandactivecitizeninaglobalisedworldincludehavingthedesiretocontributetothewell-beingoftheinternationalcommunitywhilemaintainingasenseofrootednesstoSingapore

3

•Recogniseregionaltrends,analyseandevaluatetheirimpactonthenationforinformedandresponsibledecision-making

3

CONTENT S1-S2 S3-S5

26

SKILLS Helping others•Knowwhen,whereandhowtoprovidehelp 3 3

Communication•Listenattentivelyandrespondappropriately;seekclarificationwith,andexpressone’sthoughtsandfeelingsappropriately

3 3

Perspective-taking•Considerthefeelingsandthoughtsofothers 3 3

Reflection•Onhowone’scontributionthroughVIAhasbenefitedtheenvironmentandthelivesofothers

3 3

•Onhowonecanbettercontributetotheenvironmentandthelivesofothers

3 3

•Onwhatonehaslearntintheprocessofhelpingothers 3 3

VALUES Respectforothers 3 3

Responsibilityinhelpingothers 3 3

Careforothers’thoughts,feelingsandconcerns/needs 3 3

Civic responsibilityinbeinginformedaboutglobalissues 3 3

ATTITUDES Valuingotherswhoaredifferent 3 3

Empathyforothers 3 3

Humilityininteractingwithothers 3 3

Confidencethatonecanmakeadifference 3 3

Sharingandputtingothersbeforeself 3 3

Takinginitiativetocontributetowardsimprovingthelivesofothers 3 3

Beingconcernedaboutwhataffectstheworld 3 3

Beingpro-activetokeeponeselfinformed 3 3

CONTENT S1-S2 S3-S5


•ParticipatinginVIA,includingcaringfortheenvironmentandanimals

•Participatinginexchangeprogrammeorfieldtrips•TakingpartineventsonInternationalFriendshipDay

•Initiating,organisingandparticipatinginVIA,includingcaringfortheenvironmentandanimals

•Organisingandparticipatinginexchangeprogrammeorfieldtrips

•TakingpartineventsonInternationalFriendshipDay

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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.

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Pedagogy

The CCE pedagogy is drawn from the Constructivist Theories. The teaching of CCE is process-based and focuses on the “why” and “how” instead of “what”. The teaching approaches aim to facilitate the learning of skills and internalisation of values through action and reflection as learners learn best when they are actively engaged.

Teachers can use a repertoire of process-based approaches and select relevant instructional strategies to engage students in the learning of CCE. The teaching approaches are elaborated in the following page.

Figure 7: CCE Pedagogy

Figure 7: CCE Pedagogy

28

Process-based teaching approaches

a. Story-telling Approach

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

Studentsareguided to identifypersonalbeliefsandvalueswhen they relate theirpersonalexperiences,constructtheirownstoriesorconsideranotherperson’sstory.Theapproachrequiresopen-endedquestioning,clarifying,summarising,buildingoneachperson’scontributionsandencouragingstudentstorespondtooneother.

b. Consideration Approach

ConsiderationApproachbuildsonempathytodevelopacaringpersonality.Teachersaskthequestion“Howwouldyoufeelifyouwerethatperson?”tohelpstudentsrealisethattheyshouldconsidertheimpactoftheirdecisionsonothersinmakingmoraldecisions.Byadoptingtheperspectiveofothers,studentsunderstandthe thoughts and feelings of others and develop a balanced viewof the situation. This is done throughemployingstrategiessuchasrole-playingandquestioning.

c. Experiential Learning Approach

InExperientialLearningApproach,studentsgothroughacycleofexperiences,observation,reflectionandapplicationastheyengageinlearninginandoutofclassroom.Studentsaregivenopportunitiesthatenablethemtoreflectonvalues,conceptsandideas,andtointernalisethevaluesthroughtheapplicationofskillsandknowledgeinreal-worldsituations.Byderivingmeaningfromdoing,studentsaremorelikelytotakeownershipoftheirlearningandtransfertheirlearningintonewsituationswhentheyhaveexperiencedit.Studentsreflect,evaluateandmakedecisionsbasedontheirvaluesystem.

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.

29

Assessment

Assessmentisanimportantaspectoflearningandteachinganditshouldbeeffectivelyusedtosupporttheholisticdevelopmentofourstudents.Figure8outlinestheoverviewofassessmentinCCE.

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.

30

Figure 8: 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

31

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

32

1. Respect.Twoimportantareasoffocusarethatofrespectforthebeliefsandtraditionsofothers,andrespectforthelawandfundamentalliberties.Thiscomplementsthefocusofcommunitysupport,respectfortheindividualinOur Shared Values,andmutualrespectintheSingapore Family Values.

2. Responsibility. A personwho is responsible recognises that he has a duty to himself, his family,community,nationandtheworld,andfulfilshisresponsibilitieswithloveandcommitment.ThisisechoedinOur Shared Values,whichfocusesonnationbeforecommunityandsocietyaboveself.IttiesinwellwiththeSingapore Family Values offilialresponsibilityandcommitment.

3. Resilience and Integrity.Integritycontributestobuildingtrustwithinthefamilywhichisthebasicunitinsociety;whilstresilienceinthefaceofsetbacksandcrisishelpstheindividualtoexerciseresponsibilityforoneself.BoththesevaluesareintegraltotheSingapore Family ValueofCommitment.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.ThistiesinwellwiththefocusoncaringforthefamilyinOur Shared Valuesoffamilyasthebasicunitofsociety,andtheSingapore Family Values oflove,careandconcern,aswellascommunication.

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

ANNEXA

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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.

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24Kohlbergidentifiedthesestagesonthebasisofhis20yearstudyof58malesubjects.SubsequentresearchwithfemalesaswellasmaleshasconfirmedKohlberg’sstages.Hebeganlongitudinalinterviewswhenhissubjectswere10,13and16.Everythreeyears,hewentbackandre-interviewedthem,presentingthesamesetofmoraldilemmastoseehowandiftheirthinkinghadchanged.25T.Lickona(1991).EducatingforCharacter,Howschoolscanteachrespectandresponsibility,(pp248).BantamBooks,NewYork.26T.Lickona(1991).EducatingforCharacter,Howschoolscanteachrespectandresponsibility,(pp245).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.

Applications

Kohlberg’slevelsofmoralreasoningareusedasoneofthestrategiesintheteachingofCCE,inhandlinglifeexperienceswhichposemoraldilemmas.

Teachers can use controversial moral dilemmas to stimulate discussions in theclassroomtoknowhowtheirstudentsthink.Thentheycantakethenextsteptohelpthemdeveloptheirmoralreasoningtowardsgreatermaturity.

In a discussion on morals, teachers could use questions to prompt students toraisestudents’self-awarenessandtoencouragethemtomovefromaself-centredperspective to another-centred perspective. To raise the level of moral reasoningin students, teachers couldmix students of different stages ofmoral reasoning indiscussiongroups26.

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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.

Teachersintheconstructivistclassroomaskthoughtfulquestionsandgivesufficientwaittime for students tobe reflective.Teachers takeon the roleofa facilitatorandposequestionstostudentssuchas,“Howdidyouarriveatyouranswer?”toexplorestudents’thinking29.

As learning activities should bewhole, authentic and real, students shouldwork onprojects in groups such as VIA, which are meaningful to the students and provideplatformsforthemtolearnandapplyvalues.

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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 on Toregulateone’sbehaviourinaccordancetoadviceorinformationAnalyse Tostudyindetail,usuallyinvolvingascientificorstatisticalmethod,inorderto

discovermeaningApply ToputtopracticaluseAppreciate TovalueorhavinghighregardsforsomethingAware/Know TobeinformedofsomethingClarify TomakeanideaorstatementclearforeaseofunderstandingConsider TokeepinmindofsomethingDemonstrate TodisplayorshowbyactionsEvaluate Toascertain,tojudgeortoassesstheworthofsomethingExercise ToputintoactionFormulate ToexpresssystematicallyIdentify TobeabletodistinguishthepersonorthingfromtheothersImplement Tocarryout,ortoputintoaction,aplanPromote TohelporencouragetoexistorflourishfurtherRecognise 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-ChinesePrimarySchoolBalestierHillPrimarySchoolBukitPanjangPrimarySchoolCasuarinaPrimarySchoolCHIJOurLadyQueenofPeaceCHIJToaPayohPrimarySchoolChongfuPrimarySchoolCompassvalePrimarySchoolConcordPrimarySchoolCorporationPrimarySchoolDeLaSallePrimarySchoolEliasParkPrimarySchoolEndeavourPrimarySchoolGeylangMethodistPrimarySchoolGreenridgePrimarySchoolGriffithsPrimarySchoolHaigGirlsSchoolHongWenSchoolInnovaPrimarySchoolJuyingPrimarySchoolLakesidePrimarySchoolLianhuaPrimarySchool

KranjiPrimarySchoolMacPhersonPrimarySchoolMahaBodhiSchoolMayflowerPrimarySchoolMeridianPrimarySchoolMonfortJuniorSchoolNanyangPrimarySchoolNewTownPrimarySchoolRadinMasPrimarySchoolRiverValleyPrimarySchoolOperaEstatePrimarySchoolQihuaPrimarySchoolPasirRisPrimarySchoolStAnthony’sPrimarySchoolStStephen’sSchoolPrincessElizabethPrimarySchoolPoiChingSchoolRulangPrimarySchoolTelokKurauPrimarySchoolTeckWhyePrimarySchoolTemasekPrimarySchoolYewTeePrimarySchoolZhonghuaPrimarySchool

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Secondary SchoolsAngMoKioSecondarySchoolAssumptionEnglishSchoolBroadrickSecondarySchoolBukitPanjangGovernmentHighSchoolBedokSouthSecondarySchoolBedokViewSecondaryschoolBowenSecondarySchoolChuaChuKangSecondarySchoolCommonwealthSecondarySchoolChungChengHighSchool(Main)ChungChengHighSchool(Yishun)DunmanSecondarySchoolEastViewSecondarySchoolEvergreenSecondarySchoolFajarSecondarySchoolFuchunSecondarySchoolJurongSecondarySchoolJuyingSecondarySchoolJunyuanSecondarySchoolKuoChuanPresbyterianSecondarySchoolMontfortSecondarySchoolMacPhersonSecondarySchoolNorthlandSecondarySchool

PeiHwaSecondarySchoolPioneerSecondarySchoolPresbyterianHighSchoolPunggolSecondarySchoolQueentownSecondarySchoolSerangoonGardenSecondarySchoolShuqunSecondarySchoolSt.Andrew’sSecondarySchoolStGabriel’sSecondarySchoolSwissCottageSecondarySchoolSpringfieldSecondarySchoolTanjongKatongSecondarySchoolTanjongKatongGirl’sSchoolUnitySecondarySchoolWoodlandsRingSecondarySchoolYishunTownSecondarySchoolYuanChingSecondarySchoolYusoffIshakSecondarySchoolZhenghuaSecondarySchool

Junior CollegeAngloChineseJuniorCollegeTampinesJuniorCollege

WewouldalsoliketothankallwhohavehelpedinonewayoranotherinthedevelopmentoftheCharacterandCitizenshipEducationSyllabus.

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© Copyright 2012. Student Development Curriculum DivisionISBN: 978-981-07-4289-8

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Documents

C A C E · Introduction Understanding Character and Citizenship Education 1 Core Values 2 Social and Emotional Competencies 3 ... CCE are aligned to our Key Stage Outcomes (KSOs)