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The overall approach to Character and Citizenship Education (CCE) is encapsulated in the framework shown below.  The 5 domains in which the pupils in Seng Kang Primary school are developed and thus show competence in is reflected in the framework.  All pupils will be given enough opportunities to develop experience and reflect on what has been taught.

The domains are supported by the ‘2 CARE’ Framework. The school ensures that each pillar is supported by the aspects of how the Culture it wants to set in place and how that is determined, the Curriculum that drives the programmes, the Assessment that is used to determine if the learning has taken place, the Relationship (partnerships) that are established in the process and finally if Enterprise (Innovation) is applied when structuring the approach. These determining factors are suggested by Thomas Lickona on his views onn what a good school should do to accomplish a well-rounded Character Programme.


Value Moment

VM1.jpgValue Moment in Seng Kang Primary is a pre-activity before school that takes place on Monday, Tuesday and Thursday morning assembly. During this time, classes that have been assigned to share the values for the week will put up role plays that depict the value moment messages. They will make explicit these values underlying the pupils’ own behaviour. VM2.jpg
This is to assess the effectiveness of these values and associated behaviour for pupils’ long term well-being. Pupils are expected to acquire these values and reflect on their actions and behaviour accordingly. By the end of the year, we hope pupils would have an in depth understanding of the 4 core values of Respect, Confidence, Integrity and Resilience and imbue these values in them.  

Lifeskills Curriculum

Using Kohlberg’s and Piaget’s theories of moral development and cognitive development as a guide, the Lifeskills curriculum has been explicitly designed to impart values to students in the formal education system. It also aims at enhancing the daily Value Moment Programme. 
The syllabus is a more student-centric approach, teaching the pupils how to develop the school core values in them and how to display these values in their actions and behaviour. Pupils are taught how to identify the behaviour they should emulate in order to become a more upright individual and eventually a concerned citizen. They are also taught to reflect on the right and wrong actions and learn from their own reflection. They will also review their behaviour at the end of each term. Pupils are taught to consciously monitor their behaviour and progress. To ensure that the current nation centric value education is not lost, the curriculum has infused National Education (N.E), Cyber wellness, Kindness Movement (SKM) as well as Olympic Education (OE) to ensure that pupils learn that their values and behaviour they display do not just affect them but the nation as a whole in the long run.
Character Mats – On each Table – Pupils set their Character and Academic Goals each Term

Values-Infused Camps

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This is new feature in the school.  Camps have always been infused with a wide myriad of opportunities to learn social and moral competencies.  Camps for the Lower Primary are now specifically designed with these outcomes in mind. Pupils are put through situations where they have to resolve, reflect and act upon situations that require them to examine their personal beliefs and values.      
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 Upper Primary pupils go through their camps learning both outdoor skills as well as gaining insights about themselves and their friends.  The key difference being that pupils are briefed beforehand the learning that is expected out of them and reflect on their own development based on feedback from trainers, peers and teachers.

Assessment (Holistic Development Profiling)

The school has introduced the use of Multi-Source Feedback (360 Feedback) as a means of gathering feedback from the children on the acquisition of Values. Feedback is provided from 4 focal points namely self, peer, CME teacher and form teacher based on an individual’s acquisition of the school values. It heightens the pupil’s awareness of his character and allows him a glimpse of his blind spot, which he may have missed.  It is used to address the SE competencies in the various domains for teachers, student leaders and pupils.  The feedback is gotten from both in-class and out-classes observations.  The out-class observations are conducted during CCAs, Camps and PAL programmes to provide a varied perspective of the child outside the classroom.