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Key Programmes 

National Education
Aligning to CCE 2021, there is greater coherence and collaboration across departments in adopting an integrative approach to help SKLites to understand the connectedness in learning and deepen their understanding of all the NE events. 

With the implementation of CCE 2021, the Primary 1 and 2 lesson plans for all the NE events are included new CCE (FTGP) lessons while the Primary 3 to 6 students would have their lessons during CCE (MTL) lessons. Students are also encouraged to read and participate in the activities in the Kindsville Times (for Primary 1 to 4) and AOK publications (for Primary 5 and 6).

Total Defence Day

Total Defence Day marks the anniversary of the fall of Singapore to the Japanese on 15 February 1942. On this day, the school commemorates Total Defence Day (TDD) as a reminder that everyone has a part to play in keeping Singapore safe and secure. All activities are also aligned with the School Value Graciousness and I Will Statement - I will contribute to our community, nation and the world. 


International Friendship Day
Singapore in Asia 

International cooperation remains key in our complex world. Asia is the world’s fastest-growing region, and Singapore continues to facilitate closer economic, political, social, and cultural cooperation within ASEAN and in Asia. By recognising the importance of connectedness between our neighbouring countries, our youth can play an active role in fostering people-to-people ties, and thus celebrate the region’s diversity and vibrancy and promote the spirit of friendship and collaboration. In addition, our older students can deepen their understanding of Singapore’s realities as a small state and appreciate how we can safeguard our national interest and have much to contribute to efforts at international cooperation.   

With the recent Russia-Ukraine conflict, we aim to help our students understand the impact of war on the Ukrainian citizens and the world’s response to the war, the importance of making peace and not war and to live harmoniously with one’s friends and neighbours. We hope they will get to know that there can be no winner in a war which can only bring about sufferings to civilians and take away many innocent lives. 

Racial Harmony Day
Singapore: Our Multicultural Mosaic
The theme reflects how each community, while having the space to express its own identity as part of Singapore society, also intertwines with others to depict the unique cultural diversity that characterises Singapore life. The overall picture may change with time as our society evolves, like all societies do, but the hues will continue to complement one another because of our long-shared history and heritage. This is Singapore’s bespoke approach towards multiculturalism and social cohesion, where the experiences of every individual matter and add to our diversity.    
Racial Harmony Day focuses on the appreciation of the diverse races and religions that make up Singapore’s multicultural society, and which contribute to our shared sense of cohesion and harmony. It is important to help our SKLites to apply the theme in their lives, to explore what it means to strengthen connection amongst communities, and to take action to preserve racial harmony in Singapore.

National Day
National Day is celebrated to mark Singapore’s independence since 9 August 1965. This year’s National Day theme, “Stronger Together, Majulah!”, is a call for all Singaporeans to forge ahead as a united and strong people towards a better future. “Stronger Together” reminds Singaporeans that unity in our diversity is what makes us stronger. Communities, families and friends coming together form the bedrock of our nation’s strength and resilience and enable us to overcome challenges. “Majulah”, which means “onward”, encapsulates our hopes and spirit as a nation since our independence 57 years ago, and is a rallying call for Singaporeans to strive for a better future, and grow from strength to strength as we emerge from COVID-19.

P5 NE Show  

The NE Show has been a benchmark event for all Primary 5 students to allow them to experience National Day celebrations at least once in their primary school years.    

Let’s Talk
All Primary 4 ,5 and 6 students are engaged in deeper conversation in the discussion of contemporary issues. The dialogue had allowed pupils to share their thoughts and listen to different perspectives from their friends. Students are involved in sense-making, adept at critical thinking, and informed about the importance of Total Defence, International Friendship and National Day respectively.   
NE Ambassadors  
Students learnt the importance of emergency preparedness by participating in the SCDF Junior Civil Defence Lionhearter (JCDLH) Challenge.   
Training sessions are conducted so that NE Ambassadors are empowered and engaged in the leading of NE Events activities in class and during recesses.

Contemporary Issues

In Seng Kang Primary School, we aim to enhance teacher awareness and understanding in contemporary issues and develop their capacity to facilitate and engage students in discussion of current issues. We also want to develop an age-appropriate approach to sensitize students to current affairs and introduce the discussion of contemporary issues to the classrooms.  

Discipline - A Whole School Approach

The approach SKPS has created acclimate of care and concern. Students feel that the school has provided them with opportunities to have excellent relationships with their peers and teachers. They feel that a helping hand is always extended to all. This is due to the ‘discipline with care’ approach that is taken when dealing with students. 

Presenting issues of students are taken into consideration by a team of trained teachers before any intervention is meted out. The team consists of teachers trained in special needs (learning needs), school counsellors (emotional needs) and discipline teachers (behavioural needs). The framework below shows how the Referral System works in the school. 

Student Leadership

In Seng Kang Primary School, prefect leaders are appointed to complement and lead the student body in alignment with vision and mission of the school to achieve its goals. The roles are stated below:  
  1. Prefectorial Board (Head Prefect, Deputy Head Prefect and Prefect Mentor)
  2. Nominated (Year 1 Prefect)
  3. Junior (Year 2 Prefect)
  4. Senior 1 (Year 3 Prefect)
  5. Senior 2 (Year 4 Prefect)  

As prefect leaders, they are trained to:
1. Lead Self
2. Lead Others
3. Lead Leaders

Hence, all prefect leaders undergo a structured leadership training programme to develop and hone their leadership skills under the guidance of Prefect Masters.

The school has identified the following leadership skills:
1. Communication skills
2. Inter-personal skills
3. Planning & Organisational skills

Education & Career Guidance
Education & Career Guidance (ECG) comes under the school’s Character & Citizenship Education department framework and is an integral part of the character development of our students. Education and Career Guidance (ECG) equips students with the necessary knowledge, skills, and values to make informed decisions at each key education stage for successful transition from school to further education or work, and hence to manage their career pathways and lifelong learning throughout their lives. Through ECG, social emotional competencies and qualities of proactivity, adaptability, and resilience are developed to prepare students for the 21st Century. In primary school, the emphasis is largely on creating an awareness of their future education and career options, to enable greater engagement and relevance in their current curricula, and better decision making for their next steps.   

Family Tree of Careers (P1/P2)
Awareness: Who Am I?
Lower primary students listened to talks by different parents about their work. The Parent Support Group talked about what their jobs entail, and why they are passionate about their work. They went away inspired by some of the stories that were told.

Kidzania Learning Journey (P2)
Awareness: Who Am I?
P2 students went on a learning journey to KidZania to learn about different occupations that they might be interested in. They interacted with a facilitator who put them through realistic situations like putting out a ‘fire’, operating on a ‘patient’, and flying in an aircraft simulator.

Assembly: Ryan Chan of Hubba Bubbas Band
Experience: Where Am I Going?
Students were treated to an engaging talk detailing the different lines of work Ryan has tried, and were even serenaded with one of his band’s latest songs. He encouraged them to continue to explore different occupations till they find the one they are passionate about.

Secondary School Exhibition (P6)
Advocacy: How Do I Get There?
Students visited schools that specialised in their CCA and/or other niche areas to find out if they would want to apply to them via DSA, to pursue these interests at a higher level.

Innovation and VIA Programme
Design Thinking is introduced into Lifeskills Curriculum. This is in line with the move by the school to introduce Graciousness as part of the school’s values. With the help of the new thinking tools, students learnt to empathize with the needs of the user by putting themselves into the shoes of the person that they are innovating for.

Through the teaching packages, students were equipped with skills to become inventive thinkers. Students learn to analyse issues from different perspectives, generate ideas, make better decisions and derive more effective solutions to problems. Skills learnt are also transferable to VIA projects and curriculum. Students also learnt that they are part of the community and have a responsibility to make the school a better place through their suggestions.

P4 and P5 VIA Projects

VIA and innovation is infused into character education to provide an experiential approach fusing critical thinking in product design and product creation.

These thinking and innovation approaches and skills are incorporated as part of the curriculum design of the school’s Lifeskills Curriculum for Values Education, which also includes Piaget’s Stages of Development and Kohlberg’s Moral Reasoning Theory.  Reflections is used as a means of encapsulating student learning whilst the storytelling approach is used in the books and role playing by students and student leaders to deepen their values acquisition. 

P4 VIA and Innovation lesson also integrated with their IPW project. These new structure had invoked greater empathy in our P4 students as they were involved to better understand the cancer children’s challenges and how the funds raised would be used to meet their healthcare needs.

P6 VIA Projects

For 6 Charity, 2019, the objective of their VIA project is to show appreciation to the SBS bus captains.

Students created Thank You cards to show appreciation to the bus captains. They also visited the SBS Transit exhibition, to understand more about inclusiveness on public transport.

Some students wore blindfolds and others were taught how to lend a hand to someone who is visually impaired. Students learnt to empathise and show care and concern to the community