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Character & Citizenship Education

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natasha delon

on 22 September 2013

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Transcript of Character & Citizenship Education

By the end of the lesson, you will be able to:

1. understand the importance of CCE
2. make links between NE and CCE
3. identify the challenges teachers will face in trying to implement CCE in schools

Character & Citizenship Education
The Social Functions of School
in Singapore's Education System

Goal of CCE
Knowing oneself

Having a sense of identity involves embracing a set of values and ideals. A well-developed identity gives one a sense of one’s strengths, weaknesses, and individual uniqueness (Marcia, 1966) .


Values guide one’s choices.
Choices reveal a person’s character and value system.

Choices, which influence one’s behaviour, are based on values (Wilis, 1998).

Students need values to make choices and understand why certain choices are right or wrong (Berkowitz, 2005) .
Learning Outcomes (LOs) of CCE
state what we want our students to learn and attain
These for LOs are interrelated and features social & emotional competencies
These LOs are Guided by key tenets of 21st Century citizenship and arranged according to attributes of citizenship such as identity, culture, and active, responsible engagement as a member of society.
Key Policy concerns in Education over the past 40 years…
Stakeholders of CCE
core of Singapore’s education (influence)
reality gap (homework issue)
teacher's trust ("teacher said that")
greatest influence
intrinsic motivation
ABC of life
Components of CCE in Primary Schools
CCE Lessons
Form Teacher Guidance Period (FTGP)
School-based CCE
CCE Guidance Module
CCE Lessons
Previously known as Civics & Moral Education (CME)
Teaching of

values, knowledge & skills
Generally in Mother Tongue Language
Conducted in English only for foreign students
Form Teacher Guidance Program (FTGP)
Teaching of
Social and emotional competencies through SEL
Enables students to

manage self and relationships effectively
make responsible decisions
Examples of SEL
Cyber wellness
Education & career guidance
Protection from abuse/bullying
Builds students' character
Builds student-teacher relationship
CCE activities carried out as a whole-school approach
Allocated 11 to 15 hours per year
Activities includes:
Assembly programmes that impart skills/values/knowledge
Lessons on the school values
CCE Guidance
4 hours per year
Addresses child and adolescent developmental issues
21st Century Competencies and Desired Student Outcomes
Name some of the values that you are able to identify from the videos?
- To inculcate values and build competencies in our students to develop them to be
good individuals
useful citizens
Good Individual
Useful Citizen

Good Individual
Skills related to Character Competencies:
Social and Emotional Competencies (SEL)
Useful Citizen
6 Domains of CCE
1. Self
2. Family
3. School
4. Community
5. Nation
6. World
Relationships engage children in the community to help them define:
who they are?
what they can become,
and how and why they are important to other people .

The role of social contexts is central to child development (Bronfenbrenner, 1986) .
Activity 2 - Match the Flag
Match each symbol to its meaning.

You have 5 minutes to complete this task.
It is a comprehensive citizenship education framework for the entire educational system in Singapore.

Citizenship education is for the purpose of nation building

Launched by Deputy PM Lee Hsien Loong on 17 May 1997.

Lack of historical knowledge over Singapore’s independence among young people.

Official concern over Singaporean youths’ ignorance of Singapore’s recent past which may affect their commitment to Singapore.

In Short…
“One important part of education for citizenship is learning about Singapore – our history, our geography, the constraints we faced, how we overcame them, survived and prospered, what we must do to continue to survive. This is national education.”

-Prime Minister Goh in his National Day Rally speech in 1996

Aims to develop national cohesion.
To raise awareness of Singapore’s recent history.
To understand the challenges and constraints on the country’s development.
To cultivate in students’ the instinct for survival
To instil in them confidence in the future of the country.

Formal & Informal Curriculum

Formal: Social Studies, CME, History, Geography, GP.

Informal: CCAs, Celebration of key events, regular visits to national institutions, community service.

Let's watch this video...
- difficult for teachers, themselves trained in
a teacher-dominated pedagogy, to
fundamentally change their practice

- may become harder to recruit the kind of
top-level people into teaching that are
needed to support the new kinds of learning

What are the 2 key policy concerns
in Education?
CCE Curriculum
Primary 1 to 3
30 hours of CCE Lesson
15 hours of FTGP
15 hours of school-based CCE
60 hours of CCE per year
Primary 4
45 hours of CCE Lesson
15 hours of FTGP
15 hours of school-based CCE
75 hours of CCE per year
Primary 5 & 6
45 hours of CCE Lesson
15 hours of FTGP
11 hours of school-based CCE
4 hours of Sexuality Education
75 hours of CCE per year
1. Every teacher a CCE teacher
Teachers are role models regardless of the subjects that they teach
Teachers to take ownership of their professional development;
To equip themselves with the expertise and competencies to nurture every student to become an active citizen of good character.
Lesson carried out are student-centered
Give them the "experience" instead of just verbally explaining situations
E.g. Different types of activities can be carried out such as role-playing
Teaching of values/skills/knowledge through games/CCA
Seize teachable moments
Parents as key navigators
Students will benefit the most when there is balance between home & school environment
Home-school collaboration promotes better learning, healthy self-esteem as well as positive attitudes and behaviour in life
Guiding Principles for Teaching & Learning CCE
2. Values are taught & caught
3. Get students engaged in CCE lessons
4. Parents as key partners
Six NE Messages
1. Singapore is our homeland.
2. We must preserve racial and religious harmony.
3. We must uphold meritocracy and incorruptibility.
4. No one owes Singapore a living
5. We must ourselves defend Singapore.
6. We have confidence in our future.

Which NE messages correspond to the key pillars of Total Defence?
Social Defence
: We must preserve racial and religious harmony.

Economic Defence
: No one owes Singapore a living.

Military Defence
: We must ourselves defend Singapore.

Pyschological Defence
: Singapore is our homeland

Challenges of teaching NE
Students became somewhat skeptical of NE at the secondary level and beyond.

Found NE to be burdensome, boring or worse, relegated it to ‘propaganda’.

Students attitude towards NE became “more apathetic and cynical”.

Values can be taught through CME lessons
However, values can also be “caught”
When students observe the people around them
Adults play the bigger role in the form of role model
Students will then “catch” these values and then carry them out
Therefore, strong teacher-student relationship is important

Let's watch this video...
It takes 2 hands to clap.
"A Deluded Singaporean"
State 1 possible challenge that you may face in implementing CCE?
How can you overcome it?
Full transcript