Embedded Files
Underpinnings
Underpinnings
3 big ideas of CCE
- Identity
- Relationship
- Choices
6 Core Values to instil
6 Core Values to instil
Responsibility
Resilience
Respect
Integrity
Care
Harmony
6 Domains
6 Domains
SelfBeing who I am and becoming who I can be
FamilyStrengthening family ties
SchoolFostering healthy friendships and team spirit
CommunityUnderstanding our community and building an inclusive society
NationDeveloping a sense of national identity and nation building
WorldBeing an active citizen in a globalised world
8 Learning Outcomes of a good CCE lesson
- Develop self-awareness and self-management skills to achieve personal well-being and effectiveness.
- Apply moral reasoning, display responsibility in decision-making, and demonstrate integrity to stand by moral principles and shared values.
- Develop social awareness and demonstrate interpersonal skills to build and maintain positive relationships.
- Demonstrate resilience in the face of individual, community and national challenges, and develop the ability to turn challenges to opportunities.
- Appreciate our national identity, develop a sense of belonging to Singapore, and demonstrate commitment to the well-being, security and defence of the nation.
- Demonstrate socio-cultural sensitivity and promote social cohesion and harmony in Singapore as a multi-cultural society.
- Demonstrate care for others and contribute actively towards improving the lives of others to build a bright future for ourselves and to progress together as one nation.
- Demonstrate the ability to reflect on and respond to community, national and global issues, and to make informed and responsible decisions as a citizen.
6 key NE messages
- Singapore is our homeland
- We must preserve racial and religious harmony
- We must uphold meritocracy and incorruptibility
- No one owes Singapore a living
- We must ourselves defend Singapore
- We have confidence in our future
Guiding Principles in Teaching and Learning CCE
- “Every teacher a CCE teacher”
- “Values are both taught and caught”
- “Engage students through varied modes of delivery”
Ideas for Facilitation
Ideas for Facilitation
Steps to designing a good CCE Lesson Plan/CCE Learning Experience
PETALS Framework
- Use of Pedagogies
- Experiences of learning
- Tone of Environment
- Assessment for Learning
- Learning content
- Student-centred
Pedagogical approaches
Pedagogical approaches
Narrative/ Story-Telling Approach
- Sharing of stories (fictional and real-life) to facilitate the internalisation of values
- Provides context which helps students to understand how the values are demonstrated and the need to practise good values
- Provides students with the opportunity to clarify their feelings through reflection
Consideration Approach
- Builds empathy by encouraging students to engage in perspective-taking by considering the thoughts and feelings of others when making moral decisions
Cognitive Development Approach
- Based on Lawrence Kohlberg’s theory of moral development
- Exposes students to hypothetical moral dilemmas to allow them to put into practise responsible decision-making skills
- Allows teachers to gauge students’ level of moral reasoning (skill) and use CSI (Clarify, Sensitise and Influence) type of questions to enable students to progress from a self-centred perspective to higher stages of moral development, focusing on societal and universal perspectives
Modified Values Clarification Approach
- Step-by-step Responsible Decision Making process that includes identifying and evaluating options, making a decision, taking a stand and living according to one’s convictions
Experiential Learning Approach
- Based on Bandura’s social learning theory (Bandura, 1977)
- Observe and experience real world situations in and out of the classroom and in the process, reflect and apply their learning
Other experiential approaches
Other experiential approaches
More say for students in what they would like to do for NE in school
Opportunities to reflect on issues facing Singapore and what it means to be a Singaporean
Explore various viewpoints, and analyse the gains and trade-offs in resolving conflicting needs in society
Instructional strategies
Instructional strategies
Clarify, Sensitise, Influence (CSI) questioning process
Role Playing
Thinking Routines
Dialoguing
Reflection
Cooperative Learning
Forms of CCE Experiences
- CCE lessons
- Form Teacher Guidance Period (Pri sch only)
- Co-Curricular Activities (CCAs)
- Service learning programmes
- Values in Action (VIA) programmes
- 4 major commemorative events
- Total Defence Day
- Singapore’s surrender during British colonial rule to the Japanese in 1942
- Racial Harmony Day
- Celebrate Singapore’s success as a harmonious nation built on a rich diversity of cultures
- International Friendship Day
- Importance of maintaining good cordial relations with neighbouring countries
- National Day
- Reminder of Singapore’s political independence in 1965
- Total Defence Day
- CCE Guidance Module
- Teachable moments
CCE Partners
CCE Partners
Parents
Parents
Parenting style and parents’ relationships with their child can potentially impact a child’s identity, relationship and the choices the child makes in life (Baumrind, 1966; Walker & Hennig, 1999).
Community groups
Community groups
National Heritage Board, National Parks Board, Ministry of Defence, other educational institutions, as well as private institutions can be partnered in the creation of CCE experiences for children.
Assessment
Assessment
Assessing knowledge
- Understanding on values, how the values look like in action and how they can apply them in their lives
- Students' knowledge of Citizenship education, knowledge of nation building, civic and national values, and how pupils demonstrate civic responsibility
Assessing Skills
- Moral reasoning, perspective-taking, responsible decision-making, and reflection
Personal Reflection
Personal Reflection
Individual Reflection
- Add your individual reflection essay on values here :)
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