Character and Citizenship Education (CCE)
Woodlands Ring Secondary School believes in holistic education for every child; Character and Citizenship Education (CCE) being the cornerstone of their development and the true goal of education. Aligned to Thomas Lickona’s Educating for Character framework of ‘Moral Knowing, Moral Feeling and Moral Action’ and Henderson & Milstein’s Resiliency Wheel, CCE is anchored in the school’s Core Values of Responsibility, Respect and Resilience. It also incorporates the three big ideas of CCE – Identity, Relationships and Choices – in developing students.
Character and Citizenship Education is operationalised using CCE framework.
The star represents our student, WRS Star, who lives by the core values of Responsibility, Respect and Resilience (3Rs).
The innermost circle shows our core belief of why we teach Character and Citizenship Education (CCE) in WRS. The head – teaching for awareness, the hand – teaching for application and the heart – teaching for advocacy.
The middle circle represents the Resiliency Wheel. Each part indicates what the teacher does to bring about the desired student outcomes. Doing this for our students helps to build resilience in them. Resilient students are successful students.
The outer circle illustrates how the school culture is developed to support student learning, growth and development into active citizens and vibrant leaders. These are the desired outcomes we want to see in the students as they participate actively in the school’s CCE programme.
In short, it is a framework of what we do, why we do and how we do things
An integral part of this framework is the teaching of Social and Emotional competencies. This has been found to result in greater school success. Thus, a school-wide integrated approach is used to help every child learn these competencies well.
We also believe in helping every student become a leader of his/her own life. It requires a student to take charge of his/her learning as a 21st Century global citizen.
To enable our students to thrive in a future environment that is driven by technological advancement and globalisation, we equip them with the emerging 21st Century Competencies (21CC) necessary for the globalised world we live in. These are Civic Literacy, Global Awareness and Cross-Cultural Skills (CGC); Critical and Inventive Thinking (CIT); and Communication, Collaboration and Information Skills (CCI). These competencies will enable students to tap into rich opportunities present in the emerging digital age, while keeping a strong Singapore heartbeat. This is accomplished through actively engaging students in the organising and planning of school-wide events as well as participating in various meaningful community projects. Through their active involvement, the heart to serve and contribute back to the community will be nurtured, realising the School Vision that ‘Every WRS student is Worthy, Resilient and Selfless’.
The following provides information on the approach taken to growing every student into becoming Active Citizens and Vibrant Leaders.
1. Character Education Lessons – Head / Moral Knowing
- To facilitate learning of Social and Emotional competencies, values and 21st Century skills.
- The one-hour lessons are time-tabled in the formal curriculum.
- Five broad areas are taught in these lessons, which include Values Education, Leadership practices, Cyberwellness, Sexuality Education and Education & Career Guidance. The lessons are aligned to school celebrations to ensure students apply what is learnt in class to these special events. Students will carry out reflection on what is learnt during these events to internalise learning.
2. Citizenship Education – Head and Heart / Moral Knowing and Moral Feeling
- To enable students to become responsible, respectful and resilient in all domains of their lives – home, community, nation and the world
- To build in students a sense of rootedness to their country
- The Citizenship Education (CE) programme engages students in various programmes to enable them to understand their role in the world. This is done through getting students to think about national and world issues, drawing students into meaningful discussions and building students’ capacity for compassion.
- Platforms designed for this purpose include CE Conversations, in-house Citizenship Ceremony, Commemoration of Key Events and the NE Quiz.
3. Values in Action (VIA) – Hand and Heart / Moral Action and Moral Feeling
- To facilitate the application of Social and Emotional competencies, values and 21st Century skills;
- To enable students’ to actively contribute to the community.
- The programme employs the Service-Learning strategy so that students learn through serving others. In this way, students learn to appreciate diversity and place others’ interest before self.
- • Through these meaningful activities, we hope to raise the self-esteem of students so that they become confident citizens, know that they can contribute in many ways to the community.
- Students will go through the Service-Learning experience as follows:
- Sec1: Service to School/home
- Sec2: Service to Community in Environmental Activities;
- Sec3,4 & 5: Student-initiated Service-Learning projects.
- Overseas Service-Learning trips are also planned and organised by students.
- 6 hours of VIA participation is expected of all students every year for personal development through Community Service.
- Parents’ support is very much appreciated to enable participation at all Community Service events.
- Students will take part in the Service-Learning activity if it falls on the CCA day. Attendance at CCA will be marked as present for the day.
- Students will forgo the Service-Learning activity if it coincides with:
- Inter-School Competitions;
- Preparation for school-event, e.g. Public Performance.
- Students will be required to submit valid documents to the Form Teacher to account for their absence.
4. Student Leadership Development
- To build the leadership capacity of students using “The Leadership Challenge”;
- To enable students to make a difference in the community as leaders.
- Students are trained according to the following levels:
- Level 1: All students will be equipped to lead themselves through school- wide events and platforms of learning through our Learning for Life Programme (LLP) sessions;
- Level 2: Class Leaders (Chairpersons and CCE Ambassadors), Peer Support Leaders, Junior Student Councillors and CCA Leaders will be equipped to lead their peers
- Level 3: Senior Student Councillors and CCA Leaders will be equipped to lead in school-wide events;
- Level 4: Members of Student Leadership Council will be equipped to be mentors.
5. Environmental Education (EE)
- To inculcate social responsibility and respect for the environment.
- The WRS Environmental Education plan is a comprehensive school-wide programme to educate the school population on environmental awareness and conservation through integration with Service-Learning activities and school-wide celebrations.
- It is also integrated into various subject areas in order to immerse the school into a culture of environmental awareness and conservation.
6. Education and Career Guidance (ECG)
- To deepen students’ understanding of self and relate schooling to different education and career pathways.
- To equip students with the necessary knowledge, skills and values to make informed education and career decisions.
- The WRS ECG Curriculum is aligned closely to the national movement, SkillsFuture, and the MOE ECG Development Model. A structured and thematic approach is used in the planning of the curriculum so as to meet students’ needs by level. The themes for the different levels are:
Sec 1: Self-Awareness and Personal Management (Who am I?)
Sec 2: Course and Career Sector Exploration (Where am I going?)
Sec 3: Education Landscape Exploration (Where am I going?)
Sec 4 & 5: Education Landscape Exploration and Planning Pathways (How do I get there?)
- Besides the compulsory 4 hours of CCE(ECG) lessons per year, enrichment programmes are also customised to provide learning opportunities for different student segments so as to deepen students’ interests and motivation towards learning. These programmes include:
o Visits to Institutes of Higher Learnings
o In-House Academic and Career Talks
7. Student Recognition
- To increase school pride and sense of belonging.
- At the class level, the Values-based Best Class Competition encourages the building of a vibrant and positive class climate.
- At the student level, the Principal’s Book Prize and Most Improved Student Award are given out to recognise students with outstanding character. In addition, students are also nominated for various awards, for example, Singa Award and Outstanding All-Round Student Award to further recognise students who are outstanding in behaviour and/ or contribute to school.
- Student Voice is valued and platforms such as the Students’ Forum and various student-led activities are put in place for greater student involvement.