4th January 2017

What is Character & Citizenship Education?

Teaching of values, knowledge,

skills and competencies to help

you become useful and

responsible citizens of good

character.

Overview of CCE Curriculum (Pri)

The CCE curriculum encompasses all the CCE areas that come under:

a) Character and Citizenship Education Branch (CCEB)

b) Guidance Branch (GB)

CCE Curriculum

School-Based CCE Lessons and Experiences

(e.g. Cohort learning experiences such as assembly programmes, learning journeys, Camps, leadership prgramme etc)

MOE CCE Lesson

CCE Lesson(MT)

Sexuality Education (SEd) Lessons

(P5 & P6)

FTGP - Cyber-wellness Lessons

FTGP - Education & Career Guidance Lessons

NE & Social

Studies

VIA

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Character and Citizenship in Our Schools

Social

StudiesLanguages

Education & Career

Guidance

Cyberwellness

Student

Leadership

Social and

Emotional

Learning

National

Education

VIA

CCA

Sexuality

Education

CCE

Lessons

Form Teacher

Guidance Period

(for Pri Schs)

Programme for

Active Learning

(Pri 1 & 2)

4

Components in CCEComponents in CCE What it refers to

CCE Lessons Teaching of values, knowledge and

skills for CCE in Mother Tongue

Languages (CME)

Form Teacher Guidance

Period (FTGP)

Teaching of Social and Emotional

competencies (including Cyber

Wellness and Education and Career

Guidance) and building teacher-

student relationship

School-based CCE Include

• Assembly programmes linked to

CCE

• Lessons on school values

(Weekly)

• Programme and activities linked to

Commemoration of NE events

CCE Guidance Module • Sexuality Education (Sed)

CCE Curriculum Time

Primary

(P1 to P3)

Total: 60h

Primary

(P4)

Total:75h

Primary

(P5 to P6)

Total:75h

30 hours CCE lessons

45 hours CCE lessons

45 hours CCE lessons

15 hours

FTGP

15 hours

School-based

CCE

15 hours

FTGP

15 hours

School-based

CCE

15 hours

FTGP

11 hours

School-

based

CCE

4 h

SEd

Grade Level Assembly – Teaching on Values

Level Day and Time

Assembly / FTGP Every Tuesday

7.45-.8.15am

CCE Grade Level Assembly I

Primary 1-3

Every Wednesday

7.45-.8.15am

CCE Grade Level Assembly II

Primary 4-6

Every Thursday

7.45-.8.15am

CCE Grade level assembly

Our CEDAR Values – Think CCEDAR!

Care

Courtesy

Enthusiasm

Determination

Adaptability

Responsibility

COURTESY

The Courteous Cedarian acts withcourtesy, respect, kindness, consideration.

CARE

The Caring Cedarian acts with

respect, kindness, consideration,

compassion and empathy. He/She cares

for self and believes in his/her own self-

worth. He/She cares for others and has

a desire to help and work with others.

The Caring Cedarian promotes harmony

and shows concern for global and

environmental issues.

ENTHUSIASM

The Enthusiastic Cedarianhas a passion for learning and a zest for life.

He/She is full of energy, curiosity and optimism.

The Enthusiastic Cedarian responds to the world

around him/her with wonderment and awe.

DETERMINATION

The Determined Cedarian sets goals and sees them to completion.

He/She demonstrates commitment, diligence,

persistence, perseverance and resilience.

ADAPTABILITY

The Adaptable Cedarian

is creative, imaginative, flexible and

resourceful.

He/She also demonstrates confidence

when handling new or different situations.

The Adaptable Cedarian thinks and reflects

deeply and applies knowledge to solve

problems.

RESPONSIBILITY

The Responsible Cedarian

demonstrates integrity and is honest,

courageous, trustworthy, reliable and

dependable. The Responsible Cedarian

makes decisions based on values and

principles, takes action and is

accountable for his/her own words and

deeds.

Values In Action (VIA)

What is VIA?

• Learning experiences that support students’ development as socially responsible citizens who contribute meaningfully to the community.

• Fosters student ownership over how they contribute to the community

• Reflecting on their experience

Why the reframing of CIP?

• To place a greater focus on students acquiring values

• Build on the strength of CIP and encourages students to identify and understand community issues

• Initiate action among their peers to make a difference and improve the lives of others

Difference btw VIA and CIP

• In VIA students taking ownership of their own learning through collective thinking

• In VIA, the teachers’ role is to facilitate students’ discussion of community issues and ideas, and facilitate students’ reflection at various stages of the students’ projects

• Schools will develop a 6-yr VIA plan to develop knowledge, skills and values progressively

P1 VIAThank You Cards for their P4 buddies

P2 VIA Happy Toilet Programme

P3 VIA Community Gardening - NParks

P4 VIA Project CARE

P5 VIADonation Drive – St Johns’ Home for Elderly Persons

P6 VIA Project CARE

Rose programme – Potong Pasir CC

Semester 1 Semester 2

Activity/Platform Partners Activity/Platform Partners

P1 1. Cards for P4 buddies2. Family Time with

Sharity Community Chest

1. Friendship Booklet

P2 Project CARE THK SAC (Macpherson)

Environmental Projects NEA

P3 Environmental Efforts : Recycled items & Planting

NEANParks

Project CARE THK SAC (Macpherson)

P4 Project CARE THK SAC (AMK) Environmental Efforts : Setting up booth during recess in term 4

NEANParks

P5 Donation Drive St John’s Home for Elderly Persons

1. Hosting the elderly for National Day celebration

St John’s Home for Elderly Persons / THK SAC

P6 - - 1. Project Care2. Pay It Forward(Post PSLE)

THK SAC (AMK)

Values In Action (VIA) 2017

PARENTS’ ACTIVE LINK

PARENT SUPPORT GROUP @ CEDAR

Benefit of joining the PARENTS SUPPORT GROUP

This story was first published in The Straits Times on Dec 28, 2013

‘DECADES of research overseas and locally have shown that the more parents are involved in their children's education, the better their children perform in school.

Children with more involved parents enjoy school more and have better school attendance. They are also more emotionally and socially well-adjusted and better able to handle stress.’

A team of dedicated parent volunteers

who collaborate and partner actively

with the school in realising its vision of

a caring learning community, each

pupil as a life-long learner, a leader

with character and a success in his

own right.

How you contribute as a member?

• Conduct teaching and learning

programmes

• Run and assist in learning journeys

• Run and assist in school events and

celebrations

• And many more!

Get Involved!

Play an active role in your child’s

development in school. We welcome

parents to be part of our parent volunteers

team and make a difference in our

children’s life!

Role of PALS

• Promoting and fostering between home and school (organising projects to benefit the student in areas of educational interest and welfare)

• Serves as a communication channel for parents to provide constructive feedback on school policies and programmes

• Plays a part in encouraging and leading other parents to join this meaningful endeavour to ensure sustainability of home school partnership.

School Events/Programme

LifeskillsProgramme

NetworkingParent Child

Bonding Activity

Collaboration With

Community

SCHOOL EVENTS

CNY CELEBRATION CYBERWELLNESS DAY NATIONAL DAY CELEBRATION

SPORTS CARNIVAL MOTHERS’ DAY CELEBRATION

COLLABORATING WITH COMMUNITY

COMMUNITY GARDENING PROJECT SPHERE

KIDsREAD PROGRAMME PARENTS’ SUPPORT GROUP SEMINAR

PARENT-CHILD BONDING

KITE FLYING

SCRAPBOOKINGSANDCASTLE MAKING

NETWORKING

PALS TERMLY MEETING

PARENTS’ SEMINAR

PALS FAMILY DAY

MS NM PARVATHY

MEMBER

MS SUZANNAH

CHAIRPERSON

I’ve been with Cedar PALS for the past few

years. I have had the privilege to be involved

in school activities such as Chinese New Year

Celebrations and National Day Celebrations.

It is heartening to know that children

benefitted from KidsRead programme that

are conducted by PALS.

By partnering the school, I get to know my

child better and her circle of friends too. It is

such a learning as well as entertaining

experience thus far. It gives me great

satisfaction at the end of the day when

children enjoy the activities that were

carried out by us.

My eldest daughter, 19 years old

was once a Cedarian. I was already

a member of PALS back then. I

have made so many friends

through this platform till which I

treasure till today.

Our PALS is very unique as it

comprises of parents from

different ethnicity. We learn to

appreciate the diversity among us

and working together for the

greater good of Cedarians.

MS GAN SIEW HUA

VICE CHAIRPERSON

MS ZOHERAH

MEMBER

I am very happy to be

surrounded by the pupils here.

Volunteering my time here

doesn’t take much effort

actually although I am heavily

involved in Sennet Estate

Neighbourhood Community

projects. Through this

connection, I have helped to

establish links between PALS

and the community around us.

Being the Family Life

Coordinator of the school allows

me to engage with parents

outside the PALS group. They

will share their concerns, which

in return I will work closely with

the school to provide the

necessary support through

parenting seminars and parent

child bonding activities.

Bringing Family Life Education closer to you

FamilyMatters@ Cedar Pri School

Kids don’t come

with an instruction

manual

• Developed by: Professor Matt Sanders through more than 30

years of clinical research trial

• Aim: Prevent behavioural, emotional and developmental

problems in children by enhancing the knowledge, skills and

confidence of parents

• Delivery Format: Large group seminars (Triple P Level 2) and

individual consultations (Triple P Level 3)

Triple P (Positive Parenting Program)

Triple P Level 2 Seminars (Primary)

• 3 X 90 minutes parenting seminars

• 3 seminars include:

• (i) Power of Positive Parenting

• (ii) Raising Confident, Competent Children

• (iii) Raising Resilient Children

Triple P Level 3 Consultations

• 4 X 45 minutes personal coaching sessions

• Quick and personal way to get help from the

• Tailored to meet your needs.

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Triple P : Positive Parenting Program

Triple P Level 2 Seminars (Secondary)

• 3 X 90 minutes parenting seminars

• 3 seminars include:

• (i) Raising Resilient Teenagers

• (ii) Raising Competent Teenagers

• (iii) Getting Teenagers Connected

Triple P Level 3 Consultations

• 4 X 45 minutes personal coaching sessions

• Quick and personal way to get help from the

• Tailored to meet your needs.

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Triple P : Positive Parenting Program

Prelim findings based on Ministry of Social and Family Development’s pilot (2014-2015) with 50 schools:

Parenting Outcomes

–Significant improvement in perceived parenting competence

–Significant drop in parenting stress

Child Outcomes

-Significant drop in child difficult behaviour

Triple P (Positive Parenting Program)

What are parents saying?

At times we are so caught up with “getting the things done” that we “react” first before thinking much of the child’s perspective. Now I consciously pause for a while before I say something when my children do something I disagree.

In addition, after attending this programme I feel more strongly that we, as parents, must take care of our mind and body. When we are in good position with ourselves, we are able to guide and manage our children better.

- Parent, St Anthony’s Primary

Triple P Level 2 Seminars

Primary School

What are parents saying?

“Before the seminars, I tended to talk to my 10-year-old in an ordering tone. During the second seminar, we were advised to talk respectfully and nicely to our children, and I realised that I was not really doing that. I made a conscious effort to speak to my child in a nice tone, no longer ordering tone, and it improved our relationship. It also makes me enjoy my child more.”

- Parent, Henry Park Primary

Triple P Level 2 Seminars

Primary School

What are parents saying?

Triple P Level 3 Consultations

Primary School

The programme has helped me and my husband understand better about the development phase that she went through and the root cause of her emotional issue.

The Counsellor guided us with systematic steps to help her overcome her emotion, help her be more organized and rewarded her when she behaved well. The Counsellor also gave us encouragement and recognized what we did well that made us more confident as parents.

– Parent, Qifa Primary School

What are parents saying?

Triple P Level 3 Consultations

Primary School

Before I attended the Triple P programme, I felt frustrated and stressed when dealing with my children’s difficult behaviour.

Mrs Esther Lai is an excellent and experienced Master Coach.

Mrs Esther Lai always worked with me to implement and review my parenting plan. The tips and strategies are very useful. It helped my children cope with their emotions.

- Parent, Unity Primary School

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Fill up the questionnaire to help us match you with

the right programme

Family Matter @ SchoolTriple P programme

Family Matter @ SchoolParent Child bonding – Kite flying

Family Matter @ SchoolParent Child bonding – Sand castle building