Character and Citizenship Education Programme
Our students live in a highly globalised world and are constantly exposed to influences from social media and other platforms. As such, it is important that our youth is grounded in core values and develop key 21st century skills that would allow them to navigate an increasingly complex social environment.
The Character and Citizenship Education (CCE) programme at West Spring Secondary School is focused on developing a range of key skills, values and knowledge over our students’ four / five years. The Character Development Framework is based on the c2015 outcomes of developing our students into Confident Persons, Self-directed Learners, Concerned Citizens, and Active Contributors.
Through a combination of classroom discussions, lectures and experiential learning journeys, our students are exposed to a range of issues that affect our local community, nation and global environment. We hope to inculcate a sense of global awareness in our students while developing connections to Singapore and its community. This is further augmented by other platforms in the co curriculum such as Co-Curricular Activities (CCAs), Level Camps, and assembly program. Students with strong interest in these areas are also identified as CCE Ambassadors to lead student-led initiatives from the ground and complement school-based activities.
Key features of our CCE Curriculum include:
- Four Major National Education Commemorative Days: Total Defence Day (Term 1), International Friendship Day (Term 2), Racial Harmony Day (Term 3) and National Day (Term 3)
- Weekly CCE Lessons conducted by Form Teachers, Level Coordinators and Assistant Yearheads
- Guidance Modules: Sexuality Education, Cyber-wellness, Education and Career Education
- Annual CCE Learning Journeys: Secondary 1, 2, 3 Normal Course
- Annual CCE Lecture: Prominent community leaders speaking on key national issues to Secondary 3 Express, 4 and 5 Normal Academic
- Character Report Card
|Secondary One||Secondary Two||Secondary Three||Secondary Four/Five|
|Have belief in one’s own competence and abilities||Be conscious and conscientious at being one’s best||Demonstrate perseverance in spite of difficulties and challenges||Articulate and be committed to personal values and beliefs|
|Take ownership for one’s well-being, actions and behaviour||Have passion and zest for life||Have a sense of purpose in life||Have self-motivation to attain set goals|
|Care for their classmates and family||Care for community||Care for society||Care for nation and the world|
|Love Singapore||Appreciate Singapore’s cultural diversity||Have optimism and confidence in our future||Demonstrate commitment to the well-being, security and defence of Singapore|
|Have a sense of belonging to Singapore||Have confidence that one can make a difference and build a bright future for Singapore||Demonstrate sensitivity to different cultures, beliefs and communities||Demonstrate understanding and willingness to act on community, social, national and global issues|
|Be concerned about what affects their immediate community and nation||Be concerned about what affects the nation||Demonstrate understanding for our shared values and beliefs||Demonstrate appreciation for our shared values and beliefs|
The Character Report Card
The character report card is a tool the school employs for the purpose of formative assessment of the child in character building. It aims to equip the child with all round feedback and involve stakeholders in conversation for the child’s character development. This program leverages on the partnership between parents and form teachers, in conversation to and action, to develop the child’s character.
The Character Report Card is to be implemented over five phases during the following times in the child’s secondary school years. The phases are summarized as follows;
|1||Initial Assessment by Stakeholders||Sec One Sem 2|
|2||Conferencing with Stakeholders||Sec Two Sem 1|
|3||Conversations with Stakeholders||Sec Two to Sec Three|
|4||Rerating with Stakeholders||Sec Three Sem 2|
|5||Conferencing with Stakeholders||Sec Four Sem 1|
Character Award and Recognition
In recognition of exemplary character, the following awards are given to students during the course of their secondary school years
A. CCE Awards
The CCE Awards are awarded to students who have best exemplified the desired outcomes in the 21st Century Skills Framework, namely Confident Persons, Self-directed Learners, Concerned Citizens, and Active Contributors. The recipients of these awards are determined through observation and nomination by teachers. This will be seconded by all subject teachers as well as respective Year Heads, Assistant Year Heads and Level Coordinators. Recipients must also have received a minimum of ‘Very Good’ for their semester Conduct Grade.
B. Values Awards
The Values Awards are awarded to students who have best exemplified the school values, namely Respect, Responsibility, Resilience, Integrity and Care. The Most Improved Student (Character) is also given to a student in each level who has demonstrated improvement in personal behaviour. These recipients are determined by form teachers’ recommendations which are further evaluated at a panel discussion headed by the respective Year Heads.
C. Edusave Character Awards
The Edusave Character Awards are awarded to Secondary Four students who have consistently exhibited exemplary character.