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Character and Citizenship Education

Student Leadership Development Organisational Structure for Prefects


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Leadership Approach: Servant Leadership


What is Servant Leadership ?
Servant Leadership was developed by Robert K. Greenleaf in 1970. The servant leader:
serves the people he/she leads. 
is meant to replace command and control - to be more focused on the needs of others.

What do Servant Leaders Do?

Servant leaders devote themselves 
to serving the needs of the members
focus on meeting the needs of those they lead (pupils)
develop pupils to bring out the best in them
listen well to build a sense of joint ownership



Prefects Pledge


We, the prefects of Yishun Primary School,
will always be exemplary, in our conduct, 
and uphold the honour, and discipline of our school.
We will be impartial in our actions and decisions 
while performing our duties.

We will always strive for excellence, and 
carry out the tasks given, with full commitment.

We promise that the motto of the school,
‘Do Our Best and Be the Best’,
Will always be our guiding principle.


Code of Conduct

Prefects must :
be exemplary in following the class rules and the school rules.
be properly and neatly attired at all times.
be well-behaved both within and outside the school.
act with integrity and impartiality when carrying out duty.
always maintain a respectful and harmonious relationship with others.
ensure the safety and well-being of other students.
report misconduct of any students to ensure a safe and conducive school environment.
Expectations of Prefects while Performing Duties
Prefects must be at their location of duties at 7.30 a.m. during morning duties and ten minutes after the recess for their levels have begun.
Prefects must ensure that pupils do not go to the classroom blocks and create noises while lessons are going on for the other levels.
Prefects must be alert, and NOT seen playing, in conversation with their peers or reading their storybooks while performing their duties.
Prefects MUST not be seen sitting or squatting down while carrying out their duties.
Prefects on patrol duty need to ensure that pupils are not staying back in their classes without the supervision of any teacher. Names of pupils staying back in class will be recorded and given to the class teacher. Pupils will be asked to leave their classrooms AT ONCE.
If prefects are unwell and NOT able to do their duty on any particular day, they need to swap duty with their peers and inform either the Chairman or Vice Chairman who will then inform the teacher in charge of the Prefects Council.
Any major incident encountered during duty MUST be reported to the teacher of the class/AYH/YH/HOD CCE/OMs/VP or P on the day itself.

Roles and Responsibilities


Leadership Roles

Responsibilities

Chairman

a.    Maintain school discipline at all times

b.    Lead the school in the flag-raising ceremony

c.    Work together with the Vice Chairman to lead the council

d.    Ensure other prefects are performing their duty

e.    Conduct patrols and take attendance of leaders on duty

f.     Lead the prefect council in the planning of events

g.    Highlight areas of concerns / improvement to

       HOD CCE / teacher i/c of student leadership

h.    Contribute services at school and community levels

i.      Be proactive

Vice-Chairman

a.    Maintain school discipline at all times

b.    Assist the chairperson in the flag-raising ceremony

c.    Ensure other prefects are performing their duty

d.    Work together with the Chairman to lead the council

e.    Conduct patrols and take attendance of leaders on duty

f.     Assist the chairperson in the planning of events

g.    Highlight areas of concerns / improvement to HOD HOD CCE / teacher i/c          of student leadership

h.    Contribute services at school and community levels

i.      Be proactive

Student Leaders

a.    Maintain school discipline at all times

b.    Carry out the assigned duty well

c.    Report misconduct to the Chairman / Vice-Chairman

d.    Highlight areas of concerns / improvement to the Chairman/ Vice                    Chairman

e.    Contribute services at school events.

f.     Maintain classroom discipline at all times.

g.    Work well with other student leaders.

h.    Be proactive.



What Makes a Good Leader 

They MUST possess the R3ICH values.

Values

Attributes

Resilience

Leaders must be able to take risk. They are not afraid of failures and are to face and accept challenges.

Respect

Respect earns respect. Leaders need to role model respectful behaviour to the teachers, parents and peers.

Responsibility

Leaders will look into completing any given tasks and doing them with full commitment.

Integrity

Leaders must be honest and trustworthy in speech and in deeds.

Care

Leader must be humble and show care and empathy to others

Harmony

Leaders must maintain a harmonious relationship with others leaders, peers and the school community



Referral System By Student Leaders


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Prefects Training
The prefects undergo core leadership skills workshop as well as the identified specific leadership skills for the student leaders.

The skills identified are summarised below:

No

Level

Learning Outcomes

Knowledge

Skills

Values

Specific Level

Leadership Skills Covered

Core Leadership

1

Primary 3

Develop a leader who is able to work as a team and understands the importance of working as a group in order to achieve a common goal.

Working in group and respecting other’s strengths and weaknesses

Communication and Negotiating skills

Analytical and Creative skills

Organisational skills

Motivational skills

Respect

Resilience

Responsibility

Care

Harmony

Team Building

 

 

 

 

 

 

 

Foundation of Leadership

 

Discovering Group Dynamics

 

 

Identifying My Strengths and Weaknesses

2

Primary 4

Develop a charismatic leader who is able to influence and impact others.

Having the ability to win the trusts of others and thinking positively

Communication

Skills

Motivating others

Respect

Resilience

Sincerity

Independence

Excellence

Motivating and Influencing Others

 

3

Primary 5

Develop a leader who is able to see beyond a particular issue and able to give solutions to simple problems.

Looking into alternatives to find solution to a particular problem and seeking to become a critical thinker

Analysing

Evaluating

Critical Thinking

Respect

Resilience

Sincerity

Independence

Care

Excellence

Problem Solving and Decision Making

4

Primary 6

Develop social awareness and demonstrate interpersonal skills to build and maintain positive relationships by getting involved in working in groups.

Having the ability to look at different aspects of things and details in planning and mentoring other leaders

Communication skills

Collaboration skills

Responsible Decision Making skills

Relationship Management skills

Respect

Resilience

Responsibility

Integrity

Care

Harmony

Organising and Mentoring

 


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Pupils going through the activities focusing
on communication and listening skills
Pupils role play situation on how to motivate
and influence others 

Integrated Approach to VIA


At Yishun Primary School, Values In Action (VIA) is carefully weaved into the main curriculum of the Instructional Programmes to give a holistic understanding of the relevance of the issues (as presented across the different subject disciplines) to the pupils instead of  regarding it in isolation. Such approach allows greater sustainability of knowledge with structured way of lesson delivery, thus impacting the learning by the pupils. VIA is anchored by the BIG theme ‘Environmental’. Pupils look into the various aspects of Environmental Science such as recycling, composting, overcoming haze, scarcity of land and pollutions. At the end of the day, pupils would be able to make meaning of their learning and able to apply the knowledge in their day to day activities.

Measuring the learning outcomes of the pupils require them to pen down their thoughts in the reflections booklet. Pupils’ reflections are guided by answering the different questions under the components of : Analysis, Critical Thinking and Decision Making.


Values In Action Using Kolb’s Experiential Learning Cycle


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Kolb (1984) defines learning as “the process whereby knowledge is created through the transformation of experience” (p. 38). He asserts that people perceive information through one of two primary modes: 
1)abstract conceptualization or 
2)concrete experience. 
Students process information through either the reflective observation or experimentation stage. Kolb describes learning as a four-step cycle that includes the following elements: 
1)concrete experience,
2)reflective observation, 
3)abstract conceptualisation, and 
4)active experimentation. 
All learning processes include some sort of concrete experience that leads to a period of reflective observation. 
From this reflection, students begin to conceptualise their learning in abstract terms and enter into a period of active experimentation in which they test the generalizations that resulted from reflection. This experimentation, in turn, leads cyclically into more concrete experiences.

Using the Kolb’s Learning Cycle, the school paths its journey towards VIA in a more structured and meaningful manner. Schemes of work are carefully thought through by level teachers, focussing on the clear learning outcomes of the pupils’, knowledge and skills which centred towards the inculcation of both the R^3ICH and INSPIRE values.


Structure of VIA in Yishun Primary School


SPECIFIC LEVEL PROGRAMMES FOR VALUES IN ACTION (VIA)

Primary 1

Primary 2

Primary 3

Primary 4

Primary 5

Primary 6

Designing a Recycling box from scrap materials

 

 

Using recyclable materials to make new products such as making toys, bookmarks, flowers etc.

 

Buddy System for Primary 1  pupils

Conduct a research work how food can be recycled

Designing a mask using recycled materials

Hydroponics

Visit to the All Saints Home

LEARNING OUTCOMES

Develop the awareness in pupils that everyone has a part to play in saving the environment

Develop the awareness in the pupils that new products can be obtained from using recyclable materials.

Develop social awareness and demonstrate interpersonal skills to build and maintain positive relationships by getting involved in working in groups.

 

Develop the awareness that food can be recycled and put to better use.

                          

Develop the awareness in the pupils that new products can be obtained from using recyclable materials.

 

Develop social awareness and demonstrate interpersonal skills to build and maintain positive relationships by getting involved in working in groups.

Demonstrate care for the

environment, having the understanding that with the lack of space, alternatives methods of vegetable ‘farming’ needs to be adopted.

Demonstrate care for the community and contribute actively towards improving the lives of others to build a bright future for ourselves and others.

                                    

COMMON PROGRAMMES ACROSS PRIMARY 1 TO PRIMARY 6

Classroom Maintenance

Adopt A Part of The School

Cleanest Classroom Of the Month Competition

LEARNING OUTCOMES

1.    Develop self-awareness and self-management skills to achieve personal well-being and effectiveness.

2.    Develop social awareness and demonstrate interpersonal skills to build and maintain positive relationship.



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Approach of VIA


VIA ACROSS LEVEL 


Classroom Maintenance

The annual ‘Use Your Hand’ Campaign is conducted termly on the second last day of each term before the school holidays. Pupils do a thorough cleaning of their classrooms by cleaning the furniture and keeping away all books and worksheets neatly in the cabinets. Through this campaign, pupils learnt to look after the school property and understand the importance of creating a conducive, clean environment for effective learning.

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Pupils were diligently cleaning the classroom furniture during the campaign.


P5 Pupils’ Values In Action @ All Saints Home


The P5 pupils’ VIA @ All Saints Home programme was organized on the 20th and 24th May 2016 by the CCE Department. The main objectives are to: 
  • arouse the awareness in our pupils in helping the elderlies through the visit; and
  • provide opportunity for pupils to bond by doing meaningful charitable work.

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During the visit, the pupils learnt to handle and manoeuvre the wheelchairs as they were required to transport the residents to the hall for the VIA activity. 

Thereafter, the pupils sang and danced as a way of entertaining the residents. Some played games, while others interacted with the elderlies. As a follow-up, the P5 pupils would do a reflection in the Pupil’s Handbook on their key learning points.

The programme helps to inculcate good values such as sincerity, respect, and independence in our pupils. It also creates a good platform for them to learn to be proficient leaders, concerned citizens and active contributors for Singapore.


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Mrs Yee presenting some art pieces done by the Art Club members of Yishun Primary School to the centre supervisor. Our pupils entertaining the residents with energetic dance moves.


International Friendship Day 2016


Yishun Primary School commemorated International Friendship Day(IFD) on the 8th April 2016. 
The theme for this year was "ASEAN: Deepening International Friendships".
The key learning points for the pupils this year were:
to appreciate cultural diversity and nurture a willingness to embrace others from diverse backgrounds;
to embrace diversity in different cultural dances, costumes, and languages (phrases of greeting); and
to encourage each other on the importance of being civil and understand the importance of care and building friendships.
The CCE Department organised various activities to commemorate the occasion throughout the day. During the assembly presentation, pupils were introduced to the ASEAN Community. The importance of living in harmony with the global neighbours, appreciating and understanding cultures were emphasised in the presentation. The presentation included various aspects of culture, currency, flowers, flags, greetings and ASEAN fabric design and was concluded by a sing-a-long session of the song ‘Count on Me’ by Bruno Mars. 

A static Display of ASEAN fabric design and decor was held at the foyer outside the Key Personnel Room for the recess activities. Pupils enjoyed posing with the life-sized mannequins and looking at the variety of designs encapsulated in the clothes of the ASEAN people. Fringe activities included colouring of ASEAN design templates and bookmarks.

For classroom activities, the IFD committee designed Lesson Packages for all levels. Some of the activities included designing bookmarks using the national flowers of ASEAN region, greetings, colouring of flags, and writing personal reflections of their ASEAN friends and the importance of international relations with their immediate neighbours. The reflections were written during the FTGP/SS periods. 

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 Assembly talk : The ASEAN Community PPT Sing-Along session  :  Bruno  
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 So pleased with the lady from Vietnam !I am looking after all these items from ASEAN !
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All geared for IFD!     Let's organise an IFD Dance  team ! 
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Pleased as Punch after a hard day’s work  So attractive... all these items from ASEAN !
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 IFD Fringe activities   The Parent  Support group and pupils ! 

Classroom Cleanliness Competition 2015


The CCE Department has launched the Classroom Cleanliness Competition on April 2015. The objectives of the competition are to:
1) provide opportunities for pupils to work as a team, develop good values and character, and understand that every pupil has a role to play in keeping the classroom clean.

2) develop a conducive learning environment in the classroom.

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In this monthly VIA activity, individual level’s classrooms would be assessed for cleanliness by the CCE’s assessors. Points would be awarded based on the set of rubrics used for assessment.  The classroom from each level (P1 to P6) with the most number of points accumulated would be conferred as The Cleanest Classroom for that month. A nicely framed certificate would be presented to the winning classes during assembly and hung outside these classes as a form of recognition for their great effort.

Through this VIA activity, it helps to inculcate important values such as teamwork, respect, independence and excellence in our pupils. It also provides an opportunity for them to hone their social and emotional learning (SEL) skills as our future leaders and concerned citizens to make Singapore a cleaner and greener city for all of us.        


Education and Career Guidance (ECG)

Career Seminar @ Yishun Primary School
 29 and 30 October 2015

The annual Career Seminar forms part of our post examination activities for our Primary 6 pupils with the objective of equipping pupils with the necessary knowledge, skills and values to make informed decisions at each key education stage for successful transition from school to further education or work. This will hence manage their career pathways and lifelong learning throughout their lives.

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This year, we have invited people from selected industries to share about their careers. The sharing covers several aspects such as the expectations, the knowledge, values and skills neefor the job. The sharing is aligned to the school’s core values as well as towards developing the 21st century competencies of the pupils.  This year the school was fortunate to have two of the talks conducted by renowned Chef Celebrity, Chef Mel and our very own Singapore Blade Runner, Mr Shariff Abdullah.
During the seminar, the Primary 6 pupils were also allowed to explore and navigate the ecareers portal, which introduced them to the different types of professions available and the list of schools with programmes and co-curricular activities that of an interest to them.
Impact: Pupils were very excited to learn about the career as a chef. They learnt the amount of hard work required to be a successful celebrity chef. Pupils were very inspired by the courage the blade runner has and how he exemplify the virtues of perseverance.

Garden of Values – Value of The Month


The Garden of Values – Value of the Month aims to cultivate positive behaviour and publicly acknowledges the pupils demonstrations of the school and CCE values and other moral values. Through this the;
 
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Pupils learn to demonstrate exemplary behaviour or excellent conduct
Pupils learn to demonstrate school values 
Pupils learn to possess good social and personal skills
Pupils learn to participate actively in school programmes

Procedure and Impact: 

The Gardens of Value wall was developed to identify and give recognition to pupils who have displayed exemplary behaviour and demonstrates the school values and other moral values (CCE values) in and outside the school. The CCE Department believes that this recognition that goes beyond the classrooms will develop the Critical and Inventive thinking skills in our pupils. It will invoke reflective thinking skills and sound reasoning and decision making skills. The wall will display the photographs of the model pupils selected by their form and subject teachers based on a set of given criteria. The photographs and short write ups of the pupils will be updated on a monthly basis in order to promote the importance of being morally upright and provide more pupils with the recognition that they deserve. The displays of the pupils’ photographs have impacted the rest of the pupils in a positive manner

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Character and Citizenship Education (CCE) Signature Programme


Glow and Grow and I am a Champion Campaign 2015
The objectives of this campaign include:
1. To create a platform for students to practise and internalise the school core values (I.N.S.P.I.R.E).
2. To adopt a school-wide approach to promote character education.
3. To involve our stakeholders in the character development of our students.

The Grow and Glow (GG) Activity Card for the Primary 1 and Primary 2 pupils were prototyped in 2014 in alignment to the Character and Citizenship syllabus launched by MOE.  The performance tasks are designed based on the mapping of both the school core values and the CCE values. Moving forward, the department has reviewed and refine the performance tasks for the Primary 6 level much to the approach adopted for the Glow and Grow Card Activity Card.

On the other hand, Primary 3 to Primary 5 pupils, are given the I am a Champion activity card.  Pupils are to complete the activities, which are in accordance to our school core values, to achieve the stars. This card serves as a record of the values put into action by our pupils.

Our stakeholders are invited to come on board this campaign by supporting the pupils and acknowledging their efforts.  With the continuous support from our staff and stakeholders, we aim to develop a young citizen with characters and strong values.

Our Masterpieces 

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