Annex
Features of the New CCE Syllabus
1.
Character and Citizenship Education (CCE) aims to inculcate values and build
social and emotional competencies in students. This in turn is to develop them into
good individuals and useful citizens in a fast changing and globalised world. It
develops students through an understanding of the values that define the Singapore
society, inspiring them to show concern about the world they live in, and
demonstrate empathy in their relationships with others.
2.
Students will learn values through three overarching ideas, namely (Identity,
Relationships and Choices in six domains, starting with self and extending to the
family, school, community, nation and the world. The diagram below shows the Core
Values, the 3 Big Ideas and the Expanding Domains in the CCE syllabus:
3.
The Big ideas, Identity, Relationships and Choices, are core concepts of the
syllabus. They are interconnected and impact one another. Students need to know
who they are in order to relate positively with others. Relationships they forge shape
their identity and influence the choices they make. The ability to make good choices
impacts on their understanding of their own identity and the relationships they form.
4.
Questions are crafted to unpack each big idea and to stimulate discussions in
the classroom. They serve to guide students to think about the habits, values,
attitudes, competencies and skills that they should equip themselves with to handle
diverse life experiences. The table shows how the questions relate to the six
domains:
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Key Questions
Being who I am
and becoming
who I can be
How am I similar to
others?
How am I different
from others?
How does the way I
perceive and manage
myself affect my
relationship with
others?
How are the choices I
make good for me
and others?
Family
Strengthening
family ties
Who am I in my
family?
How do I build and
maintain relationships
in my family?
How would my
actions affect me and
others in my family?
School
Fostering healthy
friendships and
team spirit
How am I a friend to
others?
What are our roles
when we work in a
team?
Who are my friends?
How do we work well
together?
What do I want in a
friendship?
How would we use
our strengths to build
a team?
What is an inclusive
society to us?
How do we
understand and relate
to others in an
inclusive society?
What are our roles in
building an inclusive
society?
How do my
relationships with
others contribute to
nation building?
How would we
demonstrate our
commitment to the
well-being of
Singapore?
How do we interact
with the people in a
globalised world?
How would we use
our strengths and
abilities to meet the
needs of a globalised
world?
Understanding
our community
and building an
inclusive society
Developing
sense of national
identity and
nation building
What makes us
Singaporeans?
World
Choices
Nation
Relationships
Community
Identity
Self
Domains
Being an active
citizen in a
globalised world
What does it mean
to be an active
citizen in a
globalised world?
5.
An example of how the big ideas are fleshed out in a learning context of
taking public transport is elaborated in the table below:
Big Ideas
Key
Questions
Identity
What is different
about me?
Thought
Process
“I am young and
able. The elderly
lady standing there
needs this seat more
than me.”
They learn to
develop different
perspectives which
shape their identity.
Learning
Points
Relationships
How do I understand and
relate to others in an
inclusive society?
“I can approach the
elderly lady in a respectful
manner and invite her
politely to take my seat.”
Choices
How do I demonstrate my
commitment to the wellbeing of others?
“I should give up my seat to
the elderly.”
They learn how to show
care and consideration for
others in the society and
thus develop a good
relationship with the
community.
They would learn that as a
member of an inclusive
society, they have roles and
responsibilities to be
considerate and caring
towards fellow users of
public transport.
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6.
Student’s daily experiences are used as context in the new syllabus to make
lessons meaningful and relevant. For example, experiences such as “Adapting to
changes on first day of school” can be used for Primary 1 and 2 students whilst
“Settling in my new school” can be used for Secondary 1 students. Hence, students
will be able to relate and learn the CCE content better.
7.
Teachers will use teaching strategies such as storytelling, role play,
experiential learning, classroom discussions and reflection to instill values, and equip
students with social and emotional competencies and skills related to citizenship. In
role play, students learn to take others’ perspectives and develop empathy for
others.
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