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Home > Departments > Character and Citizenship Education

Character and Citizenship Education

OBJECTIVES

CCE Vision: People of Good Character and Responsible Citizens

Every Dunearnite to be grounded in core values, as demonstrated through their attitude, behaviour and competencies, thus achieving the Desired Outcomes of Education in the 21st Century.

  • Removing all barriers to learning,
  • Building strong character and citizenship, and
  • Providing clear education and career guidance.

CCE Student Level Outcomes

Every Dunearnite a Community Youth Leader who is Confident, Concerned, Contributing Actively and Self-Directed.

Sec 1

Sec 2

Sec 3

Sec 4 & 5

Confident people who show awareness of self, family and environment through personal leadership

Concerned citizens who show appreciation of family, school and community through team leadership

Active contributors who demonstrate action in the community and nation through community leadership

Self-directed learners who demonstrate actualization in the nation and the world through global leadership


CCE Framework

CCE Framework - Diagram 01
The Dunearn CCE Framework is a structure providing us clear directions and alignment on why we do what we do and how we do it. In Dunearn, students are the heart of what we do. We want to help every Dunearnite to be anchored in core values (Respect, Responsibility, Resilience, Integrity, Care and Harmony), demonstrated through their Attitude, Behaviour and Competencies, so as to achieve the desired outcomes of education in the 21st Century i.e., A Self-directed Learner, Confident Person, Concerned Citizen and Active Contributor.  

The 3 colours in the middle triangle – Blue, Red and Gold – are linked to the Dunearn school crest.
1) Blue represents discipline and steadfastness in character, so we want every Dunearnite to be grounded in core values
2) Red represents pupils’ passion and enthusiasm for learning, so this would be demonstrated in their attitude and behaviour
3) Gold represents the ultimate target of our endeavours, which is the DOE in the 21st C.

Hence, while we look forward, we are also grounded in core values and not forgetting our roots and tradition.

One key CCE Pedogogical approach that we use to facilitate students’ character and citizenship development and reflection is the Experiential Learning Approach, based on Kolb’s Experiential Learning Model.  Students will reflect on their experience, learn from it, and apply the lessons in everyday life.

We achieve our goals by removing all barriers to learning, building strong character and citizenship, and provide clear guidance in education and career.

Undergirding all our actions are our core beliefs.
Our Calling:  Belief in Oneself - Every Teacher a CCE Teacher; to Lead, Care and Inspire. Our Future:  Belief in Being Part of Something Larger - Student and National Outcomes; Shaping Success of Singapore.
Our Culture:  Belief in One's Students. Belief in One Another - Culture of Care.

Last but not least, the triangular support structure represents the close partnership we want to establish with the key stakeholders - the parents and community - to ensure the well-being of every child in this school, thereby having a Student-centric, Values-Driven education.

The figures below show how we design our CCE programmes and processes to achieve the level outcomes.

CCE Framework - Diagram 02

Staffing

CCE Committee Members






















Name

Designation

Email

Mr Ow Gan Pin

HOD CCE

ow_gan_pin@moe.edu.sg

Mrs Hazel Lee

LH CCE

hazel_hong_wen_lee@moe.edu.sg

Ms Fitriah

Allied Educator / Counselling             

fitriah_abdul_ghani@moe.edu.sg

Mdm Lim Sai Joo

Allied Educator / Learning and Behavioural Support

lim_sai_joo@moe.edu.sg

Mdm Norlizah

Administration Manager

Norlizah_YAMALUDIN@moe.gov.sg

Ms Lailtha

Senior Teacher

lailtha_savathan@moe.edu.sg

Mdm ZaharahSenior Teacherzaharah_abdul_hamid@moe.edu.sg
Mr Ang Wee KiatTeacher (Curriculum Coordinator')ang_wee_kiat@moe.edu.sg

Ms Hanani

Teacher (NE Coordinator)

nur_hanani_jaafar@moe.edu.sg

Mr Wang Hong WeiSH D&T (internal) (VIA Coordinator)wang_hong_wei@moe.edu.sg

Ms Beatrice Tan 

Teacher

beatrice_tan_pui_len@moe.edu.sg

Mr Chua Keng Yeow

Teacher

chua_keng_yeow@moe.edu.sg

Ms Bai Yi Rang
Teacherbai_yi_rang@moe.edu.sg

Mr Sohail Basiron

Teacher

sohail_basiron@moe.edu.sg

Ms Siti Arnie

Teacher

siti_arnie_mohd_affandi@moe.edu.sg

Mr Chen Zhi YongTeacherzhiyong_chen@moe.edu.sg
Mr Choo Shi Qian

Teacher

choo_shi_qian@moe.edu.sg

ECG Committee


Name

Designation

Email

Mrs Hazel Lee

LH CCE

hazel_hong_wen_lee@moe.edu.sg

Ms Ng Ying Fang

SH CL

ng_ying_fang@moe.edu.sg

Ms Joanna GeorgeTeacherjoanna_george@moe.edu.sg 

Ms Ng Mei Ferng

Teacher

ng_mei_ferng@moe.edu.sg

 Ms Nur Diana JailaniTeachernur_diana_jailani@moe.edu.sg

Mr Tey Giin Yang

Allied Educator / Teaching & Learning

tey_giin_yang@moe.edu.sg

Key Programmes and Processes

S/NKey Result AreaKey Programmes and ProcessesAlignment to Mission
1Intervention and Partnership
  • Needs assessment – moral, socio-emotional, cognitive, physical, financial
  • Financial Assistance Scheme (FAS) e.g., MOE FAS, School Advisory Committee FAS, School Pocket Money, NEU PC Plus Programme, EyeWear@ South West, and referrals to external organizations
  • Student health update through Student Medical Records and Annual Health Check
  • Support and follow-up action for at-risk students or students with socio-emotional / special / medical needs
    • Meeting with parents
    • Counselling (school / external agencies)
    • House visits
    • Time-out Programme (TOP)
    • Customized / intervention programmes
    • Collaboration with Student Management Committee
    • Examination provision
  • Cohort programmes e.g., Sec 1 Transition Workshop, NT Classes Programme
  • Post-exam activities
  • Assembly talks
  • Meet-the-Parents talks
  • Mobilization of CARE officers during emergency
Removing all barriers to learning
2Curriculum
  • CCE Lessons
  • CCE Guidance Modules (include Sexuality Education, Cyberwellness and Education & Career Guidance) during VE periods
  • Dunearn Character Development Profile (DCDP)
  • Values talk
  • Awards and Recognition
    • Best class competition
    • Student of the Term
    • Edusave Character Award (ECHA)
  • Student Suggestion Scheme
  • Farewell assembly
Building strong character and citizenship
3National Education (NE)
  • NE curriculum packages
  • NE core events
    • Total Defence Day (TDD)
    • International Friendship Day (IFD)
    • Racial Harmony Day (RHD)
    • National Day (ND)
  • Cohort citizenship programmes
  • NE Quiz
  • Citizenship Survey
Building strong character and citizenship
4Values in Action (VIA)

[led by CYL committee]
  • Sec 1: School VIA
  • Sec 2: Local community VIA
  • Sec 3: Local community VIA
  • Sec 4/5: Student-initiated local community VIA
  • Co-Curricular Activities (CCA)
Building strong character and citizenship
5Education and Career Guidance (ECG)

[led by ECG committee]
  • CCE Guidance Modules during VE periods
  • Open house visits (poly / JC) for Sec 4 and 5 
  • Higher Institution and Career Week
  • ITE talks / visits / Experience ITE programme for Normal Stream students
  • Cohort programmes and talks
  • Work attachment
  • Elective Modules for Normal Stream students
  • ECG Counselling
Providing clear education and career guidance

Character Education 

The CCE committee has implemented the new Character & Citizenship Education (CCE) and Values Education (VE) package. The CCE lessons that are taught by the form teachers include the explicit teaching of values. The VE lessons comprise of three components: Sexuality Education (SEd), Education & Career Guidance (ECG) and Cyberwellness.

CCE has also been infused into classroom lessons across a variety of subjects. Measures are also undertaken to provide greater support for teachers, such as the expansion of the range of CCE resources available and the provision of training on pedaqogical approaches and classroom strategies regarding the teaching and learning of values.

Values in Action (VIA) Programme is designed to be differentiated with the Sec 1 students doing activities related to school community; Sec 2, appreciating the elderly; Sec 3, serving needy families; Sec 4/5, role-modeling service in the community (student-initiated). Some of the ongoing partners the school works with include SWCDC, Bukit Batok Home for the Aged, South View Primary School, Dover Hospice, Bishan Home for the Intellectually Disabled, ACRES and World Vision.

To develop self-discipline, CCE committee works closely with the Student Management committee to identify and develop key SEL competencies in our pupils. The Pupil-Teacher Relational Time (PTRT) is one of the strategies the school has adopted to prevent misbehaviour. The PTRT is a structured programme where both the pupils and their Form teachers could meet on a one-on-one basis to talk and discuss issues. Through the conversations, teachers will be able to better understand their pupils and their challenges and hence, providing timely intervention. Concurrent with the PTRT, the school has a school-wide Values Talk session every Monday morning that is aligned to the school’s core values and “Value of the Month”.

Citizenship Education

Developing a strong national identity among students has always been the focus of our National Education (NE) Programmes. The school’s NE framework is implemented through the infusion of NE into the curriculum and the commemoration of major events like Total Defence Day, Racial Harmony Day, International Friendship Day and National Day. Below are some examples of ongoing programs and events that were organised:

  • NE Core Events
  • Cohort Citizenship Programmes
  • Publicity of students’ work (via noticeboard, website)
  • Compulsory NE Quiz for the graduating classes (4E and 4N)
  • Biennial Citizenship Survey for selected Sec 2 and Sec 4 students
  • Other activities by departments/CCAs e.g., MT Cultural camp, Maths Trail, ALP, Environmental activities, CCA VIA etc.

Kolb’s Experiential Learning Model

The main school-wide CCE pedogogical approach used to facilitate students’ character and citizenship development and reflection is the Experiential Learning Approach, based on Kolb’s Experiential Learning Model.  Students will reflect on their experience, learn from it, and apply the lessons in everyday life.

Kolb’s Experiential Learning Model - Diagram

Values Talk

Values Talk (VT) are sharing sessions conducted every Monday morning and Friday morning for Upper Secondary and Lower Secondary respectively. The objective of VT is to inculcate and reinforce positive values, attitudes, behaviour and competencies. The sessions are conducted for all students by staff, students themselves, and external partners. The topics are aligned to the “Value of the Month”, which stems from the school 6 core values of R3ICH: respect, responsibility, resilience, integrity, care and harmony. At the end of each VT session, students are given the opportunity to reflect meaningfully on the key learning through an online reflection platform.

Dunearn Character Development Profile (DCDP):  Formative Assessment of Character Development

What is it?
  • A rubrics tool aligned with MOE 21st Century Competencies (21st CC) framework, school core values and Dunearn Character & Citizenship Education (CCE) programmes.
  • A total of six Criteria (R3ICH) and 15 Standards/Benchmarks describing the desired values, attitudes, behaviour, social & emotional learning (SEL) skills and 21st CC.  R3ICH stands for 6 core values of Respect, Responsibility, Resilience, Integrity, Care (Compassion) & Harmony.
  • It is designed with references to:
    • MOE Character and Citizenship Education (CCE) Toolkit
    • MOE 21st CC Framework, Standards and Benchmarks
    • MOE SEL Goals, Standards and Benchmarks
    • MOE CME Assessment and Evaluation
    • http://www.rubrics4teachers.com/index.php
    
Why do we do so? 

Purpose:
  • To help students develop their character progressively from lower to upper secondary and to take ownership for it.
  • To help teachers work together with students and their parents on character development and hence strengthen the relationships.
End goals: 
  • Culture of Care
  • Positive Teacher-Student, Teacher-Parent, Parent-Child Relationships
  • Desired Outcomes of Education
How do we do so?

  • Values form the essence of one's character. Values and character may be assessed using proxy indicators such as attitude, behaviour, SEL skills and 21st CC i.e., R3ICH = f(Attitude, Behaviour, SEL, 21st CC).
  • The overall assessment is based on both student's self-assessment and formative assessment by the Form Teachers.
  • Teacher's assessment is based on observation and understanding of students' attitudes, behaviour and competencies through formal and informal interactions e.g., classroom time, one-to-one session, service learning activities, after school programmes etc. Feedback may also be obtained from other stakeholders.
CCE Structure