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Home > School Programs > Community Youth Leadership (LLP)

Community Youth Leadership (LLP)

Introduction

The 21st century presents many new challenges and uncertainties for our youths in this highly globalised and interconnected globe. When they leave the education system and step into the working environment, they will find themselves faced with complex issues. Confronting these issues will require them to cultivate a global outlook, be endowed with leadership knowledge and skills, and the ability to collaborate in teams to formulate effective strategies. And amidst all these, they should remain rooted to Singapore and to contribute actively to serve and improve the well-being of his/her local community. Hence, student leadership development is part of

Dunearn’s holistic development efforts to develop in every Dunearnites the necessary leadership skills and social and emotional competencies to:

  • communicate effectively
  • think creatively and critically
  • work collaboratively with others
  • develop compassion for others
  • develop resilience when confronted with complex situations/issues

Dunearn's Community Youth Leadership Development

Dunearn Secondary School Community Youth Leadership efforts seek to provide every Dunearnite opportunities to lead in serving the community. The design of the LLP programme is based on the belief that leadership development is a continuous process involving learning, service and self-reflection. Leadership is (defined as) the ability and willingness to inspire (mind) and influence (actions) first self, and then others to achieve/accomplish a certain goal. Dunearn’s Student Leadership Development framework is aligned to the MOE 21st Century Competencies and Desired Outcomes of Education. The essential leadership competencies pupils should acquire are classified into three broad domains – Personal Leadership, Team Leadership and Thoughtful Leadership (Community Leadership and Global Leadership).

The Community Youth Leadership Committee envisions that at the end of each Dunearnite’s stay with the school, they would have acquired the necessary knowledge, skills and attitude to be 

• a personal leader: one who is able to self-manage (his/her thoughts, feelings, impulses and stress), ask questions, reflects, perseveres and takes personal responsibility for his own learning/action.

• a team leader: 

• one who is able to think independently and critically, perspective take, empathies, and communicates effectively;

• one who is able to work effectively in teams, is innovative and exercises initiative.

• a thoughtful leader:

• a community leader: one who has a strong sense of civic responsibility, is pro-active in identifying community needs, and initiate action together with their peers to make a difference to the lives of others.

• a global leader : one who is globally aware of the issues and trends, cross-cultural differences and sensitivities, and initiating actions to create a positive impact to the world around them.

Implementation

Leadership knowledge and skills will be imparted to pupil to help them identify and manage emotions, develop care and concern for self and others, form healthy relationships, influencing and inspiring others towards a common goal, handle challenging situations effectively and make responsible decisions.

All Dunearnites will be provided with leadership training and experiences to develop their leadership competencies. Programmes are designed to span across cohorts as well differentiated groups to cater to the students’ interest and talents. Programme design is guided by the following principles:

  • Values-based
  • Inclusiveness
  • Relevance
  • Differentiated

Leveraging on both the core and co-curriculum, it aims to develop students’ character and values, cultivate positive attitudes, creativity and enhance pupils’ interpersonal skills via two broad syllabi:

Cohort Student Leadership Syllabus:

Co-Curriculum

  • Secondary One Orientation & Leadership Foundational Training
  • Secondary Two Leadership and Adventure Training and Conflict Management Training
  • Secondary Three Local Values in Action (LVIA)
  • Secondary Four/Five Student-led Values in Action (VIA)
  • CCA

Core-Curriculum

  • Values Education
  • Civics and Moral Education
  • Values Talk
  • Project Work
  • Subject-based Lessons (e.g. Physical Education)

Differentiated Student Leadership Syllabus:

  • Student Council & Secondary 3 CCA / Class Committee / Special Project Leaders
  • Prefects, Class Committee, CCA / Special Project Leaders
  • Subject-based Leadership Programmes (i.e. Science Ambassador Programme, Environmental Champion Programme, and Mathematics Peer Mentoring Programme)
  • The Student Leadership syllabi are developmental in nature and they consist of four key learning stages: Leadership Awareness; Leadership Training; Leadership Experience and Leadership Mentoring.

Dunearn Student Leadership Development Matrix


Personal Leadership
Team Leadership

CompetenciesPlatformsCompetenciesPlatform
Leadership Awareness
• Identify ones strengths and weaknesses

• Set SMART personal goals 

• Manage Time 

• Manage stress and emotions

• Control Disruptive Impulses 

• CME, VE, Values, Talk, PTRT, Class Contact Time, Sec 1 Orientation Camp, Sec 2 Leadership Adventure Camp, Sec 3 Local VIA, Project Work
• Perspective Take

• Emphatise

• Appreciating Diversity

• Respecting Others

• Work in Team

• Manage group-based project – plan and organize small scale activities / events

• Give presentation in small group 
• CME, VE, Values, PW, CCA, PE, Sec 1 Orientation Camp, Sec 2 Leadership Adventure Camp, Project Work
Leadership Training
• Set SMART goals 

• Identify problem(s)

• Analysis Situation 
• CCA, Leadership Training Camps, Student Council, Class Committee, Class, Sec 2 Leadership and Adventure Training Camp, Subject-based leadership programmes• Manage CCA / Class based-project – plan and organize 

• Facilitate small group discussion 

• Give Presentation 

• Seek for Help 

• Mediate Conflict 

• Evaluate and reflect

• Communicate Confidently  
 • CCA, Leadership Training Camps, Sec 2 Leadership and Adventure Camp
Leadership Experience • Identify Problems

• Analysis Situation 

• Make responsible decision
• CCA / School-based Leadership programme, SC Selection Training Camp • Manage CCA / Class based-project – plan and organize 

• Facilitation

• Effective Communication

• Role Modeling positive traits

• Evaluation and reflection

• Make responsible decision
• Leadership Camps, School Events 
Leadership Mentoring• Anticipate problems

• Analysis Situation and problem solve

• Make responsible decision 
 • CCA, Leadership Training Camps, Student Council, Class Committee • Providing advice and support to senior student leaders on mentoring skills

• Mentoring Junior Leaders
• Student Leadership Developmental Training Camps,
Student Leaders Daily Duties


Community Leadership

CompetenciesPlatform
 Leadership Awareness
• Identify the needs of the community

• Reflect on their own experience in working with the community  
• Core Curriculum (PW 
Leadership Training • Plan and execute a meaningful and beneficial service learning project 

• Manage community group-based project
• Needs analysis  training 

• Volunteering training 

• Project management / facilitation training

 Leadership Experience
• Plan an execute a meaningful and beneficial local community-based project 

•  Make responsible decision
• Local VIA Project (CCA / Subject based  VIA)
Leadership Mentoring
• Guide student leaders to plan, implement and evaluate community-based programme

• Provide mentoring to SC
• SC/CCA related VIA Programmes, SC, Selection Training camp