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Character & Citizenship Education (CCE) Programmes

A child of character; a citizen who contributes

To nurture character; to dedicate ourselves to serve

Key Programmes
The CCE Syllabus provides the knowledge, skills, values and attitudes to be taught explicitly during CCE lessons, FTGP and school- based VEd lessons. A separate syllabus has been developed for Sexuality Education (SEd) for Primary 5 and Primary 6 students to meet their developmental needs.    

1.1   Form Teacher Guidance Period (FTGP)
The objectives of FTGP are to:
      •  provide quality interaction time between from teachers and pupils, and
      •  equip pupils with social and emotional competencies.  

Research has shown that students are more likely to be emotionally and intellectually invested in classes where they have positive          relationships with their teachers.

Positive teacher-student relationships are more effectively promoted when interactions between the teacher and his/her students allow them to better understand each other.

Hence, when students perceive their teachers as caring and supportive, they are more likely to be both academically motivated and engaged as well as be able to regulate their own behaviour to act responsibly.


To meet the purpose of providing quality interaction time between form teachers and their pupils, FTGP will be a time within the curriculum for form teachers to engage in meaningful play with their pupils.  

In addition, FTGP will also cater for the explicit teaching of SE competencies which contributes to positive teacher-pupil relationship. Hence, during FTGP, form teachers will deliver social and emotional learning (SEL) lessons using lesson plans that have been developed based on an SEL Programme for Explicit Teaching of SE competencies which sees to the developmental needs of pupils in SEL.    

1.2   Values Education (V-Ed)
Our school’s V-Ed programme heightens the awareness of the potential role of teachers in the explicit teaching in Values Education and, in turn, the capacity of Values Education to complement and even enhance the learning goals implicit in quality teaching.  

Our school’s V-Ed programme is grounded on the seven school values- Compassion, Courage, Discipline, Integrity, Loyalty, Respect and Team Spirit.  

The CCE department has adopted the use of drama techniques in its delivery of V-Ed lessons for Primary 1 to 4 students. Using a drama-based instructional approach in Edgefield Primary School’s V-Ed programme is an intentional consideration after drawing from many resources and research papers on the impact of drama in connecting content, skills and values as a culture of teaching and learning in the classrooms. Drama as a pedagogy is based on three theoretical frameworks:-

(1) active learning within a #Constructivist framework
(2) teachers as adult learners and as a partnership
(3) student success built upon authentic learning experiences  

Under this drama-based instructional approach, our students become curious individuals as they build knowledge based on their interactive experiences with new materials; sharpen their communication skills to become confident communicators; show sensitivity and support to team members; express values and attitudes through critical thinking. Our primary 5 and 6 students will be on board on this new pedagogical approach in the year 2018.

#Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.

1.3   CCE/ Mother Tongue

CCE lessons in the Primary levels are taught in the Mother Tongue Languages (MTL). For students who offer non-Tamil Indian Language (NTIL), namely Bengali, Punjabi and Urdu as their Mother Tongue and for those who are exempted from taking MTL, CCE will be taught in English.

1.4   Social Studies

Social Studies seek to develop the civic competencies of our pupils by the end of a full course in Social Studies education. Civic competencies, which encompass the body of knowledge, skills and values expressed in the philosophy of SS, will empower students to be informed, concerned and participative citizens.

A thematic approach, structured along the key themes of Identity, Culture and Heritage and People and Environment, is adopted to frame the syllabus. The syllabus is organised into three broad clusters titled Discovering Self and Immediate Environment, Understanding Singapore in the Past and Present, and Appreciating the World and Region We Live In. 

1.5   CCE Guidance Module

The compulsory CCE Guidance Module, namely SEd (delivered through growing years series), has specific objectives and content which address issues associated with child and adolescent development. 

1.5.1 Sexuality Education

Growing Years Series

1.5.2 Education Career Guidance (ECG)

ECG is about helping students develop the competencies needed to manage their future education and career development and to be able to thrive in the world of work. 


Schools commemorate four core NE days which have been identified as defining moments in Singapore’s history. The aim is to entrench these events and the images they evoke in the consciousness of each successive generation. 

2.1   Total Defence Day

We commemorate Total Defence Day (TDD) on 15 February annually to mark Singapore’s fall to Japanese in 1942. Total Defence serves to remind our students that Singapore is defensible and is worth defending, and we ourselves must defend Singapore. 

Pupils to know the five aspects of Total Defence and how pupils can play a part in each aspect. 

2.2   International Friendship Day

International Friendship Day aims to sensitise our students towards the geo-political realities inherent to Singapore. 

Pupils to learn and appreciate other cultures in cosmopolitan Singapore. Pupils are guided to keep an open mindset, and express an appreciation of the contributions of foreigners living, working and studying in Singapore. 

2.3   Racial Harmony Day

We commemorate Racial Harmony to mark the anniversary of the 1964 racial riots. On this day, pupils will reflect on and celebrate Singapore as a harmonious society built on a rich diversity of cultures. 

Pupils make friends with people of other races and religions and to learn that in Singapore, people are treated equally regardless of their race and religion. Pupils should appreciate the different cultures that make up Singapore. 

2.4   National Day

National Day marks our separation from Malaysia and our emergence as an independent country in the community of nations.

The Ceremony aims to bring to the pupils a greater sense of the historical importance and solemnity of National Day. 

Learning Journeys refers to all trips out of schools which teachers and students embark on together to extend and enrich the educational experience. Besides helping to make real and concrete what has been learnt in schools, LJ will broaden the mental horizons of students and contribute to their total development.

LJ are not relevant to National Education only. The LJ programme is made more meaningful and relevant to our students when teachers plan the visits with multiple learning objectives in mind. With the recent emphasis on a multi-disciplinary approach, and the need to derive optimal educational benefits from every educational activity, schools can undertake these visits as an integral part of the formal curriculum, enhancing the learning experience of students.  
3.1  P1 – Zoo
3.2  P2 – Jurong Bird Park
3.3  P3 – Kampong Glam
3.4  P4 – Chinatown
3.5  P5 – NE Show  
3.6  P6 – Little India


Values In Action (VIA) is a learning experience in Character and Citizenship Education (CCE) that enhances students’ development as socially responsible citizens through ownership of their contribution to the community.  

4.1   School Based Values in Action 

4.2   Community Outreach

4.3  Hair For Hope

4.4  Beach Clean-up


5.1   Star Pupil Award

5.2   ECHA Award