Character & Citizenship Education (CCE)
Character Development is central to Bedok View’s vision of creating a `School of High Standards, Quality Learning and Holistic Development.’ School leaders and staff work in synergy to realise the school mission to `Nurture Students, Change Lives and Serve the Nation’. The outcome, pedagogy and design of school programmes factor into account student profiles, needs, developmental stages and staff capacity. Character development thrusts are regularly reviewed by the Strategic Thrust Steering Committee, and continually refined to better address the needs of BVSS students.
Character Development is woven into the formal and informal curriculum, and is integrated into every aspect of school experience. Instructional programmes are aligned to the Character & Citizenship Education (CCE) Learning Outcomes (LOs) and school values. These LOs state what we want our students to learn and attain. Referring to the LOs below, LOs 1 to 4 reflect character building and social emotional competencies while LOs 5 to 8 reflect the 21st century citizenship tenets, for example, culture, identity and active and responsible engagement as a member of society.
Working towards a student-centric, values-driven education, Bedok View grooms pupils into Bedok Viewan graduate into:Every Bedok Viewan, a Self-directed & Collaborative Learner (Cognitive)
Every Bedok Viewan a Critical Thinker & Effective Communicator (Cognitive)
Every Bedok Viewan an Active and Healthy individual who appreciates the Arts (Physical, Aesthetics) · Every Bedok Viewan, a responsible citizen with global awareness & exemplary character (Social & Moral) Every Bedok Viewan, a Confident & Inspiring Leader (Leadership)
Our short-term strategic goal is to deliver an engaging CCA & CCE curriculum while our long-term strategic goal for CCE is to groom responsible citizens with global awareness and exemplary character.
For character education to be effective, it has to be tightly woven into the school’s formal and informal curriculum. Character education and academic instruction are mutually reinforcing in Bedok View and not treated as separate entities. Academic lessons present real and varied opportunities for the infusion of values and social emotional skills. These arise from the nature of the subjects themselves, the subject content, as well as the pedagogies used, which may include opportunities for students to exercise their values and social emotional competencies (such as cooperative learning).
The explicit teaching of CCE values through an effective and engaging curriculum is one of the key areas of focus. Structured curricula for CCE and Form Teachers’ periods are designed to achieve character development goals. Besides the formal curriculum, classroom procedures like the GRACE (Greeting, Readiness, Attendance, Cleanliness, Expectations) protocol, and the school-wide restorative approach to discipline, set a positive psycho-social learning environment. Co-curricular activities (CCAs) provide authentic platforms for students to discover themselves, build relationships, acquire new skills, practice values and achieve the CCE learning outcomes.