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Character & Citizenship Education

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We are committed to recognizing and nurturing the unique heart, head and soul of every Huaminite so as to make them caring, adventurous, responsible and passionate in contributing to the school, community and country.

PD Vision

Every Huaminite is a responsible and honest citizen who is capable of managing social emotionally and is capable of working well with others.


Citizenship (National Education)

Recognising and nurturing the unique heart, body and soul of every pupil so as to make them caring, responsible and passionate citizens of Singapore.


 
Miss Kat Quek
Head Of Department


Quote
“We have to make the learning of character and citizenship interactive, engaging and allow the pupils to explore and internalize these values.”Mr Heng Swee Keat

Email:  quek_li_ching_a@moe.edu.sg

Members of the Department

 

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Department's Mission

Recognising and nurturing the unique heart, body and soul of every student so as to make them responsible and passionate citizens of Singapore.

Programmes or Activities in CCE


Student Leadership Programme

A structured leadership programme is implemented to develop students’ leadership potential and educate them on the various skills and qualities of good leadership. The 7 Huaminite Habits are used as a guideline for these student leadership workshops.


Student leaders are also appraised by themselves, peers and teachers. These evaluations help them to be better leaders. Students are encouraged to practise leadership through prefectorial committee, class committee and house committee.


VIA in HMPS – HEAD, HEART and HAND

Values-in-Action (VIA) activities are planned and carried out across all levels based on a 6-year plan. Students learn to serve through the 3H approach, also known as Head, Heart and Hand, whereby they apply the values, habits and skills learnt in school to the organisations that they are serving.  

 

Routinized Daily Clean-up in Huamin Primary School (VIA)

To provide Huaminites with opportunities to develop into Passionate Contributors, the school has also implemented the routinized daily clean-up programme in 2014. This is part of the Values-in-Action 6-year plan for the school.

 

Students are rostered to clean up their classrooms at the beginning of the day for approximately five minutes before they commence their first lesson of the day. At the end of the day just before the dismissal bell rings, they are required to clean up the classroom for another five minutes during the last period. This routine also coincides with the cleaning up routine of our school OSO staff where they make their rounds in the school compound to do a quick sweep and clean-up of the school, which makes it a whole-school clean-up routine.


The CCE coordinator also carries out a “Cleanest Class Award” per term to affirm the class that demonstrates commitment and consistency in maintaining classroom cleanliness. There are rubrics placed in each class to spell out the expectations on what the students in the rostered cleanliness committee can do to upkeep their classrooms. Their form or subject teachers can also refer to the rubrics to do a quick assessment on the cleanliness of the classroom at any time of the day apart from their fixed clean-up routine.

 

In addition, each consortium (two levels per consortium) is rostered to clean up school areas like the canteen, foyer and field right after the recess bell. Parent volunteers from the Parent Support Group are also co-opted to perform recess duties during this period. They are involved in leading the students during the clean-up duty. They also advise and remind the students to observe proper hygiene and wash their hands before going back to class. Students have given positive reviews about this clean-up and they learn to be responsible and proactive. By engaging in everyday responsibilities, we cultivate good habits for life. Respect and consideration for others is also shown by taking care of our shared spaces like the canteen. In addition, by taking ownership of our environment, we learn to value all labour that serves a useful purpose in society.

 

(Use existing images & captions)

 

You Say Your Say – Students' Suggestions / Feedback Scheme

Students are invited to have a say in the school. Students are encouraged to submit their suggestions and feedback to the school management. Students whom suggestions are accepted would receive tokens of appreciation.

 

Beary Best Award

Beary Best Award is a recognition given out by HMPS monthly for classes which have displayed excellent behaviour, good school habits and discipline. Winning classes from the lower and middle consortium would have the privilege of having a certificate and Mr Bear in class for the month, while the upper consortium would receive a certification of recognition for their good behaviour.

 

NE Ambassadors

NE Ambassadors are selected from each class to share updates on current affairs and messages on National Education. It is also a platform to develop student leadership. In HMPS, NE Ambassadors are given the opportunity to lead the school in the morning assembly. They are also given the chance to carry out public speaking through assembly talks and class sharing.


Seven Huaminite Habits (SH2)

HMPS has embarked on this new character programme to inculcate positive habits in every Huaminite so that they are equipped with essential and practical skills beyond their primary school education.

 

i.            Be Proactive

ii.           Be Goal-Oriented
iii.          Be a Teamplayer
iv.          Do First Things First
v.           Listen to Understand, then be understood
vi.          To do your Best

 

Lead and Sing

Lead and Sing is a student-initiated avenue to give classes the opportunity to lead the school in morning assembly on stage. In doing so, students take pride in singing out the National Anthem, school song and the reciting of the National Pledge.

 

Learning Journey 

In HMPS, students from every level are exposed to the respective NE-related learning journeys to learn more about Singapore’s resources and rich cultures. From these learning journeys, the students learn to be more aware and appreciative towards Singapore and its culture.

a)  Primary One - Supermarket         
b)  Primary Two - Prata-making workshop         
c)  Primary Three - Changi Airport         
d)  Primary Four - P4 Camp         
e)  Primary Five - ESD Camp and NE Show
f)  Primary Six - Kampong Glam, Chinatown and Little India

2017 Learning Journeys


Snapshots of Learning Journeys in Huamin

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Social Studies Curriculum


The Social Studies curriculum works hand in hand with the NE programmes in the school to provide all Huaminites a well-rounded education about Singapore and the world.   

a)    Primary 1  - Knowing Myself, Others and My Surroundings

b)    Primary 2  - Coming Together as a Nation

c)    Primary 3 - Understanding Singapore

d)    Primary 4 - Valuing Our Past - (Inquiry Focus) How is life in Singapore today

       shaped by what happened in the past?

e)    Primary 5 - Appreciating The World - (Inquiry Focus) How has the legacies of the

       world impacted our lives today?

f)      Primary 6 - Discovering Southeast Asia - (Inquiry Focus) How is Southeast Asia

        important to Singapore?

Huamin Primary School


MOE Sexuality Education in Schools


  1. Sexuality Education (SEd) in schools is about enabling students to understand the physiological,     social and emotional changes they experience as they mature, develop healthy and rewarding     relationships including those with members of the opposite sex, and make wise, informed and     responsible decisions on sexuality matters. SEd is premised on the importance of the family as the basic unit of society. This means encouraging healthy, heterosexual marriages and stable nuclear family units with extended family support. The teaching and learning of SED is based on respect for the values and beliefs of the different ethnic and religious communities in Singapore on sexuality issues.

 2.  The goals of Sexuality Education are: 

 (i)          To help students make wise, responsible and informed decisions through the provision of                  accurate, current and age-appropriate knowledge on human sexuality and the                                consequences of sexual activity; 
 (ii)         To help students know themselves and build healthy and rewarding relationships through                  the acquisition of social and emotional skills of self-awareness, management of their                      thoughts, feelings and behaviours, development of empathy for others, possession of                       effective communication, problem-solving and decision-making skills; and 
 (iii)         To help students develop a moral compass, respect for themselves and for others as                         sexual beings, premised on the family as the basic unit of society, through the                                 inculcation of positive mainstream values and attitudes about sexuality.

 3.  The key messages of Sexuality Education are:  

 (i)          Love and respect yourself as you love and respect others; 
 (ii)         Build positive relationships based on love and respect (which are the foundation for strong                families); 
 (iii)        Make responsible decisions for yourself, your family and society; and 
 (iv)        Abstinence before marriage is the best protection against STIs/HIV and unintended                           pregnancies. Casual sex can harm and hurt you and your loved ones.

You may click here for more information on MOE Sexuality Education. 


Overview of Huamin Primary School's Sexuality Education Programme for 2017


4.    Sexuality Education is delivered in a holistic manner through the school curriculum. The                   content for Sexuality Education is grouped into five main themes: Human Development,                   Interpersonal Relationships, Sexual Health, Sexual Behaviour, and, Culture, Society and Law.           You may click here for more information on the scope of Sexuality Education in the school               curriculum.

5.    The subjects that incorporate topics on sexuality include: 
            a.       Science 
            b.       Form Teacher Guidance Period (FTGP) 
            c.       Character and Citizenship Education (CCE)

Growing Years (GY) Programme: “Curious Minds (2nd Edition)” (Primary 5 & 6) Teaching & Learning resource package

6.    The upper primary years mark the onset of puberty.  With better nutrition and improve
       health care, children are reaching puberty at a younger age and have to grapple with                      physical, emotional and psychological changes in themselves. The implication is that our                  children are becoming biologically ready for sexual activity sooner without necessarily having          the corresponding cognitive or emotional maturity to modulate their behaviours. “Curious                Minds”   is a response to these challenges.

7.    The refreshed Primary 5 & 6 Growing Years (GY) package, “Curious Minds (2nd Edition)”, aims          to meet students’ developmental needs, give emphasis to the teaching of skills and values,              and focus on helping students navigate changes, build healthy relationships, especially online          relationships, and exercise safety.

At Huamin Primary School, the following lessons from the Growing Years Programme for Primary 5 and Primary 6 pupils will be taught in 2017:

                                                                           Primary 5

UNIT

LESSONS / DURATION

Lesson Objectives

At the end of the lesson, pupils will be able to:

TIME PERIOD

Gosh! I Am Changing

What Is Happening To Me?

(30 min)

·         know what puberty is

·         identify the physical changes during puberty

Term 4 Week 9

What Can I Do? (Part 1)

 (30 min)

·         identify the stresses caused by physical changes during puberty

·         describe healthy ways to manage the stresses caused by physical changes during puberty

·         describe the emotions caused by physical changes during puberty

·         recognise that one's identity does not change even when one's body is experiencing change due to puberty

Term 4 Week 9

What Can I Do? (Part 2)

 (30 min)

·         identify the stresses caused by physical and emotional changes during puberty

·         describe healthy ways to manage the stresses caused by these physical and emotional changes during puberty

·         describe the emotions caused by physical changes during puberty

·         recognise that one's identity does not change even when one's body is experiencing change due to puberty

Term 4 Week 9

Main Task

(30 min)

Description of the Main Task: 

Pupils are to play the role of an Uncle/Aunt Agony to help a peer address his/her experiences during puberty. They will consider the situation from the point of view of the peer and share ways to help him/her cope with the changes he/she is going through.

Term 4 Week 9

Where I Belong

What Are Families?

(30 min)

 

·         know that there are different types of family structures

·         know that every family is unique

·         state that the three basic functions of families are to provide love, protection and guidance

·         identify the right sources of help to turn to when in need

Term 4 Week 9

What is My Role?

 (30 min)

·         know that gender is about being male or female

·         choose not to stereotype by gender

Term 4 Week 9

How Do I Keep Myself Safe?

What is Safety?

(30 min)

·         know what sexual abuse is

·         know that there are laws in Singapore that can protect them from sexual abuse

·         know their rights in keeping themselves safe from sexual abuse

Term 4 Week 9

Stop It! Run! Tell!

(30 min)

·         protect themselves by resisting and removing themselves from harm and seeking help from a trusted adult

·         know their responsibilities in minimising the risk of sexual harm

Term 4 Week 9


    
  

                                                                       Primary 6

UNIT

LESSONS / DURATION

Lesson Objectives

At the end of the lesson, pupils will be able to:

TIME PERIOD

Are We More Than Friends?

Who Are My Friends?

(30 min)

·         identify the qualities of a healthy friendship

·         recognise the importance of making wise choices in friendship

Term 4 Week 6

Am I A Good Friend?

(30 min)

·         identify the qualities that they have as a friend

·         recognise the importance of developing in oneself the qualities of a good friend

Term 4 Week 6

What is Love?

(30 min)

·         identify the characteristics of love and infatuation

·         distinguish between the characteristics of love versus infatuation

·identify strong feeling arising from infatuation

Term 4 Week 6

Am I Falling In Love?

(30 min)

·       manage strong feelings arising from infatuation

·         identify ways to manage and cope with teasing from peers

Term 4 Week 6

Main Task

 (30 min)

Description of the Main Task:

 Pupils are to play the role of a game designer who wants to create a board game to help pupils of their age learn more about the Big Idea of Relationships, specifically on family, friendships, love and infatuation. They will consider the issues that their peers would face and craft questions and answers that they believe their peers would benefit most from knowing.

Term 4 Week 6

Friends or Foes?

Are You Really My Friend?

(30 min)

·         identify the pros and cons of forming relationships through social networking websites

·         know ways to keep themselves safe when using social networking websites

Term 4 Week 6

Is It All Safe?

(30 min)

·         know that some information (like pornography) received through the Internet may be harmful

·         know ways to keep themselves safe when using social networking websites or the internet.

Term 4 Week 6

Main Task

 (30 min)

Description of the Main Task: 

Pupils are to apply their understanding of Safety in a variety of scenarios where the main character could be in a precarious situation. They will consider the situation from the point of view of the main character, discuss what they think and feel about the situation and what they will do or say to ensure their safety.  These scenarios will provide pupils with the opportunity to demonstrate their understanding of Safety and that safety is a right and a responsibility.

 

Term 4 Week 6



Information for Parents

8.         Parents may opt their children out of the Growing Years programme,                                               and/or supplementary sexuality education programmes by MOE - approved external                         providers

9.         Parents who wish to opt their children out of the Growing Years programme need to                         complete an opt-out form. This form will be distributed to parents at the start of the year               and is also downloadable here. A hardcopy of the form, duly completed and signed, is to be             submitted to the school office by 01/09/2017. 

10.       Parents can contact the school at huamin_ps@moe.edu.sg or contact us at 67529004 for                 discussion or to seek clarification about the school’s sexuality education programme. 

11.       Parents who wish to attend the school sexuality education programmes should contact                     the school to make the necessary arrangements.