Home > Departments > Characters & Citizenship Education

Characters & Citizenship Education

DLSS2606.JPG
NAME DESIGNATION EMAIL ADDRESS
Ms Tricia Amanda Phua Head of Department tricia_amanda_phua@moe.edu.sg
Mdm Yang Xiao Ting Lasallian Leadership Coordinator yang_xiao_ting@moe.edu.sg
Ms Sangeetha National Education Coordinator sangeetha_arumugam@moe.edu.sg
Mdm Siti Raihana Values In Action Coordinator siti_raihana_suleiman@moe.edu.sg
Mrs Judy Yip Religious Education Coordinator ong_judy@moe.edu.sg
Miss Grace Looi Lifeskills Coordinator looi_xinye_grace@moe.edu.sg
Mrs Agnes Yu Member agnes_lee_ming_chyi@moe.edu.sg
Ms Annie Tan Member tan_annie_b@moe.edu.sg
Ms Eu Hui Jun Member eu_hui_jun@moe.edu.sg
Ms Vivian Chua
Member chua_shu_hui_vivian@moe.edu.sg 
Miss Woon Shio Ching
Memberwoon_shio_ching@moe.edu.sg 
Ms Ernie Ennor
Memberernie_ennor_razali@moe.edu.sg

HOME AWAY FROM HOME

Click here to learn more.

FRIENDS FOR LIFE INTRODUCTION PROGRAMME (FLIP)

At the start of each new school year, we have the FLIP programme for every class. In this induction programme, we focus on building new friendships and forming a class identity.

LEARN EXPERIENCE AND FULFIL (LEAF)

LEAF is a time when Lasallians will put aside their academic books and participate in character and citizenship building activities. This programme, which happens twice a year, brings together staff, Lasallians and parents of the school and promotes a culture of learning beyond the classroom. Through interdisciplinary integration, we bring learning out from the confines of the classrooms to explicitly teach different values for character and citizenship development. We believe that experiential learning has a more lasting and impactful presence in the lives of our Lasallians.

Level Camp Activity – Acid River

Primary 1 Singapore Botanic Gardens

Primary 1 Singapore Zoological Gardens

PURPOSEFUL ADVENTURE FOR GROWTH AND EXPERIENCES (PAGES)

In De La Salle, we see camping as a unique way of life for all Lasallians. With the concrete jungle of the HDB flats being the predominant living community of our Lasallians, the setting away from their usual comforts would allow the value of gratefulness come forth after their camp experience where they would appreciate what they have rather than complaining about what they do not. We organise camps for a PURPOSE. We want to inculcate the school values and impart life skills through enjoyable and meaningful activities. According to Howard Gardner, all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. We believe camp activities, nurture and strengthen and provide opportunities for authentic learning for our Lasallians. Learning takes place outside the classroom setting. In camps, we can focus on the Interpersonal and Intrapersonal Intelligence. ADVENTURE. Camp activities are adventurous in nature. Lasallians get to do things that they have never done before. Activities like flying fox allow the Lasallians to face challenges and yet have fun. Life is an adventure itself. We introduce this adventure in camps. Camping is the first step that every Lasallian takes, a first step in the long marathon of the adventure of life where this will help them GROW to their fullest potential and EXPERIENCE challenges in life. A springboard that helps them to apply the values that they have learnt and reflect on the values that are being taught through the activities in camps.

Rock Climbing during our Level Camp

Primary 2 Level Camp

Primary 1 Level Camp

WHEN'S OUR RECESS DATE (WORD) PROJECT

Coming Soon

LEADERSHIP TRAINING PROGRAMME (TITLES)

Leadership opportunities are widely available through class committees, CCA leaders and captains from the various sports groups, prayer leaders as well as Lasallian Leaders. Each of them plays a different role within their own spheres of influence to serve the needs of the Lasallians under their care. TITLES is a learning cycle which we use to aid our Lasallians’ development as a student leader in the classroom and in school wide positions as well. We use the same framework to allow our Lasallians to understand their development as a leader and how they can further grow into the leader that they can be.

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:

    1. To help students make wise, responsible and informed decisions through the provision of accurate, current and age-appropriateknowledge on human sexuality and the consequences of sexual activity;

    2. 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

    3. 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:

    1. Love and respect yourself as you love and respect others;

    2. Build positive relationships based on love and respect (which are the foundation for strong families);

    3. Make responsible decisions for yourself, your family and society; and

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

  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:

    1. Science

    2. Form Teacher Guidance Period (FTGP)

    3. Health Education

    4. Character and Citizenship Education (CCE)

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

  7. The upper primary years mark the onset of puberty.  With better nutrition and improved 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.

  8. 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.

 

PRIMARY 5

UNIT

Gosh! I Am Changing

LESSONS / DURATION

What Is Happening To Me?

(30 min)

LESSON OBJECTIVES

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

- know what puberty is

- identify the physical changes during puberty

TIME PERIOD

Term 3 Week 1

 

UNIT

Gosh! I Am Changing

LESSONS / DURATION

What Can I Do? (Part 1)

 (30 min)

LESSON OBJECTIVES

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

- identify the stresses caused by physical changes during puberty

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

TIME PERIOD

Term 3 Week 2

 

UNIT

Gosh! I Am Changing

LESSONS / DURATION

What Can I Do? (Part 2)

 (30 min)

LESSON OBJECTIVES

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

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

- describe ways to manage the stresses caused by these changes during puberty

TIME PERIOD

Term 3 Week 3

 

UNIT

Gosh! I Am Changing

LESSONS / DURATION

Main Task

(30 min)

LESSON OBJECTIVES

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

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.

TIME PERIOD

Term 3 Week 4

 

 

UNIT

Where I Belong

LESSONS / DURATION

What Are Families?

(30 min)

LESSON OBJECTIVES

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

- 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.

TIME PERIOD

Term 3 Week 5

 

UNIT

Where I Belong

LESSONS / DURATION

What is My Role?

 (30 min)

LESSON OBJECTIVES

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

- know that gender is about being male or female
- choose not to stereotype by gender

TIME PERIOD

Term 3 Week 6

 

UNIT

How Do I Keep Myself Safe?

LESSONS / DURATION

What is Safety?

(30 min)

LESSON OBJECTIVES

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

- 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

TIME PERIOD

Term 3 Week 7

 

UNIT

How Do I Keep Myself Safe?

LESSONS / DURATION

Stop It! Run! Tell!

(30 min)

LESSON OBJECTIVES

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

- 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

TIME PERIOD

Term 3 Week 8

 

PRIMARY 6

UNIT

Are We More Than Friends?

LESSONS / DURATION

Who Are My Friends?

(30 min)

LESSON OBJECTIVES

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

- identify the qualities of a healthy friendship

- recognise the importance of making wise choices in friendship

TIME PERIOD

Term 4 Week 5

 

UNIT

Are We More Than Friends?

LESSONS / DURATION

Am I A Good Friend?

(30 min)

LESSON OBJECTIVES

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

- identify the qualities that they have as a friend

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

TIME PERIOD

Term 4 Week 5

 

UNIT

Are We More Than Friends?

LESSONS / DURATION

What is Love?

(30 min)

LESSON OBJECTIVES

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

- identify the characteristics of love and infatuation

- distinguish between the characteristics of love versus infatuation

TIME PERIOD

Term 4 Week 5

 

UNIT

Are We More Than Friends?

LESSONS / DURATION

Am I Falling In Love?

(30 min)

LESSON OBJECTIVES

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

- identify strong feelings arising from infatuation.

- manage strong feelings arising from infatuation

- identify ways to manage and cope with teasing from peers

TIME PERIOD

Term 4 Week 7

 

UNIT

Are We More Than Friends?

LESSONS / DURATION

Main Task (30 min)

LESSON OBJECTIVES

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

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.

TIME PERIOD

Term 4 Week 7

 

UNIT

Friends or Foes?

LESSONS / DURATION

Are You Really My Friend?

(30 min)

LESSON OBJECTIVES

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

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

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

TIME PERIOD

Term 4 Week 7

 

UNIT

Friends or Foes?

LESSONS / DURATION

Is It All Safe?

(30 min)

LESSON OBJECTIVES

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

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

- know ways to keep themselves safe when using the Internet

TIME PERIOD

Term 4 Week 8

 

UNIT

Friends or Foes?

LESSONS / DURATION

Main Task

 (30 min)

LESSON OBJECTIVES

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

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.

TIME PERIOD

Term 4 Week 8

 

 

PROJECT CHANGE

Coming Soon

PROJECT CARE

Coming Soon