|Head of Department Student Development
Mrs Jacqueline Anthony
|Subject Head Discipline
Mr Rajinikanth Naidu
Subject Head Student Leadership & Pastoral Care
Subject Head Special Needs
Operations Manager (Discipline)
Senior School Counsellor
Senior AED (LBS)
Mrs Doreen Lim (LSM)
Mrs Winnie Chan (LSC)
Ms Chang Siew Chian (AED LBS)
Mdm Brenda Peh ( Assistant DM)
Mrs Sherlyn Ang (ECG Coordinator)
Mdm Siti Amirah Bte Othman (VIP Coordinator)
Miss Leong Tim Tim (CME Coordinator / Asst ECG Coordinator)
Mr Roman Anthony (Sexuality Education Coordinator / RMU Coordinator)
Miss Cui Min
Mr Cheng Xiwen
Miss Seah Sin Peng
Miss Goh Sock Lai
Mr Muhammad Rasul
Mrs Mano-Zuraidah Buang
“Education has had two great goals: to help young people become smart and to help them become good.” ~ Thomas Lickona.
Kheng Cheng School uses a whole school approach in the teaching of Character and Citizenship Education. It aims to develop the mind (Head – Competencies teaching), the heart ( Heart – Guiding values) and the hands (Hands – Practice) of our students.
Some key principles for teaching and learning of CCE in KCS:
- Every teacher a CCE teacher.
- Values are both taught and caught.
- Engaging students through varied modes of delivery.
- Parents as key partners.
1. Character & Citizenship Education
The goal of CCE is to inculcate values and build competencies in our students to develop them to be exemplary individuals and useful citizens.
CCE lessons in KCS are aligned to the components of MOE:
- CCE Lessons
CCE lessons in KCS are taught in Mother Tongue Languages. Lessons include the teaching of values, knowledge and skills for CCE.
- School-based CCE
This is done through explicit teaching of the KCS core values of Kindness in Heart, Courage to Stand, Sincerity of Might and Diligence of Hand. Student Voice and advocacy and Project Work (VIA) are also embedded in the School-based CCE curriculum.
- Form Teacher Guidance Period (FTGP)
FTGP provides time within the curriculum for form teachers to engage in quality interactions with their students and for them to strengthen their social and emotional competencies. Skills learnt during FTGP lessons include recognising and managing emotions, developing care and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically.
- Form Teacher Interaction (FTI)
FTI provides support for improving the quality of teacher-student interactions and, ultimately, student learning. Teachers help students develop warm, supportive relationships, foster the joy of learning, feel comfortable in class, and experience appropriate levels of autonomy or independence.
- The Growing Years (GY) Programme
Framework for Sexuality Education
The upper primary years mark the onset of puberty. Students at this age grapple with physical, emotional, and psychological changes in themselves. The Primary 5 & 6 Growing Years package, ‘Curious Minds’, aims to meet students’ developmental needs, emphasise the teaching of skills and values, and focus on helping students navigate changes, build healthy relationships, especially online relationships and cyber wellness.
- ECG Programme
At KCS, the Educate. Cultivate. Guide (ECG) programme focuses on developing and grooming our students to succeed in the 21st century. ECG@KCS is a school-wide programme. All KCS students will complete an ECG module each semester during school-based CCE lessons. This is to prepare our students for a future of uncertainty. The lessons bring about awareness of new and emerging occupations and the skills and dispositions they need to be equipped with.
The key components for our approach are:
Educate: Learn about the wide array of occupations in Singapore.
Cultivate: Identify and cultivate personal characteristics such as interests,
skills/aptitudes and values, and
Guide: Be guided in understanding the different skills set required in the field of work.
“Raise Me Up” (RMU) and “Very Inspiring Pupils” (VIP) is a school-wide character development programme. Both RMU and VIP are channels for students (RMU) and teachers (VIP) to nominate students who exemplify good values each term. RMU and VIP provide students with the understanding to do the right thing (Head), work on building the will to want to act right (Heart) and cultivate the habit to do so (Hands). It fosters an environment that promotes active involvement by all students to be well behaved.
2. Student Leadership Programme
The school aims to develop compassionate leaders who are equipped with skills and guided by values to bring forth changes and improvement within self and others.
Our key guiding principles in the development of student leaders in KCS are:
- Providing opportunity for all
All students are provided with avenues to explore their potential for personal growth and leadership through working with others and developing cooperation among teams.
- Expanding leadership capacity
All students have the potential to develop and demonstrate leadership skills over time. Leadership can be developed through learning, guidance and role modelling. Through a wide range of leadership training and activities, student leaders are given the opportunities to practise what they have learnt and become competent leaders.
- Sharing a set of common values and beliefs
The school shares the vision and the responsibility in Student Leadership development. The staff values the students’ efforts and facilitates their leadership training and learning.
- Working closely with partners
Collaboration with stakeholders is an important contributing factor in the development of the KCS compassionate leader. Here are some snapshots of the leadership opportunities for KCS Student Leaders:
- Providing opportunity for all
Some snapshots of KCS Student Leaders using different platforms to engage with the students and stakeholders in school:
3. Restorative School Discipline
Restorative Practices and mutual respect are the foundations for interactions across members of the KCS community, not retribution and punishment. Restorative school discipline is students focused, and accepting that positive and supportive relationships are crucial for learning to occur in KCS.
The aim of Restorative Practice is to manage conflict and tension by repairing harm and strengthening relationships as a way of building community.
Clear definitions of behaviour and consequences are put in place and communicated throughout the school and with families. Ongoing backup supports are in place to attend to students with severe behavioural issues.
Discipline Approach: STER
|Support||Students learn best in a supportive environment|
|Teach||Explicit teaching of values is an integral part of discipline.|
|Exercise||Provide opportunities for students to practice/exercise what they have learnt.|
|Redirect||Ask good questions to help students to reflect and restore their relationship with those they have hurt.|
Restorative Questions for Recall, Reflection and Response:
- What happened?
- What was going through your mind at that time?
- Who has been affected by what you did? How?
- What do you think about it now?
- What can you do to fix things up?
- What can I do to help you?
4. School Counselling
What is Counselling?
Counselling provides an opportunity for children to talk, in confidence, about things that are worrying them or affecting their day to day life. What children choose to talk about is completely up to them, but common issues are bullying, parental separation, stress, friendships, change, bereavement, distressing traumatic events and anger.
What does the school counsellor do?
Counsellors are trained to listen without judging and to help children sort out their thoughts and feelings. Counsellors in primary schools often use creative activities such as drawing, art and writing to help a child express their concerns.
Why have a Counsellor in school?
When children are experiencing difficulties at home or in school their concentration and the way they behave can be adversely effected. The school counsellor provides counselling to children in a place that is familiar, safe and secure. By providing emotional support and enabling children to ‘off load’ feelings and anxieties counselling can help a child to concentrate more in class, feel better about themselves and build their self-confidence.
Where and when does counselling take place?
The school counsellor has an office on the 2nd floor. Sessions last up to 30 minutes (depending on the circumstances), and appointment times can be varied during the school day. Sessions are always conducted during non-core periods. The school counsellor can only meet with your child once you have signed the consent form.
Is it Confidential?
Whilst sessions are confidential, all parents/carers of primary school children will be offered an opportunity to meet with their child’s counsellor during the time they are receiving counselling. This will provide an opportunity for any concerns to be voiced, any questions to be answered or feedback to be given. In cases of self-harm or other risk issues, parents and school leaders will be informed immediately.
Teachers or parents can make a referral to the school counsellor.
You may contact the school counsellor, Ms Anna Wong at 62552502 or email her at email@example.com