Student Development

Approach

“Education has had two great goals: to help young people become smart and to help them become good.” ~ Thomas Lickona.

Sd Framework

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.

Sd Approach

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.

Key Programmes

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
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.

Framework For Sexuality Education

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.

RMU/VIP
“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.

Cce 1

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Student Voice & Advocacy (SVA) @ KCS

The distinctive programme in Kheng Cheng School is its Learning for Life Programme; Student Voice and Advocacy @ KCS. In SVA@ KCS, students act as advocates and agents of change. They design and implement community service activities to give back to the community (school, external agencies) as they think beyond themselves. Some of the key features of SVA@KCS include:

1) Progressive student outcomes.

The school identifies the stages of the student voice continuum to be taught in various levels (lower, middle and upper primary) in a cumulative approach, beginning from ‘decoration’ stage at Primary 1, to a completely student led stage at Primary 6 where they are expected to plan, negotiate and implement a VIA class activity for the community together.

2) Learning experiences are differentiated across the levels.

SVA Themes are aligned to the MOE CCE syllabus and students work on projects they want to do.

3) Student Voice is valued & issues pertaining active citizenry are explored.

Teachers use Student Voice to imbue in the students their larger social role as advocates and agents of change, in the design and implementation of a grounds up community service project in VIA, so as to strengthen the Singapore spirit of an active citizen in them.

4) Teachers act as facilitators in SVA.

As facilitators, teachers ensure the students are aware of the goals of SVA@KCS. We consciously involve students in adapting goals and we try to link the content to the world beyond their classroom.

There are two aspects of SVA@KCS – school improvement and community service.

 

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SVA@KCS – School Improvement consists of:

School wide programmes put in place through the year:

  • to empower students with a voice to step forward to become active agents of change; and
  • to practise advocacy and active citizenry in their immediate community.

The infusion of student voice into school activities allow for cross fertilisation of ideas beyond the class and age groups thus enriching the learning experiences of all.

SVA@KCS – Community Service

It is essentially a tiered programme offered to all students from Primary 1 to Primary 6. Students are purposefully guided in using Visible Thinking routines [from the Harvard Ground Zero Project,] to plan a social service project targeted at the serving the community. Students learn to make thoughtful decisions and exercise reasoned judgement as the Visible Thinking routines provide the cognitive task support and scaffold needed. A grounds-up approach, all Kheng Cheng School’s students would have done their part to strengthen the Singapore Spirit to support a recipient of their choice as part of service to their community by year end. Because we allow the students to have to say, each class would be doing something unique and close to their hearts.

The impact of SVA@KCS can be seen in the manner in which the LLP was carried out in the different classes

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Joy of Learning

Students are motivated intrinsically to develop their passions and strengths as they explore the landscape around them and work on a project to serve the community.

Develop the Entrepreneurial Dare

Students apply skills learnt in class to the real world as they delve in their passions to serve the community based on an issue close to their hearts. Students realise that not all projects might be a resounding success but they have in them the resilience to try and learn from failure as they do it another time.

Strengthen the Singapore Spirit 

Active citizenry is well and alive in SVA@KCS. Students are committed to action in building and deepening the Singapore spirit as they serve the community beyond what they do in the classroom.

 

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Parliamentary Secretary Visit 2017

“With the multiple pathways available today, remember, live your own life.” This was the encouragement Associate Professor Dr Muhammad Faishal Ibrahim, Parliamentary Secretary, MOE & MSF gave in his interaction session with our students. Dr Faishal was in Kheng Cheng School for a visit on 5 Apr 2017 with Mrs Low, Superintendent S3. He was impressed by our students’ confidence in their presentations on the Student Voice Values in Action Projects and Singapore Amazing Flying Machine Competition Projects. He also spoke with a group of teachers and thanked all for their heartwork and hardwork in educating our next generation. We certainly benefited from his insightful perspectives and sincere responses! Thanks Sir!

Dialogue Session

 

Redesigning Pedagogy International Conference 2017

Our Learning for Life Programme – Student Voice & Advocacy (SVA) was well-received by the audience at the Conference.

Redesigning Pedagogy

Redesigning Pedagogy

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:

1. 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.

2. 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.

3. 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.

4. 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:
Leadership 1

Leadership 2

Leadership 3

Leadership 4

Leadership 5

 

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

Component Description 
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?

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.

Referrals
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 wong_pui_yeang@moe.edu.sg

Kheng Cheng 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:
    • 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;
    • 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
    • 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.
  1. The key messages of Sexuality Education are:
    • Love and respect yourself as you love and respect others;
    • Build positive relationships based on love and respect (which are the foundation for strong families);
    • Make responsible decisions for yourself, your family and society; and
    • 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 Kheng Cheng School’s Sexuality Education Programme for 2020

  1. 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.
  2. The subjects that incorporate topics on sexuality include:
  3. Science
  4. Form Teacher Guidance Period (FTGP)
  5. Character and Citizenship Education (CCE)

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

  1. 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.
  2. The 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 Kheng Cheng School, the following lessons from the Growing Years Programme will be taught in 2020:

Primary 5 

UNIT LESSONS / DURATION Lesson Objectives

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

TIME PERIOD

(e.g. Term 1 Week 2)

Gosh! I Am Changing What Is Happening To Me?

(30 min)

  • know what puberty is
  • identify the physical changes during puberty
Term 2 Week 7
What Can I Do? (Part 1)

 (30 min)

  • identify the stresses caused by physical and emotional changes during puberty
  • describe healthy ways to manage the stresses caused by 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 2 Week 7
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 3 Week 8
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 3 Week 8
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 3
Where I Belong What is My Role?

 (30 min)

  • know that gender is about being male or female
  • choose not to stereotype by gender
Term 4 Week 3
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 5
Stop It! Run! Tell!

(30 min)

  • protect themselves by resisting, removing themselves from harm and seeking help from a trusted adult
  • know their responsibilities in minimising the risk of sexual harm
Term 4 Week 5

 

Primary 6

UNIT LESSONS / DURATION Lesson Objectives

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

TIME PERIOD

(e.g. Term 1 Week 2)

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 feelings 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 7
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 7
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 7
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 7

Information for Parents

  1. Parents may opt their children out of the Growing Years programme, and/or supplementary sexuality education programmes by MOE-approved external providers.
  2. Parents who wish to opt their children out of the Growing Years (GY) 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 29 February 2020.
  3. Parents can contact the school at (kcs@moe.edu.sg) for discussion or to seek clarification about the school’s sexuality education programme.
  4. Parents, who wish to attend the school sexuality education programmes, should contact the school to make the necessary arrangements.

 

Organisation Chart

Head of Department / Student Development 

Mrs Jacqueline Anthony

HOD/Discipline & Student Management (Internal)

Miss Su Yen Leng 

Operations Manager 2

Mr Karuppiah Ravindran

 

Senior School Counsellor

Ms Anna Wong

 

Senior AED (LBS)

Mdm Pirrita Vijayan

 

AED (LBS)

Ms Chang Siew Chian

Members

Mrs Sharon Wong

Miss Leong Tim Tim

Miss Winnie Chan 

Mr Roman Anthony

Miss Yeo Yong Yong

Mdm Brenda Peh

Mdm Siti Amirah

Mr Cheng Xijie

Miss Goh Sock Lai

Ms Seah Sin Peng

Miss Cui Min

Mr Muhammad Rasul

Mrs Wong Yee Yee

Mdm Zuraidah Buang

Mdm Mardiana