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Character & Citizenship Education

The school firmly believes that every child has intrinsic worth, can and wants to learn and can contribute as a gracious and responsible citizen of the world. Guided by this philosophy, the school focuses on developing every child into a “Reflective Learner, Gracious Citizen”. The school’s vision ‘Reflective Learners, Gracious Citizens’, also encapsulates the CCE vision and values.  Teachers care deeply for every pupil and are committed to inculcate firmly in our pupils strong moral values and develop every pupil in the areas of citizenship, creativity, leadership, action and service.


‘Reflective Learners’ focuses on developing in all pupils the ‘WINGS’ for 21st century learning and living.

• confident persons and self-directed learners who are confident and articulate

curious about learning yet discerning

• critical thinkers

• resourceful - take initiative to seek clarification

Ÿ• adaptable and resilient - dare to explore and  try new things

‘Gracious Citizens’ focuses on developing in all pupils the ‘ROOTS’ for 21st century learning and living

•         concerned citizen and active contributor who are persons of character

•         possess  Integrity, Responsibility, Respect, Perseverance and Care

•         possess social emotional competencies

•         will actively contribute to the school, nation and environment


CCE is central to the 21st Century Competencies and Pupil Outcomes (refer to Figures 1 & 2). It emphasises the inter-connectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills, including Critical & Inventive Thinking, and Information & Communication Skills. The last 2 are “emerging” competencies that are crucial for character and citizenship development in our pupils.

Figure 1 : Framework for 21st Century Competencies and Pupil Outcomes.

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Figure 2 : Character and Citizenship Education Learning Outcomes


Develop self-awareness and self-management skills to achieve personal well-being and effectiveness.


Apply moral reasoning, display responsibility in decision-making, and demonstrate integrity to stand by moral principles and shared values.


Develop social awareness and demonstrate interpersonal skills to build and maintain positive relationships.


Demonstrate resilience in the face of individual, community and national challenges, and develop the ability to turn challenges to opportunities.


Appreciate our national identity, develop a sense of belonging to Singapore, and demonstrate commitment to the well-being, security and defence of the nation.


Demonstrate socio-cultural sensitivity and promote social cohesion and harmony in Singapore as a multi-cultural society.


Demonstrate care for others and contribute actively towards improving the lives of others to build a bright future for ourselves and to progress together as a nation.


Demonstrate the ability to reflect on and respond to community, national and global issues, and to make informed and responsible decisions as a citizen.


The CCLAS enablers are reflected in our Total Curriculum Framework ( as shown in Figure 3 – YTPS Total Curriculum Framework )  – Citizenship, Creativity, Leadership, Action and Service at Yew Tee Primary School spells the school’s approach to developing every pupil into Reflective Learners and Gracious Citizens. CCLAS is adapted from the International Baccalaureate Diploma as well as the National Youth Achievement Award. All pupils are developed in the five domains to provide them with the opportunity to enhance their personal and inter-personal development as well as their social and civic development through experiential learning. This journey of self-discovery will be both challenging and enjoyable. It recognises each pupil’s starting point, and helps them to maximise their potential.

Figure 3 : YTPS Total Curriculum Framework


Figure 4 : Delivery of CCE Curriculum at YTPS


Through participating in our Citizenship programmes, our pupils will appreciate the importance of national cohesion, the instinct for survival as a nation and the confidence in our nation's future.


Formal curriculum

Social Studies



Learning Journeys

Commemoration of NE Days

Internationalisation programmes

National Education programmes


School-based CCE

Conversational Chinese & Malay Programme

Cyberwellness Programme



Creativity is interpreted broadly to include a wide range of aesthetics-related programmes. Through these programmes, pupils will be exposed to a wide array of experiences, participate in learning journeys, acquire a wide range of foundational skills and have the opportunity to apply their creativity and skills in authentic settings.

Formal curriculum

Visual Art &  Music Lessons



Assembly Performances

Aesthetics CCAs

Modular Arts CCAs

ICT-based CCAs eg Robotics and Infocomm Clubs

Arts Excursions

Gallery Walk

Aesthetics Week

School-based performances


School-based CCE

Programme for Active Learning - Art, Music, Dance



The school believes that every pupil can be a leader and that every pupil must first be able to lead himself before he can lead others. As such, this domain addresses the pupils’ acquisition of values and social-emotional competencies as key. The school believes that it is only through experience that the pupils will develop good character and the desired leadership qualities.

Formal curriculum

Form Teacher Guidance Period

Sexuality Education

Education and Career Guidance

Leadership Lecture Series



Lead Self : Class Council 

Lead Peer : CCE Ambassadors & Aesthetics Leaders

Lead School : Prefects & Sports Leaders

Leadership Training : local and overseas

Pupil Leaders’ Assemblee

“A Champion in Me” Camp

Motivation and Accelerated Learning Programme


School-based CCE

Values Education lessons

Leadership Lectures

I Can Programme



Through these programmes, pupils will develop holistic health and fitness, and acquire important 21st century competencies.

Formal curriculum

Physical Education



Morning Exercise Programme

Sports Fiesta : Caterpillar, Chrysalis and Butterfly series

CCAs in the Sports and Games, Uniformed Groups

Modular Sports CCAs

Outdoor Education Camp

Adventure Camp


School-based CCE

Programme for Active Learning – Outdoor Education



Service refers to unpaid and voluntary exchange that has a learning benefit for the pupil. Our Values-In-Action (VIA) programme is robust and encourages pupil action and reflection on outcomes and personal learning.

Formal curriculum

CCE and CME lessons



Service @ Home

Service @ School

Service @ Community


School-based CCE

Service Learning

Environment Education

Awareness-Attitude-Activate Approach

Pupils can look forward to a higher level of commitment, deeper and more complex learning in terms of Knowledge (Head), Skills (Hand) and Attitudes and Values (Heart). In experiencing CCLAS, pupils will be more aware of why they are engaged in certain activities and be actively involved in the planning of the learning process. Time and space must therefore be created for reflection at each stage of the learning process to enable pupils to move from passive Awareness and Attitude to the experiential Activate stage. Circles is a  pedagogical tool that the school has implemented school-wide, equipping teachers with another tool to connect with their students to bring forth the 21st Century Skills.  When the 3As approach is effectively implemented via Circles, putting reflection at the centre of all stages would enable the pupils to move along both the perception and processing continuum, from feeling to thinking and watching to doing respectively.

Awareness Stage

Activities that help pupils develop specific points of views as well as enhance their understanding of other people’s viewpoints.

Provides the basis for pupils to form opinions and to build on what they are taught.

Attitude Stage

Rests on the premise that feelings towards certain issues develop if linked to an awareness of the issues.

Requires used of appropriate questions to bring out the relevant emotive words.

Activate Stage

For pupils to share their opinions and commit to making a difference.

Time and space to be created for social action.



The school uses Holistic Development Profile (HDP) Conduct Grade which is aligned to the school’s values to assess pupils’ learning and experience in CCLAS. Aligned to the school’s role of providing HOLISTIC EDUCATION to every child, a key programme under each enabler has been identified. The yearly report will provide information on the child’s demonstration of the 5 school values of Integrity, Responsibility, Respect, Perseverance and Respect. It provides feedback on the development and achievement of the WHOLE child, not limited to the academic domain. Calibration by level teachers is carried out to develop a common understanding of standards, ensure consistency in award of points and observe comparative fairness and accuracy.



To celebrate the effort and success of our pupils in completing this rigorous but exciting journey, a 3-Level Award is introduced at key milestone stages:




At the end of Primary 2

Caterpillar Award

At the end of Primary 4

Chrysalis Award

At the end of Primary 6

Butterfly Award


At each level, points will be awarded to pupils who have completed programmes /activities or demonstrated competence in identified areas and demonstrated commitment and responsibility. The number of points awarded is dependent on the complexity of the activity, e.g., attendance at an event – 1 point and co-organising a school event – 3 points.

The Butterfly Award is the pinnacle award of CCLAS and will be given at the end of Primary 6. Outstanding pupils may also be nominated for the Ministry of Education EAGLES Awards in Achievement, Leadership, Service and the Edusave Character Award (ECHA), if they fulfil the criteria set.