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Character and Citizenship Education




Sample Learning Goals

 refer to PDF above

“Our education system must… nurture Singapore citizens of good character, so that everyone has the moral resolve to withstand an uncertain future, and a strong sense of responsibility to contribute to the success of Singapore and the well-being of fellow Singaporeans.” Mr. Heng Swee Keat, Minister for Education

For Teachers

Guiding Principles in Developing the CCE Syllabus 

  1. Student-centric, values-driven education. In the design of the CCE syllabus, age-appropriateness is a critical consideration. The CCE syllabus draws upon various child development theories (Annex B) that provide insights on how students at various stages think, develop and learn. Teachers will provide opportunities for students to 
    • construct their understandings from their daily experiences with others; and 
    • engage in experiential learning and interact with peers of different abilities. 
  2. Balanced Representation of character and citizenship Good character is essential in developing good citizens. To develop into good citizens, teachers will encourage students to 
    • make responsible choices that are anchored in sound moral principles; 
    • display moral courage in standing up for what is right; 
    • have emotional strength and manifest optimism, adaptability and resourcefulness to work with our national constraints yet firmly believe that there are opportunities for them to thrive and succeed; 
    • show concern to others and look beyond their own interests to those of others in the family, school, community, nation and the world; and 
    • offer their time and effort to serve the community. 
  3. Expanding domains from self to the world The development of children and adolescents takes place in the context of an ecosystem of relationships (Bronfenbrenner, 1979). Teachers will encourage students to put values into practice within the context of real-life situations in the family, school, community, nation and the world. Studies have shown that students embrace their social roles as they interact with the world around them and act with consideration of the consequences of their actions on themselves and others. 
  4. Students’ life experiences as possible contexts Teachers will use students’ life experiences to form possible contexts for the delivery of CCE so that students can better retain the knowledge, skills and values taught to them. Students learn more effectively when they process new information or knowledge in a context that is familiar to them. It is therefore important for students to recognise what values and social and emotional competencies look like in practice. The increasing complexity of the life experiences from lower primary to upper primary creates the spiralling and the progression for the learning of knowledge, skills, values and attitudes in CCE.

Reference Primary Syllabus

Software Requirements



National Education, Character and Citizenship Education Branch, Student Development Curriculum Division, MOE, Singapore



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