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CCE

Character and Citizenship Education (CCE) plays a key aspect in student life in CHIJ as the school believes in nurturing the potential of every student. With the school’s Mission, Vision, Values and Motto, and MOE’s Desired Outcomes of Education, 21cc skills and SEL Competencies providing the philosophical underpinning for CCE@IJ and the realities of the VUCA world in future as considerations, CHIJ has customised a CCE Curriculum (CCE@IJ) to nurture and prepare our IJ girls to be Women of Distinction.

As such, the school has identified six Strengths of Character:

1. Lifelong Learner and Critical Thinker;

2. Diligent and Capable Performer;

3. Socially and Emotionally Skilled Leader;

4. Responsible and Self-Disciplined Person;

5. Contributing Community Member;

6. Spiritual Person crafting a Purposeful Life.

These Strengths of Character are further articulated in the CCE Competency Map into 30 competencies. These CCE Competencies are infused in the IP and Co-Curricular areas and the internalisation of these competencies are observed and assessed via the Milestone Checklist. The Milestone Checklist is used by teachers during the dialogue sessions with students to guide students in the attainment of the CCE Competencies.

CCE Competencies are developed in the following areas:

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CCE@IJ adopts the Awareness-Action-Reflection approach where students gain awareness of the CCE Competencies through CCE lessons. They then put in to action what they have learnt in CCE activities such as CCA, VIA and Student Leadership programmes. After each lesson and activity, students go through a reflection process where they evaluate their actions and seek for ways to improve themselves.


At CHIJ Secondary School, the following lessons will be taught in 2021:


SECONDARY 1

UNIT

LESSONS / DURATION

Lesson Objectives

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

TIME PERIOD

Respectful Relationships Safety

1: Steady or Not

(60 mins)

·         Recognise the importance of monitoring and managing our emotional reactions, in helpful ways that are reflective of our values and principles.

·         Recognise that there are different forms of love (e.g. familial, platonic, romantic).

·         Recognise the importance and understand what builds healthy and supportive relationships, both online and offline.

·         Understand what dating is, and recognise that the readiness and interest in dating vary among individuals.

Term 3 Week 2

2: Being Aware, Being Safe

(60 mins)

·         Understand that physical and psychological abuse from others, especially those we know and trust, can have strong negative effects on a person’s self-concept.

Term 3 Week 3

3: More Than Meets the Eye

(60 mins)

·         Understand and accept that as we work towards becoming our best self, there will be times when we make mistakes, and recognise the importance of exercising moral courage in facing up to consequences.

·         Recognise that there are moral and legal consequences of risky sexual behaviours, pornography access and acting irresponsibly or maliciously when online (e.g. spreading of online falsehoods, flouting copyright laws, etc).

Term 3 Week 5

SECONDARY 2

UNIT

LESSONS / DURATION

Lesson Objectives

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

TIME PERIOD

(e.g. Term 1 Week 2)

Respectful Relationships Safety

1: A Role for Everyone

·         Know that one’s understanding of gender roles should not be limited by gender stereotypes

·         Develop an appreciation of one’s own unique qualities and characteristics as a male or female

·         Understand what sexual orientation entails

Term 3 Week 2

2: Online Safety Challenge

·         Recognise one’s vulnerability to risky situations and the importance of exercising discretion to reduce risks and avoid negative consequences, both online and offline.

Term 3 Week 3

3: Do I or Don’t I?

·         Recognise the importance of self-respect and respect for others in relating to members of the opposite gender.

·         Recognise one’s vulnerability to risky situations and the importance of exercising discretion to reduce risks and avoid negative consequences, both offline and online. [3.1.4a]

Term 3 Week 5

SECONDARY 3

UNIT

LESSONS / DURATION

Lesson Objectives

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

TIME PERIOD

(e.g. Term 1 Week 2)

Respectful Relationships Safety

1

(60 mins)

·         recognise what constitutes responsible dating

·         evaluate if a dating relationship is healthy or unhealthy

·         demonstrate competencies in managing emotions in dating and romantic relationships

·         recognise differences in perspectives of dating and romantic relationships

·         evaluate one’s readiness for romantic relationships

·         recognise challenges that occur in the context of a relationship

·         examine how our response to emotions can affect relationships positively or negatively

Term 2 Week 5

2

(60 mins)

·         recognise the different levels of physical intimacy in a relationship

·         know the progressive nature of actions that lead to sexual arousal and intercourse

·         recognise that one may unintentionally invite sexual intimacy through one’s

verbal and non-verbal behaviour

Term 2 Week 6

3

(60 mins)

·         evaluate the norms of acceptability for public display of affection

·         recognise how new media has shaped public perception of acceptability of public display of affection

·         identify the strengths and limitations of new media in allowing people to develop serious relationships

·         recognise how new media has influenced relationship building both positively and negatively

·         appreciate the value of face-to-face relationships

·         recognise the importance of having healthy self-esteem that is not affected by external influences

·         demonstrate strategies to identify and evaluate sources that contribute towards healthy self-esteem

·         recognise the importance of self-esteem in building friendships and healthy relationships

Term 2 Week 7

SECONDARY 4

UNIT

LESSONS / DURATION

Lesson Objectives

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

TIME PERIOD

(e.g. Term 1 Week 2)

Lessons

about

Love

1

(60 mins)

·         explain the process of grief and loss that people experience when a relationship breaks down

·         exercise sensitivity and empathy when communicating break- ups

·         recognise that one can emerge stronger after a break-up

Term 1 Week 3

“Familiar”

Strangers

Alert

2

(60 mins)

·         know what is considered pornographic material on the Internet under the Internet code of practice

·         reflect on the legal consequences of sexual behaviour and include these considerations in their decision-making pertaining to pornography

Term 1 Week 4

At the

Crossroads

3

(60 mins)

·         distinguish between biologically-based and socially-conditioned gender characteristics

·         evaluate views towards self and others, with regard to gender differences and stereotypes

·         recognise that commitment is a necessary ingredient for success in a marriage

·         identify responsibilities involved and the challenges faced in marriages

Term 1 Week 5

SECONDARY 5

UNIT

LESSONS / DURATION

Lesson Objectives

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

TIME PERIOD

(e.g. Term 1 Week 2)

Lessons

about

Love

1

(60 mins)

·         reflect on the qualities of a healthy romantic relationship

·         evaluate one’s readiness for a romantic relationship, leading to marriage

·         recognise that intimacy in a relationship need not be limited to physical intimacy

·         recognise that break ups can allow one to understand oneself better

Term 1 Week 4

NA

2

(60 mins)

·         Description of the Main Task:

·         Teacher can conduct a dialogue session with the class and engage in a discussion on the following:

·         My ideal life partner

·         My future (How do they envision their future to be like – in terms of their career, family etc.)

·         Potential obstacles (What are the potential incidents that may prevent them from reaching their life goals? – distraction from studies, break ups, teenage pregnancy etc.)

·         My pillars of support (identify the pillars of support they can have to guide them to the desired future)

·         The purpose of this dialogue session is to surface some of the values that students may have with regard to relationships. Where appropriate, teachers could provide relevant feedback to guide students.

·         Teachers can make use of different methods to check students’ understanding, either by asking them to sketch or jot down a few points on a personal whiteboard or post-its.

·         After the dialogue session, students are to assess and reflect upon their own learning using a reflection form.

Term 1 Week 5

eTeens Programme: 

8.         eTeens is a programme developed by Health Promotion Board, in collaboration with the Ministry of Education, for Secondary 3 students to provide them with accurate information on STIs, HIV and protection from a health perspective. eTeens is conducted in two segments – a mass talk segment and a classroom-based programme.

9.         Students are taught skills such as decision-making, assertiveness and negotiation to say “no” to sex and negative peer pressure. They also learn that the impact of STIs/HIV extends beyond themselves and involves their family. Abstinence and upholding family values are the key messages. The desired outcome of the eTeens programme is that students are empowered to make wise, informed and sensible decisions.

At CHIJ Secondary School, the eTeens programme will be implemented as follows in 2021:

Topics/Lessons

Programme Learning Objectives

Time Period

Mass Talk by HPB appointed vendor

·         Awareness of the different STIs and HIV/AIDS

·         Modes of transmission

·         Modes of protection, specifically on how the condom is used

·         Consequences and impact of STIs/HIV

TBC

Classroom-based Lesson

·         Learn to negotiate their way out of a risky situation by applying skills of assertiveness and responsible decision-making

TBC

INFORMATION FOR PARENTS

10.       Parents may opt their children out of Growing Years, eTeens and/or supplementary sexuality education programmes by MOE-approved external providers. 

11.       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 available here. A hardcopy of the form, duly completed and signed, is to be submitted to the school office before the programme commences.  

12.       Parents who wish to opt their children out of the eTeens 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 14/02/2020.

13.       Parents can contact the school at 63534972 (Attn: Ms Sum Kar Mun/ Mrs Priscilla Lim) or email sumkarmun@chijsec.edu.sg / priscilla@chijsec.edu.sg for discussion or to seek clarification about the school’s sexuality education programme.

 

14.       Parents, who wish to attend the school sexuality education programmes should contact the school to make the necessary arrangements.