Make A Difference. Be The Difference.

Character & Citizenship (CCE) Education

 

The new MOE CCE syllabus is anchored on core values, social and emotional competencies, and skills related to character and citizenship development.

Students are guided to reflect of their experiences and apply the core values of respect, responsibility, resilience, integrity, care and harmony; make decisions and act on them in a responsible way. Students engage in various learning experiences such as Co-curricular activities, Learning Journeys, Service Learning and Values-in-Action programmes.

Animal welfare, common special needs, elderly issues and disabilities are topics that are covered in CCE lessons. Students will learn the concept of responsibility, and the values and attitudes they should adopt to be responsible members of the family, community and the nation. Students will also be taught to  appreciate diversity in the community, respect each other while appreciating different strengths and abilities and being sensitive to special needs.

Frontier is a Restorative School with a strong pervasive restorative culture in every aspect of the school’s curriculum. In Frontier, students embark on innovation and enterprise projects and programmes to develop their ability to adapt to challenges of the 21st century. Cyberwellness programmes, Sexuality Education, Critical Thinking, Career Guidance and Financial Literacy are infused into the school’s holistic CCE curriculum. Students are equipped with practical life skills, character traits and necessary values to develop them into well-informed, concerned and responsible citizens.

Every pupil in Frontier is a confident and responsible person with values that define good character, has care and concern for others and is equipped with life-ready competencies like creativity, innovation, cross-cultural understanding and resilience to shape the right beliefs, attitudes and actions, personal, cultural and social identity in order to be a good citizen and contribute to a globalised world.

ECHA (Edusave CHaracter Award) @FPS

ECHA 2014 – Awardees

ECHA@FPS recognizes outstanding Frontierers who are exemplary in character, and who can be role models to inspire others. While we only have P1-P3 students in our midst, we believe in moulding the character of our students from young. Hence, we have programmes planned and integrated across curriculum to help develop this in our students. The award will be given to deserving students who demonstrate (1) school values and character traits that we strongly encourage, (2) a high level of civic responsibility and (3) qualities associated with resilience. A structured selection criteria and process has been put in place to ensure its rigor and fairness. More details on the winners of this award will be released towards the end of the year. Awardees will be recognized in the annual Speech and Prize Giving Day.

Name of Student Class
Kek Ke Er 1 CA
Ryan Tan Wei Jie 1 CR
Chee Tong Yi Clover 1 IN
Abia Chan Yi Xuan 1 JO
Dong Yijie Zoey 2 CA
Chang Hoe Siang 2 RT
Lim Jia Hui Raizel 2 IN
Sorenson Yeo Zhi Xun 2 CO
Chee Li Yi Cheryl 3 RY
Mohammed Zafuan Bin Zainal Abiddin 3 IN
Chua Wen Jie Tarasia 3 RE
Dayna Ikshan Tan Shi En 3 CA
Miyoko Ang Shu Xian 3 RT
Mah Yue Ying 3 CO

ECHA 2014 – Awardees

Name of Student Class
How Qi Hui Fabian 1 RY
Soh Xing En 1 RT
Shalisa Bte Shafudin 1 RE
Ong Xin Hui 1 CO
Kek Ke Er 1 CA
Ryan Tan Wei Jie 1 CR
Chee Tong Yi Clover 1 IN
Abia Chan Yi Xuan 1 JO
Teo Zheng Xuan 2 RY
Chang Hoe Siang 2 RT
Pua Qing Yi 2 RE
Sorenson Yeo Zhi Xun 2 CO
Dong Yijie Zoey 2 CA
Lim Jun Hao Justin 2 CR
Lim Jia Hui Raizel 2 IN
Carl Joshua Arjun s/o Elan Selvan 2 JO
Chee Li Yi Cheryl 3 RY
Miyoko Ang Shu Xian 3 RT
Chua Wen Jie Tarasia 3 RE
Mah Yue Ying 3 CO
Dayna Ikshan Tan Shi En 3 CA
Mohamed Zafuan Bin Zainal Abiddin 3 IN

NATIONAL EDUCATION

National Education is part of a holistic education. It aims to develop national cohesion, cultivate the instinct for survival as a nation and instil in our students – confidence in our nation’s future. It also emphasises on cultivating a sense of belonging and emotional rootedness to Singapore.

As part of National Education, all schools in Singapore, including Frontier Primary would commemorate the following four core NE Days which have been identified as defining moments in Singapore’s history. The aim is to entrench these events and the images they evoke in the consciousness of each successive generation.

NE Days Date
Total Defence Day 15 February 2015 (Sunday)School to commemorate on 11 February 2015 (Wednesday)
International Friendship Day 10 April 2015 (Friday)School to commemorate on 08 April 2015 (Wednesday)
Racial Harmony Day 21 July 2015 (Tuesday)School to commemorate on 22 February 2015 (Wednesday)
National Day 09 August 2015 (Sunday)School to commemorate on 07 August 2015 (Friday)
* NE Chingay (For P3 Pupils only)  14 February 2015 (Saturday)

To learn more about National Education in Singapore, do visit www.ne.edu.sg/home.php

SOCIAL STUDIES (P1 to P3)

The new Social Studies (Primary) syllabus 2012 is implemented in 2012 for Primary 1 and 2 and in 2013 for Primary 3. In the new P1 to P3 Social Studies Package, the students would be taught the syllabus through Big Books, Readers and Activity Books.

Big Books and Readers (P1 to P3)

The titles of the six Big Books taught in Primary 1 are:

cce-big-book-reader

  • Shaggy Bear Finds Out – Shaggy Bear is initially unclear about his own identity. He goes through a process of self-discovery. He discovers that although he is part of the bear family, he has his own unique qualities.
  • Siti’s New Home – Siti and her family have just moved to a new flat in Queenstown. Although she misses her old home, she learns to make new friends in her new environment.
  • Birds of a Song Sing Together – Four groups of birds have an argument about who has the best voice. Wise Owl puts them through a singing contest and they discover that singing in turns brings about harmony.
  • Don’t Cross the Line! –Two siblings, Siti and Nasri, find it hard to share a room. They learn how their actions can affect the people and places around them.
  • The Race- Jenny and her friends enter a space racer competition. They learn how to work together as a group in spite of different opinions and views.
  • Questions –Little Ant loves to ask questions and seek to solve the problem. Students will discover on how they, too, can help solve problems by being aware of their environment and using questions well.

The titles of the six Big Books taught in Primary 1 are:

cce-big-book-reader1

  • New Girl in Town – Noi is a new girl in the class who comes from Thailand. Her classmates invite her to the different celebrations that they have with their families so that Noi can appreciate these cultural experiences and learn more about her friends.
  • Kucinta Finds Home – Kucinta is a cat who does not get along well with her family members. One day, Kucinta decides to leave home because of a little family friction. She travels around the world to find the perfect home but in the end, she finds that she still misses home. This makes her realise what is truly important.
  • Things So Singaporean – This book takes the readers on a fun visual trip around Singapore, highlighting the everyday sights and sounds around us. It also features some of the landmarks, buildings and celebrations in Singapore. This is to help our students realise that all these things make Singapore, our home, a special country.
  • We Are Singapore – Emma and Ethan attend the National Day Parade with their parents. Emma, though reluctant at first, comes to enjoy the parade. In the process, she learns more about the meaning of the different national symbols. In the end, Emma leaves Marina Bay excited about National Day.
  • Sunny Bridge Farm – The animals in the reader are a little lax when it comes to cleaning their barn. Their best excuse is to get someone else to do it. The animals act selfishly and refuse to play a part. When an unpleasant surprise rears its head in the barn, the animals realise that they have to be united and work together to regain their barn.
  • Show Some Respect – Two boys who are friends make insensitive remarks and this leads to a fight that threatens to lead to bigger trouble. Luckily, the teacher steps in. While their grandparents are alerted, they are taken to the Principal’s office where they reflect on what they have done. A surprise awaits them when the grandparents turn up. They realise that conflict does not help and it is important to be understanding and sensitive towards the culture of others.

The titles of the six Big Books taught in Primary 3 are:

cce-big-book-reader2

  • Finding Pip a Home – Camilla is a girl who meets a bird (that she later names Pip) which has an affinity for Camilla and follows her home. Camilla tries to find Pip a suitable home and they go all over Singapore to do so. The story ends with Pip being happily settled in Dairy Farm Nature Park, which is in Camilla’s neighbourhood.
  • Ah Kong’s Farm – The boy in the story lives on his Ah Kong’s (grandfather’s) farm tending to the vegetables and collecting eggs from the chickens. One day, Ah Kong receives a letter informing him that he has to modernise his farm or give it up. Ah Kong decides to take up the challenge of modernising his farm. Soon, their traditional farm becomes a colourful orchid farm that exports orchids worldwide.
  • Mr HDB – Mr Lim Kan San, the first chairman of the Housing and Development Board (HDB), was known as Mr HDB. His job was to build homes for the people, many of whom were living in squatter areas or overcrowded shophouses. Under Mr Lim’s guidance, the team at HDB worked to build flats and other facilities such as markets, playgrounds and others to become housing estates which were built all over the island.
  • Getting Around – This book begins with the early modes of transport such as the horse and carriage, the rickshaw and the tram, and moves on to cars and buses. However, as more and more vehicles come onto the roads, traffic congestion occurs. To solve the problem, the then Minister for Communications (1978 – 1981), Mr Ong Teng Cheong, garnered support for the construction of the Mass Rapid Transit (MRT) system. The story is to get the pupils to appreciate the progress in public transport in Singapore.
  • Who Cares About One Old Tree? – A boy named Ramesh is upset by the felling of an old tree near a nature reserve. He is also concerned about the loss of habitat for the birds and other animals when the old tree is felled to widen a road near the nature reserve. He decides to try to generate awareness for environmental conservation.
  • Making the Little Red Dot Blue and Brown – Ranjit is a little boy who learns that the blue movement is about water conservation. He also learns about the brown movement which is about reducing our carbon footprint by using energy efficient appliances, recycling and reusing everyday items such as plastic bags. He starts gathering good ideas and shares them through a letter to Mother Earth.

 

SOCIAL STUDIES (P4)

In the new P4 Social Studies Package, the students would be taught the syllabus through Textbooks 4A and 4B; as well as Activity Books 4A and 4B.

Activity Books, Supplementary Worksheets & Manipulative/Resources (P1 to P4)

In addition to the P1 to P3 Big Books and Readers & the P4 Textbooks, the students would also be making use of the Social Studies Activity Books, the school’s created Supplementary Worksheets and fun manipulative and resources to enhance the students’ teaching and learning.

Assessment (P1 to P4)

Social Studies would be a non-examinable subject but a letter grade (A, B or C) shall be awarded at the end of Semester 2. There would be various informal assessment tasks to be carried out throughout the year to provide the letter grade at year-end.

 

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.

 

  1. 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.

 

3. 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 FRONTIER Primary School’s Sexuality Education Programme for 2018

  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. You may click here for more information on the scope of Sexuality Education in the school curriculum.
  2. The subjects that incorporate topics on sexuality include:
    1. Science
    2. Form Teacher Guidance Period (FTGP)
    3. Character and Citizenship Education (CCE)
    4. Cyberwellness (CCE)
    5. Sexuality Education Lessons

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.
  1. 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 Frontier Primary School, the following lessons from the Growing Years Programme will be taught in 2018:

Primary 5

 

UNIT LESSONS / DURATION

Lesson Objectives

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

TIME PERIOD

 

Gosh! I Am Changing What Is Happening To Me?

(30 min)

  •   know what puberty is
  •   identify the physical changes during puberty
Term 2
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

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 2

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 2
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 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 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 3
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 3
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
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
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
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

 

Primary 6

 

UNIT LESSONS / DURATION

Lesson Objectives

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

TIME PERIOD

 

Are We More Than Friends? 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

Post-PSLE Programme

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

Post-PSLE Programme

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

Post-PSLE Programme

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

Post-PSLE Programme