ASSESSMENT, DESIGN AND PURPOSE OF CCE LESSONS IN BISHAN PARK SECONDARY SCHOOL

1. ASSESSMENT, DESIGN AND PURPOSE OF CCE LESSONS IN BISHAN PARK SECONDARY SCHOOL

2. PRESENTATION FLOW

3. (1) DESIRED RESULTS:Outcomes of CCE

4. Long-term learning outcomes Design of learning objectives, content, activities, assessment and programmes for CCE Short-term learning outcomes Positive school climate/Tone Create a safe and supportive learning environment through varied platforms Greater school attachment Achieve personal success More socially acceptable behaviour • Examples • CCE curriculum made interactive with Circle-Time, • Student Forum • Student-led Class Committee sessions Better academic performance, and success in school and life Positive self- development

5. Restoring and Building Respectful Relationships in School: undergirds the CCE curriculum approach 1% – 5% Population Whole School

6. Recognising needs of students:Relational Teaching Technique to Promote Students’ Voice • Values education’s dependency on social norms, society practices and make it culture-specificto some extent. • Role-modelling is key • Characteristics required for scenarios for discussions: • authentic and relevant, as well as • current and timely for adolescents. • The use of Circle-Time • enables students’ voice to be heard in greater measures, • promotes collaborative learning, and • nurtures respectful relationship.

7. (1) Desired Outcomes: Curriculum DesignBackward design processes

8. BPS CCE Framework

9. Appendix 1 BPS Character and Citizenship Education Framework • Understanding Self (Term 1) Caring for Others (Term 2) Loving the Nation (Term 3) Becoming a Global Citizen (Term 4) • Integrity • Do Right Value Every IndividualBe Caring and Respectful Be ResponsibleBe Dependable Passion for Learning Our Way of Life Excellence – Be The Best We Can Be • A Confident Person • A Self-directed Learner • A Concerned Citizen • An Active Contributor

10. Appendix 1 BPS Character and Citizenship Education Framework • Understanding Self (Term 1) Caring for Others (Term 2) Loving the Nation (Term 3) Becoming a Global Citizen (Term 4) Value Every IndividualBe Caring and Respectful Be ResponsibleBe Dependable Passion for Learning Our Way of Life • Integrity • Do Right Excellence—Be The Best We Can Be SELSelf-awareness SELSocial awareness Relationship management SELSocial awareness Responsible decision-making SELSocial awareness Responsible decision-making Key Topics Know and appreciate school and selfHealthy livingPersonal goal setting Key Topics Show care through empathy and respectRespectful relationships Sexuality education Key Topics Appreciating multicultural heritage of SingaporeBe a responsible citizen Key Topic Re-defining success Effective teamwork knowing the world Be an informed citizen • CCE Outcomes • Acquire self-awareness and apply self-management skills to achieve personal well-being and effectiveness • Act with integrity and make responsible decisions that uphold moral principles • CCE Outcomes • Acquire social awareness and apply interpersonal skills to build and maintain positive relationships based on mutual respect • Value Singapore’s socio-cultural sensitivity and promote social cohesion and harmony • CCE Outcomes • Take pride in our national identity, have a sense of belonging to Singapore, and be committed to the nation-building • Care for others and contribute actively to the progress of our community and nation • CCE Outcomes • Be resilient and have the ability to turn challenges to opportunities • Reflect on and respond to community, national and global issues, as an informed and responsible citizen • A Confident Person • A Self-Directed Learner • A Concerned Citizen • An Active Contributor

11. Unpacking Our School Values Appendix 2a

12. Unpacking The Social Emotional Competencies Appendix 2b

13. The BPS CCE Curriculum:An Integrated Approach Based on School Values • anchored on school values and social-emotional competencies • guided the planning and implementation of key programmes • Academic & CCE Curriculum • National Education (NE) • Values-In-Action (VIA) • Co-curricular Activity (CCA) • Other co-curricular activities

14. (2) Evidence of learning:Checking for student’s level of moral reasoning using GAMER

15. WHY Assessment of cce in BPS

16. Appendix 3 BPS CCE Workplan

17. Appendix 3 BPS CCE Workplan

18. Appendix 3 BPS CCE Workplan

19. WHY ASSESSMENT OF CCE IN BPS?

20. Identifying WHAT TO ASSESS New perspectives challenge our assumptions about right and wrong.

21. Conceptualizing our gamer rubric

22. DISTILLING THE GUIDING PRINCIPLES The Guiding Principles General Assessment for Moral Evolvement in Reasoning (GAMER) RADIUS RELIABILITY RELATIONSHIP

23. Developing the assessment tool TEACHER STUDENT

24. General Assessment for Moral Evolvement in Reasoning GAMER

25. Grade A Appendix 4 BPS GAMER Rubric

26. Grade B Appendix 4 BPS GAMER Rubric

27. Grade C Appendix 4 BPS GAMER Rubric

28. Grade D Appendix 4 BPS GAMER Rubric

29. (3) The Learning PlansTeaching StrategyCircle Structure

30. Restoring and Building Respectful Relationships in School:undergirds the CCE curriculum approach 1% – 5% Population Whole School

31. CIRCLE-TIME

32. Circle-Time and Perspective Taking

33. A Relational Teaching Technique: Circle-Time Structure as a Pedagogy

34. General Assessment for Moral Evolvement in Reasoning HANDS-ON

35. Benefits To Teachers

36. BENEFITS TO STUDENTS

37. Moving forward • Need for standardisation for a common understanding of the descriptors in GAMER. • “Openness” of Circle-Time Picture from Franconnect.com

38. It’s a journey… We continue to learn with the students and their parents on this journey… Picture from wendyappel.com

39. Thank you for your attention. BPSS Student artwork