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CCE Department

YI Character & Citizenship Education
 

CCE Vision

All Yusoffians are lifelong learners and active contributors of society.

 

CCE Mission

To empower Yusoffians with values and knowledge and equip them with skills to learn, collaborate and contribute to society

 

 

CCE Curriculum

 

Character & Citizenship Education (CCE) in YI serves as a moral lighthouse to guide students to be lifelong learners and and active contributors to society through the school’s Co-curriculum. The symbol of a lighthouse aligns itself with the sailing boat in the school crest which symbolizes the spirit of Discovery and Progress in the seas of knowledge.

 

In all the programs that the school embarks on, we seek to empower students with the school values as well as equip them with essential SEL competencies. This is done through the various approaches shown in the lighthouse.

 

CCE Key Approach

 

With a strong foundation in values, it is hoped that students will make the right choices in life. They will then be able to exhibit the 21st Century Competencies and eventually influence others to exhibit the 21st Century Competencies.

 

 

Learning Outcomes & Level Outcomes

 

When Yusoffians  graduate from the school at Sec 4/5, they will achieve the following:

 

CCE Learning Outcomes

 

CCE - 21CC and Student

CCE - 21CC and Student

 

Level of Engagement of Stakeholders [CCE Committee’s perspective]

 

In order for the school to achieve the YI CCE Learning Outcomes, the school needs to engage all the key stakeholders. Below is a table that illustrates the ideal level of engagement that the school seeks to have with the key stakeholders.

 

CCE - Level of Engagement

 

Key Programmes


Below are some programs that the school has to inculcate values and develop students’ character.

 CCE - Key Programmes

  

Assessment 


In the assessment of students’ character and citizenship development, the school uses a three-pronged approach – Self-assessment, Peer-assessment, Teacher-assessment. This assessment will be done twice a year using the Desired Behaviour Matrix (DBM). The DBM outlines key desired behaviors that students should exhibit if they have acquired the school values. The results of the self and peer assessment will be used as a form of self-evaluation at the start and end of the year while the results of the teacher assessment will be reflected in the students’ progress report slips under Holistic Development Profile every semester.