Character Education
Description
Philosophy/Rationale
Character education is a fundamental decision of good teaching - developing and engaging the minds, hearts and hands of our students. Good character consists of knowing the good, desiring the good, and doing the good. With the long term view that Rafflesians will take up positions of adult leadership, leadership education is imperative in preparing them to better serve others.
Key Understanding
Rafflesians will understand that they need to develop into persons of character in order to be responsible and active citizens, and ethical leaders.
Approach
A whole school integrated Character and Leadership Education (CLE) programme using the principles of Knowing, Doing and Being is delivered in the following ways:
• Conscious cultivation of the knowledge (Know) and development and practice of skills and competencies (Do) in the formal character and leadership curriculum
• Explicit inclusion of values and cultivation of desirable dispositions through the academic curriculum
• Opportunities to practise and apply knowledge and skills to exhibit values and dispositions in CCA, service-learning, leadership projects, and school related activities (Be).
These will be supported by a whole-school approach towards a caring school culture.
Character education is a fundamental decision of good teaching - developing and engaging the minds, hearts and hands of our students. Good character consists of knowing the good, desiring the good, and doing the good. With the long term view that Rafflesians will take up positions of adult leadership, leadership education is imperative in preparing them to better serve others.
Key Understanding
Rafflesians will understand that they need to develop into persons of character in order to be responsible and active citizens, and ethical leaders.
Approach
A whole school integrated Character and Leadership Education (CLE) programme using the principles of Knowing, Doing and Being is delivered in the following ways:
• Conscious cultivation of the knowledge (Know) and development and practice of skills and competencies (Do) in the formal character and leadership curriculum
• Explicit inclusion of values and cultivation of desirable dispositions through the academic curriculum
• Opportunities to practise and apply knowledge and skills to exhibit values and dispositions in CCA, service-learning, leadership projects, and school related activities (Be).
These will be supported by a whole-school approach towards a caring school culture.
Staff
| Name | Designation | Phone | |
|---|---|---|---|
| Mrs Jacqueline Chua | Head Character Education | jacqueline@ri.sch.edu.sg | 63549171 |
| Mr Mohamed Shahrom | Year Head 1 | shahrom@ri.sch.edu.sg | 63549128 |
| Mrs Madeline Maas | Year Head 2 | madeline@ri.sch.edu.sg | 63549187 |
| Mr Kelvin Yap | Year Head 3 | kelvin@ri.sch.edu.sg | 63549136 |
| Mr Law Hock Ling | Year Head 4 | hockling@ri.sch.edu.sg | 63549142 |
Curriculum
Character Education
Learner Outcomes
• That students will be good stewards of their lives
• That students will be socially responsible and caring citizens who engage constructively and proactively with others and the community
• That students will endeavour to be reflective and dynamic leaders who consciously maintain an open mind and a pioneering and serving spirit to forge a better future for all
• That students will be good stewards of their lives
• That students will be socially responsible and caring citizens who engage constructively and proactively with others and the community
• That students will endeavour to be reflective and dynamic leaders who consciously maintain an open mind and a pioneering and serving spirit to forge a better future for all
Sexuality Education Programme
MOE’S SEXUALITY EDUCATION IN SCHOOLS
1. Sexuality education (SEd) is an important programme in our schools. It aims to help our young:
i) understand the physiological, social and emotional changes they experience as they mature;
ii) develop healthy relationships with the opposite sex and teach them how to make responsible choices.
The programme is premised on the importance of the heterosexual married family as the basic unit of society, and respect for the values and beliefs of the different ethnic and religious communities on sexuality issues.
2. The goals of SEd are to:
i) provide accurate and adequate knowledge on human sexuality and the consequences of sexual activity so that pupils are able to make informed decisions;
ii) impart intra- and inter-personal skills of problem-solving, decision-making and effective communication so that pupils are able to build responsible and rewarding relationships; and
(iii) inculcate positive values and attitudes of sexuality so that pupils develop a respect for themselves and others as sexual beings, in line with the national value of the family as the basic unit of society.
3. The key messages of SEd are:
(i) Build healthy futures for self, family and society.
(ii) Healthy relationships based on love and respect are the foundation for strong families.
(iii) Casual sex can lead to unwanted pregnancies, STIs/HIV and AIDS which can harm and hurt our loved ones.
Click on the links below for more information on MOE's as well as RI’s Sexuality Education Programmes.
1. Sexuality education (SEd) is an important programme in our schools. It aims to help our young:
i) understand the physiological, social and emotional changes they experience as they mature;
ii) develop healthy relationships with the opposite sex and teach them how to make responsible choices.
The programme is premised on the importance of the heterosexual married family as the basic unit of society, and respect for the values and beliefs of the different ethnic and religious communities on sexuality issues.
2. The goals of SEd are to:
i) provide accurate and adequate knowledge on human sexuality and the consequences of sexual activity so that pupils are able to make informed decisions;
ii) impart intra- and inter-personal skills of problem-solving, decision-making and effective communication so that pupils are able to build responsible and rewarding relationships; and
(iii) inculcate positive values and attitudes of sexuality so that pupils develop a respect for themselves and others as sexual beings, in line with the national value of the family as the basic unit of society.
3. The key messages of SEd are:
(i) Build healthy futures for self, family and society.
(ii) Healthy relationships based on love and respect are the foundation for strong families.
(iii) Casual sex can lead to unwanted pregnancies, STIs/HIV and AIDS which can harm and hurt our loved ones.
Click on the links below for more information on MOE's as well as RI’s Sexuality Education Programmes.