Home > BGPS Curriculum > CCE

Character and Citizenship Education

Vision & Mission


BGPS students to be Empowered Citizens, Persons of Strength and Character


To nurture our students to be confident persons and concerned citizens

Key Programmes

Our BGPS Outcomes 

Students as Empowered Citizens (Strengthening the Singapore Spirit)

  • Students who take pride in being Singaporeans and BGPians.
  • Students who have a strong sense of belonging to the school and nation.
  • Students who care for others and contribute actively to the school and community.
  • Students who value Singaporeís socio-cultural diversity, and promote social cohesion and harmony. 

Students who are Persons of Strength

  • Students who are resilient and have the ability to turn challenges into opportunities.
  • Students who have self-awareness and self-management skills to achieve personal well-being and effectiveness.

Students who are Persons of Character

  • Students who act with integrity and make responsible decisions that uphold moral principles.
  • Students who have social awareness and strong interpersonal skills to build and maintain positive relationships based on respect.


Character and Citizenship Education (CCE) aims to achieve the BGPS outcomes , Besides the CCE syllabus delivered in Mother Tongue, in addition, school ñ based  CCE  óEducation and Career Guidance (ECG), Sexuality Education (SEd) , VIA ( Values-in ñ action ) and Cyber Wellness (CW)ówill address studentsí social-emotional and developmental needs. The Form Teachersí Guidance Periods (FTGP) incorporates ECG and CW topics into the classroom activities.





The components in CCE are as follows:

Components in CCEWhat it refers to
CCETeaching of Values, Knowledge and Skills for CCE in Mother Tongue Languages (MTL)
Form Teacher Guidance Period (FGTP)Teaching of social emotional (SE) competencies including Cyber Wellness (CW) and Education & Career Guidance (ECG) and building Teacher Student Relationship (TSR)
 School-based CCEAssembly programmes linked to CCE, PAL, Sexuality Education (SEd) 

National Education

National Education forms part of the schoolís citizenship education programme. In line with the 21st Century Competencies framework, our key mission is to nurture rooted and resilient citizens who are ready to take on future challenges and have a strong civic consciousness in playing an active role in bettering the lives of others around them.  

The four core events are:

  1. Total Defence Day
  2. International Friendship Day
  3. Racial Harmony Day
  4. National Day 

Social Studies

The Social Studies syllabus aims to provide students with a basic understanding of historical, geographical, economic and sociological knowledge at the primary level. As an integral part of instruction, there should be continuous assessment of studentsí learning throughout the programme. In BGPS, students will be assessed through both formal and non-formal modes of assessment. Learning Journeys are also an integral part of BGPS NE & SS programme. It aims to extend and enrich the educational experience of our students. Learning Journeys will also broaden the mental horizons of our students and contribute to their holistic development. 

LevelLearning Journey
P1LJ to Singapore Zoo
P2LJ to Jurong Bird Park
P3 LJ to Hydroponics Farm 
P4 LJ to Kampong Glam
P5 LJ to Chinatown 
 P6LJ to Little India 


BGPS adopts two themes, namely ëEveryday responsibilities and Caring for the environment/ communityí. At the end of six years, the students would be able to gain a better understanding of their active involvement in taking care of their immediate community and develop a caring disposition towards the different groups of people in the community. Caring for the environment would involve extending care and concern towards animals, enhancing the school environment and endangered species/marine-life conservation. Students would also be able to play their part in protecting the environment. In the process, the school intend to inculcate the values of Integrity. Respect, Responsibility, Resilient and Compassion in the students.

LevelTittle of VIA ActivityThemeTime Frame/ VIA hoursSchool Values
All LevelsEveryday Responsibility
Responsibility to the School
Term 1- 4
P1Pop It upResponsibility to the EnvironmentTerm 2Responsibility
 Goodie Bag from the Heart  Responsibility to the CommunityTerm 3 Respect
 P2Stop Animal Abuse Responsibility to the Environment Term 2 Respect
 P3Happy Toilet Programme Responsibility to the Environment Term 3 Integrity
 P4Clean Singapore Learning Trail Responsibility to the Environment Term 3 Respect
 P5Learning Festival Responsibility to the School Term 4 Respect
 P6Endangered Animals Fund Raising Project Responsibility to the CommunityTerm 4 Respect
 OthersProject Smile Student Initiated VIA Projects Responsibility to the Community Term 4  Compassion

Student Leadership Development

Schools are required to commemorate 4 core NE events 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.

Key Programmes

BGPS creates a positive learning environment to develop our students holistically. The school has put in place a structured leadership development programme to develop the leadership qualities of the students through the different tiers of leadership. They are given opportunities to develop 21st Core Competencies (21CC) and Social-Emotional Learning (SEL) competencies. 

Student Leadership Framework
    Student Leadership Framework

    Tier 1: Lead Self 
     Leadership begins with Personal Leadership. The fundamental of leadership development is to lead themselves well. All BGPians learn about self-management, personal skills and Social and Emotional Learning (SEL) through co-curriculum and FTGP lessons. They are also given the opportunities to take up informal leadership positions such as being group leaders during group work during lessons.   

    Tier 2: Lead Class 
    These are leaders with leadership roles that allow them to exercise leadership at a class level. The class Chairman/Vice-Chairman and Champions are appointed by the class and Form/Co-form teachers. Every student has an opportunity to take up this level of leadership as it is on a rotational basis by semester. This allows teachers to have a better picture of who has leadership potential to progress to the next level.        
    Trainings will be provided for Chairman and Vice-Chairman by the discipline committee. 
    Trainings will be provided for Champions by the respective IP departments.     

    Tier 3: Lead School 
    From the year 2017, we are renaming Prefects to ‘Student Councillor’. This is to further recognise the contributions given by our Student Councillors and to align it with our new school vision. We want our Student Councillors to serve and contribute to the school at a higher level and not to just be seen as a policing job.  Together with National Education (NE) Ambassadors, Cyber-Wellness Ambassadors and CCA Leaders, these groups of leaders cater to the interests, strengths and needs of the students and the school community. They will be provided with opportunities to initiate, organise and implement programmes for his/her peers. For example, Chinese New Year, Total Defence Day, Cyber-wellness Week, Curriculum Experience, Teachers’ Day and Children’s Day Celebrations.   

    Tier 4: Student Council Executive Committee (EXCO) 
    The Student Council EXCO consists of the President, Vice-Presidents, and students’ In-charge from the respective teams: ‘Host and Guides’, Events Oganisation’ and ‘Student Welfare & Suggestions’. 

    Student Council Executive Committee - Org Chart

    At the end of the school term, the P5 Student Councillors will have the opportunity to run for President and Vice-President of the Students’ Council. The selection process includes interviews and evaluation sessions by a panel as well as votes from the staff and student bodies. Student Council EXCO conducts regular meetings to ensure the smooth running of the Student Council. They work with teachers and other Student Councillors to come up with improvement projects to meet the needs of the school population and community. In addition, they also initiate ideas to improve the welfare and well-being of our students.


    Star Award

    Star award encourages all BGPians to embrace our school values at all times. Every month, there will be a ‘Value of the month’. There will be programmes or activities to tie in with the value for that month so that teachers have a baseline to choose their star students. Form/Co-form teachers will nominate at least 1 student per class, up to a maximum of 3 students, according to the school value stipulated in that month. Nominated students should display excellent / very good in conduct and able to demonstrate the expected behaviour indicators of the value.  

    Month - Programme/ Activities

    Good Discipline Award (GDA)

    The GDA seeks to nurture disciplined and responsible BGPians who play their part to ensure a conducive, safe and health-promoting learning environment. The Good Discipline Award (GDA) is presented to the class every month for displaying positive behaviour in accordance to a set criterion. The enhanced version of GDA assessment criteria encompasses a more holistic and comprehensive approach towards discipline. It includes 2 areas:

    Good Discipline Award

    Assessment Rubrics 1. To attain a Good Discipline Award for each month, a class must score a minimum total of 20 points. A deserving class that receives a GDA for that month will have a privilege in the form of: For example: Early recess, Tokens (stationeries/stickers/snacks), Game passes, Express pass for school events, etc. 2. There will be a Grand Good Discipline Award at the end of the year for each Lower Primary (P1-P2), Middle Primary (P3-P4) and Upper Primary (P5-P6). 3. The class that obtains the most number of awards among the level classes (Lower, Middle and Upper) will get the Grand Good Discipline Award. Monthly results will be printed on a scoreboard and placed at the Cafeteria so as to provide instant feedback on the classes ‘performances.

    Student Welfare and Suggestion Scheme (SSS)

    The Student Welfare and Suggestion Scheme (SSS) is a platform created to give the students an opportunity for their ‘voice’ to be heard by their teachers and peers in helping to improve the school system or environment. It also provides a chance for students to share their ideas in improving the school via innovation and critical thinking. This would in turn, generate a greater sense of belonging to the school.

     •       Students will brainstorm for ideas on how to improve the school during scheduled FTGP periods.
     •       Students will focus on one theme, one suggestion per semester. 
     •       Students can work individually, in pairs or in groups to pen the suggestion on a SSS form.
     •       Students will work with the Student Councillors in Student Welfare & SSS team, 
             the Student Council EXCO and Teacher in-charge on the implementation of ideas.

    Information on Sexuality Education

    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.


    2. The goals of Sexuality Education are:

    (i) 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;

    (ii)  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

    (iii) 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:

     (i)  Love and respect yourself as you love and respect others;

    (ii)  Build positive relationships based on love and respect (which are the foundation for strong families);

    (iii)  Make responsible decisions for yourself, your family and society; and

    (iv)  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 BEDOK GREEN PRIMARY SCHOOL’S Primary School’s Sexuality Education Programme for 2018

    4. 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

    5. The subjects that incorporate topics on sexuality include:

        • Science 
        • Form Teacher Guidance Period (FTGP) 
        • Character and Citizenship Education (CCE)

    Growing Years (GY) Programme: “Curious Minds (2nd Edition)” (Primary 5 & 6) Teaching & Learning resource package

    6. 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.

    7. 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 BEDOK GREEN PRIMARY SCHOOL, Primary School, the following lessons from the Growing Years Programme will be taught in 2018:

    Primary 5



    Lesson Objectives

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



    Gosh! I Am Changing

    What Is Happening To Me?

    (30 min)

    ·         know what puberty is

    ·         identify the physical changes during puberty

    Term 2 Week

    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 Week 9

    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 Week 9

    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 Week 9

    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 4 Week 9

    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 4 Week 9

    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 4 Week 9

    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 4 Week 9


    Primary 6 



    Lesson Objectives

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


    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 Week 8

    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 Week 8

    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 Week 8

    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 Week 8

    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 Week 8

    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 Week 8

    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 Week 8

    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 Week 8

    Information for Parents

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

    9.  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 also downloadable hereA hard copy of the form, duly completed and signed, is to be submitted to the school office by the stated date in the letter that will be issued out nearer to programme date.

    10. Parents can contact the school at 64425416 or via email at for discussion or to seek clarification about the school’s sexuality education programme.

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