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Character and Citizenship Education

Department Photo



A child of good character and a contributing citizen

At the heart of the Curriculum Model lies the Child and it’s guided by the belief that every child matters and can accomplish. The star symbolizes the school’s wish that every child can be a star and its link to QtPS Curriculum framework. The CCE vision is to develop a child of good character and a contributing citizen. Good character is defined as having the character that enables the child to do his/her best work to achieve his/her potential as well as to do the right thing not only to serve self-interests but also those of the larger community.

The implementation of CCE curriculum is guided by 5Ps.
    • Purposeful
    • Pupil-centred
    • Holistic ExPeriences
    • Establish Partnership (Home-School-Community)
    • Emphasize Professional Development

In order for development of CCE to be effective, the approach has to be school-wide and be infused into the total curriculum, which consists of curriculum and co-curriculum.

School Wide CCE Programmes

1) FTGP Lessons

Social Emotional Learning (SEL) is explicitly taught by the form and co-form teachers during FTGP periods on Mondays. In addition, form teachers bond with students through interaction activities within the period. Lessons on Cyber Wellness (CW), Education and Career Guidance (ECG) and protection from abuse (Primary 1 to Primary 4) have been incorporated in FTGP lessons to address specific issues, reinforce the core values and develop social and emotional competencies to enable students to apply them to the specific contexts.

2) CCE lessons

CCE lessons in the Primary levels are taught in the Mother Tongue Languages (MTL). For students who are offered the non-Tamil Indian Languages (NTIL), namely, Bengali, Punjabi and Urdu as their Mother Tongue and for those who are exempted from taking MTL, CCE will be taught in English. To cater to these students, Instructional Materials (IMs) in English will be used in teaching and learning.

3) 1 to 1 interaction time

A strong Teacher-Student Relationship (TSR) is key to ensuring that each student feels comfortable to share with the teacher and at the same time, feels motivated to learn in school. 15 minutes is set aside each week for Form and Co-form teachers have an informal chit-chat session so as to get to know the student on a personal level.

4) Student Leadership Programme

QtPS Student Leadership Vision

A responsible child who leads with integrity, with a heart to serve others.

QtPS Student Leadership Mission

To provide opportunities for every student to discover and develop his leadership capabilities.

QtPS Tiered Student Leadership Structure



Robert K. Greenleaf, “The Servant as Leader” (1970)
Jim Kouzes & Barry Posner, “The Leadership Challenge” (2012, 5th edition)

Primary 1 & 2

Roles No. of students per term / semester Suggested responsibilities of duties
Class Monitors 2
  • Take care of discipline of the class.
  • Assist form/co-form teachers in class matters.
  • Take care of well-being of students in the class.
Group Leaders 2 per group
  • Assist form/co-form teachers and class monitors in taking care of discipline of the class by taking care of their groups.
Subject Monitors (EL, Math, MT, SS, Art, PE) 2 per subject
  • Assist in collecting and giving out things from and to students in the group.
  • Assist subject teachers whenever required.
Class Librarians 2
  • Take care of the class library and class cupboards.
  • Point of contact between school MRL and class.
Security Monitors 2
  • Ensuring classrooms are locked up when class leaves the classroom.
  • Making sure back door is opened when class is in the classroom.
Environment Monitors 2
  • Ensure lights and fans are turned off when class is leaving the classroom.
  • Ensure cleanliness of the classroom. Get group helpers to clean up area around groups.
  • Maintain recycling boxes in the classroom.

P3 – P6

Roles No. of students per class per semester Department in-charge Job Description/Responsibilities
Class Monitors 2 Student Leadership
Maintains discipline of the class in general. 
Disseminates information from the teachers to class. 
Leads the class from one area to another ensuring that the class maintains discipline and order. Work with form/co-form teachers on how to make improvements in the class. Lead the class in discussion for Student Suggestion Scheme.
PE Champions 4 PE
Leads the class in warm-up routine. 
Keeps PE equipment properly in the PE room after use. 
Ensure that the pupils are led back to the class quietly after lessons. 
Do duties for "Play@Recess".
ICT Monitors 2 ICT
Set up IT equipment for teachers to use before the lesson. 
Keep IT equipment after use and check that all the power switches for projectors and visualisers are turned off. 
Ensure that the IT equipment is put back into original position after use.
Science Ambassadors 2 Science
Assist Science teachers in matters relating to the subject.
Science teachers to note : The 2 Science Ambassadors will serve for the entire year . There will be no rotation during the year.
NE Ambassadors 2 NE/SS
In charge of Social Studies items and NE Corner 
Internationalisation Programme buddies. 
Pledge taking in the morning (rotational). Selected students participate in NE commemorative events presentation.

5) Caught Doing Right

‘Caught-Doing-Right’ is an initiative that was implemented by the SDT team, riding on to the culture of care that Queenstown Primary School is recognized for. It is a weekly, school-wide platform created for teachers to affirm students, and students to affirm one another on commendable deeds of kindness and honesty, positive learning attitude, exercising self-disciplined and responsible behaviours etc.
Members of the SDT team, including HOD/CCE, identify the student who was ‘caught doing right’ and highlights the positive deed/attitude/behaviour displayed during Friday’s morning assembly.
With rousing applause, the student will stand up wherever he/she may be, and the school will recite a ‘Caught-doing-right’ slogan coupled with hand gestures to affirm them for what they have done.

6) Mass Birthday Celebrations

The Mass Birthday Celebration is an initiative borne from the school’s philosophy of “Every Child Matters and Can Accomplish”. The mass celebration of students’ birthdays reinforces this belief. On the first Friday of each month during the school’s pre-assembly period, the names of students who will be celebrating their birthday in that month will be flashed on PowerPoint slides. They will later be asked to stand and 2 teachers lead the school in singing them a birthday song. Their friends are encouraged to wish them a happy birthday later in class. Students enjoy this time and feel not just appreciated, but also valued as significant individuals.

7) Sexuality Education/Growing Years Series

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.

The goals of Sexuality Education are:

  1. (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;
  2. (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
  3. (iii) To help students develop a moral compass, respect for themselves and for others as sexual beings, premised on the family formed from a healthy, heterosexual marriage as the basic unit of society, through the inculcation of positive mainstream values and attitudes about sexuality.

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 u unintended pregnancies. Casual sex can harm and hurt you and your loved ones.

You may click here for more information on MOE Sexuality Education.

Sexuality education in Queenstown Primary School

Primary 5 & 6

Level Unit Lesson Learning Outcomes
At the end of the lesson, pupils will be able to
Time Period
P5 Gosh! I am changing What is happening to me?
  • know what puberty is
  • identify the physical changes during puberty
Semester 2
What can I do? 
(Part 1)
  • identify the stresses caused by physical changes during puberty
  • describe ways to manage the stresses caused by physical changes during puberty
Semester 2
What can I do? 
(Part 2)
  • identify the stresses caused by physical changes during puberty
  • describe ways to manage the stresses caused by physical changes during puberty
Semester 2
P5 Main Task
Pupils 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.
Semester 2
P5 Where I belong What are families?
  • 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
Semester 2
P5 What is my role?
  • know that gender is about being male or female
  • choose not to stereotype by gender
Semester 2
P5 How do I keep myself safe? What is safety?
  • 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
Semester 2
P5 Stop it! Run! Tell!
  • protect themselves by resisting and removing themselves from harm and seeking help from a trusted adult
  • know their responsibilities in minimising the risk of sexual harm
Semester 2
P6 Are we more than friends? Who are my friends?
  • identify the qualities of a healthy friendship
  • recognise the importance of making wise choices in friendship
Semester 2
P6 Am I a good friend?
  • identify the qualities that they have as a friend
  • recognise the importance of developing in oneself the qualities of a good friend
Semester 2
P6 What is love?
  • identify the characteristics of love and infatuation
  • distinguish between the characteristics of love and infatuation
Semester 2
P6 Am I falling in love?
  • identify strong feelings arising from infatuation
  • manage strong feelings arising from infatuation
  • identify ways to manage and cope with teasing from peers
Semester 2
P6 Main Task
Pupils 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.
Semester 2
P6 Friends or foes Are you really my friend?
  • identify the pros and cons of forming relationships through social networking websites
  • know ways to keep themselves safe when using social networking websites
Semester 2
P6 Is it all safe?
  • know that some information (like pornography) received through the Internet may be harmful
  • know ways to keep themselves safe when using the Internet
Semester 2
P6 Main Task
Pupils 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.
Semester 2
Parents may exercise their choice to opt their child out of the Growing Years Series programme. Form teachers issue the forms prior to the conducting of the lessons. These students will then be engaged in a separate classroom while their peers are attending the programme.

8) Values in Action

Values in Action (VIA) are learning experiences that support students’ development as socially responsible citizens who contribute meaningfully to the community, through the learning and application of values, knowledge and skills.

VIA fosters student ownership over how they contribute to the community. As part of VIA, students reflect on their experience, the values they have put into practice, and how they can continue to contribute meaningfully.


Daily cleaning: 5516

5516 stands for:
Each student will spend 5   minutes a day, 5 times a week cleaning their own respective areas and classrooms. They in turn take approximately 16 hours in a year ensuring that they are disciplined to keep their own areas and classrooms neat and clean.

Level specific VIA:
To further engage with our community, each level works on a VIA project which gives them more platforms to put what they have learnt in their CCE lessons into practice.

Level Activity
P1 K2 Befrienders Programme
P2 Clean and Beautiful Toilets (Decorating / Enhancing the washrooms)
P3 School Buddy Clean Project
P4 P4 Garage Sale
P5 Upcycling Project with Rainbow & Queenstown SMRT Ambassador
P6 Save Our Earth Recycling Project