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Achieving character excellence through student-centric, values-driven education
Character is the core of education in Jurongville Secondary School (JVS) in terms of philosophy, rationale and approach. It is integrated throughout the curriculum rather than a supplemental component.
Education in JVS revolves around the development of character in our charges. It is the foundation from where other areas are built on.
The school believes that character would be the first foremost element that will prepare our charges to excel in life in the outside world.
Character and Citizenship Education Framework
The framework of the JVS CCE focuses on nurturing our students to be confident persons, caring leaders and concerned citizens, empowered to lead and serve. This is done by imbuing in our students the school values P.R.I.D.E and equipping them with social emotional (SE) competencies through the 3 engines of Character Education, Leadership Education and Citizenship Education adopting the approach of Learn , Achieve and Contribute . The framework is guided by the 5Ps (Purpose, Pupil, Ex Perience, Professional Development and Partnerships) of CCE in its implementation.
Culture of CARE
In Jurongville, Secondary 2 students have an additional period of play time structured in their curriculum every week. This period, known as "PRIDE for PLAY", is designed to deepen rapport amongst students and class mentors (Form Teachers), and create teachable moments through play.
The school places an emphasis on personal development and strong ties between teachers and students. Besides interactions during lessons and CCAs, another initiative that has helped teachers and students to understand each other better is the daily Teacher-Student Interaction (TSI) session which allows teachers to gain insights into the minds of their students and understand their concerns. The interaction is documented online for ease of accessibility to promote continuity and tighter follow-up throughout the years that a student stays in Jurongville.
On top of this, the school structured a "Breakfast with Class Mentors" time which takes place once every Semester to promote bonding through social interaction. The principal organises regular "Floral Tea Session" with students and parents as another platform to be heard.
Circle Time has also become part of the formal curriculum in Jurongville, where teaching and learning may take place in a circle setting to maximise student participation. This is strategy that the school adopts under Restorative Practices (RP) to create a safe, trusting and 'non-blaming' environment where students learn to accept differences while embracing what they have in common. These sessions help students to better understand themselves and their classmates as well as recognise and handle their emotional states in a healthy way.
Helping students learn values through a safe and trusting environment in Circle Time
Building rapport through TSI
All students are given an opportunity to plan for their service learning project as a class in Jurongville!
In Jurongville, students are empowered and enabled to lead and serve as exemplify by its school motto "Beyond Self". The school advocates that an education is not only about academic achievements, but also about character, leadership and service to the community. Hence, everyone is encouraged to initiate, organise and lead in community projects.
The school curriculum comprises a two-year Service Learning programme for upper secondary students to broaden their understanding of the needs and aspirations of the community through authentic experiences. Organsations that the students have chosen to work with include National Kideny Foundation, ASPN- Chaoyang School, SUN-DAC, Student care Centres, Keeping Hope Alive, etc. In the process, students get to choose their area of interest, prepare proposals, collaborate with one another, and networks with external organisations.
On top of this, the school has been sending students overseas to do service learning projects since 2011. This includes the Overseas Service Learning (OSL) Programme for the secondary three students to Phnom Penh, Cambodia. The students not only taught the Cambodian children but also engaged in building projects such as laying pavement. Students came back with clearer notions on service where they realised that simple acts like listening and talking with the locals are as important if not more important than the physical end product of their service. They were taught how to live a simple life as they saw that the Cambodian children do not have much but they are happy with what they have.
|Students painting the school block in Cambodia||Cambodian children being taught multiplication|
"I've learnt that we don't necessary need the trending stuff to give you happiness. Being around with good people gives you rare happiness." - Student Nur Radiyah
"I've learnt from the children there, to be more appreciative of what you have......The children taught me to see the better sides of things, they do not have the best conditions to live in but they remained super cheerful and hyped throughout our stay and was always happy to see us." -Student Lorwin Jan Tay
"I went to Cambodia for OSL. I have learnt to emphatise and be lee obliviuos to mu surroundings; by lending a helping hand to those struggling to mae ends meet." - Student Ong Zhing
At the Character and Citizenship Education (CCE) Conference
Teachers listening attentively during CCE training.
Work experience in a hotel for students.
Students during their work attachment.
Graduating students visiting a polytechnic.
Keeping the canteen clean.
Cleaning up the school compound.
A display of values in action!