CHARACTER DEVELOPMENT AND NATIONAL EDUCATION: FROM THEORY TO PRACTICE

1. CHARACTER DEVELOPMENT AND NATIONAL EDUCATION: FROM THEORY TO PRACTICE Henderson Secondary School

2. OVERVIEW OF PRESENTATION • Introduction • Conceptualisation • Evolution of HDF • Curriculum Mapping • Assessment Tools • Students and Staff Reflection • Moving Forward • Q&A

3. School Vision To be a value-added school that students, staff and the community respect and take pride in School Mission By implementing a challenging curriculum and creating a supportive environment, the school aims to develop morally upright, responsible and thinking individuals to meet the needs of a changing society School Values Honour. Hard work. Healthfulness. Helpfulness.

4. CHARACTER & CITIZENSHIP EDUCATION HendersonSecondarySchool

5. CHARACTER & CITIZENSHIP EDUCATION CCE Vision: Hendersonians of good character and useful citizen in a globalised world CCE is inculcated mainly through our CCAs, student leadership progammesand aLife Programme.

6. Conceptualisation Character Education is a planned, comprehensive, and systematic approach for teaching self-respect, responsibility, trustworthiness and citizenship (Wood and Roach, 1999), the question of who should be responsible for taking up this mantle is the subject of much debate.

7. CONCEPTUALISATION STAGE Feedback from External Validation “There is little evidence of the school articulating defined pupil outcomesof the Hendersonian Journey through non-AP, and mapped them against ST 2.” “There is little evidence of explicit alignmentbetween the HSS NE frameworkwith Glocalisation Frameworkin terms of programming details & pupil learning outcomes.”

8. CONCEPTUALISATION STAGE Smart & Good High Schools Integrating Excellence & Ethics for Success in School, Work & Beyond by Tom Lickona & Matt Davidson Davidson • Overview: • National study of American high schools – including site visits to 24 diverse schools, With hundreds of interviews, a comprehensive research review and various panels • Practices for building 8 strengths of character

9. CONCEPTUALISATION STAGE • Performance character and moral character are, in turn, defined in terms of eight strengths of character: • Lifelong learner and critical thinker • Diligent and capable performer • Socially and emotionally skilled person • Ethical thinker • Respectful and responsible moral agent • Self-disciplined person who pursues a healthy lifestyle • Contributing community member and democratic citizen • Spiritual person engaged in crafting a life of noble purpose Highlighted in red are the areas that we have chosen that relates to the five domains in the Development of the Holistic Development Framework

10. CONCEPTUALISATION STAGE Linkage between the eights strengths of character with the domains in the Holistic Development Framework

11. HOLISTIC DEVELOPMENT FRAMEWORK • The framework encapsulates the vision, mission, values of the school and MOE’s 21st century competencies. • Our hope is for every student who goes through the portals of Henderson to possess these outcomes.

12. ALIGNMENT TO CCELOs

13. INTRODUCTION OF HDF • Framework to guide all school programmes • An assessment tool to measure student’s holistic development by students, staff, parents and coaches • Criteria for character awards • Criteria in selection of student leaders

14. INTRODUCTION OF HDF • Five domains • Use of colours in identifying with domains • Black (Knowing right and wrong) • Green (Environment) • Pink (Pink of health) • Gold (Excellence) • Grey (Crown of wisdom)

15. HOLISTIC DEVELOPMENT FRAMEWORK Learning Outcomes Behavioural Indicators Evidences

16. HOLISTIC DEVELOPMENT FRAMEWORK

17. EVOLUTION OF HDF

18. CURRICULUM MAPPING • Involvement of all staff in all AP and co-curriculum areas. • The purpose of a curriculum map is to document the relationship between every component of the curriculum. • Documents the relationships between the required components of the curriculum and the intended student learning outcomes; • Helps identify opportunities for integration among disciplines; • Provides a review of assessment methods; and • Identifies what students have learned, allowing educators to focus on building on previous knowledge.

19. CURRICULUM MAPPING

20. CCET&L FRAMEWORK Level Emphasis Level Emphasis Level NE Message

21. HDF ASSESSMENT: CONDUCT GRADE • Form teachers will assess the students using the rubrics as well as anHDF template that has been designed for assessment purpose. • Provides consistency in the way each teacher assesses the child for the conduct grade and personal qualities.

22. HDF ASSESSMENT: CONDUCT GRADE • The weighting for each behavioural indicator for the different domains differs according to the level emphasis. • The results will be reflected in both the student’s Continual Assessment and Semester Assessment results slips. • Teachers will discuss the results of these domains as well as conduct grade during teacher-student conferencing and at the termly Parent-Teacher meeting.

23. HDF ASSESSMENT: ENGAGING STUDENTS • To promote personal responsibility and greater ownership of learning, students evaluate their own progress against the targets they have set for themselves every term.

24. HDF ASSESSMENT: ENGAGING PARENTS • Development of a child is a partnership between the school and the home. In 2014, each parent is encouraged to evaluate their child’s level of competencies in the HDF form. “Many teachable moments occur in activities outside the classroom environment; outside schools. And values need to be augmented and reinforced by the community and parents.” - Mr Heng Swee Keat, Minister of Education

25. USE OF HDF • Selection criteria of student leaders • Student Councillors • CCA Leaders • NE Ambassadors • Selection criteria for Edusave Character Award

26. STUDENTS’ REFLECTION “I will refer to the HDF in the student hand book when I face a challenge. I will look at the words and it will encourage me and make me a stronger person. The domain which I am doing well in is Social Responsibility. This is because it reminds me of the roles and responsibilities of a GB leader and in my family“ Chan Li Shan (3N1, 2013) “The HDF helps us to build our characters be more aware of how we act towards people and how they act towards us. E.g. how we respect our elderly and our seniors. It also helps us to reflect what we have done good in helping others and what we have not done. Ong Simin (3E2, 2013)

27. TEACHERS’ REFLECTION “The HDF has a wide range of behavioural indicators. It took sometime to complete rating every student for all the domains. I rated the students best for the domain Social Responsibility as they were very proactive during the VIA project. There were some indicators where I rated them based on my conversations with them by intentionally asking them questions.” Mrs Robin Low (S4FT, 2013) “The process is long but it is good as there is standardisation of the criteria. The HDF is also aligned with the school goals. It is good that the students are aware ofthe HDF. In using the tool, there are some indicators which I may not observe in the students such as harnessing of technology.” Ms LooiTseTheng (S2FT, 2013)

28. QUESTION & ANSWER

29. Thank you very much for your time.