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Canossian Character Formation


Every Canossian a compassionate leader, serving God, Country & Family


A leader of character who is able to empathise with others, serving with humility and living the Canossian spirit.


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  • Values are inculcated and social emotional (SE) competencies are developed through
    • Formal Curriculum: Character & Citizenship Education (CCE), Form Teachers’ Guidance Period (FTGP), Programme for Active Learning (PAL) P1 & P2, Values Education (VE), National Education & Social Studies (NESS)
    • Co-Curriculum: Student Leadership Programme, Service Innovation (Learning for Life Programme (LLP) – Design Thinking in Values-in-Action), Co-Curricular Activities (CCA).

The design of school-based curricula and programmes is largely guided by CCPS Principles of Curriculum (Broad-based, Progression, Integration, Differentiation, Values Inculcation).

  • The learning of values and SE competencies are further reinforced through integration with other curricula (such as Aesthetics and Physical Education).
  • Structures and systems (e.g. inclusion, cooperative strategies in class, recognition and award system)  are established to promote the development of character and citizenship
  • The key approaches in the implementation of CCE programmes are:
    • Experiential Learning
    • Reflection
    • Partnership with stakeholders (e.g. parents, sisters, Canossian School, Magdalene Kindergarten, Canossaville Children’s Home) and external organisations

Key Programmes
Service Innovation [Design Thinking in Values-In-Action (VIA)]

Service has been a hallmark of Canossian schools. This focus is embodied in our school’s vision of a community of Compassionate Leaders, Passionate Learners, in the service of God, Country and Family.

By ‘compassionate leaders’, the school refers to qualities of being responsible and proactive in responding to the needs of others. For pupils to develop such leadership skills, they need to acquire critical and inventive thinking skills, and effective communication skills, in addition to the Social-Emotional competencies of social awareness, social management and responsible decision making. They must also be anchored in the value of compassion. These efforts are in line with our nation’s focus on developing our pupils to be concerned citizens and active contributors.

To that end, leveraging on our Values-in-Action (VIA) programme*, CCPS Service Innovation programme aims to provide the platform for pupils to acquire and apply these skills through the design thinking process with the emphasis on inculcating empathy in our pupils. Pupils learn research and observation skills, and the how-to of problem identification, generation of ideas as well as selection of ideas and prototyping them. Opportunities are also provided for developing metacognition, as pupils reflect and learn from the experiences they have undergone. 

*CCPS Values-in-Action programme is built on our belief that love expresses itself in service.

  • CCPS teachers and pupils “serve in a humble way, like our foundress, St Magdalene” using our God-given talents to contribute to society by offering love, care & concern to everyone in need.
  • “It is more blessed to give than receive. Through our acts of service and giving, our teachers and pupils put our school values (Commitment, Compassion and Cheerfulness) into action.








Values-In-Action in the Class / Family







·      Keeping the Classroom Clean:

o   Daily Classroom Cleaning Duty (5 minutes before recess and dismissal)

o   Yearly “Use Our Hands” Activity (November)

·       Kindness Project (Service Innovation)

o   Extending a helping hand to family members and classmates





Values-In-Action in the School







·       Maintaining the Cleanliness of the School:

o   Daily Recess Cleaning Duty (5 minutes before recess ends)

·       Primary 3: Buddies for P1

o   Orientating P1 pupils during the first few days of school

·       Primary 3: Enhancing the Schooling Experience of P1 pupils (Service Innovation)

o   Extending a helping hand to P1 pupils / buddies 






·       Primary 4: Enhancing the School Environment Project (Service Innovation)

o   Demonstrating care for schoolmates / school environment






Values-In-Action in the Community







·       Raising funds for identified organisation (e.g. Catholic Welfare Services)


·       Primary 5: Outreach to the Elderly (Service Innovation)

o   Demonstrate care to the elderly in our community

§  Outreach to CARElderly Senior Activity Centre






·       Primary 6: Outreach to the Community (Service Innovation)

o   Demonstrating care to the needy/ elderly/ children in our community 






·       Selected Primary 5 & Primary 6 Pupils: Outreach to the Community (Service Innovation)

o   Partnering an identified organisation to demonstrate care to the community







The partnership between CCPS and Canossian School (CS) began in 1999 as a result of the establishment of the Canossian Eduplex in which CCPS and CS are co-located.  The Eduplex is a community built on a unique borderless concept, which includes a kindergarten, a children’s home and the Canossian sisters’ living quarters. Nestled within the community, the CCPS-CS partnership seeks to provide the opportunity for pupils with hearing impairment to be immersed and be settled in a hearing environment, support language development in a classroom environment and increase the pupils’ awareness and sensitivity to pupils with special needs. 

CS pupils join their counterparts from CCPS for all lessons, except Mother Tongue language lessons, though there are a few hearing-impaired pupils who offer Mother Tongue. At the P1 and P2 levels, support teachers from CS are in the CCPS classroom along with their young charges to provide support during lessons. Often the hearing-impaired pupils see no distinction between teachers from the two schools. Measures such as positioning the hearing-impaired pupils next to CCPS pupils during group activities in class ensure they learn with the CCPS pupils.

Besides formal lessons, the hearing-impaired pupils also participate in activities organised by CCPS such as assembly programmes, learning journeys, enrichment activities and school camps. Through these various platforms and experiences, pupils have learnt to communicate with one another, build lasting friendships and internalise and live out the school values.

Formal Curriculum and Co-Curriculum
Student Leadership

Anchored on Robert K. Greenleaf’s philosophy on Servant Leadership, our school-based leadership development programme aims to develop every pupil to be a servant leader of character – a role model to self and then to others. It focuses on 3 areas, Character Orientation, People Orientation and Task & Process Orientation, which are designed to cater to 3 segments of pupils respectively: the general pupil population, junior leaders (selected P3 and P4 pupils) and senior leaders (selected P5 and P6 pupils) in our Prefectorial Board and CCAs. Our broad-based leadership programme, focusing on Character Orientation, leverages on our CCE, FTGP, PAL and VE curricula to develop every child’s character, hence equipping them with personal leadership skills progressively over 6 years and provides them with leadership opportunities in their own class. The training programmes for the junior and senior leaders, focussing on People Orientation and Task & Process Orientation, aim to deepen and sharpen their leadership skills so that they could take on greater responsibilities in leading others.

Values Education

Values Education (VE) is a school-based character development programme in CCPS, which aims to inculcate in our pupils the necessary values and mindset such that they demonstrate positive moral values and attitudes and see the importance of a values-based life. Its focus is on establishing our school values (Commitment, Compassion, Cheerfulness), while the Form Teachers’ Guidance Period (FTGP) curriculum focuses on equipping pupils with social and emotional competencies. There are 2 curriculum packages for VE: one for Catholics and the other for non-Catholics. While both packages are built on our school values, the package for Catholics uses stories from the bible and focusses on the biblical principles in character building.   Through storytelling and explicit teaching, our pupils learn about our school values. After which, they put them into practice and reflect on their actions based on the values taught.

Programme for Active Learning

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The Programme for Active Learning (PAL) is part of the curriculum and offered during time-tabled time for all Primary 1 and 2 pupils. It aims to

·       Provide pupils with broad exposure and experiences through varied and fun learning experiences in four domains: Sports and Games, Outdoor Education, Performing Arts and Visual Arts.

·       Facilitate holistic development of pupils in the five domains, that is, moral, cognitive, physical, social and aesthetics

·       Provide varied avenues for pupils to develop social and emotional competencies (self-management, self-awareness, social awareness, relationship management and responsible decision making)

PAL modules are designed with 5 characteristics in mind: experiential in nature, encompassing learning in a creative way, providing opportunities to create, incorporating values education and social-emotional learning, and fun and enjoyable.


CCPS adopts a structured approach in the design of PAL lessons: Awareness, Demonstration, Practice, Reflection. In each lesson, pupils will get to know the rationale of learning a specific skill (e.g. the importance of turn-taking), watch a demonstration of the specific skill, practise what they have learnt with their classmates, and reflect on what they have learnt through discussions facilitated by their teacher.




Sports & Games

Visual Arts

Performing Arts:

Creative Movement

Performing Arts:



Term 1 & 2

Every Friday: 11.50am to 1.40pm

Term 3 & 4

Every Friday: 11.50am to 1.40pm


Sports & Games

Outdoor Education

Visual Arts

Performing Arts:

Ethnic Percussion

Term 1 & 2

Every Tuesday: 11.50am to 1.40pm

Term 1 & 2

Every Tuesday: 11.50am to 1.40pm

Pupils should be in full PE attire for PAL lessons


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 Canossa Convent 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:

a.       Science

b.       Form Teacher Guidance Period (FTGP)

c.        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 Canossa Convent 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:


(e.g. Term 1 Week 2)

Gosh! I Am Changing

What Is Happening To Me?

(30 min)

·       know what puberty is

·       identify the physical changes during puberty

Term 3 Week 6

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 3 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 4 Week 1

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 4 Week 2

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 3

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 3

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 5

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 5

Primary 6



Lesson Objectives

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


(e.g. Term 1 Week 2)

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 3 Week 1

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 3 Week 2

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 3 Week 2

Am I Falling In Love?

(30 min)

·       manage strong feelings arising from infatuation

·       identify ways to manage and cope with teasing from peers

Term 3 Week 3

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 3 Week 3

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 3 Week 4

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 3 Week 5

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 3 Week 5

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 here. A hardcopy of the form, duly completed and signed, is to be submitted to the school office by 28/02/2018.

10.      Parents can contact the school at ccps@moe.edu.sg or 68441418 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. 

Structures, Systems & Support Programmes

1-1 Teacher Pupil Interaction Time 

1-1 Teacher Pupil Interaction Time is implemented to build quality teacher-pupil relationships through in-depth knowledge of every pupil and identify pupils’ needs and nurture their character traits. Every teacher is a form teacher and has a group of pupils whom they would mentor and grow their character through the interaction time.


CCPS adopts a developmental approach in instilling self-discipline in the pupils – Support Teach, Exercise, Re-direct

·       Support: Provide a supportive environment

·       Teach: Teach values and SEL competencies explicitly and articulate rules and regulations and consequences clearly. The school rules are aligned to the school values and the consequences are linked to misbehaviours and guided by the principle of nurturing and not humiliating pupils. 

·       Exercise: Provide opportunities to exercise and practice good behaviour 

·       Re-direct: Re-orientate and guide pupils towards the right direction

The counselling programme looks into the social and emotional needs of the pupils through counselling services, provision of quality programmes through talks and specialized programmes on topics like anger management and handling abuse and provision of professional consultation to school and parents. The school has a full time school counsellor, Mrs Judy Lie, to run counselling programmes. Pupils experiencing stress, schooling anxieties or problems of any other kind can be referred to the school counsellor. Parental approval will be sought before we proceed with the counselling. Besides the full time counsellor, our form teachers and Year Heads will also offer a listening ear to pupils who need their assistance. In addition, some teachers are also trained Care Officers who specialise in handling crisis. 

Rainbow Programme
The Rainbow Programme is a support programme for children who have suffered a significant loss in their lives, either by death, divorce or any other painful transitions. Through the support of their group members and the guidance of a trained group facilitator, pupils sort through and understand their grief feelings so as to come to a healthy acceptance of the changes in their families.

Special Needs Support
In-class and/or withdrawal support is provided for pupils diagnosed with special needs depending on the needs of the pupils. Reading Programme, “SHINE Readers”, and other enrichment programmes are conducted for these pupils to improve their literacy, develop their self and social-awareness and enhance their social skills

Parents Support Programmes

Parenting and family-related workshops and family bonding sessions are conducted to support parents in parenting and relationship-building with their children.

Feedback on Pupils’ Character Development

        • Conduct Grade
        • Personal Qualities
        • Teachers’ Qualitative Feedback