“Character is Destiny and Values in Action”
Goals
1. The School of Science and Technology, Singapore Student Development curriculum is designed with consideration to national agenda and SST vision, mission and core values. This programme involves deliberate, proactive attempts to foster positive performance character and moral character development in a safe, conducive and caring environment.
2. Student Development programme seeks to provide for the all round education of the students so that they realise their potential and grow into young ladies and gentlemen with the hallmark of SST graduates who are
a. Creative Thinkers and Innovators
b. Life-long Learners with Sound Values and Character
c. Collaborative and Independent Problem Solvers
d. Dynamic Leaders
e. Active Local and Global Citizens
Heart of the Discipline
3. SST seeks to nurture sound moral principles, values, instinct for survival, national cohesion and confidence in Singapore so as to groom dynamic and resilient leaders with entrepreneurial mindset and able to effectively communicate and network.
4. At the core of SST Holistic and Broad-based Student Development framework are the School Values, Social Emotional competencies and Character bearings (Performance Character and Moral Character 1). This is supported by school wide programmes; such as the Instructional Programmes, Character Education lessons, Wellness programmes (including Cyberwellness, Sexuality education and Career Guidance), Citizenship Programme, Innovation & Entrepreneurship and Leadership programme, Service Learning engagement and CCA involvement.
5. The school wide approaches will be supported by the active partnership of school-home-community through Positive moral culture in the school, Home environment and Learning community & SST partners.
Assessment
6. Students are assessed on their ability to show an understanding of values and moral principles, and apply the processes involved in moral reasoning, responsible decision-making, social emotional competencies and problem solving. Assessment will be broad-based and multi-dimensional, and designed according to the needs, interests and abilities of the students.
7. Formative assessment serves to
a. Identify students’ strengths and areas for improvement in learning
b. Provide timely feedback to teachers and parents for early intervention
c. Motivate students for independent learning and to improve future performance
d. Help students develop self awareness
8. Some modes for formative assessment are
a. Teacher, peer and self assessment
b. Service-Learning tasks
c. Journals and portfolios
Pedagogical Approaches
9. Social Emotional Learning standards and competencies will be the guiding principles in the Student Development pedagogical approach. SEL is a process for helping students develop the fundamental skills for life effectiveness. Teaching SEL skills helps create and maintain safe, caring learning environments3.
10. Multi modal approaches, which are student-focused and values centric, will be adopted. The approaches include Modified Values Clarification Approach (Responsible Decision Making), Service Learning, Experiential Learning and Cognitive Development Approach (Moral Reasoning). The primary aim of these approaches is to facilitate the learning of skills, engage the learners and to internalise values through action and modeling.
Glossary
11. Performance character consists of character strengths, such as self-discipline and best effort, which enable the students to pursue their personal best.
12. Moral character ensures that the students use ethical means to achieve their performance goals undergird by school values and social emotional competencies.
13. The 5 Social Emotional Learning competencies are: Self-awareness, Self-management, Social awareness, Relationship skills and Responsible decision-making
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