Home > Key Programmes > LLP – Leadership through CCE
LLP – Leadership through CCE
Leadership Through CCE
Ping Yi’s LLP, Leadership through CCE, strives to nurture every Ping Yian into a Servant Leader, strong and upright in character, with a heart for others and Singapore. We strive to develop our students to be confident Advocates who champion meaningful and worthy community causes.
Our LLP integrates tightly the Student Leadership (SL) and Character and Citizenship Education (CCE) programmes into one positive reinforcing cycle – students hone their leadership skills, based on the Servant Leadership model, by serving others through CCE platforms, such as Values In Action.
The LLP leverages on our school’s strengths in Character Development, Citizenship Education, National Youth Achievement Award (NYAA), as well as our culture in building relationships through Restorative Practices. It synergises core SL and CCE programme components, including the school’s signature features such as Circle Time, Values for Breakfast, Citizenship Education trails and programmes, as well as annual level leadership camps.
Student Leadership Framework
Learning for Life Programmes (LLP) Level OutcomesThe LLP is designed to be age-appropriate and to ensure progressive and continuous development of our students:
- Secondary One: Confident Ping Yians with a sense of belonging to school
- Secondary Two: Active Ping Yians with a desire to contribute to the community
- Secondary Three: Concerned Ping Yians with a readiness to serve the nation
- Secondary Four/Five: Self-directed Ping Yians with a global outlook towards learning and service
Ping Yi’s leadership framework is centered on Robert K. Green’s ten key tenets of servant leadership traits: listening, awareness, empathy, persuasion, relationship building, responsibility, foresight, conceptualisation, commitment to the growth and development of people and building community.
We believe that every Ping Yian must demonstrate personal mastery and a sense of purpose to create a better age for all. During their journey of growth as a Servant Leader, students first master personal leadership skills, build relationships towards a common goal, and stretch their potential.
Ping Yians can grow further through higher-tier leadership opportunities such as the Student Leader Council, Co-curricular Activity (CCA) Leaders, House Leaders, Peer Support Leaders, National Education Ambassadors and the Class Committee.
- Student Councillors: The Student Councillors serve as role models of character, committed to inspiring and rallying the school, so as to forge a united Ping Yian community.
- Peer Support Leaders: The Peer Support Leaders (PSLs) in Ping Yi play an important role in creating a caring and positive peer culture in the school. Distressed students can turn to their friends for support under a Peer Support programme. PSLs are trained in peer helping skills.
- National Education Ambassadors: The National Education (NE) Ambassadors are trained to lead the four key commemorative days and signature programmes such as Chai Chee Trail and From Colony to Nation Trail.
- House Leaders: House captains lead their house in Inter-House activities.
- Co-curricular Activity (CCA) Leaders: CCA Leaders are responsible for providing visionary leadership in the CCA and leading in the planning and execution of activities.
The Character Education ProgrammeThrough our Character Education Programme, Ping Yians will see themselves as part of the larger community and understand that positive change can be effected through initiative and a sense of ownership.
Through our programmes, we seek to nuture civic-minded individuals of character and commitment to the community and nation.
Values In Action (VIA)
VIA is a key platform for Ping Yians to serve others, and exercise their leadership skills, to benefit the community. Ping Yians can take on service learning projects or VIA activities that are designed to vary by level and CCA, to advocate for various community or school needs of their choice. VIA opportunities are also offered throughout the year for passionate Ping Yians to volunteer in additional projects.
Students are provided opportunities to practise advocacy:
- Future Problem Solving Program International (FPSPI) Community Problem Solving (CmPS): Community Problem Solving bridges the gap between school and the real world. Lower secondary students learn powerful lessons about creating change, about dealing with local authorities and organizations, and about making a positive impact.
- Council for Third Age (C3A) Intergenerational Learning Programme: The Intergenerational Learning Programme encourages intergenerational bonding by matching youths and seniors in a group learning environment. Through practical lessons about culinary skills, music or technology, seniors acquire new knowledge while youths share theirs and learn character building.
- Values for Breakfast: Values for Breakfast provides public-speaking opportunities for our students to build their confidence and communication skills. In addition, it provides a platform for sharing and inculcating values and 21st Century socio-emotional competencies. Twice a week, students from a myriad of CCAs, Houses, Form Classes and Special Projects are given individual training in the fundamentals of Public-Speaking. They then deliver speeches ranging from the promotion of values like respect and resilience, to advocating their pet causes like protecting the environment and voluntarism.
Citizenship Education in Ping Yi develops in Ping Yians a critical appreciation for the context and constraints faced by our country, as such as understanding must exist first before a deep sense of rootedness can come about.
We foster the appreciation through many platforms including Learning Journeys and National Education commemorative days.
National Registration Identification Card (NRIC) Presentation Ceremony
Students are provided opportunities to take part in the National Youth Achievement Award (NYAA) where all students design experiences to qualify for the Bronze, Silver and Gold Awards. Our unique partnership with NYAA has also enabled students to collaborate with Urban Redevelopment Authority and other external partners on community publications.
You may click here for more information on NYAA projects.
Urban Redevelopment Authority (URA) & NYAA Documenting Serangoon Road Heritage Project (2017)
Ping Yians are actively advocating on the conservation of our local heritage. In the URA-NYAA Documenting Serangoon Road Heritage Project, our students received mentorship from architects and professional photographers, their winning project was showcased at the Urban Planning Festival.
Chai Chee my Home Project - NYAA Coffee Table Book Project (2018)
The Infocomm and Photography Club members as well as NYAA Silver Award students were mentored by NYAA Young Photographer Network and saw the fruition of a colourful pictorial coffee table book. Every page showcases the heart and soul of the Chai Chee neighbourhood; its landmarks and the residents of this historic residential enclave.
2019 Stories from Our Grandparents Book Project
Ping Yians contributed seven stories that were featured in this limited edition book ‘Stories from Our Grandparents Book Project’ which captured the Singaporean stories that form our nation’s history from our pioneer generations. In this book, 100 stories from pioneer Singaporeans who have struggled and contributed to nation building are documented by their grandchildren.
Our close partnership with NYAA lends Ping Yians in research work in Korea. They represented Singapore in the Future School Project with four other participating countries.
Future School Project (2018)
Two Ping Yians represented Singapore in ‘The Digital Wave in Education’ TV documentary by the National Youth Achievement Award Council. The Digital Wave in Education’ TV documentary by the Korea Educational Broadcasting System covers potential aspects of future education and technology-integrated teaching and learning. Our students had the golden opportunity to participate in ICT projects with 12 students from four different countries (India, Korea, Norway and Singapore). They interacted with the participants in a range of subjects that included Mathematics, Biology, Economics and Informatics over a period of eight days.
Our students were involved in research and creation of simple prototypes. They visited the traditional market at the Hwaseong Fortress, a UNESCO World Heritage Site as part of their Economics outdoor learning project on trade. The project provided a relatable example for students to understand the role of international trade on a smaller scale. It was an invaluable opportunity for the students to experience different modes of learning that are implemented in the future classroom, as well as the exposure to the different cultural and social aspects of the participants’ lives.
Sharifah Roshani’s Reflection:
Many things surprised me. Educational-wise, many of the technologies used for the lessons surprised me, such as the use of VR headsets to learn about DNA.