CCAs - Holistic Development for your Child.
Purpose of CCA
Co-Curricular Activities play a key role in the holistic development of our pupils. If well organised and implemented, they can fuel in the individual a lifelong love for a particular activity, be it a sport or a musical pursuit.
This helps the individual to lead a balanced life in adulthood.
The CCA programme is structured around the learning of skills and knowledge and can be most effective in imbuing in our pupils core values that are aligned with the Desired Outcomes of Education.
a) Build Character, Team Spirit and Responsibility
b) Be Broad-Based with Opportunities to Specialise
For instance, sports develop robustness, fair play and team spirit in pupils.
The performing arts instill in pupils a sense of graciousness and an appreciation for the rich culture and heritage of a multi-racial society.
Uniformed Group activities aim to make good citizens of pupils by inculcating in them self-reliance, resilience, discipline and a spirit of service to others.
Besides the inculcation of values, CCA also imbue in our pupils an entrepreneurial spirit, a risk-taking attitude and an appreciation for aesthetics, all of which are necessary for the holistic development of an individual.
Types of CCA available in St Andrew's
CCA Learning Outcomes
Tiered approach to CCA
|Primary||Broad exposure to various CCA with opportunities for specialisation||Discovery of interests and talents|
|Secondary||Specialisation in CCA with opportunities for exposure||Development and application of interests and talents|
|Pre-University||Emphasis on CCA-based student-initiated pursuits, leadership development and service to community|
CCA participation is compulsory for all students in secondary schools.
CCA is made compulsory at the secondary school level as students are more independent as compared to primary school students and more able to participate in CCA. This aligns with the focus to allow for CCA specialisation which requires a greater extent of rigour and time commitment. As they approach adolescence, secondary students also enter a period of pliable character and identity formation particularly suited for fostering the CCA learning outcomes.
The focus for CCA at the primary level is to provide opportunities for broad exposure while at the pre-university level, students are given greater autonomy to learn and pursue their interests and passions independently.
Co-Curriculum Philosophy and Principles, Purpose of CCA
Schools are to be guided by the Co-Curriculum philosophy and principles as well as the purpose of CCA when planning and implementing CCA programmes to achieve the learning outcomes.
The selection of CCA programmes offered should be consistent with the school’s mission and appeal to the diverse interests of students. It should also take into consideration available manpower and material resources. Schools that wish to introduce any new CCA not offered in the School Cockpit listing should seek the endorsement of the Co-Curricular Activities Office (CCAO) to ensure that the activities introduced are consistent with MOE’s policies. However, the school practice is to include the any new CCAs especially sports and games are to be included into the school PE program for 2 years to check the viability before inducting it into the CCAs.
Planning with alignment to broad Co-Curriculum and CCA considerations as well as specific school factors ensure purposeful development of learning outcomes while catering to student-centricity.
Broadening CCA experiences
Students may choose to participate in more than one CCA in order to broaden their experiences and learn a wider range of skills.
However in St Andrew's, we require all students to participate in the school's CCAs. This is to help the student to in a school setting:
b) Be Broad-Based with Opportunities to Specialise
In line with student-centricity, students are allowed to pursue diverse interests as long as they are able to manage their various commitments.
Student initiated Activity
Students who are keen on an activity not offered in the school can be encouraged to start a Student Initiated Activity (SiA) by gathering peers who have a similar interest in the activity and obtaining the school’s endorsement of the activity.
SiAs which prove to be well-structured and sustainable could be developed into a new CCA with the school’s approval. As with all CCA, SiAs should be geared towards teaching a skill related to the activity, and at the same time cultivate desirable values, dispositions and competencies in line with the purpose of and learning outcomes of CCA.
In line with nurturing confident persons and self-directed learners, students are encouraged to take ownership to pursue their interests and passions.
Participation in National Youth Squad with the National Sports Association
Students may pursue a sustained programme with a National Sports Association. Such involvement should not replace the need for participation in a school-based CCA.
The relevant organisation may seek the school principal's permission for the students to be exempted from the school's CCA training sessions. Once the training stint with the organisation ends, the students will have to resume training with the school’s CCA.
National Sports Associations (NSA) may seek principals’ permission for their pupils to undergo training with the national youth squads. This includes sports that are not in the schools' CCA programmes. Participation endorsed by principals and monitored by the NSA through progress reports may be awarded CCA points.
School-based CCA are facilitated by trained MOE educators and provide common platforms to build students’ character and competencies in alignment with the 21st Century Competencies Framework.
Secondary students participating in the National Projects of Excellence, namely the MOE-operated Singapore Youth Chinese Orchestra and the Singapore National Youth Orchestra, may be recognised for their participation in LEAPS 2.0 with the school principal's permission.