Learning for Life Programme (Student Leadership)

Discover how CCKPS nurtures every student as a leader through values-based learning, service, and real-world experiences.

Last updated 12 August 2026

Learning for Life Programme

The school’s Learning for Life Programme (Community Service & Leadership), introduced in 2014, aims to equip students with the values, attitudes and habits needed to be personally and socially effective.

Anchored in Stephen Covey’s 7 Habits, our student leadership programme develops both intrapersonal and interpersonal skills, believing that every student is a leader. Students learn personal and social effectiveness through a structured curriculum and platforms such as self-exploration, Grow in Values activities, recess activities, class projects and CCAs.

The school also provides students with various Values in Action (VIA) opportunities to give back to the community and apply their interpersonal values and skills.

Circular CCKPS Leadership Framework diagram showing Empowered Leaders at center, surrounded by rings and a triangle base with Knowing, Doing, Being levels.

CCKPS Student Leadership Framework

The CCKPS Student Leadership Framework is designed to help every student grow into a confident and responsible leader. At the heart of the framework is a caring and supportive school culture, where students are encouraged to speak up, take initiative, and learn through experience.

The framework is guided by a clear vision and supported by teachers who plan and guide learning experiences. These include Values in Action (VIA), school events, projects, learning journeys, and leadership training. Through these experiences, students are given opportunities to share their ideas, work with others, and take on leadership roles.

Teachers support students by providing guidance and structure, while gradually allowing students to plan, co-plan, and lead activities. This helps students build confidence and take ownership of their learning and actions.

The framework is also grounded in the 7 Habits and E21CC skills, which help students develop important life skills. These include self-management, critical thinking, communication, teamwork, and respect for others.

Through this structured approach, CCKPS aims to develop students who are confident, caring, and ready to lead in school and beyond.

Diagram showing a three-tier leadership pyramid with roles and responsibilities for students from Primary 1 to 6.

Our Tiers of Leadership

At CCKPS, we believe that every student is a leader who has the capacity to make a positive difference. Leadership is not defined by the size of a role or task; rather, it is reflected in everyday actions that positively impact others. This belief forms the foundation of our student leadership approach.

Tier 1 Leadership focuses on school-defined and class-defined roles such as Class Chairperson, Care Representative, Group Reps, Subject Reps, and other class-appointed positions. These roles empower students to contribute meaningfully to a positive and supportive classroom environment.

Tier 2 Leadership comprises students entrusted with specific responsibilities to support school-wide programmes and events. Working closely with teachers, Tier 2 leaders assist in the planning and execution of key initiatives, playing an important role in enriching the overall CCKPS experience for the school community.

At the highest level is the Tier 3 or School Executive Committee (Exco). These student leaders are selected by department teachers in recognition of their exemplary conduct and leadership qualities. Exco members actively contribute to major school events such as National Education activities, Staff Appreciation Day, and Values in Action programmes. They also support the school in promoting positive conduct by modelling and reinforcing expected behaviours. Entrusted with responsibility and authority, Exco members serve the school with confidence, integrity, and commitment.

Values in Action (VIA)

The Design Thinking Process underpins our Values-in-Action (VIA) programmes, enabling students to empathise with the needs of others and design meaningful, purposeful solutions. Through this people-centred approach, students learn to apply creativity and critical thinking to address real-world issues, nurturing empathy and social responsibility.

Circular Design Thinking diagram with five colored stages: Empathize, Define, Ideate, Prototype, and Test.

VIA serves as an important platform for the development of student agency, where students are empowered with voice, choice, and ownership over their learning. Through authentic service-learning experiences, students take initiative, make informed decisions, and reflect on the impact of their actions. In the process, they strengthen the 7 Habits and develop key emerging 21st-century competencies (e21CC) such as collaboration, communication, critical and inventive thinking, and civic literacy.

Across all levels, VIA programmes integrate digital tools and digital literacy, equipping students with essential digital competencies to research, collaborate, design, and communicate effectively in meaningful contexts.

At Primary 1 and 2, students focus on building a strong foundation in empathy through age-appropriate VIA experiences centred on Caring for Family and Friends and Understanding Friendships. Through guided activities and reflections, students learn to recognise emotions, show care and respect, and practise positive relationship-building in their daily interactions.

At Primary 3, students embark on their Integrated Project Work (IPW) journey, where they experience interdisciplinary learning and apply knowledge and skills to plan and implement their VIA projects.

At Primary 4, students take on leadership and responsibility as buddies to Primary 1 students. They support the induction of P1 students into school life, care for them during recess in the first few days of school, and model positive behaviours as responsible role models. As part of their VIA programme this year, P4 students will design and create educational games to teach P1 students about sustainability, applying the design thinking process to create age-appropriate, engaging, and meaningful learning experiences.

At Primary 5, students participate in an intergenerational VIA programme in partnership with SportSG, engaging seniors at Active Ageing Centres through playing and co-creating games that promote active ageing. This programme fosters empathy, inclusivity, and meaningful intergenerational connections.

At Primary 6, students develop their own voice as advocates for causes they believe in. They learn to research issues, articulate their perspectives, and take action to raise awareness, emerging as confident and values-driven advocates for positive change.

Table showing Design Thinking curriculum across Pri 1 to Pri 6 with Impact and Title rows listing program names.

Four boys in uniform hold a paper chain aloft; a boy smiles beside an "All About Me" poster display.

Morning Duties

Three school scenes: students on stage, pupils walking in a corridor, and girls examining monitors in a control room.

Student Voices

Students in school uniforms gather in a canteen and on a gym floor, using tablets and worksheets in group activities.

Leadership Training & Bonding Activities

Students in uniforms play a bingo activity outdoors; others sit on a gym floor listening to a presenter.

Students in white uniforms sit on gym floors writing, do a blindfolded rope activity, and sort colorful blocks together.