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Values in Action (VIA)
Angsana Primary’s Values-in-Action (VIA) programme develops empathetic, responsible and active citizens by providing meaningful service-learning experiences that empower students to care for themselves, others, the school and the wider community.
VIA @ Angsana
Guided by the principles for CCE 2021 implementation — student-centricity, intentionality, and coherence — Angsana Primary’s Values-In-Action (VIA) guide is designed to nurture every student to act with purpose for the betterment of home, school and community through thoughtfully planned learning experiences. Central to this guide is the emphasis on Social Awareness within Social and Emotional Learning (SEL), which seeks to cultivate empathy and respect for others. Lower primary students engage in class-based VIA activities such as showing appreciation to their classmates, while middle primary students are involved in addressing issues within the school and contributing to making the school environment better. Upper primary students are provided with opportunities to engage with broader community issues. Through these experiences, students develop greater sensitivity to others’ needs and a deeper understanding of inclusion and service.
Aligned with the Civic Literacy domain of the 21st Century Competencies (21CC), the VIA programme encourages students to understand societal issues and take informed action, as they explore real-world challenges through various projects and reflect on their roles as active and responsible citizens. This intentional and targeted approach ensures strong coherence between values education and meaningful action, with each activity carefully designed to develop competencies that support the CCE curriculum goals of good character, resilience, social-emotional well-being, future readiness and active citizenship. In line with the school’s student outcomes, the VIA programme further supports students’ growth as Self-Directed Explorers, Collaborative Innovators, Empathetic Contributors and Compassionate Leaders, strengthening core values, social-emotional competencies, and key domains such as critical and inventive thinking, civic literacy and global awareness, as well as communication and collaboration skills.
Over six years, students progressively deepen their understanding of Angsana’s school vision and build the knowledge, skills and values needed to lead, care and serve meaningfully. Through a holistic approach that integrates head, heart, and hands learning, they are empowered to design and carry out actions that create positive and lasting change. At the same time, VIA activities foster innovation, empathy and problem-solving across diverse contexts, inspiring students to champion causes particularly in environmental sustainability and social responsibility and to collaborate across departments in initiating impactful projects that demonstrate both strong moral character and future-ready competencies.
Domains of Engagement
Our VIA experiences are designed to be progressive and holistic.
Whole-school-Based VIA Programs
VIA Project | Description | 21CC Domains | Social-Emotional Competencies |
Chinese New Year Donation project | Red packets with QR codes distributed to individual students | Civic Literacy and Global Awareness | • Social Awareness |
Community Chest Children’s Day Appeal
| Donation envelopes with QR codes distributed to individual students – both cash and e-donation to support some 160 social service agencies under National Council of Social Service (NCSS) | Civic Literacy and Global Awareness Communication and Collaboration | • Social Awareness |
VIA CCA | Various CCA’s engage in different VIA projects to contribute to either the school or the wider community | Civic Literacy and Global Awareness Communication and Collaboration | • Social Awareness |
CCA-Based VIA Programs
VIA Project | Description | 21CC Domains | Social-Emotional Competencies |
VIA CCA | Various CCA’s engage in different VIA projects to contribute to either the school or the wider community | Civic Literacy and Global Awareness Communication and Collaboration | • Social Awareness |
Level-Based VIA Programs
Level | VIA project | Impact | 21CC Domains | Social-Emotional Competencies | Recommended Facilitation Strategies |
Primary 1 | Caring for Family and Friends: Caring, Respectful Communication Students recognise their feelings and learn to express care appropriately, building positive relationships at home and in school through respectful communication. | Home/School | Communication and Collaboration | • Self-Awareness | 3 Words |
Primary 2 | Caring for Others in Class: Secret Care Friends Students develop empathy by considering classmates’ feelings and make thoughtful choices in how they show care. | School | Communication and Collaboration | • Self-Awareness | 3 Moments |
Primary 3 | Caring for Others in School: Spread Kindness Students recognise how their actions affect others in the school community and take initiative to create a more caring environment. | School | Communication and Collaboration | • Social Awareness • Relationship Management | Storyline |
Primary 4 | Caring for our School: Adopt a Corner (Improving my school community) Students identify needs in their school environment, plan actions responsibly, and work collaboratively to care for shared spaces. | School | Critical and Inventive Thinking | • Social Awareness | 3-2-1 Bridge |
Primary 5 | Being an Active Contributor: Project Caring Commuter Students understand community needs, make responsible decisions in their actions, and engage respectfully with the public. | Community (Tampines Estate) | Critical and Inventive Thinking Civic Literacy | • Social Awareness | Appretiative Competition |
Primary 6 | Playing an Active Role in my Community: Project Befriender Students demonstrate empathy towards the community, build meaningful relationships, and take responsible, purposeful action as active citizens. | Community (Tampines Estate) | Civic Literacy
| • Social Awareness | Ladder of Feedback |
Student-initiated VIA Programs
VIA Project | Description | Impact | 21CC Domains | Social-Emotional Competencies | Recommended Facilitation Strategies |
Project Transformer (Student leaders) | Primary 6 prefects lead in the brainstorming, discussion and idea generation on how they can serve a need in school and/or community. | School | Critical and Inventive Thinking | • Social Awareness
| Active Reviewing Cycle |
Staff-Based VIA Programs
VIA Project | Description | Impact |
Staff VIA (Staff Well-being Committee) | Teachers, as Empathetic Contributors, contribute to various organisations with heart and purpose to demonstrate empathy towards the community, build meaningful relationships, and take responsible, purposeful action as active citizens. | Community |
Each layer expands the student’s understanding and influence from self to society, promoting a sustained commitment to service.