Nurturing Future-Ready Learners Through Community Engagement

Mrs Constance Loke, Principal

Why is community engagement an important facet of the school? 

At Zhenghua Primary, we believe in preparing students for life through holistic experiences that develop their 21st century competencies (21CC). Community engagement is key to this, as it enriches learning and provides authentic contexts for students to practice these competencies. For instance, through our Values- in-Action programme, students interact with the elderly and migrant workers, applying their communication and collaboration skills. In our Applied Learning Programme, they address climate-related community needs, going door-to-door to encourage energy conservation.

These experiences make learning relevant and meaningful. By engaging with the community, students begin to see themselves as active citizens who can contribute positively to the community. This fosters civic literacy and a sense of belonging, helping them understand that they have a voice, and they are never too young to make a difference.

Our school operates within a larger ecosystem. While our internal resources may be limited, community partnerships open doors to resources, expertise and networks that would otherwise be out of reach. These meaningful collaborations not only support students’ holistic development but also enhance the vibrancy of our school and the broader community, strengthening the fabric of our society.

How can school leaders encourage teachers to have greater commitment to community engagement? 

At our school, we encourage teachers to commit to community engagement by helping them see its value and purpose, especially in supporting student-centric pedagogies and developing 21CC. Teachers understand the significant impact community partnerships have on students’ holistic development through authentic learning opportunities. For example, when students perform as artists, dancers or musicians at events like the Bukit Panjang Passion Arts Festival, they build confidence and a stronger connection to their community. Similarly, interacting with elderly residents and migrant workers helps them develop empathy and communication skills.

We also empower teachers by giving them autonomy in selecting community partners and planning engagement  activities,  ensuring  alignment  with the school’s goals. This balance of autonomy and support fosters ownership, allowing teachers to apply their creativity and expertise in crafting meaningful experiences for students.

To further encourage commitment, we actively affirm and celebrate the efforts of teachers who work with community partners. This recognition creates a supportive environment where teachers feel valued and motivated to continue contributing to the community.

What are some things to look out for when establishing a community partner for the first time? 

When establishing a community partnership for the first time, there are key aspects to consider to ensure a meaningful and sustainable collaboration.

Shared goals and values: Both the school and community partner should prioritize the well-being and development of students and the community. This alignment helps create a shared purpose and ensures that both parties work towards mutually beneficial outcomes. For example, in the Bukit Panjang Passion Arts Festival, our shared goal is to bring arts to the community, fostering a sense of belonging and community spirit.

Mutual benefits: A successful partnership should offer value to both the school and the community. While students gain valuable skills like 21CC and develop confidence, the community also benefits. For instance, the community becomes more vibrant through arts activities, the elderly remain socially engaged and awareness of important issues like water and electricity conservation is raised.

Sustainability: Long-term success requires clear roles, communication and ongoing evaluation. It’s important to consider the resources, time and effort needed to maintain the partnership, ensuring it can evolve and continue benefiting both the school and the community as needs change. This approach promotes growth and long-lasting collaboration

Mdm Lin Xiaojun, Head of Department (Character and Citizenship Education)

How does engaging with the community help in the development of socially conscious individuals? 

Engaging with the community plays a crucial role in developing socially conscious individuals. It provides students with opportunities to interact with diverse social, cultural and religious backgrounds. Through activities like Values-In-Action projects, students learn to serve others, gaining awareness of their needs and the challenges they face, which fosters empathy and compassion. For instance, when our student leaders engage with migrant workers in the Bukit Panjang community, they discover their hopes and aspirations, as well as the obstacles they encounter.

Active community participation helps students understand their role in promoting societal well-being, enhancing their civic literacy and instilling a sense of civic duty. They realize that they can make a difference, regardless of their age. This encourages them to take active, constructive roles in improving their school, community and nation, reinforcing their responsibility to contribute to the greater good.

Additionally, community engagement empowers students by allowing them to plan programmes and activities. This process develops their leadership, collaboration and problem-solving skills. For example, Primary 5 students collaborate to design and implement meaningful activities for the elderly.

Ultimately, these connections foster a sense of belonging, deepening students’ commitment to social causes and supporting their ongoing efforts for positive change.

What are some of the challenges faced by the team when designing community programmes for students? 

Designing community programmes that are genuinely helpful can be challenging. Our team carefully aligns community initiatives with the Character and Citizenship Education (CCE) learning outcomes and the developmental milestones for emerging 21CC. We also gather community feedback to ensure that programmes benefit both students and the community.

It is essential to allocate time for students to research and engage with community stakeholders, identifying meaningful issues while addressing real community needs. Teachers also need time to facilitate student planning. Given their busy schedules, finding this time without adding stress can be difficult. Therefore, our community programmes must be flexible enough to fit within school timetables. We utilize existing platforms such as Assembly Talks, Form Teacher Guidance Periods and Self-Directed Learning Days to allow students to connect with the community and discuss their initiatives. Additionally, students leverage technology for research and collaboration.

Assessing the success of these community programmes poses another challenge, especially in measuring long-term impacts on both students and the community. Tracking progress and evaluating effectiveness can be difficult, particularly for intangible outcomes like social skills and 21CC. To address this, we’ve developed differentiated 21CC rubrics for self-assessment and peer assessment, communicated to students from the start to clarify expectations and goals.