Keep Singapore Clean Movement in Schools
The Keep Singapore Clean Movement (KSCM) in Schools is a student-driven and school-supported effort for students to take ownership of the cleanliness of their school and the environment. It was launched by the Ministry of Education (MOE) in July 2014 and supported by the Public Hygiene Council (PHC).
In line with the KSCM in Schools, ‘Buddy Clean Workshop’, a capacity building programme titled to assist schools to educate students on the importance of keeping their school clean as well as to train them in the various skills (e.g. teamwork, communication) required for the cleaning activities. It is an environment-based Values-In-Action (VIA) programme targeting at the Primary 3 and 4 students, which schools can take up to fulfil the Character & Citizenship curriculum.
Buddy Clean Workshop
The Buddy Clean Workshop is based on NEA’s programme – Project Buddy Clean, which aims to inculcate positive social values and norms on cleanliness amongst students. The project leveraged peer influence and feedback to shape the behaviour of students. It also helps to foster shared ownership and responsibility of common spaces through regular cohort-wide cleaning. For more information on Project Buddy Clean and to download a copy of the Resource Kit which consists of lessons plans to implement the project, please click here.
The Buddy Clean Workshop comprises of three key components and learning outcomes:
Students are introduced to the consequences of littering and the need to keep their school clean and undergo discussion on the role of cleaners to develop empathy and respect for them.
2. Capacity Building
Students undergo activities to learn how to communicate effectively, listen actively and work together as a team to keep the school clean and learn the various cleaning skills (e.g. how to sweep, mop) to conduct hands-on cleaning activities in school.
3. Discussion and Reflection
Students discuss their group’s performance and reflect on what they have learnt and the areas of improvement.
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