In an increasingly interconnected world, cultural intelligence – the ability to understand, appreciate and collaborate across diverse cultures – has become a necessary skill. Recognizing that schools play a crucial role in cultivating culturally responsive and inclusive environments, Alexandra Primary School has developed an initiative under its Learning for Life Programme that aims to nurture civic literacy, global awareness and cross-cultural competencies in students. Two teachers from the school, Kavitha Annadhurai, Head of Department (Character and Citizenship Education), and Priscilla Chiang, Head of Department (English Language), share more about the initiative and how it prepares students for a globalized future.
Miss Kavitha Annadhurai, Head of Department (Character and Citizenship Education)
Why is it important for students to learn about diverse cultures, and how does the school encourage this?
In today’s global landscape, cross-cultural competency is essential for fostering understanding and global citizenship. As part of Alexandra Primary School’s Learning for Life Programme (LLP), we have developed an initiative called the “Cultural Intelligence (CQ) – The Code of Life”. It is designed to empower students with 21st Century Competencies that are vital for navigating culturally diverse environments, such as civic literacy, global awareness and cross-cultural skills.
Through the initiative, students engage in authentic experiences that empower them to communicate effectively, collaborate meaningfully and resolve conflicts in multicultural contexts. Activities include the Values-in-Action (VIA) programme, where students participate in cultural exchanges with local and international schools, and contribute to community efforts. These interactions make learning deeply relevant, enabling students to connect theoretical knowledge with real-world applications. By fostering these competencies, we prepare students to adapt and thrive within and beyond Singapore’s multicultural society.
What is a key takeaway for students who participate in the LLP?
The LLP’s initiative that focuses on CQ is centred on four key factors of Drive, Knowledge, Strategy and Action – which are meaningfully integrated into our school’s curriculum and co-curriculum. Each component is tailored to students’ developmental stages to ensure relevance and impact. The various dimensions of culture are explored through an Integrated Social Studies curriculum, hands-on VIA projects, and local and international exchange programmes. For example, participating in National Education (NE) commemorative events helps students develop a sense of civic pride and cultural awareness. These opportunities provide a stimulating environment where students practise empathy and adaptability.
By actively engaging in such experiences, students internalize these skills, becoming empathetic and culturally adept individuals. These attributes not only prepare them for future challenges but also foster a mindset that values diversity and inclusion in all aspects of life.
Ms Priscilla Chiang, Head of Department (English Language)
How do you think developing an understanding of other cultures can prepare students for the future?
Developing CQ equips students with the skills needed to navigate an interconnected world with confidence and competence. Our LLP emphasizes that culture encompasses more than nationality or ethnicity – it includes differences in age, gender and social roles, among others.
Using the C.A.R.E. model – Curiosity, Awe, Respect, and Engagement – students cultivate CQ Drive, which motivates them to interact meaningfully across cultures. These interactions are grounded in the school values of harmony, respect and empathy, reinforced through daily activities and developmental experiences.
Through CQ Knowledge, students deepen their understanding of cultural norms and values, enabling them to strategize thoughtfully for diverse contexts. For instance, they learn to consider the dietary preferences of others or adapt their communication styles during engagements. Finally, applying these strategies leads to CQ Action, where students navigate cultural differences with flexibility and skill.
This comprehensive approach fosters mutual respect and highlights shared values, enabling students to collaborate meaningfully across diverse groups.
Can you share a story of how the LLP has helped students connect with others from diverse backgrounds?
A memorable example is the Primary 5 VIA project, where students interacted with elderly participants. To prepare, they practised speaking in Chinese dialects, anticipating this would enhance communication. However, they quickly adapted to using English when they discovered it was more effective for engagement.
This shift demonstrated the students’ ability to think adaptively and respond to real-time situations. Moreover, they displayed patience and encouragement while guiding the elderly through craft activities, fostering a positive and inclusive atmosphere. Their sincere efforts were evident in their supportive tone and heartfelt praise for the elderly participants’ work.
The elderly participants frequently express their appreciation, often returning enthusiastically for future events. These meaningful interactions highlight the importance of empathy, adaptability and cultural awareness, underscoring the LLP’s impact. By fostering these qualities, we aim to nurture students as cultural brokers who can bridge divides and contribute to a more harmonious world.
