What is so Awesome About CHIJ (Kellock) | 2026-2027 Edition

Did you know that CHIJ (Kellock) now treats educational technology not as a separate computer lesson, but as a strategic layer running through learning from Primary 1 to Primary 6?

Its current Applied Learning Programme is called Future-Ready K-Champs. The programme uses Educational Technology to support computational thinking, digital storytelling, digital citizenship, interdisciplinary project work and authentic problem-solving across subjects. Source: CHIJ Kellock Applied Learning Programme.

That makes CHIJ Kellock especially interesting in 2026 because the school is not asking only, “Can our girls use technology?” It is asking a harder question: “Can they use technology to think, learn, communicate and contribute responsibly?”

CHIJ Kellock traces its beginnings to 1959 and was formally established at Kellock Road in 1964. The school later moved to its present Bukit Teresa Road campus, which opened in 2002. Source: CHIJ Kellock school history.

So what is so awesome about CHIJ (Kellock)? It is the way a school with deep IJ roots is building a very contemporary learning architecture around digital judgment, the arts, character and service.

Independent eduKateSG profile checked on 4 October 2026. This is not a school ranking or an endorsement by the school. Programme arrangements may change; families should use current official school information for cohort-specific decisions.

The Quick Answer: What Makes CHIJ Kellock Stand Out?

Future-Ready K-Champs. Educational Technology now underpins the school’s Applied Learning Programme.
Computational Thinking runs from Primary 1 to Primary 6.
Digital Citizenship is taught across all six primary years.
Digital Stories starts early. Primary 1 and 2 pupils use storytelling to connect writing, media and digital literacy.
Interdisciplinary Project Work begins from Primary 3. English, Mathematics, Science and Art can meet inside one problem.
ArtsONE+ is the Learning for Life Programme. It combines Arts learning with Self-Regulated Learning.
CCE extends beyond lessons into Love in Action, Camps for Life, National Education and leadership.
The school explicitly believes that every student can be a leader.

Did You Know? Kellock Is the Youngest of Singapore’s Eleven CHIJ Schools

CHIJ Kellock’s history sits inside the larger Infant Jesus education story that began in Singapore in 1854.

The school itself began as Our Lady of Lourdes School at Ophir Road, later moved to Victoria Street as School II in 1959, and was established at Kellock Road in 1964. It eventually relocated to Bukit Teresa Road, where the current school building was completed in 2002. Source: school history.

This makes Kellock a useful example of how institutional identity can survive several physical moves.

The location changes.

The technology changes.

The mission remains recognisable.

Future-Ready K-Champs: Technology as an Enabler

CHIJ Kellock’s 2026 ALP page explains that Educational Technology has become the strategic enabler for teaching and learning. Source: ALP.

The phrase strategic enabler is important.

Technology is not treated as the educational goal.

It is used to make other learning possible.

A digital tool can help pupils represent an idea.

A coding platform can make logic visible.

A collaborative environment can make peer feedback easier.

A storytelling tool can turn writing into multimedia communication.

The question is always whether the tool improves the learning.

Digital Citizenship: Be Safe, Be Smart, Be Kind

Kellock’s Ed Tech programme teaches Digital Citizenship from Primary 1 to Primary 6. The current page frames this around safe, smart and kind participation in digital spaces. Source: CHIJ Kellock Ed Tech.

This is exactly where digital education should begin.

A child who can navigate an app but cannot recognise risky sharing is not fully digitally capable.

A child who can search quickly but cannot judge reliability is not fully digitally capable.

A child who can communicate instantly but cannot manage tone or boundaries is not fully digitally capable.

Capability needs judgment.

Digital Stories: Writing Meets Media

Primary 1 and 2 girls encounter Digital Stories as part of the school’s White Space Curriculum. The programme connects storytelling, writing, storyboarding and media. Source: Ed Tech.

This is a powerful early-years combination.

A child needs a sequence.

A sequence needs a beginning, development and ending.

Media choices then add another layer.

Does the image explain something?

Does the audio help the listener?

Does the story still make sense without the visual effect?

Now digital literacy is serving narrative literacy.

Computational Thinking: Six Years of Learning How to Break Problems Down

Kellock’s Computational Thinking Programme spans Primary 1 to Primary 6. Lower-primary pupils learn computational thinking through real-world situations, while upper-primary students move into hands-on coding platforms. Source: Ed Tech.

The durable skill is not memorising one programming language.

It is learning how to decompose a task.

What must happen first?

What can be repeated?

What condition changes the next step?

How will we know the process failed?

Those questions remain useful long after the software changes.

Interdisciplinary Project Work: Subjects Are Tools, Not Islands

Primary 3 to 5 students take part in specially designed Interdisciplinary Project Work that can draw on English, Mathematics, Science and Art. The school describes students using subject knowledge to understand, empathise, define issues, ideate and create solutions. Source: ALP.

This is one of the strongest educational moves in the programme.

Real problems do not announce themselves as “This is a Mathematics question.”

A student may need English to interview someone.

Mathematics to compare data.

Science to understand constraints.

Art to represent a solution.

Knowledge becomes useful when the learner knows which tool to bring into the problem.

An eduKateSG Example: A Digital Story About Water Use

The following is our illustration, not a documented Kellock assignment.

Imagine a pupil makes a short digital story about saving water.

At first, the story says only: “We should save water because water is precious.”

The next version is stronger because the pupil adds one observed household example and one practical action.

Now the child has to choose what evidence matters, what image supports the message and how much explanation the audience needs.

Technology did not create the meaning.

It gave the learner another way to communicate meaning.

ArtsONE+: Art, Self-Regulation and Lifelong Learning

CHIJ Kellock’s Learning for Life Programme is ArtsONE+. The plus sign reflects the addition of Self-Regulated Learning to the school’s arts framework. Source: ArtsONE+.

The current programme uses a cycle of forethought, performance and self-reflection.

That is a valuable connection.

Before creating or performing, the pupil plans.

During the work, the pupil monitors what is happening.

Afterwards, the pupil reflects and decides what to change.

This is exactly the same learning cycle needed in writing, Mathematics, Science and sport.

The arts make it visible.

Why the Arts Belong Inside Future-Readiness

Future-readiness is often reduced to coding, AI and STEM.

That is too narrow.

The arts develop observation, expression, interpretation, timing, aesthetic judgment and the ability to revise.

These capabilities matter in design, media, communication and human-centred technology.

A technically advanced world still needs people who understand what people see, hear, feel and value.

CCE: A Purposeful Life, Not Just Good Behaviour

Kellock’s Character and Citizenship Education programme aims to develop values-driven, active citizens who can live purposeful lives and make a positive impact. Source: CCE.

CCE includes classroom learning, Mother Tongue values education, PAL, Values in Action, Education and Career Guidance, Student Leadership Development, National Education and Camps for Life.

The breadth matters because character is contextual.

A value learned in a classroom should survive the playground.

A value discussed in a story should survive a group disagreement.

A value celebrated at assembly should survive inconvenience.

That is when character becomes behaviour.

Love in Action: Responsibility Can Be Ordinary

CHIJ Kellock’s Love in Action programme includes everyday responsibilities such as tidying work areas and cleaning classrooms, alongside wider service opportunities. Source: CCE.

This is educationally important because service does not always need to be spectacular.

Care begins in shared spaces.

If a child learns to see classroom tidiness as somebody else’s job, a later community-service project may remain symbolic.

Responsibility begins close to home.

Student Leadership: Three Tiers, One Belief

Kellock’s leadership structure begins with the belief that all students can be leaders.

The current programme has three tiers:

Leadership for all Kellock students
Leadership for student leaders
Leadership for Executive Committee Prefects

Source: Student Leadership Development.

This is a useful structure because leadership should not be reserved only for pupils who already appear confident.

Every child can practise responsibility.

Some then need deeper opportunities to plan, coordinate and represent others.

What Families Can Borrow From CHIJ Kellock’s Learning Design

Treat technology as an enabler, not the destination.
Teach digital citizenship from the beginning.
Let young children create digital stories, not only consume digital media.
Use project work to make subjects cooperate.
Keep the arts inside future-readiness.
Build self-regulation through planning, performance and reflection.
Let everyday responsibility count as service.

The eduKateSG Learning Connection

CHIJ Kellock’s current programme architecture is a strong example of eduKateSG’s words-to-technology cycle.

Language defines the idea.

Mathematics and Science help structure and test it.

Computational thinking breaks the process into steps.

Technology extends what can be created.

The arts improve expression and human meaning.

CCE keeps responsibility inside the system.

The result is not a child who knows more buttons.

It is a child becoming more capable of using tools with judgment.

How CHIJ Kellock Connects to the eduKateSG Singapore Graph

CHIJ Kellock is at 1 Bukit Teresa Road, Singapore 099757, within the wider Bukit Merah and southern Singapore learning landscape. Source: official contact page.

Frequently Asked Questions

When was CHIJ Kellock established?

The school’s history traces its School II roots to 1959 and the establishment of the Kellock Road school to 1964. Official history.

What is the Applied Learning Programme?

Future-Ready K-Champs uses Educational Technology to develop computational thinking, digital citizenship, interdisciplinary problem-solving and other 21st Century Competencies. Official ALP.

What is ArtsONE+?

ArtsONE+ is the school’s Learning for Life Programme, combining Arts learning with a Self-Regulated Learning cycle. Official LLP.

Where is CHIJ Kellock?

The school’s current address is 1 Bukit Teresa Road, Singapore 099757. Official contact page.

Official References Checked for the 2026–2027 Edition

So, What Is So Awesome About CHIJ (Kellock)?

It is the way old mission and new technology are being made to cooperate.

Digital stories develop voice.

Computational thinking develops logic.

Project work develops transfer.

The arts develop expression.

Love in Action develops responsibility.

Did you know that this may be one of the best ways to understand future-ready education?

Keep the human purpose visible while the tools keep changing.