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Student Development Team

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The Student Development Team (SDT) oversees the design and delivery of a holistic student development experience in Temasek. With an emphasis on values and skills development and meeting the social-emotional needs of our students, the SDT helps every Temasekian grow from being a child to an independent contributing global leader and learner.

Each level is overseen by a team of Year Heads, Assistant Year Heads and the Discipline Committee who work closely with the Form Teachers to meet the social-emotional needs of the students, while the CCE (Character and Citizenship Education), CLASS (Character, Leadership, Academic Excellence, Service & Society, Support), Leadership and C2A (Cross Cultural Awareness) teams each develop their own curriculum that will provide learning opportunities for students to hone their 21st century skills through character, citizenship and leadership programmes that are introduced over the 4-5 years of every Temasekian's school life.

Character and Citizenship Education

Students build their character, attain values and acquire skills through various platforms which serve to develop them in complementing ways. To give students an education that develops both character and life skills for the future, the Character and Citizenship Education (CCE) framework describes the guiding principles and process on how the school approaches character development in the CCE curriculum, Co-Curricular Activities, National Education and Student Leadership Development in the school.

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The four desired outcomes of the Character and Citizenship Education are:

• Confident Person
• Self-directed Learner
• Concerned Citizen
• Active Contributor

Values, being at the core of the framework, drive all character development within the school. Students are taught skills and knowledge anchored on the values. They practice the skills and knowledge acquired through actions in the form of activities and programmes. Students then engage in reflection which is the key process that helps them learn from their experiences through the activities they are involved in. Habit is thus developed when actions are reinforced through repeated opportunities when students revisit the different skills and knowledge at different levels, as shown by the Spiralling Arrow. Students develop desirable traits and character with regard to Self, Peer, Institution and Nation respectively as they progress from Secondary One to Four/Five.

The programmes and the environment provide support for the school activities and training given to the students while the five guidelines underpin the conceptualizing, planning and execution of any school programme.

Learning of Character and Citizenship: Curriculum
With at least two hours every week, all students go through CCE lessons during the Active Learning in Values Education (ALIVE!) and Form teacher ALIVE Character Education time (FACEtime) lessons which develop their Self Awareness, Self-Management, Social Awareness, Relationship Management and Ability for Responsible Decision-making – the five types of Social-Emotional Competencies.

Students develop their character through both formal and informal platforms which are in line with the Character and Citizenship Education Framework. During lessons, students are explicitly taught values, skills and knowledge. Students are hence equipped with important life skills, values and morals.
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The lessons integrate school-based curriculum as well as enrichments from partners. Key areas of focus in ALIVE! include:
• Values (through the MOVE! programme)
• Life skills
• Leadership
• Service Learning
• Cyberwellness
• Sexuality Education 
• Education and Career Guidance
• National Education



Level Programme Description Outcomes
All Levels
Leadership Development

- Every Temasekian is trained to be a leader.
- Development of leadership qualities follow the SPIN.

Sec 1: Self (Self-Management)
Sec 2: Peer (Working with their Peers)
Sec 3: Institution (Working in and for an organization)
Sec 4 & 5: Nation (Leading for the Nation)

Leadership enrichment programmes are conducted for all students to develop these qualities.

Students are able to demonstrate their leadership qualities by tapping on opportunities during group work, discussions and presentations and through leadership opportunities.
Students should
· have self-management and relationship management skills
· be able to work in teams
· be able to organise and run projects
· be able to present/ facilitate a discussion
· have effective decision making skills
All Levels
Values In Action (VIA)

Students have a variety of avenues to develop their social awareness demonstrate their care for the community. These avenues include:

• Local VIA Projects
All students participate in a Service Learning (SL) project which enables them to learn meaningfully through their community programmes for their own schoolmates and the community.

• Overseas VIA Projects
Temasek Secondary annually organises OVIA to different countries. Our students’ efforts have reached out to communities in countries such as China, Cambodia, Indonesia, Laos and Thailand.
Students should have been able to
· apply their relationship management skills
· work in teams
· organize and run projects
· present/ facilitate
· make effective decisions
Secondary Two
Harnessing Applied Learning Opportunities for Students (HALOS) Programme

HALOS is a programme which allow Secondary Two students to choose a course based on their interests which can be related to their studies or co-curricular participation. Through their HALOS learning, students will gain knowledge and skills in a related area that can be transferred to deepen their understanding of their area of interest.

Students who are in
• academic-related talent development programmes will deepen their subject knowledge;
• academic-related programmes will gain heightened awareness of subject relevance in real world application, thereby increasing their motivation and efficacy in learning;
• student leadership groups will develop their competencies and versatility to lead and serve better;
• CCA leadership will develop their competencies to lead and serve better; and
• CCA groups will acquire skills and knowledge that can be applied in their CCAs, thereby enhancing their competencies.
Student should have the opportunity to be able to
• apply thinking skills and connect knowledge across subject disciplines;
• apply these skills in authentic settings in society and industries;
• appreciate the relevance and value of what they are learning in the academic curriculum;
• develop stronger motivation and purpose to acquire knowledge and skills; and
• gain cross-cultural competencies.

MOE's Sexuality Education in Schools

Sexuality Education (SEd) in schools is about enabling students to understand the physiological, social and emotional changes they experience as they mature, develop healthy and rewarding relationships including those with members of the opposite sex, and make wise, informed and responsible decisions on sexuality matters. SEd is premised on the importance of the family as the basic unit of society. This means encouraging healthy, heterosexual marriages and stable nuclear family units with extended family support. The teaching and learning of SEd is based on respect for the values and beliefs of the different ethnic and religious communities in Singapore on sexuality issues.

The goals of Sexuality Education are to:

  1. To help students make wise, responsible and informed decisions through the provision of accurate, current and age-appropriate knowledge on human sexuality and the consequences of sexual activity;
  2. To help students know themselves and build healthy and rewarding relationships through the acquisition of social and emotional skills of self-awareness, management of their thoughts, feelings and behaviours, development of empathy for others, possession of effective communication, problem-solving and decision-making skills; and
  3. To help students develop a moral compass, respect for themselves and for others as sexual beings, premised on the family as the basic unit of society, through the inculcation of positive mainstream values and attitudes about sexuality.

The key messages of Sexuality Education are:

  1. Love and respect yourself as you love and respect others;
  2. Build positive relationships based on love and respect (which are the foundation for strong families);
  3. Make responsible decisions for yourself, your family and society; and
  4. Abstinence before marriage is the best protection against STIs/HIV and unintended pregnancies. Casual sex can harm and hurt you and your loved ones.

You may click here for more information on MOE Sexuality Education.

Overview Of Temasek Secondary School’s Sexuality Education Programme for 2018

Sexuality Education is delivered in a holistic manner through the school curriculum. The content for Sexuality Education is grouped into five main themes: Human Development, Interpersonal Relationships, Sexual Health, Sexual Behaviour, and, Culture, Society and Law. You may click here for more information on the scope of Sexuality Education in the school curriculum.

The subjects that incorporate topics on sexuality include:

  1. Science
  2. Character and Citizenship Education (CCE)

Growing Years (GY) Programme

  • “The Teenage Years (2 nd Edition)” (Lower Sec) Teaching & Learning resource package
  • “Sense & Sexuality (2 nd Edition)” (Upper Sec) Teaching & Learning resource package

The values and attitudes of our youth towards sexuality are increasingly shaped by their peers, exposure to the media, popular culture and the internet. Adolescence is a complex stage in life as the adolescent attempts to find his/her own identity and often struggles with new social relationships. The period of middle adolescence (generally from 15 – 17 years old) can be a turbulent period for adolescents. The gap between physical and emotional/cognitive maturity may result in a tendency to act on impulse, experiment with various activities (including sexual activities), sometimes without understanding the unpleasant consequences that may arise from such experimentation. The need for peer acceptance can be overwhelmingly strong, and hinder one’s ability to act responsibly. Given the pressures faced by the middle adolescent from within themselves and from peers, it is important to build a strong sense of self-worth, personal conviction and an understanding of the possible consequences of sexual behaviour.

Through “The Teenage Years” and “Sense & Sexuality” packages, secondary students will have the opportunity to develop a positive self-esteem, develop their character, and expand their understanding and repertoire of skills to deal with various issues related to sexuality, which are of prime concern at this age.

At Temasek Secondary School, the following lessons from the Growing Years Programme will be taught in 2018:

Secondary 1

UNIT LESSONS / DURATION LESSON OBJECTIVES
At the end of the lesson, pupils will be able to:
TIME PERIOD

The Real Self 
(Part 1)

1

(60 mins)

  • know how one’s perception of his body is linked to personal experiences and the sources of information that are taken in
  • recognise that one’s self-perception is influenced by his perception of his body
  • know strategies to develop healthy/positive perception of one’s body.
Term 2 Week 4
Lessons about Love (Part 1)

2

(60 mins)

  • recognise the importance of cultivating friendships with members of the same and opposite sex
  • recognise what constitutes healthy and unhealthy relationships
  • recognise the influence of peers on oneself and one’s value system
  • distinguish between various types of love
  • know that the underlying value for healthy relationships is respect
Term 2 Week 5
Lessons about Love (Part 1)

3

(60 mins)

  • recognise the importance of developing a friendship before committing to a romantic relationship
  • recognise what dating involves
  • know the different levels of physical intimacy in a relationship
  • know that certain public displays of affection are not considered appropriate behaviour in our society
  • recognise that it is important to seek their family’s views, beliefs and expectations with regard to dating and romantic relationships in teenage years
Term 2 Week 6

“Familiar” Strangers Alert (Part 1)

4

(60 mins)

  • reflect on the reasons for people to use social networking sites to make friends or to engage their existing friends
  • know the usefulness and dangers of making friends over social networking platforms
  • recognise that the media can influence the way people think, feel and behave
  • identify ways to protect themselves from negative influences from the media
Term 2 Week 6
“Familiar” Strangers Alert (Part 1)

5 – Part 1

(30 mins)

  • know the physiological, psychological and social impact of sexual abuse on the individual
  • recognise the provision of Singapore laws that serves to protect teenagers from sexual perpetrators and persecute those who have committed such crimes
  • identify sources to seek help and support
Term 3 Week 1

"Familiar" Strangers Alert (Part 1)

5 – Part 2 Main Task (30 mins)

Description of the Main Task:

  • Students are to work on the main task in groups of 4 or 5
  • Groups will describe how the media can influence relationships (with self, peers, and the opposite sex)
  • Groups can choose to present this in the form of a song, short 1-min video, rap, poster or any other preferred mode
  • To assess learning, teachers may want students to submit a short write up to describe their work or a personal reflection after the main task.
Term 3 Week 1

Secondary 2

UNIT LESSONS / DURATION LESSON OBJECTIVES
At the end of the lesson, pupils will be able to:
TIME PERIOD

Lessons about Love (Part 2)

6

(60 mins)

  • identify why relationships break down
  • identify the emotions that accompany the breakdown of a relationship
  • know healthy ways of coping with rejections and breakups
  • recognise the need to be respectful and responsible in ending a relationship
  • know ways to seek support when going through a breakdown of relationship and offer support for those going through the same
Term 3 
Week 1
Lessons about Love (Part 2)

7

(60 mins)

&

8 – Part 1

(30 mins)

  • recognise the sources of temptation and situations that lead to pre-marital sex
  • resist pressure to engage in sexual activities
  • know the consequences of engaging in pre-marital sex
  • recognise that respect and responsible decision making are important in relationships
  • recognise the value of sexual abstinence
  • identify sources to seek help and support when faced with teenage pregnancy
Term 3
Week 1
Lessons about Love (Part 2)

8 – Part 2

Main Task

(30 mins)

Description of the Main Task:

  • In groups, students will choose 1 out of 3 given scenarios.
  • Through the chosen scenario, students will share
    • the consequences of pre-marital sex
    • the value of abstinence before marriage
    • skills to say ‘no’ to temptations or pressure to have sex
  • Depending on the scenario chosen, groups can present the above through a short skit / presentation, song lyrics/ poem, or a comic strip / poster, or other preferred modes.
  • At the end of all the presentations, students are to assess and reflect upon their own learning using a reflection form.
Term 3
Week 2

At the Crossroads

(Part 1)

9

(60 mins)

  • describe what pornography is, and why people view pornographic materials
  • examine the effects of pornography on self and others
  • know what masturbation is, and its relation to pornography
  • recognise the harmful consequences of excessive masturbation
  • recognise that they are able to make responsible decisions to manage their sexual desires
  • know appropriate sources to obtain accurate information about sex
Term 3 Week 3

At the Crossroads

(Part 1)

10

(60 mins)

  • know/define what gender role is
  • know the influence of family, culture and society on one’s perception of his/her gender role
  • appreciate/ affirm one’s own unique qualities and characteristics as a male or female.
  • know/define what sexual orientation (heterosexuality and homosexuality) is
  • recognise the need to treat people with respect regardless of their sexual orientation
Term 3 Week 4

Secondary 3

UNIT LESSONS / DURATION LESSON OBJECTIVES
At the end of the lesson, pupils will be able to:
TIME PERIOD
Lessons about Love 
(Part 3)

1

(60 mins)

  • recognise what constitutes responsible dating
  • evaluate if a dating relationship is healthy or unhealthy
  • demonstrate competencies in managing emotions in dating and romantic relationships
Term 2 Week 5
Lessons about Love
(Part 3)

2

(60 mins)

  • recognise differences in perspectives of dating and romantic relationships
  • evaluate one’s readiness for romantic relationships
  • recognise challenges that occur in the context of a relationship
  • examine how our response to emotions can affect relationships positively or negatively
Term 2 Week 6
Lessons about Love
(Part 3)

3

(60 mins)

  • recognise the different levels of physical intimacy in a relationship
  • know the progressive nature of actions that lead to sexual arousal and intercourse
  • recognise that one may unintentionally invite sexual intimacy through one’s verbal and non-verbal behaviour
Term 4 Week 1

Lessons about Love
(Part 3)

4

(60 mins)

  • evaluate the norms of acceptability for public display of affection
  • recognise how new media has shaped public perception of acceptability of public display of affection
  • identify the strengths and limitations of new media in allowing people to develop serious relationships
  • recognise how new media has influenced relationship building both positively and negatively
  • appreciate the value of face-to-face relationships
Term 4 Week 2

The Real Self
(Part 2)

5 – Part 1

(30 mins)

  • recognise the importance of having healthy self-esteem that is not affected by external influences
  • demonstrate strategies to identify and evaluate sources that contribute towards healthy self-esteem
  • recognise the importance of self-esteem in building friendships Identity and healthy relationships
Term 4 Week 3

The Real Self
(Part 2)

5 – Part 2

(30 mins)

Description of the Main Task:

  • Students are to work in groups of 4 or 5.
  • Each group will present the positive and negative messages about self-image received from a chosen source (peers, teachers, families or the media) and share tips on managing the negative messages.
  • Groups can represent their learning through a blog, a poster presentation, an article for a teenage magazine, a role-play, a letter of response from Aunt Agony, a pamphlet or other preferred modes.
  • At the end of all the presentations, students are to assess and reflect upon their own learning using a reflection form.
Term 4 Week 3

Secondary 4

UNIT LESSONS / DURATION LESSON OBJECTIVES
At the end of the lesson, pupils will be able to:
TIME PERIOD
Lessons 
about 
Love 
(Part 4a)

6

(60 mins)

  • explain the process of grief and loss that people experience when a relationship breaks down
  • exercise sensitivity and empathy when communicating break- ups
  • recognise that one can emerge stronger after a break-up
Term 2 Week 1
“Familiar”
Strangers
Alert
(Part 2)

7

(60 mins)

  • know what is considered pornographic material on the Internet under the Internet code of practice
  • reflect on the legal consequences of sexual behaviour and include these considerations in their decision-making pertaining to pornography
Term 2 Week 2
At the
Crossroads
(Part 2)

8

(30 mins)

  • distinguish between biologically-based and socially-conditioned gender characteristics
  • evaluate views towards self and others, with regard to gender differences and stereotypes
Term 2 Week 3

Lessons
about
Love
(Part 4b)

9

(60 mins)

  • recognise that commitment is a necessary ingredient for success in a marriage
  • identify responsibilities involved and the challenges faced in marriages
Term 2 Week 4

NA

10

(60 mins)

Description of the Main Task:

  • This main task will capture the culmination of learning in Secondary 4 level.
  • Students are to work on the main task in groups of 4 or 5.
  • Each group is to take on a topic of interest from the following: rejections and broken relationships, pornography, gender identity or marriage, cohabitation and divorce.
  • Groups can share their learning for the chosen topic in the form of a debate, a mini-teach, the depiction and discussion of case scenarios, a discussion of consequences that follows after the viewing of a video or a live-chat, or any preferred mode.
  • At the end of all the presentations, students are to assess and reflect upon their own learning using a reflection form.
  • Teacher to round up by summarizing key learning outcomes for each topic, emphasizing on the key values and attitudes
Term 2 Week 5

Secondary 5

UNIT LESSONS / DURATION LESSON OBJECTIVES
At the end of the lesson, pupils will be able to:
TIME PERIOD
Lessons
about
Love
(Part 5)

1

(60 mins)

  • reflect on the qualities of a healthy romantic relationship
  • evaluate one’s readiness for a romantic relationship, leading to marriage
  • recognise that intimacy in a relationship need not be limited to physical intimacy
  • recognise that break ups can allow one to understand oneself better
Term 2 Week 1
NA

2

(60 mins)

Description of the Main Task:

  • Teacher can conduct a dialogue session with the class and engage in a discussion on the following:
    • My ideal life partner
    • My future (How do they envision their future to be like – in terms of their career, family etc.)
    • Potential obstacles (What are the potential incidents that may prevent them from reaching their life goals? – distraction from studies, break ups, teenage pregnancy etc.)
    • My pillars of support (identify the pillars of support they can have to guide them to the desired future)
  • The purpose of this dialogue session is to surface some of the values that students may have with regard to relationships. Where appropriate, teachers could provide relevant feedback to guide students.
  • Teachers can make use of different methods to check students’ understanding, either by asking them to sketch or jot down a few points on a personal whiteboard or post-its.
  • After the dialogue session, students are to assess and reflect upon their own learning using a reflection form.
Term 2 Week 2 & 3

eTeens Programme

eTeens is a programme developed by Health Promotion Board, in collaboration with the Ministry of Education, for Secondary 3 students to provide them with accurate information on STIs, HIV and protection from a health perspective. eTeens is conducted in two segments – a mass talk segment and a classroom-based programme.

Students are taught skills such as decision-making, assertiveness and negotiation to say “no” to sex and negative peer pressure. They also learn that the impact of STIs/HIV extends beyond themselves and involves their family. Abstinence and upholding family values are the key messages. The desired outcome of the eTeens programme is that students are empowered to make wise, informed and sensible decisions.

At Temasek Secondary School, the eTeens programme will be implemented as follows in 2018:

Topics/Lessons Programme Learning Objectives Time Period
Mass Talk by HPB appointed vendor
  • Awareness of the different STIs and HIV/AIDS
  • Modes of transmission
  • Modes of protection, specifically on how the condom is used
  • Consequences and impact of STIs/HIV
Term 2 Week 1
Classroom-based Lesson 
  • Learn to negotiate their way out of a risky situation by applying skills of assertiveness and responsible decision-making
Term 2 Week 2

 

Information for Parents

Parents may opt their children out of Growing Years, eTeens and/or supplementary sexuality education programmes by MOE-approved external providers.

Parents who wish to opt their children out of the Growing Years (GY) programme need to complete an opt-out form. This form will be distributed to parents at the start of the year and is also downloadable here. A hardcopy of the form, duly completed and signed, is to be submitted to the school office by 2nd Feb 2018.

Parents who wish to opt their children out of the eTeens programme need to complete an opt-out form. This form will be distributed to parents at the start of the year and is also downloadable here. A hardcopy of the form, duly completed and signed, is to be submitted to the school office by 
2nd Feb 2018.

Parents can contact the school at 64495020, temasek_ss@moe.edu.sg for discussion or to seek clarification about the school’s sexuality education programme.

Parents, who wish to attend the school sexuality education programmes, should also contact the school to make the necessary arrangements.