Character and Citizenship Education (CCE), including National Education (NE), and Social and Emotional Learning (SEL), are integral to the holistic development of our students, leading to positive life outcomes. CCE 2021 provides an integrated approach to addressing our students’ development of values, character, social-emotional well-being, and citizenship dispositions in a coherent and holistic way.

Serving as a broader foundation for the holistic development of students, the school utilizes the progressive and spiralling curriculum strategy in the enactment of CCE lessons and student development experiences (SDEs) to impart the “AI RISE (Resilience, Integrity, Steadfastness, Excellence) with Care, Courage and Gratitude”, the school values that are embodied by Enick Ahmad Ibrahim. Through the inculcation of these values, the school envisions the development of the “AI Thinker” who can utilise their cognitive skills and experiences to become active and responsible individuals to their families, communities, the nation, and beyond.

Overview

CCE Lessons and School-based Programmes

Led by the team of Specialised CCE Teachers (SCTs), the weekly CCE lessons are customised based on the needs of the individual levels to enable teachers to facilitate discussions to allow for student’s voice and ownership of the lessons.

Form Teacher Time (FT Time) provides a safe and caring platform for Circle Time, 1-to-1 Conferencing, Breakfast with FTs and AI Student Journaling to promote positive TSR and character development.

The Leadership module engages students in development of self-leadership and connecting well with others to build meaningful relationships. Our school commemorates Total Defence Day, International Friendship Day, Racial Harmony Day, and National Day as part of the Citizenship Education.

Other school-based programmes such as weekly assembly, Outdoor Learning Experience as Learning for Life Programme (OLE-LLP), Critical Social Inquiry as Applied Learning Programme (CSI-ALP) and CCA support values education and character development.

Mental Health

Following MOE’s push to increase its emphasis on mental health, the school has also partnered with external organisations, such as TOUCH Community Services, to serve as further points of conversations for both teachers and students to discuss about mental health beyond their CCE lessons.

Citizenship Education

As part of the school’s internationalisation efforts, to encourage social mixing and integration between foreign and local students, the CCE committee has also carried out the ‘Home-Away-From-Home’ project. Through specially crafted learning journeys that aims to showcase the cultural landmarks in Singapore, it is aimed to strengthen citizenship dispositions in our students, while providing opportunities for our students to care for and interact with their school mates from foreign countries.

Education and Career Guidance (ECG)

The ECG team has organized a slew of activities for the year to provide opportunities for the students at various levels to explore the fluid workforce of the future and its landscape and the myriad of options available in the post-secondary institutions that not only meet their interests but are also aligned to the future needs of Singapore’s economy. For more information, click on the ‘Education and Career Guidance (ECG)’ tab above.

Sexuality Education (SEd)

Sexuality Education is conducted by a group of trained teachers. For more information, please click 'MOE Sexuality Education in Schools' tab.

Cyber-wellness (CW)

The Cyber Wellness curriculum aims to equip AI students with the knowledge, skills, and the correct netiquette to become responsible netizens. Topics include Online Privacy, Online Relationships, Cyber Bullying, Online Identity, and Handling Online Content. Vice-chairperson (CW) in each class takes charge of disseminating important CW messages, conducting CW activities in class, and sharing of best online practices during the morning assembly. For more information on AI’s CW programme, click on the ‘Cyber Wellness (CW)’ tab above.

Values-In-Action (VIA)

Facilitated by Form Teachers, students actively participate in a thoughtfully organised service that is conducted in and meets the needs of a community. Through Service Learning, students learn values such as resilience, integrity, care, courage, and gratitude. They also acquire skills such as conflict management, time management and teamwork.

The Lower Secondary classes focus on school improvement and environmental education projects. The Upper Secondary classes identify the needs of the different groups of people in the community and reach out to them.

For more information on AI’s VIA programme, click on the ‘Values-in-Action’ tab above.

MOE 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:

(i) 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;

(ii) 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

(iii) 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:

(i) Love and respect yourself as you love and respect others;

(ii) Build positive relationships based on love and respect (which are the foundation for strong families);

(iii)Make responsible decisions for yourself, your family and society; and

(iv) 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 AHMAD IBRAHIM SECONDARY SCHOOL’S SEXUALITY EDUCATION PROGRAMME FOR 2021

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:

a. Science
b. Character and Citizenship Education (CCE)

Growing Years (GY) Programme

i. “The Teenage Years (2nd Edition)” (Lower Sec) Teaching & Learning resource package
ii. “Sense & Sexuality (2nd 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 Ahmad Ibrahim Secondary School, the following lessons from the Growing Years Programme will be taught in 2022:

Secondary 1

LESSON	DURATION	Lesson Objectives At the end of the lesson, students will be able to:	TIME PERIOD (e.g. Term 1 Week 2)
Steady or not?	(60 mins)	· Exercise continuous self-monitoring and self-reflection to improve how one regulates emotions, thoughts and behaviours. Value and strengthen positive relationships with family, friends and others.	Term 3 Week 9
Being aware, being safe	(60 mins)	· Be aware of the power of socialising forces and consciously incorporate positive influences, constructive feedback from others and personal experiences in the construction of one’s self-perception and identity.	Term 3 Week 10
More than meets the eye	(60 mins)	· Recognise and evaluate the motives behind one’s decisions and actions. Have the moral courage to make values-based decisions regardless of circumstances.	Term 4 Week 1

Secondary 2

LESSON	DURATION	Lesson Objectives At the end of the lesson, students will be able to:	TIME PERIOD (e.g. Term 1 Week 2)
A role for everyone	(60 mins)	· Be aware of the power of socialising forces and consciously incorporate positive influences, constructive feedback from others and personal experiences in the construction of one’s self-perception and identity.	Term 3 Week 8
#Onlinesafetychallenge	(60 mins)	· Recognise and evaluate the motives behind one’s decisions and actions. Have the moral courage to make values-based decisions regardless of circumstances.	Term 3 Week 9
Do I or don’t I?	(60 mins)	· Value and strengthen positive relationships with family, friends and others. · Recognise and evaluate the motives behind one’s decisions and actions. Have the moral courage to make values-based decisions regardless of circumstances.	Term 4 Week 1

Secondary 3

LESSON	DURATION	Lesson Objectives At the end of the lesson, students will be able to:	TIME PERIOD (e.g. Term 1 Week 2)
Love Yourself, Love Others	(60 mins)	· Evaluate accuracy of self-perception. Analyse implications of self-perception. · Identify the factors that cause emotional reactions and evaluate expectations from self and others to manage one’s emotions, thoughts and behaviour. · Recognise and cherish positive relationships to build a supportive network of family, friends and others.	Term 3 Week 4
When Respect Takes Centre Stage	(60 mins)	· Reflect on and evaluate broader social and moral issues when stating viewpoints and making decisions. Act on and live by responsible decisions, and have the conviction to stand by the decisions made.	Term 3 Week 5
Mending a Broken Heart	(60 mins)	· Identify the factors that cause emotional reactions and evaluate expectations from self and others to manage one’s emotions, thoughts and behaviour.	Term 3 Week 10

Secondary 4

LESSON	DURATION	Lesson Objectives At the end of the lesson, students will be able to:	TIME PERIOD (e.g. Term 1 Week 2)
Levelling the Ground	(60 mins)	· Evaluate accuracy of self-perception. Analyse implications of self-perception.	Term 2 Week 6
When Love Hurts	(60 mins)	· Identify the factors that cause emotional reactions and evaluate expectations from self and others to manage one’s emotions, thoughts and behaviour. · Recognise and cherish positive relationships to build a supportive network of family, friends and others.	Term 3 Week 1
For Better or For Worse	(60 mins)	· Recognise and cherish positive relationships to build a supportive network of family, friends and others.	Term 3 Week 2
There's Always More to a Story	(60 mins)	· Reflect on and evaluate broader social and moral issues when stating viewpoints and making decisions. Act on and live by responsible decisions, and have the conviction to stand by the decisions made.	Term 3 Week 4

Secondary 5

LESSON	DURATION	Lesson Objectives At the end of the lesson, students will be able to:	TIME PERIOD (e.g. Term 1 Week 2)
Levelling the Ground	(60 mins)	· Evaluate accuracy of self-perception. Analyse implications of self-perception.	Term 2 Week 6

LESSON

DURATION

Lesson Objectives

At the end of the lesson, students will be able to:

TIME PERIOD

(e.g. Term 1 Week 2)

Levelling the Ground

(60 mins)

· Evaluate accuracy of self-perception. Analyse implications of self-perception.

Term 2 Week 6

eTeens Programme

eTeens is a programme developed by Health Promotion Board, in collaboration with the Ministry of Education, for Secondary 3 and secondary 4 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 Ahmad Ibrahim Secondary School, the following lessons from the eTeens Programme will be taught in 2022:

Topics/Lessons	Programme Learning Objectives	Time Period (e.g. Term 3 Week 9)
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 3 Week 9
Classroom-based Lesson	· Learn to negotiate their way out of a risky situation by applying skills of assertiveness and responsible decision-making	Term 4 Week 2

Topics/Lessons

Programme Learning Objectives

Time Period

(e.g. Term 3 Week 9)

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 3 Week 9

Classroom-based Lesson

· Learn to negotiate their way out of a risky situation by applying skills of assertiveness and responsible decision-making

Term 4 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 11/02/2022.
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 11/02/2022.
Parents can contact the school at aiss@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 contact the school to make the necessary arrangements.

Education and Career Guidance (ECG)

The ECG team has organized a slew of activities for the year to provide opportunities for the students at various levels to explore the fluid workforce of the future and its landscape and the myriad of options available in the post-secondary institutions that not only meet their interests but are also aligned to the future needs of Singapore’s economy.

AISS In-house Interview skills Workshops for EAE ITE, EAE Poly and DSA

In May, students signed up for the interview skills workshop conducted by the ECG Team. Apart from interview tips which include active listening and answering the questions with confidence and yet with humility, tips on how to carry themselves and how to position the camera were shared so that students can portray themselves in the best light.

The students participated actively, and they benefited greatly from the programme. students who participated in the admission and they were selected for interviews.

Parents Engagement Talk

These talks were conducted for parents to share insights on the VUCA (Volatility, uncertainty, complexity, and ambiguity) workforce landscape and the critical life skills students are required to have to carve out a niche for themselves. Multiple pathways open to students after secondary school education and the Jobs of the future was also explored and presented to parents to help their children to make an informed decision and to sow the seeds now itself to be future ready.

e-PSOE for Sec 4 students

In May, the graduating students were also given protected time to explore post-secondary options. They learnt more about each course and its cut-off-points (COP) based on the previous year’s admission exercise. Referring to their mid-year results, students came to appreciate the gap between their current performance and the COP of their desired course, prompting them to put in more effort for the national examinations.

Institute of Higher Learning (IHL) Course Talks for Sec 3 students

In October, course talks that cut across different courses and polytechnics and ITE were organised for Sec 3 students as part of the AI learning Fiesta. This provided them the opportunity to explore different courses available in different polytechnics, especially courses that they did not even know existed. Insights drawn from these talks provided students with a desired course which they would work towards for next year.

In addition to the course talk, the Secondary 3 students were scheduled for ECG Counselling which allowed them to start thinking and plan where they want to go upon graduation. Students were also more motivated to study.

Career Sharing by Alumni and Industry Partners

In July and October, the school invited alumni and industry speakers to share with the students the world of work. Our students learned from their extensive work experience and got to understand the world of work a little better.

Sec 2NT & 3NT Career Exploration Workshop, 26 Oct Wed

As part of the AI Learning Fiesta, our students attended the Career Exploration Workshop to build skillsets and experiences relevant to their aspirations and dreams, helmed by working professionals. The students experienced hands-on experiential activities and scenario-based problem-solving in the real-word context.

The professionals and their industries are Business (Entrepreneurship), Finance, Media (Game Design) and Travel & Hospitality.

Sec 3E & 3NA Day X@TP, 26 Oct Wed

The students attended the Day X program where they explore a diversity of career experiences and perspectives on what makes a meaningful career. This helps individuals create new possibilities and pathways that one might otherwise not have encountered nor have the networks to experience!

Cyber-Wellness (CW) Programme

With further easing of Safe Management Measures, the Cyber Wellness education in AI involved more face-to-face interactions between the trainers and learners. The ‘live’ Cyber Wellness Assemblies on “Social Media- Healthy Use & Mental Health” and “Media Influence: Challenge Accepted” engaged students and teachers with relevant and up-to-date cyber wellness news. Students showed their engagement by participating actively during the quiz segment.

Our courageous Vice Chairmen (Cyber Wellness) presented their Cyber Wellness tips on stage with colourful PowerPoint slides on Tuesday mornings. Besides leading their classmates in making Tik Tok videos or posters for the Cyber Wellness Competition, they created Kahoot quizzes during the post- exam activities to help instil the cyber wellness values.

Our teachers learned relevant skills and knowledge from the online “Understanding gamers and managing excessive gaming” workshop. For extra help, the Cyber Wellness Prevention Workshop were organised for some at-risk students.

Values-in-Action (VIA) Programme

Naming after a pioneer leader in Singapore’s nation-building years – Encik Ahmad Ibrahim, service learning means a lot to us in AI because we are named after him. This makes AI unique and community day serves as a reminder and an inspiration for us to emulate his qualities of determination, courage, integrity, and service.

2 previous years of global pandemic did not stop AI from contributing back to the society as all classes were able to leverage technology to circumvent the restrictions. This year 2022, AI has the privilege to either held it virtually or the traditionally in-person physical volunteer events.

In AI, community service is not about one-off projects that can be done in a day and checked off a to-do list. It required the sustained effort of both teachers and students working in collaboration with organizations, targeting at the needs of the community. As a result, valuable learning and experience gained when all classes take pride in the community work that they were doing, and were determined to do their part through meaningful contributions to give back to the communities that we live, study and work in.

This year, volunteerism is still going strong on virtual platforms in AI, with activities like online Bingo games and Zumba classes being used to engage and befriend elderly. Some classes even made videos of their performance for the elderly. It does not stop at virtual sessions as some classes also send presents to the elderly home, such as board games, masks, and food.

Engaging in community service provides AI students with the opportunity to become active members of their community and has a lasting, positive impact on society at large. It also enables students to acquire life skills and knowledge, as well as provide a service to those who need it most.

It was wonderful to witness the school spirit which is hope in action - the heartbeat of the school! It is having such high school spirit that AI students learn, lead, and grow.

Students’ reflection

My class community day allowed for intensive ideation where my classmates could brain-storm plausible ideas to help the elderlies in Singapore, our sunny island where our aging population is growing immensely. We formed groups and visualised our projects together, where we all collaborated with one another which I believed helped to unite the class. All in all, from the community day, we grew as individuals who care and have the greater initiative to help.

~ Bellelyn Ong from class 3E2

During these pandemic times, doing our VIA project was facile as the restrictive measures kept easing up. We managed to make a fool proof plan which we could go along without having to make many changes. In the making of the plan, I got to work closely with my classmates having to have that class bond while at the same time contributing to the community. It was a monumental experience for me and my class.

~ Kendra from class 2N1

Citizenship Education (CE)

National Day Celebration

In 2022 National Day, we celebrated how strong all of us have been together. This year’s theme, “Stronger Together, Majulah!”, is a call for all Singaporeans to forge ahead as a united and strong people towards a better future.

This year’s National Day celebration consisted of a hybrid format incorporating a Zoom and Hall performance. Leading up to the celebration, our students’ creativity was put to the test in the Class National Day Class Notice Board Competition.

Our students continued to amaze us by regaling the school with their fantastic costume display in the Fancy Dress competition.

Our celebration was made even more memorable with a performance by Our Chinese Orchestra with two musical pieces entitled “Rasa Sayang” and “Nan’er Dang Zi Qiang - A Man of Determination”.

The celebration ended off with the school singing their hearts out to National Day Songs in a community singing activity.

Racial Harmony Day Celebration

Racial Harmony Day is a day where Singapore’s socio-cultural diversity is valued and appreciated and where social cohesion and harmony is promoted.

This year, our theme for Racial Harmony Day is “Singapore: Our Multicultural Mosaic” where we had a very special performance by our school’s Chinese Orchestra. Our Chinese Orchestra showed us why it is necessary for joy and harmony to prevail with a piece arranged by Ace Teo and Isaac Lee of 4E3 entitled “Final Fantasy XIV”.

Our dance also dazzled us with a performance, “Turning Chaos into Order”, highlighting how each community, while having the space to express its own identity as part of Singapore society, also intertwines with others to depict the unique cultural diversity that characterizes Singapore life.

The teachers from the Humanities department put our students and teachers to the test with their very own quiz segment! The quiz tests students’ knowledge on current affairs around the world, focusing on the consequences of discrimination in different parts of the world.

Students were reminded on how social cohesion in Singapore is always a work in progress and how everyone has an important part to play in ensuring social cohesion and harmony.

Organisation Chart

Name
M Siva Balan (HOD/CCE)
Tay Mui Khim
Rozilawati
Silia Goh
Tania Chia
Chong Wensheng
Lee Jia Min
Lee Huimin
Ngui Lilian
Phua Eng Sze
Seah Yen Sin
Tan Hong Chan
Tan Wei Hong
Yeu Chee Wee Thomas

Curriculum

Aesthetics and Craft

Co-Curriculum

Sports

Uniformed Groups

Performing Arts

Clubs

Achievements

Partnerships

For Parents

External Organisations

News & Events