MY

CCE
JOURNAL
Secondary Four

zuhair
Name:

Class:
\

© Copyright 2021 Student Development and Curriculum Division (SDCD),

Ministry of Education (MOE), Singapore

No part of this product shall be transmitted, stored or reproduced in any form or by any means,
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and retrieval system, without prior written permission of SDCD, MOE.
CONTENTS PAGE

Theme: Becoming My Best Self

Purposeful Pursuits
Lesson 1: Digitalising My Life Pathways 1

Lesson 2: Pivoting Forward 2

Building Mental Fitness

Lesson 1: My Well-being Capsule 3

Lesson 2: Navigating the Waves of Adversity With Hope 10

Theme: Building Connections

People Who Matter
Lesson 1: Being a Peacemaker 14

Lesson 2: Family Matters 15

Being Active Citizens

Lesson 1: The Value of Dialogue 16

Lesson 2: Climate Change: Too Hot to Handle? 18

Lesson 3: Growing Through Interactions 19

Lesson 4: Hard and Heart Choices 20

Lesson 5: This Is Our Time 22

Theme: Making Choices

Doing What is Right
Lesson 1: What Can You Do? 23

Lesson 2: Two Wrongs ≠ Right 25

Respectful Relationships and Safety

Lesson 1: Levelling the Ground 26

Lesson 2: When Love Hurts 27

Lesson 3: For Better or for Worse 28

Lesson 4: There’s Always More to a Story 29

1 SECONDARY 4 | BECOMING MY BEST SELF PURPOSEFUL PURSUITS LESSON ONE
DIGITALISING MY LIFE PATHWAYS

MY THOUGHTS
2 SECONDARY 4 | BECOMING MY BEST SELF PURPOSEFUL PURSUITS LESSON TWO
PIVOTING FORWARD

3-2-1 SUMMARISER WORKSHEET

3 Work Values that are important to me

2 factors that are important to me when choosing

my education and career path

1 action I would take when I face future

challenges or uncertainties
3 SECONDARY 4 | BECOMING MY BEST SELF BUILDING MENTAL FITNESS LESSON ONE
MY WELL-BEING CAPSULE

MY WELL-BEING CAPSULE

I, _______________________________________________ (full name), promise to take active

steps to take care of my personal well-being and safety.

_______________________ _______________________ _______________________ _______________________

my signature peer supporter’s peer supporter’s date
full name signature

My Tripping Stones
(Possible obstacles or challenges)

My Stepping Stones
(Internal and external strengths)

Strategies to Overcome Potential Tripping Stones

Actions to Ensure My People I Can Seek Advice From

Personal Well-being and Safety
(e.g. healthy lifestyle habits, talking to someone
when I am down)

My Self-compassionate Statement

Note of Encouragement From My Teacher

4 SECONDARY 4 | BECOMING MY BEST SELF BUILDING MENTAL FITNESS LESSON ONE
MY WELL-BEING CAPSULE

RESILIENCE-BUILDING POSTER
5 SECONDARY 4 | BECOMING MY BEST SELF BUILDING MENTAL FITNESS LESSON ONE
MY WELL-BEING CAPSULE

POSTER ON POSITIVE MENTAL WELL-BEING

What Contributes Towards Positive Mental Well-being?

Mental well-being is key to overall health and development. To strengthen mental

well-being, one needs to be equipped to manage his/her thoughts, feelings and
behaviours to effectively cope with life’s stresses, relate well to others, develop a
sense of meaning and purpose in life, as well as contribute to the community.

Having a healthy and balanced lifestyle, such as maintaining a healthy diet,

exercising regularly, having sufficient sleep and managing screen time, also
contributes to positive mental well-being.

Mental Health
is a state of well-being in which we:

Have balance Can cope with

in life normal stress

Contribute to Relate well

the community to others

Develop meaning
and purpose in life

Let’s keep
Balance in Life
our minds Coping with Stress
regular exercise | healthy diet | sufficient manage thoughts, feelings and
sleep | appropriate screen time behaviours | know when to seek help

STRONG
& HEALTHY!
Good Relationships Purpose in Community
strengthen relationships with friends use our strengths and abilities |
and family | social support network find meaning in life | help others
 6

RECALL RATIONALISE REPLACE RECONNECT

Challenging ANT
SECONDARY 4 | BECOMING MY BEST SELF

Identify the ANT

‘Stamping Out y Check assumptions
related to a situation Replace the ANT with a
ANTs!’ y Find new ways of
when you experienced helpful thought
(Secondary 2) thinking
uncomfortable emotions

Calibrating unhealthly expectations

y With self: for self-care

Identify the expectation
‘Perfectly y Check assumptions Replace the critical voice and self-acceptance
you had when you felt
Imperfect’ y Find new ways of with a self-compassionate y With others: for social
frustrated, worried, sad,
(Secondary 3) thinking statement support, advice and/
STRATEGIES TO CHALLENGE ANTS AND

dread, etc.
UNHEALTHY PURSUIT OF PERFECTIONISM

or help
MY WELL-BEING CAPSULE
BUILDING MENTAL FITNESS LESSON ONE
7 SECONDARY 4 | BECOMING MY BEST SELF BUILDING MENTAL FITNESS LESSON ONE
MY WELL-BEING CAPSULE

COPING STRATEGIES

Coping Strategies

B A S I C
Belief Affect Social Imagination Cognitive

Tapping on Expressing Turning to people Using Using facts and

your own beliefs emotions for support & creativity & logical reasoning to
& values & feelings helping others imagination understand
situations
& solve problems

Exercise beliefs and
values by:
y Reflecting on
purpose, values
and beliefs
y Sharing your
thoughts &
emotions with a
mentor
Express emotions by: Being social includes: This includes: This includes:
y Drawing, writing or y Sharing with y Laughing y Thinking positive/
journaling trusted adults or reframing
y Using humour
friends
y Listening to music y Setting workable
y Playing/making
y Staying connected goals
y Sharing what you music
with family &
feel with a friend y Looking for
friends y Watching a movie
or trusted adult strategies
(e.g. talking it out, y Participating in
y Breaking down the
crying) CCA or other social
problem
activities
y Processing the
y Giving help &
situation with a
support to others
trusted adult

Examples include:

Ph Taking care of
y Regular exercises
(e.g. running/walking)
y Getting enough
sleep & rest
your body y Playing sports y Eating healthily
Physiology
y Relaxation exercises y Staying hydrated

The coping strategies above are suggestions and there are other examples in addition to what has been listed.

Adapted from: Lahad, M. (1992). Story-making in assessment method for coping with stress: Six-piece story-making and BASIC Ph. In S. Jennings (Ed.), Dramatherapy
theory and practice 2 (pp. 192–208). New York, NY: Routledge.
8 SECONDARY 4 | BECOMING MY BEST SELF BUILDING MENTAL FITNESS LESSON ONE
MY WELL-BEING CAPSULE

LOCUS OF CONTROL

Trying my best Thinking helpful

in a task thoughts

What I say & do Learning from

to others my mistakes

WHAT
I CAN
Fulfilling my Being kind to
responsibilities CONTROL... myself & others
as a student

How I respond Treating myself

& behave in a & others with
situation respect

Asking for &

giving help

WHAT I CANNOT CONTROL...

The people Other people’s Words, Things Things
in my family, opinions & actions & that had that may
class, group, expectations decisions of happened in happen in
etc. of me others the past future
9 SECONDARY 4 | BECOMING MY BEST SELF BUILDING MENTAL FITNESS LESSON ONE
MY WELL-BEING CAPSULE

SELF-COMPASSIONATE STATEMENTS

We are a mixture of fixed and growth mindsets.

Experiences and practice, together with self-compassion,
help us develop our growth mindset. Remember that self-
compassion is made up of kindness towards ourselves,
a sense of common humanity, and the ability to look
rationally at our situations and emotions. If we believe that
our skills and personality are not fixed, we can be kind to
ourselves and seek out strategies for improvement.

1. I may not have

2. This is important to 3. This is a difficult
done so well this
me, but I am important task, I will get started
time, but it’s okay,
too! I need to be kind and take small steps,
it’s a good learning
to myself. one step at a time, I
experience for me.
will get there.

6. I may not
4. I can enjoy the have done 7. I have done
journey while 5. Nobody is well this the best I can,
working towards my perfect, I have my time, but given the difficult
destination. strengths and I I will not circumstances I
will work on my lose faith in was in.
areas for growth. myself.

8. This is the first time

10. Everyone experiences
I am doing this, this is
uncomfortable emotions
challenging and I can do
9. I have tried my best, I shall at times. It’s okay to feel
better with more practice!
rest and try again tomorrow. this way.

11. It’s not a failure, 13. Good

it’s a work in days give me
12. A person
progress. These are happiness, bad 14. I may take
who never
my stepping stones days give me a longer time
made a mistake
to new achievements. experience – and but it’s okay.
never tried
I will learn and
anything new.
grow from this.
I appreciate
myself for trying
new things.
10 SECONDARY 4 | BECOMING MY BEST SELF BUILDING MENTAL FITNESS LESSON TWO
NAVIGATING THE WAVES OF ADVERSITY WITH HOPE

SIGNS OF DISTRESS POSTER

11 SECONDARY 4 | BECOMING MY BEST SELF BUILDING MENTAL FITNESS LESSON TWO
NAVIGATING THE WAVES OF ADVERSITY WITH HOPE

MY HOPE BANK (1/2)

APPRECIATING MYSELF
Write down what you are grateful for about yourself.
(e.g. your strength(s), praises or words of encouragement
that others have told you before.)
Repeat them to yourself to start your day on a positive note.

STORIES ON OVERCOMING ADVERSITY

Describe a challenge you overcame and what you were grateful
for in that difficult situation (e.g. people who have supported
you, what you have learnt from the experience).

Owner of Hope Bank Account:

______________________________________________________

Hope Bank Account Number (Class/ Index No):

______________________________________________________
12 SECONDARY 4 | BECOMING MY BEST SELF BUILDING MENTAL FITNESS LESSON TWO
NAVIGATING THE WAVES OF ADVERSITY WITH HOPE

MY HOPE BANK (2/2)

INSPIRATIONAL QUOTES Highlight words or

phrases of the lyrics
Write down some quotes that can inspire you to hold on to hope that you resonate
when you face challenges.
‘THERE IS HOPE’
with. You can
add them to your
inspirational quotes
Synopsis

‘There is Hope’ highlights that everyone can build hope for themselves.
When the going gets tough, we can believe and hold on to hope (I Am) and
remember that we have the strength and ability to overcome the difficulties (I
Can), with the people who support and care for us (I Have).

This song also features will power and way power, which are key in building
hope. Through the lyrics, we are reminded to ‘find the strength / that you
have inside/ remember how you’ve got so far/ that’s how strong you are’ (will
UPLIFTING TUNES power) and that ‘there’s always another path’ (way power) even when it ‘feels
Create a playlist of songs that can lift your mood and give you
strength during difficult times.
Verse 1: There’s hope for everyone
Hold on, times may be harsh You’ll reach your dreams, keep
Feels like there’s no way out now trying
The going’s tough You’ll see the sun shine on you soon
Why’s life so rough Believe in yourself, don’t lose hope
Where’s your chance to take flight Bridge:
Pre-chorus: Look around, there are people
Smile my friend Who’ll walk you through this storm
There is more to life Don’t be afraid, of falling down
Find the strength Hope will pick you up
That you have inside You have strength my friend
Remember how you’ve got so far Chorus:
That’s how strong you are
SOCIAL SUPPORT There’s hope for everyone
Chorus: It may be dark sometimes
List down the friends and trusted adults you can turn to for There’s hope for everyone But like the storm, that never stays
support and help. It may be dark sometimes There’s always another path
There is hope. Yes, you’ll see
You’ll reach your dreams, keep

© 2021 Student Development Curriculum Division and Singapore Teachers’ Academy for the aRts, Ministry of Education
All rights reserved

The production of ‘There is Hope’ is supported by Student Development Curriculum Division and Singapore Teachers’ Academy

TOUCHline: 1800 377 2252 (Mon - Fri 9am - 6pm excluding PH) | SOS: 1800 221 4444 (24-hour helpline) | ec2: www.ec2.sg (Mon - Fri 10am - 12pm & 2 - 5pm, excluding PH)
13 SECONDARY 4 | BECOMING MY BEST SELF BUILDING MENTAL FITNESS LESSON TWO
NAVIGATING THE WAVES OF ADVERSITY WITH HOPE

HELPLINES FOR STUDENTS SEEKING GUIDANCE AND SUPPORT

eC2
eC2 is an e-Counselling
Centre where you can talk to
a trained counsellor about
the issues you are facing,
right where you are.
Youths may chat with with a
counsellor online at:
www.ec2.sg
Monday - Friday
(Excluding Public Holidays):
10am - 12pm & 2pm - 5pm
Help123
Help123 is a service for
youth to reach out to
someone for cyber wellness
issues (from cyber bullying
to having your social media
account hacked or having an
addiction to the Internet).
Call: 1800 6123 123
Find out more: help123.sg
Monday - Friday
(Excluding Public Holidays):
10am - 6pm
mindline.sg
Mindline.sg is an online platform
that provides tools, tips and
resources to help you manage your
health and well-being. Explore and
find out how you can improve your
mental well-being and support your
friends too.
Find out more: www.mindline.sg

Helplines
for seeking guidance and support

TOUCHline
TOUCHline is a helpline
to provide youths with
emotional support and
practical advice.
Call: 1800 377 2252
SOS
SOS provides round the clock emotional support for those in
distress, thinking of suicide or affected by suicide. This service
is manned by trained volunteers.
Call: 1767
(24-hour helpline)

Monday - Friday There is also an alternative avenue of emotional support for

(Excluding Public Holidays): those who prefer to write. Response time for this service is
9am - 6pm within 48 hours, excluding weekends and public holidays.

Email: pat@sos.org.sg
14 SECONDARY 4 | BUILDING CONNECTIONS PEOPLE WHO MATTER LESSON ONE
BEING A PEACEMAKER

PRACTISING ACTIVE LISTENING

The listener will refer to the steps below to practise active listening:

When the speaker is sharing

Understand and
identify the speaker’s Think: How does he/she feel?
feelings

After the speaker has completed his sharing:

Reflect the speaker’s

Ask: “It sounds like you are feeling ______.”
feelings

State in your own words your understanding

of the speaker’s remarks and check that you
have understood him correctly.
Paraphrase the
speaker’s remarks Ask (using a tentative language): “So what
you are saying is ______?” or “Am I right to
say that ______?”
15 SECONDARY 4 | BUILDING CONNECTIONS PEOPLE WHO MATTER LESSON TWO
FAMILY MATTERS

MY THOUGHTS
16 SECONDARY 4 | BUILDING CONNECTIONS BEING ACTIVE CITIZENS LESSON ONE
THE VALUE OF DIALOGUE

WHAT DOES A DIALOGUE LOOK LIKE?

A dialogue is / is not... A dialogue is / is not... A dialogue is / is not...

READING PREPARED ASKING QUESTIONS TO

THE SAME THING AS A STATEMENTS TO OTHER FIND OUT MORE ABOUT
DEBATE PEOPLE THE LIVES OF OTHERS

A dialogue is / is not... A dialogue is / is not... A dialogue is / is not...

A DISCUSSION WHERE
LISTENING CAREFULLY
I FEEL SAFE ENOUGH TRYING TO UNDERSTAND
TO WHAT OTHERS SAY
TO ASK DIFFICULT A DIFFERENT WAY OF
AND RESPONDING
QUESTIONS/SHARE LOOKING AT SOMETHING
RESPECTFULLY
DIFFICULT EXPERIENCES
TO THEM

A dialogue is / is not... A dialogue is / is not... A dialogue is / is not...

A safe space to share to see from different a place to judge.

experiences without point of views.
judgement

Adapted from:
Essentials of Dialogue [PDF]. (2017, March 20). London: Tony Blair Institute for Global Change.
Retrieved September 21, 2021, from https://institute.global/advisory/essentials-dialogue
17 SECONDARY 4 | BUILDING CONNECTIONS BEING ACTIVE CITIZENS LESSON ONE
THE VALUE OF DIALOGUE

CLASS DIALOGUE RULES

sh a safe
To establi RULE # 3
in c la s s t o engage
space
e with one
in dialogu
t h e r o n is sues, we
ano
mit to the
one conversation at a time.
e t o c o m
agre
rules.
following

RULE # 1 RULE # 4

do not make unconstructive respect one anothers view

statements

RULE # 2 RULE # 5

do not judge others for their views

18 SECONDARY 4 | BUILDING CONNECTIONS BEING ACTIVE CITIZENS LESSON TWO
CLIMATE CHANGE: TOO HOT TO HANDLE?

MY THOUGHTS

I think my role towards climate

important, I believe that I have the role
to follow government's laws and
policies.

I WILL CONTINUE TO USE PAPER STRAWS

AND BRING MY OWN BAGS WHEN
SHOPPING .
19 SECONDARY 4 | BUILDING CONNECTIONS BEING ACTIVE CITIZENS LESSON THREE
GROWING THROUGH INTERACTIONS

EXIT PASS

Some suggested skills of dialogue are provided to guide your reflection.

What went well? Even better if….

Identify the points in Identify the points in the
the sharing that you sharing that could be done
appreciated. better.

Speaking
(i.e. able to build
upon what other
people say)

Responding
(i.e. able to
disagree with
someone’s views
in a polite and
respectful way)

Others

Adapted from:

Essentials of Dialogue [PDF]. (2017, March 20). London: Tony Blair Institute for Global Change.
Retrieved September 21, 2021, from https://institute.global/advisory/essentials-dialogue
The Focus Cards are arranged by themes – personal, community, national, global and general.
20
These cards can be used to spark discussions on contemporary issues based on values, social and emotional well-being, national identity and citizenship.
These ideas are not exhaustive. Blank cards are provided for you to jot down other ideas you may have.

PERSONAL PERSONAL PERSONAL PERSONAL COMMUNITY GENERAL

Well-Being
Cultivating one’s mental,
social-emotional and physi-
cal well-being
Diversity/
Life Purpose Family Gratitude Common Space Taking Action
and Meaning Noticing and appreciating
Appreciating the love and Understanding that we live in Being motivated to do
Finding meaning in the the positive things in life, and
support of our family and a socially and culturally diverse what is right, and what is
things we do, and the things re-interpreting difficult times
the challenges that face society, and recognising and necessary to make a positive
we want to do, and seeking through a more positive lens
families of today embracing differences, while change
fulfilment seeking shared goals
SECONDARY 4 | BUILDING CONNECTIONS

1 2 4 3 6 17

NATIONAL NATIONAL NATIONAL NATIONAL COMMUNITY GENERAL

Tradition/ Moral Principles

Common Good
Belonging
Awareness of the need to work
Believing that Singapore is towards the shared goals of
our home, and that we are the larger community and
part of something larger the trade-
National Heritage/Culture
Hope Security
Principles held by individuals
A feeling of optimism about or groups regarding what is
Awareness of social, political, Feeling a sense of
who we are as a nation and accepted as right or rejected as
economic and global issues connectedness to the narratives
what our future holds for us wrong
FOCUS CARDS

that impact our nation’s and practices of the past which

than ourselves offs that sometimes need to collectively e.g. Justice: Treating everyone with
survival ground us and shape our dignity and fairness regardless
be made
of social status, race, language,
identity
religion, etc.

8 10 9 11 5 16

GLOBE GLOBE GLOBE COMMUNITY GENERAL

International Global Virtues/

Economic
Realities
Awareness of the realities
that affect our economic
progress and well-being
Relations
Awareness of the politics of
power, and the influence and
impact of relations between
countries in the region and
beyond
Citizenship Values
Sense of Place
Awareness of global issues (e.g. Personal and moral charac-
Feeling a sense of
climate change) and how we ter strengths that we value
connectedness or belonging
are individually and nationally e.g. Responsibility: Being
to a place accountable to self, others and
connected and interdependent the environment
HARD AND HEART CHOICES
BEING ACTIVE CITIZENS LESSON FOUR

12 13 14 7 15
21 SECONDARY 4 | BUILDING CONNECTIONS BEING ACTIVE CITIZENS LESSON FOUR
HARD AND HEART CHOICES

‘THE VALUE OF DIALOGUE’ REFLECTION WORKSHEET

Why is it important for us to have constructive dialogues

with one another?

What is one thing that is important for constructive

dialogues to take place (e.g. behaviour, attitude, skill)?
22 SECONDARY 4 | BUILDING CONNECTIONS BEING ACTIVE CITIZENS LESSON FIVE
THIS IS OUR TIME

MY THOUGHTS
23 SECONDARY 4 | MAKING CHOICES DOING WHAT IS RIGHT LESSON ONE
WHAT CAN YOU DO?

EMOTIONAL REGULATION STRATEGIES (1/2)

STOP, THINK, DO
24 SECONDARY 4 | MAKING CHOICES DOING WHAT IS RIGHT LESSON ONE
WHAT CAN YOU DO?

EMOTIONAL REGULATION STRATEGIES (2/2)

25 SECONDARY 4 | MAKING CHOICES DOING WHAT IS RIGHT LESSON TWO
TWO WRONGS ≠ RIGHT

MY THOUGHTS
26 SECONDARY 4 | MAKING CHOICES RESPECTFUL RELATIONSHIPS AND SAFETY LESSON ONE
LEVELLING THE GROUND

WORKSHEET FOR HOT SEAT ACITIVITY

Group members: _____________________________________________________________________________________

Scenario assigned: ___________________________________________________________________________________

Task: Discuss in your groups and write down your questions for Joyce/Timothy.

Questions to ask ‘Joyce’/‘Timothy’

Questions that help you to

• understand Joyce’s/
Timothy’s thoughts, feelings
and actions
• understand how gender
stereotypes has affected
Joyce/Timothy

Questions that help Joyce/

Timothy to
• consider the feelings of
their parents
• consider the perspectives
of others, such as their
parents and friends and
the extent that they are
influenced by gender
stereotypes

Questions to influence
Joyce/Timothy to
• reflect on the impact of
gender stereotypes on
them, their family and
society
• take appropriate actions to
overcome challenges due to
gender stereotypes
27 SECONDARY 4 | MAKING CHOICES RESPECTFUL RELATIONSHIPS AND SAFETY LESSON TWO
WHEN LOVE HURTS

CHECKLIST FOR DATING VIOLENCE

DOES YOUR PARTNER...

have a history of violent tendencies (e.g. getting into fights, breaking and
destroying properties, history of abusing other people or animals, etc)?

blame you for how you are treated or for anything bad that happens?

check your phone, emails or social network accounts without your

permission?

criticise you or the things which are important to you, including your
family and friends?

have an explosive temper (always get angry at someone or something)?

control what you wear or what you look like?

pressure you to into activities which you are not comfortable with?

take your money or take advantage of you in other ways?

falsely accuse you of flirting with others or of cheating on him/her?

get rough with you (e.g. slap, push, pinch, pull, punch, restrain, etc)?

threaten you if you talk about breaking up?

ignore or violate your physical boundaries?

exhibit constant jealously or insecurity?

Adapted from:

Stop Dating Violence Brochure. [PDF]. (n.d.). Singapore: National Youth Council.
Retrieved October 4, 2021, from https://www.msf.gov.sg/publications/Pages/Stop-Dating-Violence.aspx
28 SECONDARY 4 | MAKING CHOICES RESPECTFUL RELATIONSHIPS AND SAFETY LESSON THREE
FOR BETTER OR FOR WORSE

MY THOUGHTS
29 SECONDARY 4 | MAKING CHOICES RESPECTFUL RELATIONSHIPS AND SAFETY LESSON FOUR
THERE’S ALWAYS MORE TO A STORY

MY THOUGHTS