Student Leadership
Confident and Ethical Leaders for tomorrow
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Student Leadership
Student Leadership
@ Clementi Town Secondary School
@ Clementi Town Secondary School
At Clementi Town Secondary School, we believe that every Clementeen can grow to become a confident and ethical leader of tomorrow. Guided by our vision of being a vibrant community of learners, with the heart to value every individual and the spirit to serve and to excel, our student leadership programme nurtures Clementeens to lead with integrity, empathy, and purpose.
At Clementi Town Secondary School, we believe that every Clementeen can grow to become a confident and ethical leader of tomorrow. Guided by our vision of being a vibrant community of learners, with the heart to value every individual and the spirit to serve and to excel, our student leadership programme nurtures Clementeens to lead with integrity, empathy, and purpose.
Anchored in our school’s mission of Passion to Learn, Confidence to Lead, and Humility to Serve and grounded in our ASPIRE values of Adaptability, Self-Discipline, Perseverance, Integrity, Respect, and Empathy, the programme empowers students to lead with purpose and integrity, collaborate and adapt to challenges by combining their strengths with others, and inspire their peers through role modelling and encouragement.
Anchored in our school’s mission of Passion to Learn, Confidence to Lead, and Humility to Serve and grounded in our ASPIRE values of Adaptability, Self-Discipline, Perseverance, Integrity, Respect, and Empathy, the programme empowers students to lead with purpose and integrity, collaborate and adapt to challenges by combining their strengths with others, and inspire their peers through role modelling and encouragement.
As Aristotle once said, “The whole is greater than the sum of its parts.” In this spirit, student leaders from the various leadership groups are given opportunities to work collaboratively and synergise their efforts when organising major school events such as the Secondary One Orientation, National Day Celebrations, Teachers’ Day Celebrations, and the Farewell Ceremony. These experiences provide rich learning opportunities that enable students to develop key E21CC skills in critical thinking, adaptive thinking, inventive thinking, communication, and collaboration, while nurturing an enterprising spirit and the heart to serve the school community.
As Aristotle once said, “The whole is greater than the sum of its parts.” In this spirit, student leaders from the various leadership groups are given opportunities to work collaboratively and synergise their efforts when organising major school events such as the Secondary One Orientation, National Day Celebrations, Teachers’ Day Celebrations, and the Farewell Ceremony. These experiences provide rich learning opportunities that enable students to develop key E21CC skills in critical thinking, adaptive thinking, inventive thinking, communication, and collaboration, while nurturing an enterprising spirit and the heart to serve the school community.
Leadership in CTSS is more than a position; it is a journey of growth, reflection, and service. Through authentic experiences within the four broad leadership strands of CARE, EXPERIENCE, OUTREACH, and VOICE, Clementeens develop confidence, empathy, and resilience to make a positive difference within and beyond the school community.
Leadership in CTSS is more than a position; it is a journey of growth, reflection, and service. Through authentic experiences within the four broad leadership strands of CARE, EXPERIENCE, OUTREACH, and VOICE, Clementeens develop confidence, empathy, and resilience to make a positive difference within and beyond the school community.
Embodying our motto Aspire and Grow, our Clementeens become leaders who value others, serve with humility, and inspire excellence — true confident and ethical leaders of tomorrow.
Embodying our motto Aspire and Grow, our Clementeens become leaders who value others, serve with humility, and inspire excellence — true confident and ethical leaders of tomorrow.
The diverse talents and interests of Clementeens are recognised and developed through a wide range of leadership opportunities. In our approach to student leadership development, we seek to equip students with the values, attitudes, skills, and knowledge needed to lead effectively. We also provide platforms for application, reflection, and mentoring, enabling them to become active practitioners of leadership.
The diverse talents and interests of Clementeens are recognised and developed through a wide range of leadership opportunities. In our approach to student leadership development, we seek to equip students with the values, attitudes, skills, and knowledge needed to lead effectively. We also provide platforms for application, reflection, and mentoring, enabling them to become active practitioners of leadership.
Through our student leadership curriculum, we aspire to nurture leaders who have the confidence to unite and inspire others for the greater good, and who play an active role in promoting inclusivity and harmony within the community.
Through our student leadership curriculum, we aspire to nurture leaders who have the confidence to unite and inspire others for the greater good, and who play an active role in promoting inclusivity and harmony within the community.
At Clementi Town Secondary School, our student leaders come from all posting groups, reflecting our belief that every Clementeen has the potential to lead, serve, and make a meaningful difference.
At Clementi Town Secondary School, our student leaders come from all posting groups, reflecting our belief that every Clementeen has the potential to lead, serve, and make a meaningful difference.
CARE
CARE
Focus on building a caring school culture through these specialised areas: cyber wellness, mental health and well-being and family education.
Facilitate peer bonding, peer helping and peer influencing so that they can be effective peer supports among students.
EXPERIENCE
EXPERIENCE
Focus on building a vibrant school community and school culture through ad-hoc activities throughout the year.
Plan and support key school events such as festive celebrations and Teachers' Day celebrations.
OUTREACH
OUTREACH
Focus on advocacy and outreach work, such as National Education messages and environmental efforts.
Work with community partners to plan VIA projects for student leaders.
VOICE
VOICE
Focus on being the eyes, ears and mouth of the students by seeking student feedback (FGDs, dialogue sessions), communicating with school management, and contributing to school improvement efforts.
Be CTSS Ambassadors for primary school marketing talks, Speech Day and Open House.
CT Student Union (Voice) and House Leaders teaming up for National Day 2025
CT Student Union (Voice) and House Leaders teaming up for National Day 2025
CT Student Union Leaders (Outreach) with Runner Kao as part of the Alba E-Waste Recycling Campaign 2025
CT Student Union Leaders (Outreach) with Runner Kao as part of the Alba E-Waste Recycling Campaign 2025
CT Student Leaders during the Leadership Handover Ceremony 2025
CT Student Leaders during the Leadership Handover Ceremony 2025
CT Student Union (Experience) organizing the Graduation Night 2024 for their Graduating Seniors
CT Student Union (Experience) organizing the Graduation Night 2024 for their Graduating Seniors
CT Student Union (Care) prepared and presented customised appreciation packs to our School leaders and Teachers during Teacher's Day 2025
CT Student Union (Care) prepared and presented customised appreciation packs to our School leaders and Teachers during Teacher's Day 2025
Overseas Community Involvement Program 2024 for Student Leaders @ Hanoi
Overseas Community Involvement Program 2024 for Student Leaders @ Hanoi
"Being part of the Student Union (SU) has been a meaningful journey of growth and collaboration. Working with peers of diverse strengths has taught me to lead with adaptability, empathy, and confidence. Through planning school events and initiatives, I have become a more resilient and purposeful leader, ready to take on new challenges."
CADENCE NG XIN YA, Sec 3 (2025)
CADENCE NG XIN YA, Sec 3 (2025)
"My journey as a student leader in the Student Union has been one of growth, reflection, and purpose. The experiences, skills, and friendships gained along the way have taught me that true leadership lies in serving others with humility and dedication."
ANN KE SIXI, Sec 3 (2025)
ANN KE SIXI, Sec 3 (2025)
"Being part of the Student Union has been an enlightening and rewarding journey of growth and self-discovery. Together with my fellow Student Leaders (Care), I have learnt invaluable lessons from both seniors and juniors through the many events we have organised. My experience as a student leader has shown me that true strength in leadership comes from empathy and humility."
ERIN LIM ZHI YI, Sec 3 (2025)
ERIN LIM ZHI YI, Sec 3 (2025)
Values-in-Action (VIA)
Values-in-Action (VIA)
- Introduction
The Values in Action (VIA) experience at Clementi Town Secondary School serves as an integral platform for all Clementeens to grow into responsible citizens with the humility to serve. Through the planning, implementation, and reflection processes, Clementeens are given meaningful opportunities to exercise thought leadership and take ownership of their learning. These VIA experiences nurture in them the 21st Century Competencies that prepare them to be future-ready individuals.
The Values in Action (VIA) experience at Clementi Town Secondary School serves as an integral platform for all Clementeens to grow into responsible citizens with the humility to serve. Through the planning, implementation, and reflection processes, Clementeens are given meaningful opportunities to exercise thought leadership and take ownership of their learning. These VIA experiences nurture in them the 21st Century Competencies that prepare them to be future-ready individuals.
2. Design Approach for VIA in CTSS
2. Design Approach for VIA in CTSS
The VIA experience in CTSS draws upon the principles of Service-Learning project cycle and Design Thinking methodology. They will get to consider areas of concerns by empathising with the community and subsequently plan actions to address these needs in a purposeful manner. By using the Service-Learning projecy cycle, the VIA experience places equal emphasis on Service (meeting the needs of the community) and Learning (character development of Clementeens through serving). Clementeens will also be equipped with Design Thinking skills to develop their critical and inventive thinking skills (21st CC) in the problem-solving process to meet the identified needs of the community. The figures below show the respective approaches.
The VIA experience in CTSS draws upon the principles of Service-Learning project cycle and Design Thinking methodology. They will get to consider areas of concerns by empathising with the community and subsequently plan actions to address these needs in a purposeful manner. By using the Service-Learning projecy cycle, the VIA experience places equal emphasis on Service (meeting the needs of the community) and Learning (character development of Clementeens through serving). Clementeens will also be equipped with Design Thinking skills to develop their critical and inventive thinking skills (21st CC) in the problem-solving process to meet the identified needs of the community. The figures below show the respective approaches.
The VIA approach in CTSS builds upon the strengths of both the Service-Learning Project Cycle and the principles of Design Thinking. Grounded in a student-centric philosophy, it provides a scaffolded process that nurtures empathy for the community and encourages purposeful discussions as students design meaningful solutions to address authentic needs. It also recognises time as a finite resource, ensuring that the VIA experience remains focused and achievable within the school context.
The VIA approach in CTSS builds upon the strengths of both the Service-Learning Project Cycle and the principles of Design Thinking. Grounded in a student-centric philosophy, it provides a scaffolded process that nurtures empathy for the community and encourages purposeful discussions as students design meaningful solutions to address authentic needs. It also recognises time as a finite resource, ensuring that the VIA experience remains focused and achievable within the school context.
To support this, the VIA approach in CTSS consists of six teacher-facilitated steps. The illustration below shows how this approach intertwines the Service-Learning process with the Design Thinking methodology to guide students in serving with empathy, reflection, and intent.
To support this, the VIA approach in CTSS consists of six teacher-facilitated steps. The illustration below shows how this approach intertwines the Service-Learning process with the Design Thinking methodology to guide students in serving with empathy, reflection, and intent.
3. Opportunities for VIA in CTSS
3. Opportunities for VIA in CTSS
All Clementeens are provided with opportunities to participate in Values in Action (VIA) experiences across various platforms. In line with MOE’s guidelines, every secondary school student is expected to contribute at least 24 hours of community involvement by the end of their secondary education.
All Clementeens are provided with opportunities to participate in Values in Action (VIA) experiences across various platforms. In line with MOE’s guidelines, every secondary school student is expected to contribute at least 24 hours of community involvement by the end of their secondary education.
To ensure this is achieved, every Clementeen takes part in VIA experiences as part of their planned Student Development Experience (SDE) during Character and Citizenship Education (CCE) lessons. In addition, Student Leaders in the Student Union and members of selected Co-Curricular Activities (CCAs) also engage in VIA projects tailored to their groups. Students are further encouraged to initiate their own VIA projects, guided and supported by a teacher mentor.
To ensure this is achieved, every Clementeen takes part in VIA experiences as part of their planned Student Development Experience (SDE) during Character and Citizenship Education (CCE) lessons. In addition, Student Leaders in the Student Union and members of selected Co-Curricular Activities (CCAs) also engage in VIA projects tailored to their groups. Students are further encouraged to initiate their own VIA projects, guided and supported by a teacher mentor.
At Upper Secondary levels, students work within their CCAs to initiate their VIA projects with facilitation by their CCA Parents. Using the design thinking approach, the students learnt to empathise with their users and distil the real needs of the community they are serving before ideating possible ways to render their service. The lesson activities focus on empathy and active experimentation to sensitise students to understanding the key issues in the community and reinforce the use of collaborative skills as they work in teams to carry out their proposed service learning projects. Some examples include advocacy for people with autism, outreach to the elderly for Covid-19 vaccination and interacting with students from children beneficiaries.
At Upper Secondary levels, students work within their CCAs to initiate their VIA projects with facilitation by their CCA Parents. Using the design thinking approach, the students learnt to empathise with their users and distil the real needs of the community they are serving before ideating possible ways to render their service. The lesson activities focus on empathy and active experimentation to sensitise students to understanding the key issues in the community and reinforce the use of collaborative skills as they work in teams to carry out their proposed service learning projects. Some examples include advocacy for people with autism, outreach to the elderly for Covid-19 vaccination and interacting with students from children beneficiaries.
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