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(PreU) TPEP 2022 Case Scenario (for STs)

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1. Which CCE curriculum content area(s) would you connect this scenario with?

2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class/CCA level? You may think of it in terms of:

a) Providing students with a caring and enabling learning environment

b) Helping students connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)

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(3.1) Pre-U SDE ECG Knowing Self and Seeking Pathways

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(3.2) Pre-U SDE CCA Guitar Ensemble - Growing as Leaders

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The case scenario involves students managing the way they interact with one another not just in school but also in public online forums.

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This scenario allows us to learn about diversity of experiences as citizens, and understanding how our own citizenship is situated within a global context of nationalities and evolving identities.

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Intentionality in facilitating CCE experiences

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Intentionality in facilitating CCE experiences

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Focus of the teacher will be to mediate conversations to:
a) share perspectives
b) be empathetic and open to other perspectives
with the larger goal of developing social emotional competencies of our students.

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Providing advice and helping students explore the various post-JC options available.

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Students may not be able to cope with criticism and regulate emotions (e.g. retreat into background/possible self-esteem issues or self-doubt).

Students may also be very stressed and experience health issues (e.g. insomnia), as such need to encourage them to seek help.

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Providing students with a caring and enabling learning environment

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Providing students with a caring and enabling learning environment

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The teacher may want to spend some time (re)establishing norms and expectations for the class, particularly in how to engage in disagreements respectfully. This will be necessary to ensure that the environment of the (CCE) classroom continues to be a safe one for students to engage in dialogue, as if it is left unaddressed, students may hesitate to speak out against predominant views/arguments that have been voiced out across other CCE lessons/topics.

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Engaging Singapore and The World Around Us

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Engaging Singapore and The World Around Us

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As our students head towards adulthood and the outside world, such scenarios give us the opportunity to ground what is taught in classrooms in CCE with a sense of reality, a disposition that the CCE curriculum seeks to develop under National Education.

Sobering situations such as these can make students aware of contemporary realities, of on-the-ground sentiments, and highlights what it means to be Singaporean in a dynamic and less predictable world.

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Intentionality in fostering a Caring & Enabling Environment

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Intentionality in fostering a Caring & Enabling Environment

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1. Affirming students' contributions and strengths, fostering a growth-mindset in receiving feedback. [Positive Teacher-Student Relationships]

2. Peer-support, encourage perspective-taking during briefing and debrief; potentially restorative practices to clear any misunderstanding or resolve any ill-will. [Peer Support & Relationships]

3. Teacher can share how to give constructive feedback and not just criticism; feedback is directed at task/process rather than the self/peer. [Adult Role-modelling] Encourage students to voice / provide feedback about the CCA/involved in decision-making. [Student Voice & Ownership]

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Connections with other CCE lessons & experiences

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Connections with other CCE lessons & experiences

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Identity - Reinforce their purpose / strengths and passions. Through the various academic lessons (whether they like it or not), opportunities in CCA / leadership and discussion on real-world issues.

Choices - ECG in the CCE lessons, students may have considered various post-JC options. Sessions with the ECG counsellor.

Relationships - Exercising team leadership (e.g. how to manage their team / motivating others & interpersonal dynamics). They would have encountered this through previous cohort camps or VIA projects.