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Education needs to focus on cultivating resilience in students, as they will face tough competition in the real world and need to be able to bounce back from setbacks. Additionally, promoting harmony and appreciation of diversity is important in creating a welcoming and respectful environment for students with different ethnic backgrounds and perspectives.

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Lingo to support development of student empathy. How does it look like? How should I nuance what I should say to reflect empathy towards my friends? (They mirror what their parents say - it may come across harsh and critical)

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Conscious effort to develop these attributes (active contributor, global citizens, connectedness) through our customized curriculum and programme planning.

Work on building resilience in our students even as they learn subjects. Making the teaching more explicit.

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Through our Programmes, we instill empathy in our students and get them to see themselves as part of a society and how they can contribute to the society (active contributors). We also get to see them as global citizens.

They need to work collaboratively towards common goals and build their SEL competencies.

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Allow students to learn responsibility (avoid over-protecting them). In turn, this will hopefully build up their resilience.

Make conscious efforts to develop the 3Cs.

Have more CCE infused into our subjects.

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During learning experiences, when students care for each other, they can collaborate and demonstrate team spirit, value- adding and co-constructing ideas during group discussion.

P1 Occupations Day - Teachers can place emphasis on all occupations and how they contribute meaningfully to the society in their own ways. e.g. Doctors save lives not make money (priority).

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Generally our students are caring but they need to be given more opportunities to share despite the clique that they are in (increase in community spirit).

Many family are not well-to-do; students from these families need to have the believe regardless of where they come from that they too have the opportunity to change their 'fate'.
We should not give up in inspiring these students (and families).

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Our students are quite evidently inclusive, especially during recess play time. School players do not draw any line and invite their friends (even from other classes) to join in.

They are also generally helpful and willing to support friends (eg: students in wheelchair or friends with SEN). Caring towards peers.

Attributes they need more of:
- self-awareness
- empathy
- initiative

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* Resilience (ability to pick oneself up) - considering the authentic competition out there, and the realistic abilities of our students.
* Harmony (ability to appreciate the differences between ethnicity and appreciate diversity) - welcome and respect conversations from different perspectives.

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Attributes that we see in most of our students

Kind, Caring, Friendly

Attributes students need more of

Empathy
(should be more exposed through experiences -LJs, VIAs, CCAs, across subjects- to understand what and how Empathy looks like?)

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1.  Which attributes do you currently see in our students? Which attributes do you think our students will need more of?
2. What are the implications for our school in terms of programmes, strategies, etc.?

Each group will post their discussion collectively.

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MOE FY2023 Committee of Supply Debate Response by Second Minister for Education Dr Maliki Osman _ MOE

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From DGE's Desk (Mar 2023) - It takes our children to raise our village

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From DGE's Desk (Mar 2023) - It takes our children to raise our village

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From DGE's Desk (Mar 2023) - It takes our children to raise our village

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How can school play a part in broaden the concept of merit

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Uplifting Every Student:

Students from disadvantaged families face difficulties in school

UPLIFT task force established in 2018 to support these students

UPLIFT Community Network (UCN) piloted in 2020 to provide supplementary support

UCN will be rolled out nationwide to 12 more towns in 2023

Additional manpower resourcing provided to schools through UPLIFT Enhanced School Resourcing initiative

MOE provides education subsidies and financial support

Government plans to explore ways to strengthen whole-of-government social service delivery

Strengthening Support for Students with Special Educational Needs:

MOE provides support to students with special educational needs (SEN)

MOE works closely with government agencies and Social Service Agencies (SSAs)

MOE is committed to strengthening structures and teacher capacity for consistent enactment of inclusive practices

Enhanced accessibility to quality Special Education (SPED) schools provided

School Partnerships (Gen Ed-SPED) have replaced Satellite Partnerships

MOE aims to enhance the quality of teaching and learning in SPED schools

Building Resilience in Our Students:

Developing resilience in all students is a priority

Mental well-being is a key priority for MOE

Character and Citizenship Education (CCE) curriculum provides greater emphasis on Mental Health Education

Resilience and social-emotional skills are practised and reinforced beyond the classroom

All schools have peer support structures

Teachers are equipped to look out for signs of distress

Efforts have been stepped up in the recruitment of school counsellors

MOE is involved in inter-agency collaborative efforts

Expanding Opportunities to Support Students' Strengths and Aspirations:

MOE is making progress in enhancing applied education pathways in polytechnics and ITE

Admissions criteria for post-secondary pathways being adjusted to recognize more diverse profiles of learners

More students will be able to access the Polytechnic Foundation Programme (PFP)

MOE will review admissions processes and criteria for university admissions

SkillsFuture Enterprise Credit (SFEC) introduced to encourage enterprise capabilities

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Singapore dreams of a future without the winner-takes-all competition _ The Straits Times

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Education System - Focus on academic content.  Through the current education system provides a good head start.

Heart and Hands - more emphasis
(VIA and Community work)
Same education system - those who are not academically inclined - may be successful)

Concept of Meritocracy - Cognitive Meritocracy
E.g. MOE Scholar - different treatment.  Mid Career switch (number of experience) - advantages compared to an officer who joined MOE.
Heart and Hands - more emphasis
(VIA and Community work)
Same education system - those who are not academically inclined - may be successful)
Social inequality - Progressive
Tuition Industry - Parents' mindset

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1.  Competition vs collectivism in a compassionate meritocracy.
2. To have different means to measure success.
3. Redefining success in a a 3 different Cs.
4. How to channel competitions to bring greater benefits to both individual and the community.

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1. Form a home group of 4-5 members.
2. Number yourselves 1 to 4. The number corresponds with the article number that you will be reading.
3. Move to your expert group (i.e., all the 1s will gather and read Article 1).
4. In your expert group, consolidate the learning and post the big ideas for the article on the Padlet. Each group will post their discussion collectively.
5. Return to your home group and take turns to share the big ideas for your article. Post in the padlet if there are any questions that surfaced from your sharing.

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Singapore dream turned sour_ How upgrading and a culture of getting ahead became corrosive _ The Straits Times

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Can see
1.Collaboration - opportunities to collaborate in school
2.Care for each other

Need more
1. Resilience
2. Serving the Community
3. Self and Social Awareness
4. Initiative
5. Interpersonal skills (always I first)

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Plan more experiences to build Empathy
- LJs, VIAs, deliberate activities to build empathy

Parents Mindset
- Engage parents more in conversations on Growth Mindset etc

EOY Affirmation Awards on School Level
Recognise learning dispositions across subjects for P3-P6
Affirm throughout the year with the way we speak and acknowledge students

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Bringing out the best in every student and support them to their full potential.

Pay special attention to students with greater needs and ensure that they have are the opportunities and resilience to grow up well.

No children shall be left behind.

Strengthening the  collaboration between schools, families and the community to benefit students' who need help.

Professional exchange between teachers of different schools (mainstream and SPED).

More pathways for students to achieve their aspirations.

Refreshed CCE curriculum provides greater emphasis on mental health education.

Strengthened the support eco-systems for students.

More teacher counsellors.

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1. Community first, not survival of the individual. Share with generosity instead of hoarding for self.
2. Respecting and valuing other roles in society
3. Qualities of leadership at the top and qualities of cohesion on the ground
4. Reorientation and re-emphasis of values. Reach to their core (counter the values they learn through social media)
5. All the above have implications on our education policies and enactment.