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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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- National Education
- Mental health (Tina having negative thoughts about classmates)
- Cyberwellness (being respectful to one another online)

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Cyberwellness:
- being aware of what you post online and the consequences
- cultivate meaningful relationships online --> being aware of what cyberbullying is.

National Education:
- Understanding of differences, ethnicity, heritage, culture

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National Education - Diversity and Inclusion
Mental Health - Resilience and Coping with Challenges
Education and Career Guidance - Upper Sec students applying for DSA need to navigate pathways with confidence

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Part (a)
- Reinforcing class norms set up at the beginning of the year BEFORE the class starts: teacher can establish that students are to respect one another and are given the time to think before answering a question (caring and enabling learning environment)
- Emphasising cyberwellness routines: being respectful online
- The teacher can also talk to students on an individual level to address their misbehaviours (Jill and Mark) --> ask them how they think their comments made other people feel, how they feel if they were in their classmates' shoes
- Ask students about the statement "religion is only for the weak and needy" and have them qualify this statement
- Have one or two students reach out and befriend Tina

Part (b)
- Seizing teachable moments (when students are laughing at the comment): Addressing Mark and Jill's comments in class so that students can know the origins of such a comment and help students understand multiple perspectives on this issue. This would also help Mark and Jill understand how their comments may be hurtful or offensive
- Can ask Tina how she is with her CCA, and if her experiences in CCA are positive, can have her apply this positivity to her class (building connections)

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a) Providing students with a caring and enabling learning environment
- Honouring student voice: Hearing the students' thoughts and opinions during the debrief. Getting students to vote for each other, instead of having teachers and instructor just announcing which group will be presenting
- Ms Chan should have taken student safety into account in terms of the environment, clearing the clutter which not only posed a safety risk but also affected student performance and frustrated them
- Teachers can be more intentional by explaining the rationale for the randomised grouping: Students have to harness strength in diversity and learn to work together with people they might be unfamiliar with.

b) Teachable Moments
- Authentic, Reflective Learning for the CCA students: Have students account for and reflect on their ability to make use of their individual strengths and compensate for areas of improvement to produce a cohesive performance. Teachers can highlight that this grouping mirrors real-life scenarios: We won't always get to work with people we already know well. Instead of complaining about having to work with new people, how can we find out what value we can bring to each other and make the best out of our group configuration?
- For Liza, we should consider working on Liza's mental resilience through dialogue. Teachers should ask her the following questions: Instead of opting to give up at the first sign of resistance, how can she better cope with adversity and how can she deal with set-backs in a more healthy manner?
- Even if she should decide not to pursue SOTA as a viable tertiary education option, why does Liza want to quit the CCA? Is it because she feels a degree of personal responsibility for her juniors not performing well, and how fair is this judgement that Liza has imposed upon herself? How can we convince Liza to adopt a healthier growth mindset instead of a fixed mindset?
There is more value in having Liza arrive at these conclusions herself through dialogue, than for teachers to spoon-feed advice.

ECG: What were her motivations for applying to SOTA? Does she know what she is getting herself into, does she know what to expect, does she know what she is giving up if she does decide to give up? What other alternative routes can Liza take, should she choose not to pursue SOTA? Are there other institutions and courses available to her, or should she be considering education in a completely different field?

After we have obtained some answers to these questions, Liza should continue to engage in conversation with other stakeholders and trusted adults such as her parents and Form Teachers to continue working on her mental resilience and figuring out how she can make better informed decisions with regards to her educational future

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Room 3 (Azhar, Elizabeth, Afiq, Francis)

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Room 3 (Azhar, Elizabeth, Afiq, Francis)

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

National Education:
- Understand racial sensitivities

Cyber-wellness:
- Understand what constitutes cyber-bullying,
- Cyber-relationships: building safe, respectful positive relationships

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Individual level:
Mark: To increase his social awareness that he did not do the right thing by bullying his friend.

George: Learn help seeking, emotional management (learn how to stand for his own, verbalise his emotions)

Class level:
Issue: Students might have liked the post which is hurtful to George. Teachers to talk to students to learn how to defuse toxic situation that has arisen online. Students should not be by-standers and should take a stand too and show their support to George.

*Boils down to cultivating a strong peer support*.

*Building empathy among students*

Students need to know how talk to George too. (What can be said, what are the boundaries)

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Room 3 (Azhar, Afiq, Francis, Elizabeth)

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Room 3 (Azhar, Afiq, Francis, Elizabeth)

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Part (a):
Individual:
- Counsel Mark to figure out his perspective and the root cause of his behaviour (racial misconceptions, attention seeking behaviour, etc)
- Counsel George to understand how he was hurt and about his familial relationship
- Get Mark and George together to talk through their issues after the counselling and for Mark to seek for George's forgiveness

Class Level
- Find a suitable time (admin periods) to directly address the issue with the class, leaving discussions of the bigger implications for CCE lessons
- Providing students with a safe environment to talk through the issues (eg racism) without students feeling threatened or targeted while sharing their experiences and feelings
- Signal to the class that such behaviours are unacceptable and pose a threat to racial relations and to relationships within the class

Part (b):
- Connect to the next lesson on breakdown of relationships by elaborating on how cyber bullying, etc leads to such breakdowns

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Key Content Areas
- Mental Health, Education and Career Guidance, National Education

Key issues
- The CCA is not close-knitted (particularly between seniors and juniors)
- Competition is viewed in an unhealthy way

Preventive Measures
- Teachers could reframe the activity, shifting away from a competitive focus. For example, students could peer-review each other's performances and give feedback (both complements and areas for improvement)

- Teachers could delegate roles to have students clear the space before using it (out of safety considerations)

- More (or equal) distribution of attention could be given to both the seniors and juniors of the CCA by the teachers.

- Create opportunities for students to bond outside of practice sessions: Have bonding activities/ CCA learning journeys/ team celebrations

Reactive Measures
To help create a positive and caring environment,
- Teachers could acknowledge the presence of conflict (disagreement) between students; The Teacher could act as the facilitator to mediate the situation as students talk it out.

- Teachers could also remind students of healthy boundaries and to be respectful of one another.

To help Liza:
- After the CCA, the teacher could follow-up with Liza and seek to understand how she feels about the situation, as well as her motivations for the DSA interview.

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Room 1 (Amrit, Charlene, Martin, Yihui, Alysia) 

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Room 1 (Amrit, Charlene, Martin, Yihui, Alysia) 

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National Education (respecting diversity in the nation)
Mental Health (for Tina)
Cyber-wellness (expressing one another's thoughts sensibly online)

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Room 1 (Amrit, Charlene, Martin, Yihui, Alysia)

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Room 1 (Amrit, Charlene, Martin, Yihui, Alysia)

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(a) Create a safe classroom environment for students to voice their opinions and views. This includes pre-emptively agreeing on a set of classroom routines (e.g. mutual respect, attentive listening), and the teacher can reinforce this when moments such as these arise.

(b) Make connections with the school's RHD - emphasise the need to respect diversity. Also make connections with Miss Chan's teaching subject (Math) - when classmates answer questions on the whiteboard, the class should still respect that they had the courage to make meaningful contributions, regardless of their classmate's answer.

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National Education (Racial Harmony, appreciating diversity)
Mental Health (being resilient)
ECG (motivations for DSA)