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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 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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Most prominently, it would link to National Education as it instills a sense of belonging to the nation.

It also links to Cyber Wellness as it helps students navigate their identity better, which gives them more knowledge about themselves as digital consumers. They can then form a digital identity that is respectful to themselves and others.

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Room 1 (Grayce, Gracia, Jing Yi, Fathin, Fernn)

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Room 1 (Grayce, Gracia, Jing Yi, Fathin, Fernn)

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National Education
- Understanding inclusivity in a diverse society (e.g. appreciating diversity and racial and religious harmony)
- To behave in a considerate manner to other members of society (active citizenship, citizenship dispositions)

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National Education
- Appreciating diversity
- Cultivating racial harmony
- Helps students explore their national identity as Singaporeans (by learning about other cultures and traditions)

Family Education
- Encourages students to demonstrate care and concern

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Room 2 (Adriana, Meg, Yoo Jin, Charlene)

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Room 2 (Adriana, Meg, Yoo Jin, Charlene)

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NE - Students learn how to appreciate racial diversity and explore what it means to live in a multicultural society.

MH - When teachers manage class discussions, they also have to consider how their students' self-esteem may be affected by the responses of their peers/teachers.

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1. Sharing about festivals
- Get students from different ethnic groups to share.
- Teacher can supplement with videos.

2. Roleplay scenarios
- Discuss with the class

3. Storytelling
- The teacher can pick out books that talk about celebrating differences.

4. Creating safe online environments
- Provide guidelines and rules that establish online netiquette.

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Room 5 (Wenhui, Juliana, Geraldine, Jia Xuan)

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Room 5 (Wenhui, Juliana, Geraldine, Jia Xuan)

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1. Which CCE curriculum content area(s) would you connect this scenario with?
- National Education: As the students are learning an ethnic dance in preparation for Racial Harmony Day (RHD), this situation helps to promote inclusivity in a diverse society where students learn to appreciate diversity.
- Sexuality Education: One of the male students, Zhi Rong, stated that dance is only for girls, not boys.

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Room 3 (Chi Yin, Abigail, Shanelle, Claudia, Keith)

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Room 3 (Chi Yin, Abigail, Shanelle, Claudia, Keith)

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Task: National Education
Outcome: Cyber wellness, Mental Health

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Room 1 - Grayce, Gracia, Jing Yi, Fathin, Fernn

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Room 1 - Grayce, Gracia, Jing Yi, Fathin, Fernn

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Caring and Enabling Environment
-could have set expectations and guidelines before the discussion took place (e.g. expected behaviour, how to be respectful to their classmates' opinions etc.)
- as the teacher just brushed off the action with general disapproval and handled it in a rather superficial manner
-there was no follow up explanation to the class on why the behaviour was inappropriate and the teacher could have taken the time to speak to the student separately outside of class to address her behaviour
- could have given quieter and less confident students alternative avenues to express themselves (know your learners, be student-centric)
-could have given more scaffolding (like sentence starters such as 'I observed ..... I think it's because ....' or concrete examples) so that the less ready students would have a better idea of how to respond.
-could check up on Tina and see how she's feeling and coping with the situation, provide support after the embarrassing situation in class.

Use it as a teachable moment
-could have used this as a teachable moment for the class and taken the effort to explain to the class why the remark was insensitive / link it to other experiences or things that they have learnt (how to respect others, how to help their classmates when they're in trouble)

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Room 3 (Chi Yin, Abigail, Shanelle, Claudia, Keith) 

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Room 3 (Chi Yin, Abigail, Shanelle, Claudia, Keith) 

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Create a caring and safe environment for students by establishing guidelines around commenting on videos e.g.
- Prior to the task, teacher can brief the students about leaving only constructive comments
- Using SLS' interactive tool to scaffold/guide students to leave constructive comments
- Have a discussion with students and highlight that everyone has different areas of strengths and weakness, and use the opportunity to underscore the importance of empathy

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1. Teaching emotional regulation

2. Linking to P1 -- Help students understand what unkind and disrespectful words and actions look and sound like in different contexts.

a. Ask students to recall from the previous lesson about how their words and actions can make others feel.

b. Extend students’ learning by discussing the following uncaring and disrespectful actions.
- Clarify, Sensitize, Influence (Individually)

3. Reinforcing what caring and respectful actions look and sound like -- Using teacher modelling

4. Help students reflect on how they demonstrate acceptance of people who are different from them through respectful speech and behaviour

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Room 2 (Adriana, Meg, Yoo Jin, Charlene)

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Room 2 (Adriana, Meg, Yoo Jin, Charlene)

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Building safe learning space

- Teachers should not dismiss any of the students' comments as this might discourage free exchange of views. Instead of giving Jill a disapproving look, Miss Chan could have capitalised on the teachable moment and explain how her actions made an impact on others.

- Have class rules to help students cultivate social skills during class discussions (e.g., turn taking). Teachers also need to model this for young students.

- Encourage growth mindset (it's ok to make "mistakes" and learn from each other)

- Know your students well and try to encourage a diversity of views. Acknowledge students who are enthusiastic to share, but also encourage the quieter ones to get involved.

- (re: Tina) Offer a helpline and let her choose a friend to help her with answering the question. / Scaffold the opportunity to respond by getting students to think-pair-share first, then inviting pairs to share their responses.

Connecting to other lessons

- SS big book titled "New Boy on the Block" talks about racial diversity and how to show respectful curiosity about other cultures

- FTGP lesson on "Harmony as One" talks about how we all have to play a part in order to experience harmony. Actions like showing respect by listening when others speak should be practised.

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Room 5 (Wenhui, Juliana, Geraldine, Jia Xuan)

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Room 5 (Wenhui, Juliana, Geraldine, Jia Xuan)

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2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class level?
Teacher can create a caring and enabling environment by improving her time management and classroom management:
-> Time management: Limit the time that students have to choose their props so that situations where they fight for the props will not arise. Also, the teacher had no time to debrief the students and allow them to reflect on their learning.
-> Classroom management: Teacher should set classroom expectations right from the start (be kind and respectful/no pushing others when choosing the props) and address negative behaviour (Helen telling Ruby that her choice of prop was stupid) during the lesson.

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Room 3 (Chi Yin, Abigail, Shanelle, Claudia, Keith)

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Room 3 (Chi Yin, Abigail, Shanelle, Claudia, Keith)

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Connecting to other lessons:
- Linking to cyberwellness: Responsible behaviour on the internet in general
- Linking to CCAs: In CCAs, different student have different roles based on their strengths. Therefore, pupils should value differences instead of mocking their peers.