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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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Group 3 (Aloysius, Ash, Wen Rong, Hui Xuan)

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Group 3 (Aloysius, Ash, Wen Rong, Hui Xuan)

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> Cyber Wellness
> Mental Wellness
> Family Education

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National Education - Embracing diversity via choreographing of dance titled "Diversity"

Mental Health - Liza could be advised by Miss Chan and Mr Samuel to improve her resilience and have the "I can" mentality. The teacher could also affirm her by going through "I am".

ECG - Miss Chan and Mr Samuel can provide more guidance for her studies at SOTA/future career

Family Education - Skills learned to manage relationship are transferrable to a family setting

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Group 3 (Aloysius, Ash, Wen Rong, Hui Xuan)

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Group 3 (Aloysius, Ash, Wen Rong, Hui Xuan)

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Individual Level

1. Talk to individuals to get an overview feel of how each party perceive the matter and their emotions surrounding it.

2. Organise a dialogue session with both parties (George + Mark) - restorative practice

3. If successful, proceed to class level address

Class Level

1. Follow lesson plan on "It hurts because it matters"

2. Address as a class on the incident which happened between George and Mark (Authentic case study - Teachable moment) as a closing activity

3. Bring in how peers can help in restoring relationships between friends and family (e.g. peer support)
4. Emphasise that how we approach building healthy relationships in real life shouldn't be different from online (i.e. be responsible with commenting, respect for others and be open minded)

Aftermath

1. Teacher should also inform George to talk to Devi after the incident is settled between him and Mark so as to address/affirm her of her positive actions.

2. Teacher should follow up with George if this is addressed afterwards

If restorative practice does not work out before CCE lesson or at all,... (i.e. anger management, socio-emotional concerns)

Involve key personnels (i.e. HOD / DM / VP) to devise actionable plan forward

School counselors should be involved as well as part of the mediation

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a) Caring and Enabling Learning Environment
- Teacher should have ensured that the setting is physically safe by removing the furniture.
- Teacher could have given guidance for the senior members on leadership and how to address the group's difficulty

b) Facilitating CCE
- The teachers could have addressed the students concerns before announcing the team
- The teachers could have explored Liza fears in more depth individually
- The instructor could modify the judging criteria to include rationale, strength and weaknesses
- The students can also be part of the judging group

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- National Education: Understanding inclusivity in a diverse society and citizenship dispositions through CCA training
- ECG: DSA, career aspiration (e.g. professional dancer), self exploration, awareness and discovery, resilience building
- Mental health: Developing critical social-emotion skills, (e.g. emotional regulation, self-control, coping, problem-solving, seeking help and goal setting)

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a) Caring and enabling learning environment
- Teacher can get students to check the environment for safety first (e.g. toppling tables)
- Teacher can mention a positive point from each group before announcing the results (affirm and encourage students)

b) Facilitating connection with CCE
- Teacher can emphasise values like respect, empathy, teamwork, resilience through the performance preparation through the teachable moment

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Part One - Individual Level

Reinforce classroom routines and expectations (in the beginning of the lesson)

Address the issue when it arises before it festers and proliferates

Practising mindfulness - Actions online is an extension of our behaviour in reality

Perhaps could give Tina a heads up prior to calling her up

Leverage on impatient students - Teachable moment - tone down enthusiasm and to give others a chance

Part Two - Class Level

Appreciate and understand that everyone is an individual, who is different because of their background and upbringing

Everyone therefore has their own set of thoughts and beliefs

Society is held together by a connected understanding (beyond tolerance) towards each other, don't just 'know' but to also accept that there are differing views

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Individual Level

Cyber Wellness

Mental Health

Class Level

Religion - National Education

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1.  This scenario mainly focuses on national education as students learn to appreciate the socio-cultural diversity in Singapore.

We also noticed that mental health (Tina) and cyberwellness (Language use on SLS) has been highlighted in this scenario.

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Cyber Wellness
Mental Health

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Mental Health (Tina)
- Could adopt a small group sharing approach. Teacher can approach Tina to hear her responses and talk to her about it.
- After knowing about Tina's concern, teacher could firstly reassure her that she cares for - Tina and talk to her a bit more to find out more about any other concerns she might have.
Teacher could also approach the peer support leaders in the class to try include Tina into the class.

Cyberwellness (SLS)
- setting ground rules

- When the incident has happened, teacher could use that as a teachable moment to address that this question asked was not appropriate and emphasize that the main objective of her lesson was that students consider the importance of showing respect and empathy when interacting with others. --> religion is not just a support system but also as a moral compass (we should respect others and appreciate diversity -- NE)

- In future, Co-form teacher could also monitor the posts and remove any posts that might be seen as disrespectful and address the student individually.

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(Proactive Approach)
Appreciating Diversity
- Be proactive in observing actions of students & tend to actions immediately
- Design activities to build on one another's strength
- Encourage students to express appreciation for one another regularly
- Appoint peer support leaders

Teaching students on cyber ethics
- Embrace the affordances of technology while maintaining a balanced lifestyle between offline and online activities
- Be a safe and responsible user of technology and maintain a positive online presence
- Be responsible for personal well-being in the cyberspace)

(Reactive Approach)
Guide students to go beyond saying sorry to restore relationships with peers after a conflict.
- Restitution: Make amends for the mistakes made.
- Reconciliation: Encourage perspective-taking to practise empathy and forgiveness.
- Resolution: Develop a plan on how they can do better in the future.