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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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National Education
- Promote understanding between the different races

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A)
pre-activity briefing
Brief the students about what rules to take note of when posting and commenting on other students’ posts
- refrain from hurtful comments
- provide constructive and positive feedback

Alternative online platform
- Teachers can consider using SEESAW as it allows Teachers to accept the comments before being seen by the other students.

B) teachable moments
- after viewing the comments, Teachers should address them to the class but keep the students’ anonymous.

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Group 6: Mental Health, National Education 

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Group 6: Mental Health, National Education 

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-Respecting one another's culture (Halal and non-halal)
-Singapore is a multi racial and diverse country where we cultivate our students to have a sense of belonging

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2a) set rules and routines on the use of ICT tools:
teacher to read through the comments first before allowing them to post online.
teacher to brief students on the importance of respecting each other.
No use of hurtful words that may hurt peer's feelings

2b) teachable moment:
1. Lucy cares for her peer- teacher can praise her and encourage her to continue to care for her peers.
2. When Haris complained about his mother- teacher can teach him that his mum cared for him and only did so for his own good. he should be more respectful towards his mother and his choice of words is rude and insensitive.

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CCE Content Area: Cyber-wellness
- Use of internet responsibly without harming others or themselves (no-cyberbullying)

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Individual: The teacher can address Henry's question and make it a class discussion instead of addressing it briefly.
For students who are shy and quiet, the teacher can make use of ICT tools such as mentimeter, allowing students to provide inputs anonymously.

Class: The teacher can set clear rules for group discussions before allowing them to do so. This is to prevent situations of students shouting out the answers and making disrespectful comments.

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Part (a)
- (Values) Respect people's view and show kindness in our words

- Self-management, self regulate our emotions and behaviour

- Teacher foster safe environment for children to share their problems with the teachers

Part (b)
- Form links between what is taught in the textbook and CCE lessons with the real-life situation

- Capture Teachable moments: Students learn how to cooperate with one another

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Individual:
Talk to Tina privately after the lesson to understand why she cannot answer the questions, and check on her emotional well being to create a caring environment. The teacher should instill Tina's confidence, to try to answer the questions even though her friends have answered the questions.

Student ownership and accountability of the things they said in class: The teacher can use questioning techniques: do you think such comments is appropriate? Why do you think so? so that Jill can realize he is wrong and apologize more sincerely.

Class:
Also, the teacher can tell the students the importance of being sensitive and respectful towards their friends, instead of scolding Jill for the insensitive remarks.

Teacher should set ground rules on answering questions, so that students know what is expected of that.

The teacher can also let students share their responses with one another before they voice out their answers, this could build good peer relationship and support.

For positive TSR, the teacher can also praise students who are willing to share experience, thereby motivating other students to speak up in class

Others:
Adult modelling-The teacher can be more decisive in stopping the conservation between Jill and Henry. The teacher should assert a firmer stand in setting the classroom culture and expectations.

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Group 3: National Education, Education and Career Guidance and Sexuality Education 

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Group 3: National Education, Education and Career Guidance and Sexuality Education 

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National Education: Understand and appreciate different culture and ethnicity through ethnic dance
ECG: Allows students to explore different activities to promote holistic development. PAL provides varied avenues for students to develop social-emotional competencies as well.
Sexuality Education: Stress that dance is not gender-specific. Though we may see more girls than boys, it is not only meant for girls.

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1) Teacher can explain the cultural background of the ethnic dance so that students can gain a deeper appreciation of the culture and understand the significance of learning the ethnic dance.
2) Teacher can set rules and expectations before the start of class so that students can learn to respect and care for each other and not snatch props.
3) Teacher can seize teachable moments to let students know that dance is gender neutral and both boys and girls can dance and be good at it.