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Cyber wellness - the uploading of negative comments, the people who liked the post. Mark did not ask for George's consent to upload the post.

Mental health - how the post and comments affected George's emotions and mental health. George may be feeling alone and attacked.

National Education - racial sensitivity

Family Education - George's grandfather is his main caregiver. Possible lack of strong family support.

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1. Post your group's responses to both questions in the column assigned to your group.

2. You may want to post your responses to questions 1, 2(a) and 2(b) as separate posts.

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- Teacher to talk to the parties involved in the incident first to hear their sides of the story before addressing the class
- Bring up the incident during the CCE lesson (breakdown of relationships) -> Teacher could use it as a teachable moment
- Facilitate students to think about consequences and perspective taking

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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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- CCE lesson on breakdown of relationships is related to how the incident has affected the students' friendship
- Remind students about creating an enabling and caring environment physically and online which could be linked to Cyber Wellness lesson
- Relate the incident back to Cyber Wellness lesson
- Could link to the CCE socio-emotional competencies

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Cyber Wellness
Mental Health
National Education
Family Education

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

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

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Mental health - Resilience; cope with disappointment / failure, managing stress, being a "good" loser
ECG - Challenging the student to keep her options open. Helping students to see that working together with people that they may not get along with is part of working life.

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Q1. Which CCE curriculum content area(s) would you connect this scenario with?

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Q1. Which CCE curriculum content area(s) would you connect this scenario with?

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ECG:
Liza was considering going to SOTA through DSA. However, she did not feel confident because of her junior's remark and took it on herself. This incident has affected her confidence level. She feels like she is not a good dancer and leader.

Mental health:
Liza's confidence level is affected due to a comment made by Helen on her leadership. It resulted in Liza even doubting on her dance ability.

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2a. Caring and Enabling School Environment

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2a. Caring and Enabling School Environment

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1. Teacher should talk to Mark and George on what happened
a. Find out Mark's intention; why is Mark posting to be able to follow-up effectively.
b. Check up on George
c. Mark to apologise to George
d. Bring up to HOD or YH
e. Talk to George's parents to understand the situation at home
f. Talk to Mark's parents if its a bullying case
2. Address what happened to the whole class (prior to the CCE lesson)

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CCE Lesson:
1. Ask students to put themselves in the shoes of the other person.
2. Relating lesson to what happened
3. Getting students to share similar personal experiences
4. Use case studies to show real life examples
5. Facilitation Strategies such as 'Role on the Wall'

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Q2a. Caring and enabling learning environment

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Q2a. Caring and enabling learning environment

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- Teacher should remind students that it is about the learning process, rather than focusing on the end-result.
- Remind students of their passion, the reason they joined dance in the first place.
- Reflection session in the next session: What went well, how each student contributed, Affirmation of efforts.
- Students should not blame the groupings for the results they achieve. Bring to awareness you can't always choose who they can work with. Need to be more resilient.
- Physical environment: Teachers should move the chairs away to prevent accidents from happening.
- Personal management: Guide students to manage set backs (Liza) and regulate themselves.

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Q2b. Connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)

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Q2b. Connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)

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I can - Focus on things students are good at.
I have - Know where they can find support
I am - Knowing your identity

Understand from students' perspective.
- Talk to Liza to understand why she wants to quit.
- Talk to Helen to understand why she made the comment.

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2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class/CCA level? 

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2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class/CCA level? 

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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)

[For Liza specifically]
"I am, I can, I have" framework - a learning aid for resilience building.
- "I am": Guide Liza to evaluate what her strengths are
- "I can"
- "I have": Providing a caring, supportive and empowering environment

[For the overall group]
Unfairness - cannot choose their own group members
How to we help students to cope with this issue?
- Ask them how they are feeling, encourage them to express their emotions
- Helping students to have more perspective
- Not being selected =/= a bad performance
- Helping students to learn to accept loss; the importance of sportsmanship
- To be proud of effort, not just results
- Teaching moment - in life we can't always choose our group members!
- We can share the Basic PH coping strategies with them
- We can also give them a chance to reflect why their group maybe didn't perform as well as they could have done
-> The teacher may need to facilitate this discussion and provide some explanation why that particular group was not selected

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1. Cyber Wellness
- Equipping students with the values & skills to critically evaluate and discern online content & behaviours
- Teaching students cyber ethics ie how to navigate the online space safely & respectfully

2. Mental Health
- Students (ie Tina) who is struggling with negative thoughts and anxiety would need help to manage their emotions.
- Fostering resilience and identifying signs of distress

3. National Education
- Religion is part of an individual’s identity; preserving religious & racial harmony

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2a)
1. Setting rules and routines to ensure a safe environment for students
- Respecting classmates
- Be sensitive
-Reinforcement of rules (be more intentional before discussing sensitive topics)

2. Classroom Management
- Giving students more space to think and recognize when students are uncomfortable to share
- Teacher shouldn't pressurize students to answer on the spot

2b)
1. Teachable moments
-address issues on the spot
-provide opportunities to explain their thoughts
-main takeaway is that students recognize that there is a shared identity(Bonded by the Singaporean identity). However, everyone has their own identity.
-it is okay to ask and clarify doubts instead of making assumptions. However, we need to ensure that the answers provided are not sensitive and biased.
-link it back to common values and SECs shared