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-strengthen self support and mental health issues is important for the kids
-the fact we are moving towards these approaches is good because
parents tend to brush it off the mental health issues of their children, good that the trs and peers will be trained to be the support system
-kids are more comfortable in talking to their own peers

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- Excited about the new curriculum. As it is more current and can address the current issues eg cyberwellness and mental health.
- CCE should be more infused into the curriculum, and every teacher is a CCE. As currently is stand alone and only during assembly is the platform to show CCE.
- Cyberwellness should also introduce into Primary School as children is expose to different APPs or website and start talking to strangers in the web. The children should be taught about not to talk to strangers.
- Mental health: Interlinks with cyber bullying and thoughts of sucidal and the way they handle the thoughts needs to be addressed.
- The resilience of the students are not strong. Because they are well protected and does not know how to pick themselves up. School and parents should work together and help in building up the students' resilience.

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TRANsition Support for inTegration (TRANSIT)

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TRANsition Support for inTegration (TRANSIT)

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It is helpful for the lower primary with special needs to have a transition programme.

Currently there are organisation that are carrying this transiiton programme for these pupils and the cost are high. It would be good that each school has such programme, so as to help these students.

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Character and Citizenship Education (CCE) 

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Character and Citizenship Education (CCE) 

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Mental Well-Being
Pupils still have difficulty managing themselves.
Able to give textbook answers but do not have the emotional capacity to react that way.

When teachers are trained -- we will be teaching pupils on the content and self-management. But instead, focus should be on time given and allocated to put things into practice (e.g. provide opportunity and time for teachers and pupils to bond)

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Eco Stewardship Programme for all schools

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Eco Stewardship Programme for all schools

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A formal opportunity  to create a 'green culture' for pupils to start practicing in Schools first.

The New Science Centre allows for more interactive activities to be conducted regarding sustainability.

More staff to be involved in environmental education Involvement of more subjects to discuss about eco-topics.

Funding for structures and programmes so that pupils can visually see the amount of waste generated and accessibility to recycling centres for pupils to see impact.

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1) Would CCE Centre be too "detached" from teachers on the ground?
2) New Town Pri is really far, would be good to have a CCE COE in each Zone?
3) What would the CCE Centre be showcasing?
4) How much more can we do in school in regards to CCE?

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1) Will degree be recognised internationally?
2) Should the discussion be focused on whether Arts will be a viable career path for students?
3) Definite positive for the Arts scene as the industry takes another step forward in promoting Arts

4) Promoting University of Arts as a pathway in ECG
5) University of Sports?

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Excited: Revamped and more focused on mental health (signs of  and more current needs of the current generation. Awareness of digital threats and opportunities would be emphasized. Peer support structure and culture to be in place. Looking forward to a CCE curriculum that is more relevant and current to the new generation of students.
New center for CCE in NIE. Teachers would be sent for training to be effective CCE teachers.

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Excited: TRANSIT in all primary school by 2026. With TRANSIT, we hope all our students would have opportunities to an excellent education system  despite their disadvantaged social and emotional background. The many prong approach to helping these children transit would certainly ensure that no-one is left behind. The TRANSIT curriculum that focus on strengthening our students' ability to self-regulate and have good leaning skills which would translate to good self-management skills and hence a more resilient workforce.
Concern: Parents would be too self-reliant and have undue expectations. Teachers need to be well-trained too and do not rely heavily on the AED(LBS) or assumed that that is not their subject to teach. The students may needlessly be labelled.
Individual: Opportunities for PD and uplifting all teachers.
School: Needs of the other students are not neglected. May implement TRANSIT curriculum to all students.

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Character and Citizenship Education (CCE)

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Character and Citizenship Education (CCE)

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(E) A more holistic approach where every teacher is a CCE teacher, there will be greater impact as a teacher to bring about the desired outcomes in the child.

(C) Shift in mindset that CCE will be taken care of by the MT teachers. However, teachers will probably need some form of PD to be able to best manage daily events in the classroom as teachable moments to inculcate the grit in the child.

(C) There are always teachable moments in the classroom but in the busy-ness of carrying out daily T&L and other duties, inevitably teachers will be torn between spending time to educating the child vs

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Character and Citizenship Education (CCE) Eco Stewardship Programme for all schools

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Character and Citizenship Education (CCE) Eco Stewardship Programme for all schools

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Eco Stewardship programme for all schools

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Eco Stewardship programme for all schools

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(E) Further integration into Science curriculum.

(E) Possibilities are many with scaling up of sustainability programmes within the formal curriculum. With focus and deeper integration there is leverage to deepen the 3R culture.

(C) Will there be sufficient time with the impending integration of environmental sustainability into the Science syllabus.

(S) Further expand current T&L in Science to get students to think about how their actions have an impact on the environment, the role that each of them play in having a sustainable future.

(S) Environmental activities (eg. Green comm) could be heightened for students to be advocates for environmental sustainability.

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Focusing on mental health , right way esp younger kids and those doing the PSLE , building the trust with the pupils is important to the educators
Pupils they are not sensible in using social media ,it is good that schools can guide them and keep a look out to report cyber bullying

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- concerns: students becoming superficial online, they constantly want to see approval (Qn: how the 'new' CCE curriculum can address these?)
-Excited: It's a step in the right direction. There are existing links between cyberwellness and mental health already. excited to see how these links are further strengthened and explicitly rolled out in classrooms.
-at individual level: we can advise them and work with the parents to engage the children
- Perhaps this CCE initiative should start from P1 level

Existing support in our school seems sufficient. Moving forward, we should create the culture of looking out for one another and alerting the teachers. Also, we could remind students about other channels of help for mental health support.
-Strengthen partnership with parents (workshop)

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Excited: Our school already have Green committee rolling out initiatives and efforts to be eco friendly, so, with this COS initiative formal structures can be put in place and more support from MOE
Concerned: how to make green initiatives a daily habit among students. Students tend to only respond during the period of intiative.

At school level, there should be reward and recognition. Also we  reinforce during CARE time. At individual level, we need to role model.

Green Comm has good initiatives, so it is about building on the green culture further in our school.

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initiatives :
-tap on pupils as support system
-training internally -CCE centre to better trained the trs
-tap on school cousellors LBS to help identify pupils in distress
- open policy - build  a school culture that it is alright for pupils can talk to counsellors , nothing wrong in seeking help, non judgemental
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excited : about the new scheme - common entry programme , multiple pathways- room for change for choice. greater flexibility, allow kids to explore and eventually choose the careers they want, the careers they enjoy
-There is room for errors
- how to support as a school : problem solving real life world learning, equipping them with skills
-schools could provide personality test  - allows pupils  to understand themselves more,

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Excited because it's high time to address these issues (Mental Health and Cyberwellness), in view of current landscape.

Concerns:
1. Whether teachers are equipped and comfortable  to discuss about mental health. Social stigma
2. Mental health of staff should also be considered.
3. Support from parents. Parents-mindset; some parents are still thinking that academic results are important. Parents are also not sure (ignorant / in denial/ social stigma) about mental health issues. Parents are not able to recognise the signs of distress.

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Concerns:
1. Accurate identification of needs (learning, behaviour, emotional needs.
2. Templates to help distill root causes in a child's behaviour:: case conceptualisation, Ecological Framework - only feasible to be done for a few because documentation is tedious and comprehensive..
3. Misdiagnosis / Over-diagnosis? Good to give about 6 months to observe (do intervention and diagnosis during this time if necessary) before going for official diagnosis.
4. Concern with 'labelling'. Parents must be aware of this programme.
5. priority in attending sch programmes: Same students identify for both  LSP and Transit,: which one takes priority.
6. Teacher deployment. TSN?

Excited because...
1. the initiatives - provide a platform to do early intervention and prevention work.
2. Teachers will be more intuitive and forthcoming to help identify the students with learning, behavioural and emotional needs. Whole-school approach.