Level 1 - Students use ICT tools (e.g., online calendars) to keep track of their schedules and set learning goals with teacher guidance.

Level 2 - Students take the initiative to use ICT tools to keep track of their schedules and set learning goals, which are shared with and monitored by teachers.

Level 3 - Students take the initiative to use ICT tools to determine their own learning goals (e.g., SLS ALS to set learning goals) and carry out their own learning plan.

Discussion / Question

1) Level of attainment

2) Evidence of Practice

3) Area(s) to be developed

Level 1 - Student’s ability to discover, discern, and distill digital information is at basic level.

Level 2 - Student’s ability to discover, discern, and distill digital information is at moderate level.

Level 3 - Student’s ability to discover, discern, and distill digital information is at advanced level.

Discussion / Question

1) Level of attainment

2) Evidence of Practice

3) Area(s) to be developed

Level 1 - Students engage in a healthy balance of online and offline activities with supervision/guidance from a trusted adult.

Level 2 - Students engage in a healthy balance of online and offline activities independently.

Level 3 - Students generate awareness amongst peers in school and share tips on how to achieve a healthy balance between online and offline activities.

Discussion / Question

1) Level of attainment

2) Evidence of Practice

3) Area(s) to be developed

Level 1 - Students demonstrate safe and responsible online behaviours with supervision/guidance from a trusted adult.

E.g., Not sharing passwords with others, except for trusted adult.

Level 2 - Students demonstrate safe and responsible online behaviours independently.

E.g., Being discerning of online information through the use of S.U.R.E (Search, Understand, Research, Evaluate).

Level 3 - Students generate awareness amongst peers in school and share tips on demonstrating safe and responsible online behaviours.

E.g., Sharing with peers how to use S.U.R.E (Search, Understand, Research, Evaluate) to discern online information.

Discussion / Question

1) Level of attainment

2) Evidence of Practice

3) Area(s) to be developed

Level 1 - Students demonstrate positive online presence with supervision/guidance from a trusted adult.

E.g., Using kind words when interacting online, with the help of a trusted adult when necessary.

Level 2 - Students demonstrate positive online presence independently.

E.g., Using THINK (True, Helpful, Inspiring, Necessary, Kind) when interacting online to create/maintain a positive online presence

Level 3 - Students generate awareness amongst peers in school and share tips on demonstrating positive online presence.

E.g., Sharing with peers in school how to apply THINK (True, Helpful, Inspiring, Necessary, Kind) in their online interactions, in order to create/maintain a positive online presence.

Discussion / Question

1) Level of attainment

2) Evidence of Practice

3) Area(s) to be developed

During MIM, students are exposed to using Google Calendar, customised target setting forms and weekly scheduling on Google Sheets. Students required step by step guidance by teachers to utilise these tools.

Areas to be developed- Once students are familiarised with the tools, we hope that they will use the skillsets taught to use these tools meaningfully to their customised needs (e.g. Doing their own target setting, self initiatived learning and organising their own revision through the use of Google Calendar)

2) Evidence - Observation is that students' usage of tech is at very superficial level so can't ascertain a higher level.

3) Areas to be developed - Helping our students discern and distill information. Perhaps similar to the testing phishing emails staff receive from ETD.

Currently, students are at Level 1.

Evidences of Non-Practice:

1. Many online bullying acts, online conflicts that require teacher mediation and while there are not a large number of repeat offenders, there are a number of isolated cases across various levels.

2. Large range of online bullying acts, ranging from miscommunication to dissemination of inappropriate materials, verbal to documentation and dissemination of physical abuse.

Evidences of Practice:

1. Cyberwellness/ Safer Internet Day Pledge (SIP Pledge), however, values are not internalised.

2. At a basic level, majority of students tend not to share their personal information online and are aware of the dangers of cyber footprint.

3. With reminders, students are able to adhere to online engagement norms and remain respectful on official platforms.

Areas to be developed:

1. Self Management: (Responsible decision making, choices, relationships) needs to be taught explicitly, taking a whole school approach rather than firefighting.

2. Social Media Reps can be appointed to be ambassadors/ champions/ stewards of healthy online habits to work towards levels 2 and 3.

2) Evidence of practice: students stop gossiping or discourage the spreading of unverified information in Class/CCA WA Chat - students sent encouraging messages during NSG

3) Areas to be improved: to influence people around to be positive online users