https://padlet.com/veenabharwani23/fj8r4upo8ck8 A)Evaluate these scenarios. B)Examine their strengths and weaknesses. C) Suggest improvements to these activities to make RHD more meaningful in line with CCE values. en-us 2017-11-07 01:31:44 UTC 2025-11-19 02:32:42 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/File.png veenabharwani23 https://padlet.com/veenabharwani23/fj8r4upo8ck8/wish/204177600 1) Long-lasting activities to understand those outside cultural group. 
- A ‘buddy’ system/ a recurring segment during CCE lessons
- Activities to enhance understanding of different groups
- For example: Booth displays of cross-ethnic practices e.g. learning how to hold chopsticks or eat with their hands

2) Organising external trips for students
- Go on learning journeys: students  can attend the Thaipusam festivities at temples, Christmas caroling in Orchard Road and attend the break-fast meals at sunset during Ramadan and going on mid-autumn festival lantern walks.]]> 2017-11-07 01:31:55 UTC https://padlet.com/veenabharwani23/fj8r4upo8ck8/wish/204177600 https://padlet.com/veenabharwani23/fj8r4upo8ck8/wish/204696120 Buddy System

Problem: What about in racially homogenous schools? Taxing on the few people of other races and may “other” them.

Suggestion: Could we consider making it a matter of both racial and religious appreciation? Students often labour under the misconception that racial and religious practices are tied, particularly when thinking about Malay/Muslim and Indian/Hindu cultures. Having them interact with, for example, Christian Malays or Muslim Chinese can highlight the distinction between race and religion, and indirectly inspire an appreciation for what race is and what it entails. At the same time, it still promotes the diversity and other values we value for RHD, and can be used in more homogenous schools.]]> 2017-11-08 07:52:10 UTC https://padlet.com/veenabharwani23/fj8r4upo8ck8/wish/204696120