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© 2012 Student Development Curriculum Division.This publication is not for sale. Permission is granted to reproduce this publication in its entirety for personal or non-commercial education use only. All other rights reserved.
2014 SYLLABUSCYBER WELLNESS
Secondary
Implementation starting from2014 Secondary Cohort
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“Our education system must… nurture Singapore citizens of good character, so that everyone has the moral resolve to withstand an uncertain future, and a strong sense of responsibility to contribute to the success of Singapore and the well-being of fellow Singaporeans.”
Mr Heng Swee Keat, Minister for Education
ISBN: 978-981-07-4292-8
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CONTENTSChapter Page
Introduction UnderstandingCyberWellness 1
GoalsandKeyMessagesforCyberWellness 3
CyberWellnessandSocialandEmotionalCompetencies 3
CyberWellnessandCCELearningOutcomes 5
ComponentsinCyberWellness 6
CurriculumTime 7
GuidingPrinciplesinDevelopingtheCyberWellnessSyllabus 7
GuidingPrinciplesinTeachingandLearningofCyberWellness 8
Content FeaturesoftheCyberWellnessSyllabus 9
KeyUnderstandingandKeyQuestions 9
CyberWellnessSyllabusContentforSecondaryLevels 13
Pedagogy 23
Assessment 25
Annexes 26
Annex A: Scope and Sequence from Primary 1 to Secondary 4/5
Annex B: Understanding Students’ Learning Needs for Cyber Wellness
GlossaryofTerms 33
References 34
Acknowledgements 35
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Figure 1: MOE Cyber Wellness Framework
Understanding Cyber Wellness
Ourstudentstodaybelongtoalinkster1generationwhoareconstantlyconnected.Theopennatureoftheinternetposesadangertoourstudentsasitcanexposethemtoundesirablecontentwhichmaycorrupttheirvaluesystems,andtounnecessaryhurts.
CyberWellnessisimportantasitlooksintothepositivewell-beingofstudentsastheynavigatethecyberspace.
What is Cyber Wellness?
CyberWellnessreferstothepositivewell-beingofinternetusers.Itinvolvesanunderstandingofthenormsofappropriate,responsiblebehaviourwithregardtotechnologyuseaswellasknowledge,skills,valuesandattitudesonhowtoprotectoneselfandotherinternetusersinthecyberworld.It looksintothepositivephysicalandpsychosocialwell-beingofstudentsintheiruseofmobileandinternettechnologies.
Conceptual Framework
TheMOECyberWellnessFramework(Figure 1)guidesschoolsinplanningforaCyberWellnessprogramme.Itfocusesondevelopingthechild’sinstincttoprotecthimselfandempowershimtotakeresponsibilityforhisownwellbeingincyberspace.Ithighlightstwoprinciplestoguidestudentsintheiractions,describesa3-stepprocess toexploreCyberWellness issuesandencouragesschools topartnerparents inpromotingCyberWellnessamongstudents.
SENSETH
INKACT
*Respect for Selfand Others*Safe and
Responsible Use
CYBERWELLNESSPRINCIPLES
1Thelinkstergeneration,alsoknownasTheFacebookGeneration,aremembersofthepopulationwhowerebornafter1995,accordingtoJohnson&Johnson(2010).TheyaresocalledLinksterGenerationbecausenoothergenerationhaseverbeensolinkedtoeachotherandtotheworldthroughtechnology.
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Principles
Respect for Self and Others
Studentsshouldbeableto:
1.Upholdtheirowndignitywhenonline(e.g.avoidsurfing inappropriatesitesandparticipating in illegalonlineactivities).
2.Respectothers(e.g.avoidusingtheworkofotherswithoutpermissionandpublishingundesirablematerialsthathurtothers).
Safe and Responsible Use
Studentsshouldbeableto:
1.Understandtherisksofharmfulandillegalonlinebehaviours,andlearnhowtoprotectthemselvesaswellastoavoiddangerstheymayencounteronline.
2.Evaluatetheconsequencesoftheirdecisions/behaviourswhileonlineandmakeresponsiblechoicestoprotectthemselvesandthecommunity(e.g.notspendingexcessiveamountoftimechattingorplayinggamesonline,andreportingvictimsofcyberbullyingtoatrustedadult/authority).
Process
Students should always “be aware” of issues, “think” before “acting” while they are online. Therefore,“Sense,ThinkandAct”isasimplelearningcycleforpupilstoadopt.Schoolsshouldreinforcethisprocesswhendeliveringtheircyberwellnessprogrammes.
Sense.Studentsshouldbeableto“sense”therisksofharmfulbehavioursonlineandlearnhowtomanagesuchrisksaswellasprotectthemselvesfromthedangers.
Think.Todevelopstudents’abilitytorespondtonewencountersincyberspace,itisimportanttoprovideopportunitiesforstudentstoanalyse,evaluateandreflectoncyberwellnessissues.
Act.Studentsshouldeventually translate theirunderstanding intoactionsthatwillkeepthemsafewhileonline.
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Goals and Key Messages for Cyber Wellness
Goals of Cyber Wellness
ThegoaloftheCyberWellnesscurriculumistoequipstudentswithlife-longsocial-emotionalcompetenciesand sound values so that they can become safe, respectful and responsible users of Information andCommunicationTechnology(ICT).
TheSecondarySchoolSyllabusisdesignedwiththestudents’developmentalneedsinmindandaimstobuildupfromwhatthestudentshavelearnedinPrimaryschools,toprogressfromtheAwarenessstage,totheApplicationstage,andfinallytotheAdvocacystage(Annex A).
Key Messages
Thekeymessagestostudentsareto:
1.EmbraceICTyetmaintainabalancedlifestylebetweenthephysicalandthecyberworld
2.HarnessthepowerofICTforpositivepurposes
3.Maintainapositivepresenceincyberspace
4.BeasafeandresponsibleuserofICT
Cyber Wellness and Social and Emotional Competencies
Table 1outlinestherespectivesocialandemotionalcompetenciesthatwillbeemphasisedforeachthemeandtopic.
Threedomainscutacrossalmostallthetopics:
1.Self Managementcoversimpulsecontrolandstressmanagementtoaddressissuessuchasaddictionandcyberbullying.
2.Social Awarenesscoversperspective-takingandempathy,suchastheneedtobeculturally-awareandsensitivewhenpostingopinionsonline.
3.Responsible Decision-MakinghelpsstudentsputthesecompetenciesintopracticeastheyusetheICT.
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Table 1: Social and Emotional Competency Domains for Cyber Wellness Curriculum
Themes Topics
Social And Emotional Competency DomainsR3ICH
Core Values2SelfAwareness
SelfManagement
SocialAwareness
RelationshipManagement
ResponsibleDecision-Making
CyberUse BalancedUseofICT 3 3 3
CareResponsibility
CyberIdentity
OnlineIdentityandExpression
3 3 3 3ResponsibilityIntegrity
CyberRelationship
Netiquette 3 3 3 3RespectHarmony
CyberBullying 3 3 3 3 3RespectResilienceHarmony
OnlineRelationships 3 3 3 3 3
RespectCareHarmony
CyberCitizenship
AbouttheCyberWorld
3 3 3 Responsibility
HandlingOnlineContentandBehaviour
3 3 3 3ResponsibilityIntegrity
CyberContacts 3 3 3
CareResponsibility
2Thecorevalues(Respect;Responsibility;Resilience;Integrity;CareandHarmony)arefundamentalforapersonofgoodcharacterandausefulcitizenofSingapore.Theyguidestudentstodiscernbetweenrightandwrong,helpthemtomakeresponsiblechoicesandbecomemoreawareoftheirrolesinsociety.ThesearealsothevalueswhichunderpintheCCECurriculum.
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Cyber Wellness and CCE Learning Outcomes
TheLearningOutcomes(LOs)ofCCE(Figure 2)statewhatwewantourstudentstolearnandattain.TheCCEcorevaluesareembeddedintheeightLOs.TheCyberWellnesssyllabusshowshowthelearningoutcomesareachievedthroughtheteachingofrelevantsocialandemotionalcompetencies,valuesandattitudesthatareneededforonetobeasafeandresponsibleuseroftheinternetwithrespectforselfandforothers.
Figure 2: Character and Citizenship Education Learning Outcomes
Acquire self-awareness and apply self-management skills to achieve personal well-being andeffectivenessLO1
AcquiresocialawarenessandapplyinterpersonalskillstobuildandmaintainpositiverelationshipsbasedonmutualrespectLO3
Takeprideinournationalidentity,haveasenseofbelongingtoSingaporeandbecommittedtonation-buildingLO5
Careforothersandcontributeactivelytotheprogressofourcommunityandnation
Reflectonandrespondtocommunity,nationalandglobalissues,asaninformedandresponsiblecitizen
LO7
LO8
ActwithintegrityandmakeresponsibledecisionsthatupholdmoralprinciplesLO2
BeresilientandhavetheabilitytoturnchallengesintoopportunitiesLO4
ValueSingapore’ssocio-culturaldiversity,andpromotesocialcohesionandharmonyLO6
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Components in Cyber Wellness
TheCyberWellnesssyllabusprovidestheknowledge,skills,valuesandattitudestobetaughtexplicitlyduringCyberWellness lessons.Separately,otherplatformscanbe tappedupon toaugment theCyberWellnessmessagestostudentsandotherstakeholderssuchasparentsorguardians(Table 2).
Table 2: Components in Cyber Wellness
Components What it refers toCyberWellnessLessons
TeachingofKnowledge,Skills,ValuesandAttitudesforCyberWellness
School-basedCCE Couldinclude•AssemblyprogrammesrelatedtoCyberWellnesse.g.CyberWellnesstalks,senior-teach-juniorsessions,etc.
•OtherprogrammessuchasCyberWellnessWeek,“internet-free”day,etc.WorkingwithParents
•InvolvetheminreinforcingCyberWellnessprinciplesathome,forexample,advisingthem to set limits on usagetime, set boundaries, and set good example for theirchildren.
•Builduptheirknowledgebyconductingworkshopsforparentsorreferthemtothe“ParentsinEducation”(PiE)websiteformoreinformationonCyberWellness.
WorkingwiththeCommunity
• Leverage on School Family Education (SFE) to conduct workshops for parents onawarenessofnewmediaplatforms(suchasTwitter,blogs,Facebook)andtheissuesthatimpactyouthsinthedigitalage.
• Share resources or refer parents to external professional agencies (such as ChildGuidance Clinic, Institute ofMental Health, Health Promotion Board, REACH) andotherhelplines(suchasprofessionalcounsellors,psychiatrists,psychologists)tohelptheirchildrenwhomayneedadditionalinterventionforcyberwellnessissuessuchasaddictiontoonlinegaming.
•Connectwiththeaboveexternalprofessionalagenciesasusefulresourcepartnersinwhichschoolsandparentsmaytaponfortheirexpertiseandexperience.Forexample,collaboratingwithMediaDevelopmentAuthority(MDA)orHealthPromotionBoard(HPB) to conduct sharing sessions for students, teachers and parents, or provideinformationalmaterialsandbrochuresonCyberWellness.
CounsellingProgramme
• Provide intervention and support to students identified to have Cyber Wellness-relatedissues,andtoworkwithparentsofthesestudentstohelptheirchildren.
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Curriculum TimeCyberWellnessSyllabus(Secondary)ispositionedunderGuidanceModules3intheCCECurriculum:
Figure 3: Curriculum Time for Cyber Wellness
20 hours CCELessons
13 hours CCEGuidance Modules
(ECG, CW, SED)
27 hours School-based
CCE
Secondary(S1-S5)
Total:60hoursperyear
Schoolsarerequiredtodedicate4hours(Figure 3)ofcurriculumtimeforeachacademiclevelfortheexplicitdeliveryoftheCyberWellnesslessonsbyFormTeachers.Lessonswillbeplannedfor60minutes,toprovidesufficienttimeforfacilitatingdiscussionsandactivitiesrequiredfortheeffectivedeliveryoflessons.However,therewillbeaclearsegmentationofthelessonintotwopartsforschoolsthatmightchoosetodeliverthelessonovertwo30-minuteperiods.
Guiding Principles in Developing the Cyber Wellness Curriculum
Thefollowingprinciplesguidedtheconceptualisationanddesignofthesyllabus:
1.Contentisfocusednotjustonissues,butontheinculcationofcorevaluesandtheacquisitionofenduringsocialandemotionalcompetencies.
2.Pedagogywillencouragereflectionthatleadstoactionandpositivebehaviouralchanges.Student-centredpedagogiessuchaspeer-ledteachingapproacheswillbeused.
3.Learningofcontentisscaffoldedusingaspiralprogressionapproachtoreinforcelearningandmeetthedevelopmentalneedsofstudentsatthesametime.
4.Assessmentisusedforfeedbackpurposesandtoinspirestudentstoshowpositivechangesinattitudeandbehaviour.
5.Activitiesthatinvolveparentswillbeincludedtoenhancestudents’learning,wherepossible.
3The13-hourGuidanceModulescomprise5-hourSexualityEducationlessons,4-hourCyberWellnesslessons,and4-hourEducationandCareerGuidancelessons.
4 hoursCyber Wellness
Module
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Guiding Principles in Teaching and Learning of Cyber Wellness
1. Teacher-student relationship for effective delivery
Positiveteacher-and-studentrelationshipsprovidesafeandsupportiveclassroomenvironmentwhich isakeyingredientforeffectivelearningtotakeplace.Asteachers,wearegiventheopportunitytointeractwithourstudentsandhaveadeeperunderstandingofwhattheyencounterintheireverydaylives.Throughtheestablishedteacher-studentrelationship,teachersarebestplacedtoleadandupholdthecorevaluescriticalforCyberWellness.Werolemodelandcreatelearningopportunitiestoshapeandinstilineverystudentthecorevalues.Wedevelopineachofthemasenseofself-careandastuteness,aspiritofresilience,respectandcompassionforothers.Wetakeownershipofourprofessionaldevelopmenttoequipourselveswiththeexpertiseandcompetenciestonurtureeverystudenttobecomeasafeandresponsiblecybercitizenofgoodcharacter.
2. Values are both taught and caught
ValuesaretaughtwhentheyareexplicitlyexpressedthroughtheknowledgeandskillsasdefinedintheCyberWellness syllabus and the CCE learning outcomes. Values are caughtwhen teachers rolemodel positivebehaviourand,whengoodonlineattitudesandbehaviourareaffirmed.
3. Varied modes of delivery
Studentslearnvaluesthroughinstruction,skillspractice,rolemodellingbyteachersorpeers,andpositivereinforcementduringstructuredlessontimeandteachablemoments.Learningexperiences,suchasroleplaysanddiscussionsfromauthenticcasescenariosandstories,alsoprovideampleopportunitiesforthelearningandapplicationofgoodvalues,skillsandattitudes.Simulationexercisesaregoodmodesforsupportingthetransferoflearningontotheauthenticcyberspacecontexts.Withvariedlearningstylesofstudentsinaclass,arepertoireofapproachesisencouragedforeffectivedelivery.
4. Parents as key partners
Parentsplayakey role in their children’sgrowth.Studentsbenefit themostwhen thehomeandschoolenvironmentsareattunedtoeachother.Anumberofstudieshaveconnectedhome-schoolcollaborationtobetterlearning,healthyself-esteem,morepositiveattitudesandbehaviourinlife.Hence,schoolsneedtoengageandcollaboratewithparentstoprovidethenecessaryfamilycare,supportandreinforcementathome.Effectivecommunicationoftheschool’sCyberWellnessprogrammesandtheprovisionofplatformsforparents’activeinvolvementinschoolswillhelpparentsbecomeengagedpartners.
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Features of the Cyber Wellness Syllabus
TheCyberWellnessmodulecentresontwofoundationalprinciples(fromtheCyberWellnessFramework),threebigideasandfourthemes(Table 3).
ThethreebigideasofIdentity,RelationshipsandChoicesareinalignmentwiththebigideasofCCE.
Key Questions and Key Understanding
Foreachbigidea,keyquestionsandkeyunderstandinghavebeenidentifiedtoaidteachersinguidingandstimulatingstudents’inquiryanddiscussionintheclassroom(Table 4).
Table 3: 2 Principles - 3 Big Ideas - 4 Themes
Table 4: Big Ideas, Key Questions and Key Understanding statements
2 Principles 3 Big Ideas 4 ThemesRespectforselfandothers Identity Cyberidentity:
Healthyself-identity
Cyberuse:Balancedlifeandbalanceduse
Relationships Cyberrelationships:Safeandmeaningful
Safeandresponsibleuse
Choices Cybercitizenship:Positivepresence
Big Ideas Key Questions Key Understanding
Identity
•WhoamI(onlineandoffline)?•HowdoIexpressmyselfappropriately?
•Ahealthyself-identityisfundamentalformentalwell-beinginthecyberworld.
•Ahealthyself-identityleadstoappropriateexpressionofself,bothonlineandoffline.
Relationships
•Howdoweformsafeandmeaningfulonlinerelationshipsandbalanceourcommitmentbetweenonlineandofflinerelationships?
•Relationshipsarereciprocalandrequirecommitment.
•Humanbeingsneedface-to-faceandcommittedrelationshipstofunctionwellinlife.
Choices
•Howdowemakediscerningchoicesandactonthemtotakecareofthewellbeingofthecybercommunity?
•Everyonehasaroleinmakingapositivepresenceinthecybercommunity.
ThepurposeofKeyUnderstandingstatementsistoarticulatefundamentalprinciplesthatguidestudents’behaviourinthecyberworld.Theyareusedtoraisestudents’awarenessoftheirself-identity,theironlineandofflinerelationshipsandthequalityoftheirpresenceinthecybercommunity.
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The purpose of Key Questions is to promote critical inquiry on fundamental concepts relating to CyberWellness.Eachofthekeyquestionsaimsto:
1.Helpstudentscontinuallycheckwheretheyarewithregardtoaparticularissueorstand,forexample,wheretheyarenowwithregardtotheirinternetusageortheirrelationships,bothonlineandoffline.
2.Challengestudents’understandingaboutpotentialissuesthattheymayencounterinthecyberworld.
3.Encouragestudentstolookforwaysinwhichtheycanimprovethemselvesintheironlineinteractionandavoidthepitfallsofriskyonlinebehaviours.
Table 5isaguidetoreadingTable6.TogetherwiththeKeyQuestionsandKeyUnderstanding,theconceptofbalanceand theuseofbalancingscalesareused tohelpstudents toassess theircurrentstatus, suchastheirlevelsofuseofcomputerandtheinternet,andtheirlevelofdependencyononlinerelationships.Thepurpose istogetthestudentstobeconstantlyreflectingontheircurrentstatusandtomodifytheirbehaviourinallthattheydoonlineandoffline,wherenecessary.
Table 6isapictorialrepresentationoftheKeyQuestionsandKeyUnderstandingthatareincorporatedintotheCyberWellnessSyllabus.
Table 5: Guide to reading the pictorial representation of Key Questions (KQ) and Key Understanding (KU)
Key Questions Key Understanding Topics Level• Sub-Topics
•WhatwouldabalanceduseofICTlooklike?
Students will be able to understand that:•Technologycanbeagoodslavebutabadmaster.
•Lifeneedsbalance,andabalancedlifestyleisattainable.
Balanced Use of ICT
Sec 1•AdvocateforbalancedlifeonlineandofflineExcessive Use vs Non-Use
Non-Use
(Ignorantoftechnology)
Balanced Use
(HarnessTechnology)
Balancing Scale Diagram
Excessive Use
(Addiction/Over-dependenceontechnology)
Negative Effects: Aggression,impatience.
Cybe
r Use
–Ba
lanc
ed li
fe a
nd b
alan
ced
use
Them
es
Note: TheconceptofbalancedepictedintheBalancingScaleDiagramdoesnotnecessarilyrefertoa50:50pointinevery situation. Forexample,achievingbalancebetween“ExcessiveUse”and“Non-Use”doesnot imply thatoneneedstospend50percentofhistimeontechnologyandanother50percentonnon-use.Rather,thereisaneedto strikeabalancebetween the twoendsof thebalancing scale.Theexactbalancingpointvaries from individualtoindividualdependingonthecontextstheylivein.Forexample,astudentwhotakesComputingasasubjectwillbespendingmoretasktimeonusingtechnologythanastudentwhotakesArtasasubject.Thus,thetwostudents’balancingpointsareatdifferentpositionsonthebalancingscale.Balanceisachievedwhenthetimethestudentspentontechnologyisnotattheexpenseofhis/herotherofflinefunctionalareasandactivities.
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Table 6: Pictorial Representation of Key Questions (KQ) and Key Understanding (KU)
Themes Key Questions Key Understanding Topics Level
• Sub-Topics
Cybe
r Use
–
Bal
ance
d lif
e an
d ba
lanc
ed u
se • What would a life with balanced use of ICT look like? Students will be able to understand that:
• Technology can be a good slave but a bad master. • Life needs balance, and a balanced lifestyle (online and offline) is attainable.
Balanced Use of ICT Sec 1 • Advocate for balanced life online and
offline • Helping others with addiction
Excessive Use vs Non-Use
Cybe
r Ide
ntity
–
Heal
thy
self-
iden
tity
(o
nlin
e an
d of
fline
)
• How do I express myself appropriately? Students will be able to understand that: • Our self-identity determines our self-expression, both online and offline. • Our expression online impacts our reputation offline.
Online Identity and Expression Sec 1 • Appropriate online self-expressions • Impact of self-esteem on online self-
expressions
Sec 2 • Achieving congruence between online
and offline selves
Sec 3 • Strengthening self-identity • Implications of false identities (self-
esteem and online expressions)
Sec 4/5 • Online Reputation Management
Excessive expression vs Non-disclosure
• Who am I really? Students will be able to understand that: • Everyone is worthy of respect. • A healthy self-identity is fundamental for mental well-being in the cyber world. • Our self-identity determines the quality of our relationships (linked to next theme
on Cyber Relationships). Self-esteem:
• Am I who I am online and offline? Students will be able to understand that: • A congruent self is a healthy self.
Congruence between online and offline selves (as opposed to inauthentic representations of self due to a desire to ‘hide’ or deceive)
Non-Use
(Ignorant of technology)
Balanced Use of ICT
(Harness Technology) Excessive Use
(Addiction/over-dependence on technology)
Negative Effects: Aggression, impatience “phantom vibration disorder”, dis-connectivity anxiety; FOMO(Fear-of-losing-out); inability to focus on task at hand, easily distracted with multiple gadgets.
Balancing Scale Diagram
Non-disclosure
Appropriate expression/disclosure
Excessive, inappropriate expression/disclosure
Balancing Scale Diagram
Self-deprecating view Acceptance of self
Narcissism
(Narcissistic personality “disorder”: Loving self too much; too preoccupied with self)
Balancing Scale Diagram
Online Identity Offline Identity
Balancing Scale Diagram
Identity Congruence
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Themes Key Questions Key Understanding Topics Level
• Sub-Topics
Cybe
r Rel
atio
nshi
ps –
safe
and
mea
ning
ful r
elat
ions
hips
• How many and what kinds of relationships do I have and actively formed? Students will be able to understand that: • A healthy self-identity builds quality (safe & meaningful) relationships. • ‘Face-to-face’ relationships are more meaningful and fulfilling.
Cyber Bullying Sec 1 • Revisit Cyber Bullying (covered under
“Online social interactions”) Sec 2 • Helping victims of cyber bullying
through negotiation and reconciliation
Quantity of connections:
• How dependent am I on online relationships? • How able am I in developing and maintaining healthy balance between online and
face-to-face relationships.
Students will be able to understand that: • Relationships are reciprocal and require commitment. • Human beings need face-to-face, committed relationships to function well in life.
Online Relationships Sec 1 • Online social interactions • Excessive dependence on online
socialisation Sec 2 • Building quality and managing
expectations of online relationships Sec 3 • Social and Cultural awareness in online
communications
Sec 4/5 Embracing diversity in relationships
Dependency on online relationships
• How do I build safe, meaningful and committed relationships? Students will be able to understand that: • Online relationships need to be authenticated before deeper trust can be built.
Developing quality relationships
Harmful, distant,
inauthentic Distant, surface
Meaningful, proximate(face–to-face), authentic
Plus - Ability to form core group of committed, close, dependable friendships
(Dangerous contacts, Bullies, Victims)
(Acquaintances) (Friends) (Core group of friends)
• How appropriate am I in sharing my views and re-posting information from others? • How socially- and culturally- sensitive am I in my online communications
Students will be able to understand that: • Social and Cultural Awareness & Intelligence is essential for building meaningful
relationships. Developing social and cultural sensitivity
• How am I embracing diversity in relationships? Students will be able to understand that: • Embracing diversity in relationships is needed to develop quality relationships.
Intolerance/ Hurtful/group polarization
Tolerance Appreciation and Respect Embrace Diversity
Not Connected (Social Withdrawal)
Healthy Connections Excessive Connectedness
Balancing Scale Diagram
Social withdrawal
Independent & interdependent
(Healthy) Over-dependent, too attached
Manipulative (High co-dependency) - Reward dependence (becomes dependent on how much
‘feedback response’ and ‘likes’ on Facebook one gets) Balancing Scale Diagram
Insensitive & ignorant
Socially- & culturally-sensitive
Over-sensitive; stereotypes
Balancing Scale Diagram
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Themes Key Questions Key Understanding Topics Level
• Sub-Topics –
Pos
itive
pre
senc
e
• Who makes up the ‘network’? • How does the cyber world work? • What is ‘privacy’ in the cyberspace? • How vulnerable am I online? • How can I contribute to build a safe and healthy cyber community/culture? • How do I assess and ensure what I do is legal and ethical in the cyber world?
Students will be able to understand that: • The network is ‘us’ and everyone has a role to play in the cyber community. • What we do in the virtual world impacts us in the physical world. • Technology invades privacy. • There are commercial models working behind social media and other cyber
platforms. • Ethics are as important in the cyber world as in the real world. • The cyber world is bound by varied laws and regulations across international
boundaries. • Creation of original work earns ownership to the work.
About the Cyber World Sec 1 • Impact of cyber culture and new media
Sec 2 • Concept of gamification, digital labour,
group-think/herd mentality
Sec 3 • Risk assessment for choices of online
participation (also Revisit Dangers of Cyber Contacts)
Sec 4/5 • Making responsible and discerning
choices as a cyber community • Advocate for safety in cyber community
(“Danger of Cyber Contact”)
Cybe
r Citi
zens
hip Contributing to a Positive Presence in cyber community
Students will be able to:
• Understand the characteristics and impact of cyber culture • Report abuse, handle inappropriate content, guard against scams, etc • Be responsible in the use and creation of content and media (international laws and boundaries) • Conduct risk assessment and exercise discretion in choices of online platforms and activities to participate in • Evaluate credibility of sources of information • Advocate for responsibility and respect in the cyber community
Handling Online Content & Behaviour
Sec 1 • Playing a part to keep internet safe for
other users • Staying away from inappropriate
content
Sec 2 • Consideration of international laws and
boundaries
Sec 3 • Creating media and sharing information
online Sec 4/5 • Advocate for content safety in Cyber
space • Legal and ethical issues in Cyber space
Inappropriate Plagiarism, Piracy Visiting Inappropriate sites Not avoiding dubious sites or inappropriate content Cyber Bully, Bystander Hack, Spy Spam Non-questioning/non-discerning of authenticity and credibility of information sources Non-discretionary participation of online platforms and activities (e.g. accept Terms and Conditions without checking; being enticed to participate without assessing risks involved.)
Appropriate Acknowledging sources
Asking for permission of use where appropriate
Identification and protection from dubious sites
Handling inappropriate content (pornography viruses, scams, violence sites, ‘extremists’ sites, etc)
Report bullying; advocate for no cyber bullying
Respect for privacy and ownership–no hacking, spying Respect for others – no spamming
Evaluate credibility of sources of information before using
Discretionary participation of online platforms and activities (e.g. Assess risk
before deciding on participation in online shopping, games, social media platforms, etc.)
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Cyber Wellness Syllabus Content for Secondary Levels
The following table outlines theCyberWellness syllabus content for Secondary levels. It builds onwhatthestudentswouldhavelearnedattheprimarylevel.CyberWellnessmessagesandtopicshavealsobeeninfusedintoothersubjectssuchasEnglishLanguageandMotherTongueLanguages.
Theme: Cyber Use – Balanced Life and Balanced Use
CCE Learning Outcomes:LO1:Acquireself-awarenessandapplyself-managementskillstoachievepersonalwell-beingandeffectivenessLO2:Actwithintegrityandmakeresponsibledecisionsthatupholdmoralprinciples
Key Question:•WhatwouldalifewithbalanceduseofICTlooklike?
Topics• Sub-Topics
Knowledge Skills Values / Attitudes
Balanced Use of ICT
Secondary 1
•Advocateforbalancedlifeonlineandoffline
•Revisitaddictionandhelpingotherswithaddiction
Students will be able to:•understandthatlifeneedsbalanceandabalancedlifestyle(online&offline)isattainable
•knowthattechnologycanbeagoodslavebutabadmaster
•knowthatoneneedstobalancetheironlineandofflinelivestoachievewell-being
•knowthesymptomsofaddiction
•knowthecopingstrategiesofaddiction
Students will be able to:•manageonlineandofflineactivitiestoachievebalance(timemanagement)
•usetechnologytobenefitselfandothersyetnotbecomingoverlyreliantonit
•identifysymptomsofaddictionandself-monitortheiruseofICTandothers
•usecopingstrategiestomanageandpreventinternetorgamingaddiction
•besupportivetofriendswhoarecopingwithaddiction
At Secondary 1, students will develop:
Values•Self-Care•Responsibilitytowardsself
Attitudes
•Valuebalanceinonlineandofflineactivitiestoachievehealthyrelationships
The following are possible cyber-related contexts which are useful in teaching the relevant knowledge, skills and values/attitudes:•Casesofinternetaddictionanditsadverseeffects:violence,aggressiontowardsthosewhorefusethemtheuseoftheinternet;inabilitytodistinguishbetweenvirtualandrealworld;fallinggrades;failingincommitmenttorelationships;inabilitytofocusonimportanttasks.
•Peersupportinhelpingfriendswithinternetaddictionissues(identificationofaddictionsymptomsanduseofcopingstrategies.)
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Theme: Cyber Identity - Healthy self-identity (online and offline)
CCE Learning Outcomes:LO1:Acquireself-awarenessandapplyself-managementskillstoachievepersonalwell-beingandeffectivenessLO2:ActwithintegrityandmakeresponsibledecisionsthatupholdmoralprinciplesLO7:Careforothersandcontributeactivelytotheprogressofourcommunityandnation
Key Question:•HowdoIexpressmyselfappropriately?•WhoamIreally?•AmIwhoIamonlineandoffline?
Topics• Sub-Topics
Knowledge Skills Values / Attitudes
Online Identity andExpression 1
Secondary 1
•Appropriateself-expression
•Impactofself-esteemononlineself-expressions
Students will be able to:•knowwhatisappropriatetoshareaboutoneselfandhowtoexpressitinwaysthatwillbesafe
•knowthatone’sself-esteemcanaffectone’sself-expressiononline
•knowtheconsequencesofinappropriateself-representation
Students will be able to:•expressoneselfauthenticallyonlineyetmaintainappropriateself-disclosure
At Secondary 1 – 4/5, students will develop:
Values•Responsibilitytowardsself
•Personalintegrityinonlineexpression
Attitudes
•Valueself-worthandworthofothers
•Acceptingandembracingwhoyoureallyare
•Appreciatethevalueofhavingagoodreputation
Online Identity andExpression 2
Secondary 2
•Achievingcongruencebetweenonlineandofflineselves
Students will be able to:•understandthatahealthyself-identityisfundamentalforyourmentalwell-beinginthecyberworld
•knowthatacongruentselfisahealthyself
Students will be able to:•recognisepersonalstrengths,needsandvalues
•worktowardscongruenceinonlineandofflineself-identity
15
Topics• Sub-Topics
Knowledge Skills Values / Attitudes
Online Identity andExpression 3
Secondary 3
•Strengtheningself-identity
•Implicationsoffalseidentities(self-esteemandonlineexpression)
Students will be able to:•knowthatwhowearedetermineswhatwedoonlineandoffline
•knowtheconsequencesofwronglyassumingothers’identities
Students will be able to:•worktowardsstrengtheningone’sself-identity
•identifyproblemsofassumingfalseidentitiesormisrepresentingoneself
Online Identity andExpression 4
Secondary 4/5
•Onlinereputationmanagement
Students will be able to:•knowthatwhatwedoonlineaffectsourreputationoffline
Students will be able to:•seehowotherswillviewyoufromyouronlineself-representations
The following are possible cyber-related contexts which are useful in teaching the relevant knowledge, skills and values/attitudes:•Uploadinginappropriateimages(inappropriateself-expression)
•Casesofpeoplehackingintosocialmediaprofilesandassumingfalseidentities
•Understandingimplicationsoffalseidentities(self-esteemissues)
•Onlinereputationanditsimpactonfutureemployment
•Casesofpostingsofinsensitiveremarksandtheconsequencesonself
16
Theme: Cyber Relationships – Safe and Meaningful
CCE Learning Outcomes:LO1:Acquireself-awarenessandapplyself-managementskillstoachievepersonalwell-beingandeffectivenessLO3:Acquire social awareness and apply interpersonal skills to build andmaintain positive relationshipsbasedonmutualrespectLO4:BeresilientandhavetheabilitytoturnchallengesintoopportunitiesLO6:ValueSingapore’ssocio-culturaldiversity,andpromotesocialcohesionandharmonyLO7:Careforothersandcontributeactivelytotheprogressofourcommunityandnation
Key Questions:•HowmanyandwhatkindsofrelationshipsdoIhaveandactivelyformed?•HowdependentamIononlinerelationships?•HowableamIindevelopingandmaintaininghealthybalancebetweenonlineandface-to-facerelationships?•HowdoIbuildsafe,meaningfulandcommittedrelationships?•HowappropriateamIinsharingmyviewsandre-postinginformationfromothers?•Howsocially-andculturally-sensitiveamIinmyonlinecommunications?•HowamIembracingdiversityinrelationships?
Topics• Sub-Topics
Knowledge Skills Values / Attitudes
Cyber Bullying
Secondary 2
•Helpingvictimsofcyberbullyingthroughnegotiationandreconciliation
Students will be able to:•knowthatwhatweshareaboutothersaffectsothers
•haveknowledgeofconflictresolutionstrategiesforonlinerelationships
•haveknowledgeofsocialandculturaldifferencesandsensitivities
Students will be able to:•applyconflictresolution,negotiationskillstomanageonlinerelationships
•applynetiquetteinonlinecommunication.
•discernwhatisappropriatetoshareonlinewithregardtopersonalviews,andinformationfromandaboutothers
•taketheperspectiveofothersandempathiseevenwhenonline
•standupforwhatisright
•applyperspectivetakingskillsanddemonstratesocialandculturalsensitivityinonlinecommunication
At Secondary 2, students will develop:
Values•Respectandcareforselfandothers
•Resilienceinthefaceofcyberbully
Attitudes
•Appreciatetheimportanceofnottarnishingothers’reputationonline.
17
Topics• Sub-Topics
Knowledge Skills Values / Attitudes
Online Relationships 1
Secondary 1
•Onlinesocialinteractions
•Excessivedependenceononlinesocialisation
Students will be able to:•knowthattheprinciplesofrealworldrelationshipbuildingapplyequallywhentheyareonline(e.g.orecognisethatrelationshipsarereciprocal
orecognisethatrelationshipbuildingrequirestimeandcommitment)
•understandthatahealthyself-identitybuildsquality(safe,meaningful)relationships
•knowtheimportanceofbalancingonlineandofflinesocialisation
Students will be able to:•manageandachievebalancebetweenonlineandoffline(face-to-face)relationships
•formrelationshipswithpeoplefromdifferentsocialisationcircles,notrestrictingfriendstolimitedsocialcircles
•notbeover-dependentonfriends’feedbackonsocialmedia(rewarddependence)
At Secondary 1 - 4/5, students will develop:
Values•Respectandcareforselfandothers’onlinewellbeing
•Harmoniousonlinerelationships
Attitudes
•Valuehavingabalancedcommitmenttoonlineandofflinerelationships
•Embraceandrespectdiversityevenwhenonline
Online Relationships 2
Secondary 2
•Buildingqualityandmanagingexpectationsofonlinerelationships
Students will be able to:•knowthattheprinciplesofrealworldrelationshipbuildingapplyequallywhenonline(e.g..orecognisethatrelationshipsarereciprocal
orecognisethatrelationshipbuildingrequirestimeandcommitment)
•knowthatnotallviewsorinformationisappropriateforsharing
Students will be able to:•formhealthyrelationshipswithoutexcessiveneedforonlinefriends
•buildandmaintainhealthyrelationshipsinthecyberworld(meaningful,face-to-face,authentic)
•discernandmakeappropriateonlinecomments
•re-postinformationappropriatelyonline
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Topics• Sub-Topics
Knowledge Skills Values / Attitudes
Online Relationships 3
Secondary 3
•Socialandculturalawarenessinonlinecommunications
Students will be able to:•knowtheneedforandtheconsequencesofnotmanagingsocialandculturaldifferencesandsensitivities
Students will be able to:•applyperspectivetakingskillsanddemonstratesocialandculturalsensitivityinonlinecommunications
Online Relationships 4/5
Secondary 4/5
•Embracingdiversityinrelationships
Students will be able to:•knowtheimportanceofembracingdiversityinrelationships
•knowthesocialandculturaldifferencesandsensitivitiestoembracediversityinrelationships
Students will be able to:•beanadvocatefortheformingofrelationshipswithpeoplefromdifferentsocialisationcircles,notrestrictingfriendstolimitedsocialcircles
•beanadvocatefortheimportanceofhealthyrelationshipsinthecyberworld(meaningful,face-to-face,authentic)
•beanadvocateforbalancedlifewithpositiverelationships
The following are possible cyber-related contexts which are useful in teaching the relevant knowledge, skills and values/attitudes:Possible Contexts for Lower Secondary Possible Contexts for Upper Secondary•Digitalfootprintsandconsequencesofonlinebehavior
•Casesofcyberbullying,stalking;bystanderbehavior
•Helpingcyberbullyvictimsthroughnegotiationandreconciliation(howtoforgive;howtoreconcile)
•Understandingandmanagingonlinesocialinteractions
•Casesofpeoplegettingdepressedoveralackof‘likes’ontheirFacebookprofiles(excessivedependenceononlinesocialization)
•Casesofinappropriateremarks(socialandculturalawarenessinonlinecommunications)
•Embracingdiversityofviewsandpeople(bothonlineandoffline)
•Balancingandmakingtimeforcommittedface-to-facerelationshipsbesidesonlinefriendships
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Theme: Cyber Citizenship – Positive Presence
CCE Learning Outcomes:LO1:Acquireself-awarenessandapplyself-managementskillstoachievepersonalwell-beingandeffectivenessLO2:ActwithintegrityandmakeresponsibledecisionsthatupholdmoralprinciplesLO3:Acquire social awareness and apply interpersonal skills to build andmaintain positive relationshipsbasedonmutualrespectLO5:Takeprideinournationalidentity,haveasenseofbelongingtoSingaporeandbecommittedtonation-buildingLO7:CareforothersandcontributeactivelytotheprogressofourcommunityandnationLO8:Reflectonandrespondtocommunity,nationalandglobalissues,asaninformedandresponsiblecitizen
Key Questions:•Whomakesupthenetwork?•Howdoesthecyberworldwork?•Whatis‘privacy’inthecyberspace?•HowvulnerableamIonline?•HowcanIcontributetobuildasafeandhealthycybercommunityorculture?•HowdoIassessandensurewhatIdoislegalandethicalinthecyberworld?
Topics• Sub-Topics
Knowledge Skills Values / Attitudes
About the Cyber World 1
Secondary 1
•ImpactofCybercultureandnewmedia
Students will be able to:•knowthecharacteristicsofCybercultureanditsimpact
•understandthatwemakeupthenetwork
•knowthebusinessmodelsbehindthecyberplatforms
Students will be able to:•discernwhatkindsofmediaplatformsaresafetoparticipatein(e.g.socialmedia,games)
At Secondary 1 – 4/5, students will develop:
Values•Responsibilityinonlineparticipation
Attitudes
•Advocateforahealthyandsafecybercommunity
About the Cyber World 2
Secondary 2
•Conceptofgamification,digitallabour,groupthink/herdmentality
Students will be able to:•understandtheconceptsofdigitallabour,gamification,andgroup-thinkorpolarisationeffectsandhowtheseimpacttheirlives
Students will be able to:•identifyinappropriatewebsitesandavoidthem
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Topics• Sub-Topics
Knowledge Skills Values / Attitudes
About the Cyber World 3
Secondary 3
•Riskassessmentforchoicesofonlineparticipation
Students will be able to:•knowtheimportanceofmakinginformeddecisionsforonlineparticipation
•knowtherisksinvolvedinunsafeonlineparticipation
•understandthatthereisnocompleteprivacyinthecyberworld
Students will be able to:•identifyrisksintheirengagementincyberplatformsandprotectthemselves
•assessrisksinvolvedbeforedecidingonparticipationinonlineplatforms(e.g.checkingTermsandConditionsofonlineplatforms)
About the Cyber World 4
Secondary 4/5
•Makingresponsibleanddiscerningchoicesasacybercommunity
•Advocateforsafetyincybercommunity
Students will be able to:•knowtheimportanceofmakingresponsibleanddiscerningchoicesforthebenefitofthecybercommunity
•knowthatsafetyinthecybercommunityrequiresactivecontributionfromall
Students will be able to:•safeguardselffrompeoplewhoareonlinewithinauthenticidentitiesormaliciousintent
Handling Online Content& Behaviour 1
Secondary 1
•Playingaparttokeepinternetsafeforotherusers
Students will be able to:•knowthattherearewebsitescreatedtoincitehatredanddissensions
•knowthedifferencebetweensafeandunsafewebsites
Students will be able to:•identifyandavoidinappropriatewebsites
At Secondary 1 – 4/5, students will develop:
Values•Integrityinhandlingofonlinecontentandbehaviour
•Responsibilitytowardsselfandotherstokeepthecybercommunitysafe
21
Topics• Sub-Topics
Knowledge Skills Values / Attitudes
Handling Online Content& Behaviour 2
Secondary 2
•Considerationofinternationallawsandboundaries
Students will be able to:•knowthatthecyberworldisboundbyvariedlaws,regulationsandethics
Students will be able to:•sourceoutlaws,governingregulationsandethicsinthecyberworldandapplytheseappropriatelywhilstexercisingdiscernment
Attitudes
•Beanadvocateforasafecybercommunity
•AppreciatetheimportanceofethicsrelatingtoownershipandauthorshipinthecyberworldHandling Online Content
& Behaviour 3
Secondary 3
•Creatingmediaandsharinginformationonline
Students will be able to:•understandtheethicalandlegalconsiderationsincreatingandsharingmedia
Students will be able to:•discernwhatkindsofmediaplatformsaresafetoparticipatein(e.g.socialmedia,games)forcreationofmedia
•applytheknowledgeoflegalandethicalconsiderationsincreatingandsharingmedia
Handling Online Content& Behaviour 4
Secondary 4/5
•LegalandethicalissuesinCyberspace
•AdvocateforcontentsafetyinCyberspace
Students will be able to:•knowthecommonlegalandethicalissuesthatcansurfacefromonlineparticipation
•understandthattheimpactofthevirtualworldisreal
Students will be able to:•observeethicsandbemindfulofone’sactionandattitudeinonlineparticipation
•advocateforcontentsafetyincybercommunity
22
The following are possible cyber-related contexts which are useful in teaching the relevant knowledge, skills and values/attitudes:Possible Contexts for Lower Secondary Possible Contexts for Upper Secondary•Understandingtheimpactofcybercultureandnewmedia(viraleffect,anonymity,instantaneity;permanenceofdigitalfootprints;evolutionofanewculturewherestudentsconstantlyparticipateasconsumersandproducers,havingasenseofbelongingtothecybercommunity)
•Exposuretotheunderlyingmechanismofthecommercial/businessmodelsusedinsocialmedia;conceptsofgroup-think,herdmentality
•Cyberspaceisa‘globalspace’andrequiresconsiderationofinternationallawsandboundaries
•Unpleasantexperienceswithcybercontacts
•Riskyonlineparticipationleadingtoonlinescams,viruses,etc
•Howtoavoiddubioussites;whattodowhenreceivinginappropriateanddubiouscontent
•Riskysitesleadingoneintoprovidingunintendedaccesstocontactlists,personalinformation,etc(howtobediscerningintheuseofcyberplatforms)
•Unethicalmodificationofimages•Illegalorunethicalpracticesincreatingmediaandsharingorrepostinginformationonline
•Makingresponsibleanddiscerningchoicesasacybercommunity
•Advocateforsafetyincyberspace–dangeroftoomuchdisclosureorinappropriateself-disclosure
23
Pedagogy
TheConstructivistApproach4shouldbeadoptedasakeyteachingapproachtoenablethelearningofconcepts.Learning is actively constructed togetherwith the learner. TheNarrativeApproach5will complement theConstructivistApproach.Thisiswherereal-lifestorieswillbesharedascontextsfordiscussion.
Lessonswillconcludewithreflectiontoinspirecommitmenttobringaboutdesiredbehaviouralchanges.Toprovidestructureinthereflectionprocess,aconsistentsetofreflectionquestionsemployingtheprocessofSense-Think-Act6,willbedesignedintoeachlesson.Agoalsettingsegmentonactionstepsleadingtodesiredchangeswillalsobeincluded.
Other instructional strategies would include the use of role plays, debates and games such as internetsimulationactivities.Opportunitiesforpeer-teachingwillbeincorporated.
Afacilitative-deliverystyleisencouragedtoachieveanengagingclassroomenvironmentthatbuildsrapportandtrustwhichareessentialforeffectivediscussionsonCyberWellnesstopics.
4ThisisdrawnfromtheConstructivistTheoryoflearningwhichbelievesthatlearnerlearnsbestwhenhe/sheisactivelyengaged.5AccordingtoBruner(1986),narrativescanbringabstractprinciplestolifebygivingthemconcreteform.Wecannotalwaysgivestudentsdirectexperiencewithpsychologicalconcepts,butnarrativesmightcomeclose.6“Sense-Think-Act”isthe3-steplearningprocessarticulatedintheCyberWellnessFramework
24
Other key teaching approaches include:1.Use of case scenarios and authentic stories. Case scenarios and authentic stories engage learners,
especiallywhentheyaredrawnfromothers’lifestoriesandareage-appropriateandrelevant.Thestoriesalsoallowlearnerstodeconstructthecaseforin-depthanalysisanddiscussion.Newspaperarticlesandstoriesrelatedtocyberwellnessissues,suchasstoriesonvictimsofcyberscams,canbeusedtogeneratestudents’responsesandproposalsforpreventionandintervention.
2.Making connection to real life situations. Studentslearnbetterwhenteachershelpthemmakeconnectionsfromthelessonstoreal-lifesituations.Theycaninternaliselessonsbetterwhentheyseerelevancetotheirpersonal lives. Forexample, students canbeasked to reflecton theirowngamingpatternsandcheckifthey,too,arespendingexcessivetimeontheircomputerormobilegadgets.StudentscansharepersonalonlineexperiencesandgivereallifeexamplesofpositiveandnegativeusesofICT.
3.Use of concept of balancing scales.AchievingbalanceincyberactivitiesisakeyprincipletoCyberWellness.Theuseofbalancingscalesprovidesstudentswithaconcreteimagetovisuallyassesshowbalancedtheircyberactivitiesare,andhencetheirlevelofCyberWellness.Forexamples,balancingscalescanbeusedtogetstudentstoassesstheirdependenceontheinternet–“Whereareyouonthescalebetweenphobiaononeendandaddictionontheother?”Balancingscalescanalsobeusedtogetstudentstoassesstheirviewofselfasportrayedonline–“Whereareyouonthescalebetweennarcissismononeextremeandself-deprecationontheother?”
4.Use of Reflection Questions.Reflectionquestionshelpstudentsmakemeaningofwhattheyhavelearnt.StudentsmayusethestrategyofSense-Think-Acttoreflectupontheirlearning.Forexample,studentsmayaskthefollowingquestionsintheirselfreflection:
Sense and Think
• What is my usage of the computer/internet like? Where am I in the balancing scale for the use of ICT? (refer to scales provided in Table 6.)
• What am I doing right in my online expressions of self? What am I not doing right in my online expression of self? What do I have to watch out for when I am online?
• What are the implications of my actions in the cyber world?
• What am I doing right that shows respect to myself and others?
• What am I doing right that shows that I am a safe and responsible user?
Act
• What do I need to do now to put right what is wrong?
• What can I do to become better in __ (specify area)?
• What will I do in the next one week and month about this?
5.Use of Peer Learning Strategies. Theimportanceofpeerapprovalandsusceptibilitytopeerinfluencearekeycharacteristicsofadolescence.Thiscanbeharnessedforstudents’benefitthroughtheuseofpeerlearningstrategies.Forexample,studentscantakepartinaninterclassdebateonCyberWellnessissues.Teacherscanalsogetacyberbullyandacybervictimtosharetheirmutualexperiencesthroughroleplayordiscussion.Throughthis,otherstudentscanlearnfromtheexperiencesfacedbyboththebullyandthevictim,aswellastheimportanceofbuildingqualityonlinerelationships.
Itisrecommendedthatteachersadoptacombinationofteachingapproachesandinstructionalstrategieswheneverpossible.Thisistomakelessonsinterestingandengagingforthestudents.
25
AssessmentTheprimarypurposeofassessmentistofacilitateandcheckstudentlearning.Assessmentwouldbeforandoflearning,andconductedthroughthefollowing:
1.Minitaskswillbedesignedwithinlessons.Inaddition,year-endperformancetaskswillbedesignedforcertainlevelstoconsolidateandassessstudents’learningfortheyear.Tasksdesignedwillbebasedonauthenticsituationstostrengthenthetransferoflearningfromclassroomtoreal-lifecontexts.
2.Assessmentactivitiessuchasself-reflections,checklists,andcyber-healthbooklet,willbedesignedforstudentstoassessthemselvesontheircurrentCyberWellnesshealthstatus.
3.Self-assessment,peerassessment,teacherassessment,andfeedbackbysignificantothers(e.g.parentsorguardians)willbeincludedsothatstudentsreceivecomprehensivefeedbackontheirstrengthsandareasofimprovement(Figure 4).
Figure 4: Assessment OverviewSelfassessmentisanimportantpartofanyassessment–ithelpslearnerstofeelempoweredandtobecomemorereflectiveandautonomous.Self-assessmentencouragesstudentstoreflectontheirlearningandresultsinstudentsconsciouslyimprovinghowtheylearn.
Peerassessmentistheprocesswherebystudentsgiveformativefeedbacktoeachother.Studentslearnthattheyhavetobesensitiveaboutthekindoffeedbacktheygiveothersandlearnhowtocommunicatewiththeirpeersinnonjudgementalways.Theseareimportant21stcenturycompetenciesthatwehopetoimbueinourstudents.
Teacher’sviewsofstudentswillalwaysbeimportantingivingbothsummativeandformativefeedback.Feedbackthatfocusesonlearningcanhelpstudentstounderstandtheirprogress,identifythechallengestheyareexperiencingandsuggesthowtheycanfurtherimproveinvariousaspects.
Anothergroupofpeoplewhoseviewsofstudentsareimportantaretheparentsandsignificantothers.Theyarethekeyinfluencersoftheirchildren’sgrowthandcanbecomeengagedpartnerstohelpreinforceCyberWellnessmessagesandprinciplesathome.
TOOLS:•Checklists•Rubrics•Journals•BehaviouralIndicators(eg.SECompetenciesand21stCCBenchmarks)
TOOLS:•Checklists•Rubrics•BehaviouralIndicators(eg.SECompetenciesand21stCCBenchmarks)
TOOLS:•Checklists•Rubrics•Holisticreportcard•BehaviouralIndicators(eg.SECompetenciesand21stCCBenchmarks)
TOOLS:•Checklists•Rubrics•BehaviouralIndicators
STRATEGIES: •Reflection•JournalWriting•Performancetasks
STRATEGIES: •Peer-to-peerquestioning•Observationsbypeers•Co-operativelearning•Collaborativelearning•Performancetasks
STRATEGIES: •Questioningtoclarify•Observationsbyteachers•Teachablemoments•Performancetasks
STRATEGIES: •Observationsbyparents/significantothers•Teachablemoments•CyberWellnessprojectsthatinvolveparent-childcollaboration
SELF-ASSESSM
ENTPEERS’
ASSESSMENT
TEACHERS’ASSESSM
ENTSIGNIFICANT
OTHERS’ASSESSM
ENT
26
Scope and Sequence from Primary 1 to Secondary 4/5
ThescopeandsequencefortheCyberWellnessCurriculumfromPrimary1toSecondary4/5isoutlinedbelow.
7ThebasicsofthesetopicsaredesignedtobecompletedandinternalisedbythestudentsbyPri6,Sec1orSec2butopportunitiesfortheirapplicationwillbeincorporatedintoothertopicssuchasOnlineRelationships. 8ThistopicstartsatPrimary1-2sothatstudentslearntobevigilantandseekadultclearancebeforerevealingprivateinformation.ItisvisitedinP5-6andSec1underSexualityEducationbecausewiththeonsetofpuberty,studentsareinterestedinrelationshipand curious about sexualmatters. It is revisited at Sec 3under “Risk assessment for choicesof onlineparticipation”becauseresearchshowsthatthepercentageofstudentsinvolvedinofflinemeetingswithcybercontactsisgreaterwithSec3-5students.ItisrevisitedatSec4/5toremindstudentsoftheneedforcontinuedvigilancebeforetheygraduatefromSecondaryschool.
ANNEX A ANNEX A
27
Thesyllabusisdesignedwithstudents’developmentalneedsinmind,andthecontentisstructuredtobuildup fromwhatstudentshave learntat theprimary level.Theyprogress fromtheAwarenessstage, to theApplicationstageandfinallytotheAdvocacystage.
Thefollowingtablesoutlinesomeofthesub-topicsthatwillbecoveredintheCyberWellnessCurriculum.
ANNEX A
ANNEX A
35
RESTRICTED
The syllabus is designed with students’ developmental needs in mind, and the content is structured to build up from what students have learnt at the primary level. They progress from the Awareness stage, to the Application stage and finally to the Advocacy stage. The following tables outline some of the sub-topics that will be covered in the Cyber Wellness Curriculum.
Theme Topics Primary
1-2
Primary
3-4
Primary
5-6 Secondary 1 Secondary 2 Secondary 3 Secondary 4/5
Cy
be
r U
se
- B
ala
nc
ed
lif
e a
nd
ba
lan
ce
d u
se
Balanced Use of ICT
Balanced use (Dos & Don'ts)
Awareness / Application
Understanding the need for balance
Application
Balancing online and offline activities
Application
Advocate for balanced life online
and offline
Advocacy
~ At Secondary 2-4 levels – students will continue to practise and advocate for balanced life through annual self-
assessment checklists and revisiting the need for balance through the topic of “Online Relationships” ~
Understanding Addiction
Awareness
Identifying and coping with Addiction
Application
Revisit Addiction & helping others with
Addiction
Awareness / Application
Cy
be
r Id
en
tity
- H
ea
lth
y s
elf
-id
en
tity
Online Identity and Expression
Introduction to the digital
Self
Awareness
Online expressions of self (avatars,
photographs etc)
Awareness / Application
Creating an online identity &
reputation through online expression
Application
Appropriate self-expression
Application
Achieving congruence
between online and offline
Self
Awareness / Application
Strengthening self-identity
Application
Online reputation
management
Advocacy
False identities
Awareness
Impact of self-esteem on
online self expressions
Awareness
Implications of false identities
(self-esteem and online expressions)
Application
ANNEX A
36
RESTRICTED
Theme Topic Primary
1-2
Primary
3-4
Primary
5-6 Secondary 1 Secondary 2 Secondary 3 Secondary 4/5
Cy
be
r R
ela
tio
ns
hip
- S
afe
an
d m
ean
ing
ful
Netiquette
Basic Netiquette in protected online space
Awareness / Application
Netiquette in protected online space (e.g. age appropriate or school sites)
Application
Advocate for good netiquette
Advocacy
~ At the secondary levels – students will continue to advocate for good netiquette taught through the topic of “Online Relationships” ~
Cyber Bullying
Understanding Cyber bullying
Awareness
Managing Cyber bullying
Application
Revisit Cyber bullying (covered
under Online Social Interactions)
Awareness
Helping victims of cyber bully
through negotiation and reconciliation
Advocacy
~ At Secondary 3-4 levels – students will continue to advocate for no cyber bullying through relationship building
skills taught in the topic of “Online Relationships”~
Online Relationships
Preparation for online
interactions
Awareness
Leveraging on online interactions for collaboration
Awareness / Application
Forming online relationships
(*GY Lesson 14:
Are you really my friend?)
Awareness / Application
Online social interactions
Awareness / Application
Building quality and managing
expectations of online
relationships
Application
Social and cultural awareness in
online communications
Advocacy
Embracing diversity in
relationships
Advocacy
Excessive dependence on
online socialisation
Awareness
*GY – Growing Years series in Sexuality Education package
28
ANNEX A ANNEX A
37
RESTRICTED
Theme Topic Primary
1-2
Primary
3-4
Primary
5-6 Secondary 1 Secondary 2 Secondary 3 Secondary 4/5
Cy
be
r C
itiz
en
sh
ip
- P
os
itiv
e p
res
en
ce
About the Cyber World
Understanding the Cyber World
Awareness
Characteristics of Cyber World as a
new media platform
Application
Impact of Cyber Culture and new
media
Awareness
Concept of gamification, digital labour,
group-think/herd mentality
Awareness / Application
Risk assessment for choices of online
participation
Application
Making responsible and discerning
choices as a cyber community
Advocacy
Handling Online
Content & Behaviour
Respecting rights of
other users
Awareness / Application
Respecting copyright/ authorship
Awareness / Application
Considerations of international laws and boundaries
Application
Creating media and sharing information
online
Application
Legal and ethical issues in Cyber
space
Advocacy
Knowledge of inappropriate
online behaviour
Awareness
Managing and refraining from
spamming, hacking and
spying behaviour
Application
Playing a part to keep internet safe
for other users
Application
Advocate for content safety in Cyber
space
Advocacy
Basic handling of inappropriate
content & safety (e.g.
Pornography)
Awareness / Application
Being safe online (*GY Lesson 15:
Is it all safe?)
Awareness / Application
Staying away from inappropriate
content (Upcoming SEd
*GY Lesson 9 for Lower Sec)
Application
Evaluation of credibility of information
sources
Awareness
Cyber Contacts
Danger of Cyber
contacts - keeping
oneself safe
Awareness
Being safe online (*GY Lesson 14:
Are you really my friend?)
Awareness / Application
Familiar Strangers Alert (Upcoming
SEd *GY Lessons 4 & 5 for Lower Sec)
Application
Revisit under “Risk assessment for
choices of online participation”
Danger of Cyber contacts – Advocate for Safety in Cyber
Community
Advocacy
*GY – Growing Years series in Sexuality Education package
29
ANNEX B
Understanding Students’ Learning Needs for Cyber Wellness
Socialnetworksites,onlinegames,video-sharingsites,andgadgetssuchasiPadsandmobilesmartphonesare nowfixtures of our children’s culture. Students use them as a platform to explore their friendships,interestsandlearning(Ito,etal.,2008).Atthesecondarylevel,studentsusetheInternetasaplatformtoexploretheiridentityastheyseektounderstandhowtheyfitintotheworldaroundthem.Theparticipatorycultureofnewmediahasgivenrisetonewsetsofskillsbeyondjustbeinganinternetuserbutanactiveproducer and contributor in cyberspace. Regardless of changing technology and evolving issues, thefundamentalvaluesandsocialandemotionalcompetenciesforsafeandresponsiblenavigationonlineremainthesameacrossallissues.
TheCyberWellnessmodulefocusesontheacquisitionofenduringknowledge,skills,attitudesandvaluestoenableourstudentstomanageissuesfacedwhilenavigatingthecyberspace.
CyberWellness
Issues
Findings from Literature Review Enduring Knowledge (K), Skills (S), Values(V) and Attitudes (A) in Cyber
Key concerns Wellness Module Key concerns Displayed in the form of
the following situation/behaviour:
InternetAddiction
Lossoftimeperception
•Usingtheinternetexcessively
•Beingunabletoregulatecomputerusageontheirown
•ConceptofbalanceandbalanceduseofICT(K)
•TimeManagement,SelfManagement,ResponsibleDecision-Making,Help-Seeking(S)
•Self-Care(V)Neglectofbasicresponsibilities
•Notdoinghomework•Notattendingschool•Notsocialisingwithfriends
•Notspendingtimewithfamilymembers
•Conceptofbalanceinonline/offlineactivities(K)
•Self-Awareness,SocialAwareness,SelfManagement,ResponsibleDecision-Making,RelationshipManagement(S)
•Responsibilityandaccountabilitytoselfandothers,especiallylovedones(V)
At-riskbehaviours •Exhibitinghostilebehaviour,especiallywhendeprivedofInternetuse
•Beingdepressedwhencomputeristakenaway
•Beingsociallywithdrawnfrompeoplearound
•Lying,stealing,abusive•Beingat-riskofdroppingoutofschool
•Excessivedependenceononlinesocialisation
•Harnesstechnologytobenefitselfandothers(K)
•AngerManagement,ImpulseControl,SocialSkills,RelationshipManagement(S)
•Qualityonline/offlinerelationships,masterovertechnology(V)
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ANNEX B
CyberWellness
Issues
Findings from Literature Review Enduring Knowledge (K), Skills (S), Values(V) and Attitudes (A) in Cyber
Key concerns Wellness Module Key concerns Displayed in the form of
the following situation/behaviour:
CyberBullying
Longreachandimpactofcyberbullying
•Bullyingcangoviralanddrawinothers(unliketraditionalphysicalbullying,victimsarenotsafeevenwhenathomeoriftransferredtootherschools)
•Ignoringthebullyandbeingscarredbythedigitalfootprintsleftbyhim/her
•Cyberbullyingisunnecessary(K)•Conceptofdigitalfootprints(K)•Socialskills–buildrelationships,notdestroy(S)
•Valuefriendshipsandrelationships(V)
Co-occurrenceoftraditionalphysicalBullyingandCyberBullying
•Havingalackofconflictresolutionskills
•Cyberbullyingoccurssimultaneouslywithtraditionalphysicalbullying
•Victimsofphysicalbullyingcanbecomecyberbulliesastheyusetechnologyasatooltoretaliate
•Similaritiesanddifferencesincyberandtraditionalphysicalbullying(K)
•Angermanagement,conflictresolutionskills(S)
Socialandculturalincompetencyandinabilitytoseefromothers’perspectives
•Beingunabletoseefromothers’perspectives
•Havingalackofsocialandculturalcompetenciesandeveninabilitytoembracediversity,whichmayresultininsensitiveremarks
•Havingsocialandculturalawareness,embracingdiversity(K)
•Havingperspectivetakings,socialandculturalcompetencies(S)
InabilitytorecogniseCyberBullying
•Someeducatorsarenotabletorecogniseformsofbullying
•Somebulliesarenotabletorecognisethattheyarebullyingothersbytheironlineexpressions
•Formsofbullying–whatconstitutesbullying(K)
•Knowwhatconstitutestobully,bystanderandvictimperspectives
•Appropriateself-expression,onlineinteractionandsocialskills(S)
31
ANNEX B
CyberWellness
Issues
Findings from Literature Review Enduring Knowledge (K), Skills (S), Values(V) and Attitudes (A) in Cyber
Key concerns Wellness Module Key concerns Displayed in the form of
the following situation/behaviour:
Inappropriateonlinecontent(pornography,sexting,hatesites)
Curiosityofthesewebsites/contentmayleadtovisitationandparticipation,andperhapsaddiction
•Visitinginappropriatewebsitessuchaspornographicsites,whichmayleadtoaddictionandinappropriatebehaviour/lifestyle
•Participatingininappropriatebehaviourssuchassextingandofflinemeetingsforinappropriateactivities
•Knowthattherearedubioussitesthatseektodrawparticipationininappropriatebehaviourssuchassexting,cybersex,andsitescreatedtoincitehatredanddissensions(K)
•Identifyandavoidanceofsuchdubiousandinappropriatesites(S)
•Advocatepositivepresenceinthecybercommunity(V)
Inappropriatecontentcreationmaylendthemselvestoonlinepredators’exploit
•Postinginappropriatephotosandimagesofselfandothers
•Conceptofdigitalfootprintsandtheunderstandingthatthereisnocompleteprivacyincyberspace(K)
•Discernmentonappropriatemediaparticipationandcontentcreation(S)
•Advocateforpositivepresenceinthecybercommunity(V)
DangerswithCyberContacts
Inappropriateself-expressionandcontactwithonlinestrangers
•Communicatingwithonlinestrangers
•Disclosingexcessivepersonalinformationtostranger-friendsonline
•Risksinofflinemeetingswithcybercontacts(K)
•Appropriateonlineself-expression(K,S)•Riskassessmentandabilitytomakeinformedchoices(S)
•Self-Care(V)Meetingonlinestrangers
•Meetingwithcybercontactsoffline
•Knowledgethattherearepredatorsonlinewithmaliciousintent(K)
•Safetymeasuresifneedtomeetwithonlinecybercontacts(S)
•Self-Care(V)CopyrightInfringementinmediacreation
UseofWebinformationandcontentwithoutrespectforauthorshipandownership
•Downloadingandusingwebcontent(music,videos,information)withoutregardforcopyrightandownership
•Sharingofdownloadedcontentwithoutregardforcopyrightandownership
•Legalandethicalissuesincyberspace(K)
•Observelegalandethicalboundariesincyberspace(S)
•Respectforownershipandauthorship(V)
32
ANNEX B
CyberWellness
Issues
Findings from Literature Review Enduring Knowledge (K), Skills (S), Values(V) and Attitudes (A) in Cyber
Key concerns Wellness Module Key concerns Displayed in the form of
the following situation/behaviour:
Notabidingbylawsandregulations
•HavingnoregardforTermsandConditionsspecifiedinthecontent/programmetheyuse
•Havingalackofawarenessoflawsandboundariesgoverninguseofcontentandinformation
•Knowledgeofinternationallawsandboundaries(K)
•Observeinternationallawsandboundariesincyberspace(S)
ComputerSecurityandHandlingofinappropriateonlinebehaviour
Mobilegadgetsandcomputersnotprotectedagainstcomputervirusesandotherssuchasspamming,hacking
•Freelydownloadingfromandvisitingofunsafesiteswithregardforpossiblevirusintrusionorspamming,hacking
•Notchangingpasswordsregularly
•Knowledgethattherearecontentandsoftwarecreatedtointroducevirusesandspams(K)
•Knowledgethatthereareprowlinghackerswhoseektocollectorstealinformationformalicioususe(K)
•Personalresponsibility,passwordmanagement(S)
•Refrainfrominappropriateonlinebehaviour(spamming,hacking,spying)(S)
•Cybersafetyandsecurity(V)Inappropriateself-expressionandpostingsonline
Notshowingunderstandingofwhatisappropriateonlineself-expressionLackofsocialandculturalcompetenciesandmultipleperspectivesLackinlearningaboutwaysofthinking,communicatingandparticipatinginadigitallynetworkedworld.
•Communicatinginsuchawaythatitbringsaboutconflictingopinionsandstereotypes
•Havingnoregardtothesocialimpactofowncommunicationinthecybercommunity
•Havingalackunderstandingofsocial,emotionalandlegalimplicationsofone’ssharingofinformationandcommentsonline.
•Postinginappropriate‘sexy’picturesthatdrawnegativeattention
•Usinginauthenticimagesandinformationtomisleadothersaboutself
•Knowledgethatwhatispostedaffectsselfandothers(onlinereputation)(K)
•Takeproactivestepstocreateameaningfulandpositivepresenceinthecybercommunity(S)
•Healthyonlinecommunity(V)
33
GlossaryofTerms9
Terms DefinitionAct on Toregulateone’sbehaviourinaccordancetoadviceorinformationAdvocate Tospeakorwriteinfavourof;tosupportorurgebyargument;torecommendpubliclyAnalyse Tostudyindetail,usuallyinvolvingascientificorstatisticalmethod,inordertodiscover
meaningApply ToputtopracticaluseAppreciate TovalueorhavinghighregardsforsomethingAware/Know
Tobeinformedofsomething
Clarify TomakeanideaorstatementclearforeaseofunderstandingConsider TokeepinmindofsomethingDemonstrate TodisplayorshowbyactionsEvaluate Toascertain,tojudgeortoassesstheworthofsomethingExpress Toput(thought,opinions,feelings,etc.)intowordsExercise ToputintoactionFormulate ToexpresssystematicallyIdentify TobeabletodistinguishthepersonorthingfromtheothersImplement Tocarryout,ortoputintoaction,aplanNavigate Tomoveorfindone’swayon,in,over,oracrossPromote TohelporencouragetoexistorflourishfurtherRecognise Toaccept,tobecomeconsciousof,ortobeawareof,afactReflect TothinkdeeplyaboutsomethingShow Tomakeaparticularattitude,qualityorfeelingcleartoothersUnderstand Toknowandcomprehendthenatureormeaningofsomeoneorsomething
9 ReferencestakenfromProgrammeForActiveLearning(PAL)ResourceGuide
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AcknowledgementsTheStudentDevelopmentCurriculumDivision,MinistryofEducation,wishestoacknowledgethecontributionsof themany teachers, Heads of Departments, lecturers, groups and institutions that participated in theprocessofthedevelopmentandrefinementoftheCyberWellnessSyllabus.Wewould liketorecordourspecialthankstothefollowingschools:
Primary SchoolsAngMoKioSecondarySchoolAnglo-ChineseSchool(BarkerRoad)CatholicHighSchoolChongBoonSecondarySchoolCrescentGirls’SchoolHougangSecondarySchoolMayflowerSecondarySchoolShuqunSecondarySchoolSt.Gabriel’sSecondarySchoolVictoriaSchoolWoodlandsRingSecondarySchool
Primary SchoolsGongshangPrimarySchoolInnovaPrimarySchoolRafflesGirls’PrimarySchoolXinminPrimarySchool
WewouldalsoliketothankallwhohavehelpedinonewayoranotherinthedevelopmentoftheCyberWellnessSyllabus.