2014 SYLLABUS CYBER WELLNESS - MOEsecondary).pdf · CYBER WELLNESS Secondary Implementation starting from 2014 Secondary Cohort . 1 ... Learning of content is scaffoldedusing a spiral

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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.


Non-disclosure

Appropriate expression/disclosure

Excessive, inappropriate expression/disclosure


Self-deprecating view Acceptance of self

Narcissism

(Narcissistic personality “disorder”: Loving self too much; too preoccupied with self)


Online Identity Offline Identity


Identity Congruence

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• 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


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


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• 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?



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


Secondary 2

•Achievingcongruencebetweenonlineandofflineselves

Students will be able to:•understandthatahealthyself-identityisfundamentalforyourmentalwell-beinginthecyberworld

•knowthatacongruentselfisahealthyself

Students will be able to:•recognisepersonalstrengths,needsandvalues

•worktowardscongruenceinonlineandofflineself-identity

15




Secondary 3

•Strengtheningself-identity

•Implicationsoffalseidentities(self-esteemandonlineexpression)

Students will be able to:•knowthatwhowearedetermineswhatwedoonlineandoffline

•knowtheconsequencesofwronglyassumingothers’identities

Students will be able to:•worktowardsstrengtheningone’sself-identity

•identifyproblemsofassumingfalseidentitiesormisrepresentingoneself


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

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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?



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.

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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


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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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?



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)


Values•Responsibilityinonlineparticipation

Attitudes

•Advocateforahealthyandsafecybercommunity


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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Secondary 3

•Riskassessmentforchoicesofonlineparticipation

Students will be able to:•knowtheimportanceofmakinginformeddecisionsforonlineparticipation

•knowtherisksinvolvedinunsafeonlineparticipation

•understandthatthereisnocompleteprivacyinthecyberworld

Students will be able to:•identifyrisksintheirengagementincyberplatformsandprotectthemselves

•assessrisksinvolvedbeforedecidingonparticipationinonlineplatforms(e.g.checkingTermsandConditionsofonlineplatforms)


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


Values•Integrityinhandlingofonlinecontentandbehaviour

•Responsibilitytowardsselfandotherstokeepthecybercommunitysafe

21




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


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


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)


Creating an online identity &

reputation through online expression

Application

Appropriate self-expression

Application

Achieving congruence

between online and offline

Self


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


Cy

be

r R

ela

tio

ns

hip

- S

afe

an

d m

ean

ing

ful

Netiquette

Basic Netiquette in protected online space


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


Forming online relationships

(*GY Lesson 14:

Are you really my friend?)


Online social interactions


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


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


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


Respecting copyright/ authorship


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)


Being safe online (*GY Lesson 15:

Is it all safe?)


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?)


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)

30

ANNEX B

CyberWellness

Issues




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)

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ANNEX B

CyberWellness

Issues




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)

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ANNEX B

CyberWellness

Issues




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)

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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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ReferencesChoo, H., Gentile, D.A., Sim, T., Li, D., Khoo, A., & Liau, A.K. (2010). Pathological Video-Gaming among

SingaporeYouth. Annals Academy of Medicine, 39(11),pp1-8.

Clinton,H.J.,Purushotma,R.,Robison,A.J.,&Weigel,M.(2006).Confrontingthechallengesofparticipatoryculture:Mediaeducation for the21stCentury.Paperondigitalmediaand learning. JohnD.andCatherineT.MacArthurFoundation.

Drogin,E.Y.,&Young,K.(2008).Forensicmentalhealthaspectsofadolescent“cyberbullying”:Ajurisprudentscienceperspective.Journal of Psychiatry & Law, 36(4),679-690.

Gardner,H.et al(2008).Young People, Ethics, and the New Digital Media: A Synthesis from the Good Play Project. ProjectZero.HarvardGraduateSchoolofEducation

Ito,M.,Horst,H.,Bittanti,M.,boyd,d.,Herr-Stephenson,B.,Lange,P.G.,Pascoe,C.J.,andRobinson,L.,withBaumer,S.,Cody,R.,Mahendran,D.,Martínez,K.,Perkel,D.,Sims,C.,&Tripp,L.(2008).Living and Learning with New Media: Summary of Findings from the Digital Youth Project. The JohnD.andCatherineT.MacArthurFoundationReportsonDigitalMediaandLearning.

Jenkins,H.,Purushotma,R.,Clinton,K.,&Weigel,M. (2006).Confronting the challenges of participatory culture: media education for the 21st century. RetrievedJanuary7,2008,fromhttp://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9CE807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

Jensen,D.F.N.(2006).Metaphorsasabridgetounderstandingeducationalandsocialcontexts.International Journal of Qualitative Methods, 5(1), Article 4. Retrieved 7 Jul, 2012 from http://www.ualberta.ca/~iiqm/backissues/5_1/pdf/jensen.pdf

Jeong, E.J., & Kim, D.H. (2011). Social Activities, Self-Efficacy, Game Attitudes, and Game Addiction.Cyberpsychology, Behaviour, and Social Networking, 14(4),pp213-221.

Johnson,L.,&,Johnson,M.(2010).Generations, Inc.: From Boomers to Linksters – Managing the friction between generations at work. NY:AMACOM.

Kastleman,M.B.(2007).The Drug of the New Millennium – The Brain Science behind Pornographic Use.

Kowalski,R.M.,Limber,S.P.,&Agatston,P.W.(2008).Cyber Bullying: Bullying in the Digital Age. Malden,MA:BlackwellPublishing,218.

Liu,E.Z.F.(2011).AvoidingInternetAddictionWhenIntegratingDigitalGamesintoTeaching.Social Behaviour and Personality,39(10),pp1325-1336.

McGrail,J.P.,&McGrail,E.(2009).What’s Wrong with Copyright: Educator Strategies for Dealing with Analog Copyright Law in a Digital World.

Mehroof,M.,&Griffiths,M.D.(2010).OnlineGamingAddiction:TheRoleofSensationSeeking,Self-Control,Neuroticism,Aggression,StateAnxiety,andTraitAnxiety.Cyberpsychology,Behaviour, and Social Networking, 13(3),pp313-316

Ribble,M.(2011).Digital Citizenship in Schools, Second Edition.ISTEPublications.

Sveden, C., Akerman, I., & Priebe, G. (2010). Frequent users of pornography: A population basedepidemiologicalstudyofSwedishmaleadolescents.Journal of Adolescence, 34(4),779-788.

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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.

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© Copyright 2012. Student Development Curriculum DivisionISBN: 978-981-07-4290-4

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Documents

2014 SYLLABUS CYBER WELLNESS - MOEsecondary).pdf · CYBER WELLNESS Secondary Implementation starting from 2014 Secondary Cohort . 1 ... Learning of content is scaffoldedusing a spiral