Info for Parents
CCE Newsflash May 2018
We thank you for your partnership in supporting the school to provide a holistic education for your children. As we approach the end of the semester, we would like to share with you highlights of the Fairfield Learning Experience (FLEX) programme as well as the Student Leaders Investiture.
Secondary 1 FLEX
The Secondary 1 FLEX programme was designed to enable students to encounter people from different social groups in Singapore. This is to increase their understanding of the community and awareness of their personal values and beliefs.
Over the span of four days, our Secondary 1 students met elderly folks, migrant workers, people with special needs, and took part in activities alongside them to build relationships for a stronger community. These activities included sharing sessions, discussions, watching a documentary, visits to eldercare centres as well as participation in workshops conducted by these community partners. Through these encounters, our students built bridges with these different groups of people and learned to empathise with them as well.
With the learning points and experiences gleaned from the FLEX week, the students will hopefully be able to show more empathy towards others, and also be more informed and equipped to initiate Values-In-Action projects in the coming years.
|Students in 1G interacting with the elderly at the eldercare centre||Secondary 1 students with 'Dancing Uncle', Uncle Roland||Finale of the FLEX programme|
Secondary 2 FLEX
Our Secondary 2 students underwent a 4D3N camp at the Sarimbun Scout Campsite. This year's Secondary 2 adventure camp was based on an expedition model. Students had to complete both a land and a sea expedition during the camp. The land expedition was a gruelling 13km walk around Macritchie reservoir while the sea expedition was a challenging 18km kayak along the East Coast of Singapore. Almost every student completed the expeditions with great determination and resilience. During the camp activities, the students also learnt how they could sharpen one another through harnessing their different strengths to work together to achieve their team goals.
We had indeed underestimated our students' physical fitness as they were still energetic after the walking and kayaking. The expedition had managed to bring out the rugged side of our students and we are really proud of their achievements.
2H students trying out their raft
|2E Students enjoying their combat rations|
Student Leaders Investiture
The Student Leaders Investiture marked a significant milestone for our student leaders. The Secondary 4/5 Student Councillors, CCA leaders, Peer Support Board and Community Student Leaders Executive Committee members stepped down from their appointments, handing the reins of leadership over to their Secondary 3 successors. The investiture was planned and executed by the outgoing Sec 4/5 Student Council leaders, further highlighting our student-led approach as a school. This year, we also recognised all Top CCA Leaders, Peer Support Board and Community Student Leaders with the student leader tie.
The newly appointed student leaders were presented their letters of appointment and student leader badges. They also recited the Student Leaders’ Pledge to affirm their commitment and faithfulness as leaders and role models. As a symbol of the passing of the leadership baton, the outgoing Head Councillor, Muhammad Wafi of Sec 4D handed the school flag over to his successor, Geraldine Foo of Sec 3B.
Our Principal, Ms Audrey Chen, in her address to the school, took the opportunity to remind the student leaders and the student body that everyone has a part to play and they should work humbly in a way which seeks the interest of others, so that as a school we can be stronger together.
|New Head Councillor, Geraldine Foo leading the student leaders in reciting the Student Leaders’ Pledge ||UG Flag Party preparing for the handover of the school flag from the outgoing to the incoming Head Councillor|
Partnering with Parents
Helping your child manage online content
According to the National Youth Survey 2016, 42% of our youth spend 10 hours or more per week on online activities. This survey also found that 92% of our youth use a social networking platform and 45% play online games daily. The popularity of e-sports has also been on the rise. Another recent trend is that many of our teens are on dating apps.
It is important for us to understand the needs of our youths.
As they grow up, they start to form their identities, strongly influenced by their peers and what they encounter online.
They are using the online space for a variety of reasons such as:
• Learning and leisure, e.g. listening to music, watching ‘how to’ videos for their hobbies or academic research for school• Crafting their online personas or identity, e.g. for their personal interests• Exploring and developing their identity, e.g. making friends online and establishing online relationships• Seeking social validation i.e. the need to be accepted by their peers as seen from the number of likes or followers on social media.
With ICT as an integral part of the learning environment, MOE has put in place CyberWellness education anchored on 3 key principles to support a child’s well-being in the online space.
1. Respect for Self and OthersThis principle reminds students to uphold their own dignity when online (e.g. share appropriate content and participate only in legal online activities). It guides students to respect other people online (e.g. put themselves in others’ shoes; accept diverse views and opinions, give credit when using other people’s work and seek permission where necessary, and to avoid sharing hurtful materials.)2. Safe and Responsible UseThis principle teaches students to have an understanding of the risks of harmful and illegal online behaviour, inappropriate online content, and to take steps to protect themselves (e.g. keep their personal information private and verify the reliability of information sources). This principle also guides students to maintain a healthy balance of online and offline activities.3. Positive Peer InfluenceThe third principle encourages students to be a positive role model online and to advocate positive online behaviour. This includes sharing healthy and positive content, using technology for good, and standing up for victims of cyber bullying.
Parents can help children to handle inappropriate online content by
(i) modelling and guiding responsible, respectful and healthy media use,(ii) setting parental controls and family guidelines,(iii) talking openly about their media use and(iv) teaching children to ‘Avoid inappropriate content’, ‘Check their feelings’, and ‘Talk to a trusted adult’ should they encounter inappropriate online content.
For more information, please refer to Tip Sheet for Parents.pdf. Do find out more and help to educate your children on managing their use of the internet.
The CCE & SD Team
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