iSSues Explorer (March 2022)

EDITION 1

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MARCH 2022

i ues explorer

CONTENTS FROM THE EDITOR'S DESK

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Welcome Note & Value of Humanities

SPARK! (NT)

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An SLS Lesson: Chinatown's Nurse

GLOW UP!

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PD Opportunities & Resources for teachers

ENGAGE Thinkpiece (Issue 1)

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VOICES RDC Issue 3

SLS LESSON RESOURCES For March 2022

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We hope these resources will be useful to you!

From all of us in the Social Studies (Secondary) Unit, Humanities Branch.

What does the Social Studies (Secondary) Unit do?

Contents

Join us or find out mo re!

If you are interested to join us or find out more about the role of a Curriculum Planning Officer (CPO) or Curriculum Resource Development Officer (CRDO), email us at vikneswari_rajenthiran @moe.gov.sg 02

FROM THE EDITOR'S DESK Hello colleagues! We hope that Term 1 has gone swimmingly for you. As we journey onwards to develop informed, concerned and participative citizens, we would like to encourage you to persevere in the good work you do in your Social Studies classrooms! As a humanities subject, Social Studies plays an important role in developing our students’ global competencies.

Enhancing Global Competence The relevance and usefulness of studying the humanities can sometimes be overshadowed in a society like Singapore’s, which places a heavy emphasis on STEM education.

In actuality, Social Studies education equips students with an understanding of the human experience, as well as skills such as An issues-based approach reasoning, critical thinking and communication, helps our students to which enable them to make responsible and understand diversity in societies informed decisions. and the interconnections between countries. Inquiring into these issues allow students to discover their roles in Source-handling skills enable contributing and shaping students to discern the the future. credibility of the information they receive. This is an increasingly a crucial and essential skillset in this digital Through discussions, age, where real and fake students appreciate news are closely intertwined multiple perspectives and scams abound. and come to a well-

reasoned conclusion on contemporary societal issues.

Welcome Note & Value of Humanities

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Findings from the PISA 2018 Glob al Competence assessment

Welcome Note & Value of Humanities

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Endeavouring in Humanities Education The skillsets that our students garner from our Social Studies classrooms will stand them in good stead to navigate the increasingly complex world. Hence, fellow Social Studies educators, the value of our work in the Social Studies classroom must not be overlooked!

The knowledge and skills we impart will help to develop our students into constructive and responsible citizens who take ownership of societal issues through their ability to identify and suggest insightful approaches.

We are indeed moulding the future of our nation!

Image: https://nus.edu.sg/alumnet/thealumnus/issue125/perspectives/forum/regarding-regardless-ofrace?utm_source=canva&utm_medium=iframely

Email us!

If you know any Social Studies teachers who have not been receiving our e-newsletters; or are not on our mailing list (especially Beginning Teachers); please drop us an email at SIM_Jie_Kai@moe.gov.sg Welcome Note & Value of Humanities

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ENGAGE This thinkpiece explores a contemporary societal issue relevant to the Social Studies syllabuses. The thinkpiece below delves into food security in Singapore and seeks to spark discussions on how different stakeholders in society can respond to ensure food security for all Singaporeans. The discussion questions at the end of the thinkpiece is designed for teachers to engage in deeper conversations with students on the issue.

Food (in)security in Food Paradise The Singapore Food Agency’s long-term strategy of “three food baskets” has served Singapore well. It has safeguarded Singapore’s food security, enduring even the test of supply disruptions amidst the Covid-19 pandemic. [1]

SINGAPORE’S “THREE-FOOD BASKETS”

(1) Diversifying our food import sources to minimise the risk of over-reliance on any single source.

(2) Developing the capability and capacity of the local agri-food industry to produce 30% of our nutritional needs by 2030.

(3) Supporting local food production companies to expand overseas and export their produce back to Singapore.

Source: [2]

On the ground, charities like The Food Bank Singapore collaborate with individual donors and businesses to provide rations to households, especially the elderly and low-income families. Grassroots organisations also issue vouchers that are redeemable at hawker stalls. [3] From non-profit organisations to Meals-OnWheels providers, to informal volunteer groups, a myriad of food support organisations are present in Singapore’s food assistance landscape.

Thinkpiece

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With the combined efforts of various stakeholders in society, it is no wonder that Singapore topped the 2019 Global Food Security Index.

[4] Singapore’s reputation as a food paradise also suggests that there is accessibility to a wide variety of affordable food. Given all that, one would think Singaporeans have no need to worry about their daily meals.

A Paradox: Hunger in Food Secure Singapore However, in 2020, the Hunger Report, which was a study that draws upon nationally representative data, revealed that 10.4% of resident households in Singapore had experienced food insecurity in the last 12 months prior to the data collection period of July to December 2019. Only 22% of food-insecure households received food support from an organisation. [5] Singapore appears to have a robust food support eco-system formed by donors, volunteers, food charities, businesses and government agencies. Considering this, it seems a paradox that there exists food-insecure households that lack access to sufficient, safe and nutritious food. [6] What are the reasons for this?

Firstly, the rations donated and distributed are often misaligned with the needs of the elderly with health conditions or physical limitations. The items in the standard “starter pack” of food rations are selected for their long-shelf life but they lack nutritional value. [3] Uncle Ho gets fried food or meat that hasn’t been minced, which is tough for him to chew.

Aunty Loh is diabetic but receives canned fruits in syrup.

Aunty Esther ended up not using the Milo tins because the stiffness and pain in her hands meant she struggled to open the tins.

Instant noodles are high in saturated fat and sodium, which may lead to higher risks of heart disease and stroke. Such food may be loaded with calories but aren’t high in nutrients like vitamins.

- Goh Yiting, senior dietitian at Tan Tock Seng Hospital [3]

Thinkpiece

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Secondly, Singaporeans who earn higher incomes and reside in larger houses (e.g., three-room flats or bigger, and even private property) tend to be overlooked as the use of data such as household income and flat type for means testing renders them ineligible for financial aid. [6] We often think people who stay in larger flats don’t need financial assistance since they could afford a big flat, but many of them might just be one retrenchment or one serious illness away from a tight financial situation.

They should really see the hours that people work. There are people who find it hard to cope. Instead they just look at the income to determine if we have a problem.

-Sam, a single parent whose application for assistance was rejected [6]

- Walter Theseira, economist and associate professor at Singapore University of Social Sciences [6]

Thirdly, while there are many food support groups across Singapore, many severely food-insecure households receive infrequent or no food support at all. [3] Some areas receive little attention as the residents are not considered to be “elderly” or “low-income”.

Food distribution efforts can also be irregular as many food support groups do not have the resources to sustain their food programmes. [3] On the other hand, some households are overserved.

People don’t see [the need here], because the focus is always on big estates.

- Fion Phua, founder of Keeping Hope Alive [3]

A lot of people ask me, Jalan Kukoh is over served, why are you still there?

One group was there to give bread, so we didn’t include bread in our ration packs.

Then suddenly, one day, we realised this group was gone.

- Li Woon Churdboonchart, founder of Volunteer Switchboard [3]

Thinkpiece

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A Better Way Forward: Towards a Food Secure Society Achieving food security for Singaporeans goes beyond the assurance of physical food supplies in our retail stores and food establishments. It is about enabling food supplies to reach the diverse groups of Singaporeans in society in a manner that meets their needs.

To reach this goal, better collaboration and coordination between the stakeholders in society is needed. With synergy amongst individuals, the community and the government, the effort to ensure food security for Singaporeans will prove greater than the sum of its parts.

a s s d is c u s s io n l c r o f s n io t s e Qu 1) What is the societal issue raised in this thinkpiece?

Why has it occurred and what are its implications?

2) As you were reading about this issue, what questions and thoughts came to your mind?

3) In your opinion, how can different stakeholders respond to better address this societal issue?

[1] https://www.sfa.gov.sg/food-for-thought/article/detail/singapore-food-security-despite-the-odds [2] https://www.psd.gov.sg/challenge/ideas/deep-dive/strengthening-singapore-s-food-security [3] https://www.channelnewsasia.com/cnainsider/food-insecurity-hunger-singapore-charity-donationstaskforce-779631 [4] https://www.corteva.sg/resources/singapore-media/global-food-security-index-2019-highlights-thegrowing-threat-of-climate-change.html [5] https://ink.library.smu.edu.sg/cgi/viewcontent.cgi?article=1014&context=lien_reports [6] https://www.channelnewsasia.com/cnainsider/food-insecurity-singapore-hunger-poverty-777806

Th ou g h ts & Id ea s?

Are there other topics that you would like us to cover?

Suggest a topic to us at https://go.gov.sg/share-with-us

Thinkpiece

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SPARK! Introduction This section features a lesson idea based on the SLS lesson “Book 4 – The Community Nurse Helping Chinatown’s Elderly”. In this lesson, students learn about what it means to care and how we can care for others in society.

Book 4

Building a Caring Nation and an Inclusive Society

Inquiry Focus

How can we make Singapore a better place for everyone?

Guiding Question

How can we care for others?

Topic

Ways to care – being attentive, responsive and competent

Key Understanding

Everyone has the responsibility to care for other members of society

Access the SLS lesson HERE

Blended Learning (BL) Opportunity!

LESSON IDEA Engage Have students recap what it means to care and how one can show care for others by engaging them in a short discussion on a few real-life situations. Ask students if each situation demonstrates what they have learnt about care and have them provide reasons for their stance.

Teachers may conduct this part of the lesson outside the classroom by adding an online collaborative tool such as Miro, or an Interactive Thinking Tool (ITT) to the SLS lesson. Have students vote whether each situation is an example of caring for others in society and post reasons to justify their views.

Some sample situations: S it u a ti o n 1

Abby sees Brenda crying alone in the classroom and approaches her to find out what happened. Abby listens to Brenda's problems, advises her to speak to a counsellor and assures her that she can continue to confide in her.

An SLS Lesson: Chinatown's Nurse

S it u a ti o n 2

Haresh sees that a pregnant lady needs a seat on the MRT train and uses his phone to take a video of people not giving up their seats. Haresh hopes that by posting the video online, he will encourage others to give up their seats to those who need it.

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Explore Ask students to complete the SLS activity tab “The Community Nurse Helping Chinatown’s Elderly”.

Have students do the following: 1. Watch the video and look out for evidence of Yu Ru being attentive, responsive and competent.

2. Discuss their responses to the video in pairs.

3. Share their responses with the class.

Apply

Bl Opportunity!

Get students to reflect on a time when they cared for others by being attentive, responsive and competent. Highlight that caring for others can take the form of simple gestures and these gestures can make our community a better place to live and work in.

CLOSURE Prompt students to reflect on how their views about caring for others have changed. Close the lesson by emphasising the value of students' individual and collective responsibility in caring for others and building an inclusive society.

Ho w do es th is le ss on re fl ec t th e Inq uir y Pr oc es s?

Sparking Curiosity Students activate their prior knowledge about caring for other members of society by examining real-life examples.

Teachers may carry this out on an online platform, such as: Padlet – Students can vote for the reflection that they found most interesting or relatable.

Students with upvoted reflections may be invited to further share their experiences with the class.

Zoom – Students can share their reflections in groups in breakout rooms. A representative from each room is then invited to summarise the group’s sharing.

Gathering Data Students gather ideas from a video of a real-world example and from the responses shared by their peers via online tools/platforms.

Reflective Thinking Students reflect on their understanding of the value of individual and collective responsibility in caring for others and building an inclusive society.

Exercising Reasoning Students hone their critical thinking skills by justifying their responses and exploring differing views from their peers during the class discussions.

The specific lesson idea (Period 2) used in this column can be accessed HERE. The full suite of lesson ideas for Secondary 4 can be accessed HERE. Find out more about this STP Teaching Action, “Engage, Explore, Apply” HERE.

An SLS Lesson: Chinatown's Nurse

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VOICES! The Social Studies Secondary Unit has been engaging stakeholders within and beyond the fraternity to ensure that the 2023 Social Studies Express/Normal (Academic) syllabuses remain meaningful and relevant!

In this issue, we interview two teachers who were part of the Resource Development Committee (RDC) for Issue 3: Being Part of a Globalised World, which concluded in August 2021. They are: Ms Nurul Ain Ramli (Head of Department for Humanities, Greenridge Secondary School) Mr Heng Wei Chin Wilson (Teacher, Montfort Secondary School)

Could you share some insights into what the resource development work was like?

Wilson: RDC work is an intellectually rigorous process. As we reviewed the syllabus resources, we constantly asked ourselves essential questions about how we could better help students relate to the content, inquire deeper, challenge their perspectives and extend their learning about the issues.

Ain: Curriculum work in the classroom and school is already a complex matter. When the scale of the work is increased to the national level, the complexity increases manifold. In addition, for a subject like Social Studies which examines societal issues that are contemporary, dynamic and diverse in nature, a wide range of perspectives would certainly have to be considered to help students gain an appreciation of the complexities of the human experience.

The discussions at the RDC were insightful. It revealed unique ways different Social Studies teachers have approached the curriculum.

RDC members brought to the table different examples and learning experiences to help students better engage with societal issues.

This sharing of ideas was attuned to the diverse learning needs of different student profiles, and collectively shaped the design of the curriculum.

A Sharing by Teachers

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How was the RDC experience for you and what were some key takeaways?

Ain: As we reviewed the resources to consider ongoing conversations in society, it certainly enabled me to reflect more deeply on my own understanding of the curriculum. From my experiences as a HOD and guiding the teachers in my department, I was also able to represent the views of a range of teachers, from beginning to experienced teachers, when sharing my input on the resources.

Wilson: It was a privilege to be part of one of the many processes that charts the frontiers of Social Studies education in Singapore. Engaging with the insightful and thought-provoking perspectives shared by colleagues in the fraternity through the RDC discussions certainly changed the way I view Social Studies. Not only did it deepen my understanding of the complexities of designing the Social Studies textbooks, the RDC experience also reinforced my view of the value of the subject.

Although we are implementing a centrally planned curriculum, all of us play a vital role as curricular-instructional gatekeepers in our classrooms to help our students learn and grow through the learning of societal issues!

- Ain

What makes you continue endeavouring in Social Studies Education?

Wilson: I believe that Social Studies helps students make meaningful connections with the real world. To reach this goal, I see my role in the classroom as important in helping students develop the dispositions that help them engage with the issues that matter.

Ain: The RDC experience reinforced my belief and faith in the good work that I can contribute as a Social Studies educator in the classroom. I am inspired when I see the passion in other Social Studies teachers who are constantly thinking of ways to better engage their students in discussions on societal issues.

Image: https://ipscommons.sg/event-summary-young-singaporeans-conference-2020/

A Sharing by Teachers

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GLOW UP! SS Micro-Learning Unit (MLU): Introduction to the ATM Framework In this MLU, you will understand how the ATM Framework and SSS checklist can be used in the setting and marking of Social Studies exam papers.

Click HERE to access the MLU on OPAL2.0 or scan the QR code.

New SLS Lessons in the SLS Catalogue The catalogue has been refreshed with new SLS lessons!

Click HERE for the updated SLS catalogue or scan the QR code!

Share Your Feedback With Us We hope you found the articles in iSSues Explorer useful! We want to continue providing you with relevant and useful resources for your teaching and learning of Social Studies.

We invite you to share your feedback and ideas HERE or scan the QR code.

SSS Wikipage At this webpage, you will find useful resources for the teaching and learning of Social Studies for the E/N(A) and N(T) syllabuses.

Access the SSS Wikipage HERE or scan the QR code.

Contribute to the SLS Community Gallery Share your lesson on the SLS Community Gallery and stand a chance to be featured in subsequent editions of iSSues Explorer!

Share your lesson url with us HERE or scan the QR code.

PD Opportunities & Resources for Teachers

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SLS Resources Recommended for E/N(A) Sec 3 ENA Issue 1, Chapter 3

Chapter 3 - How Can Citizens Contribute to Help Meet the Diverse Needs of Society?

Sec 4 NA Issue 3, Chapter 9

Sec 4/5 E Issue 3, Chapter 10

Chapter 9 - How Do We Respond to Challenges That Might Arise from the Economic Impact of Globalisation?

Chapter 10 - What is the Cultural Impact of Globalisation?

Sec 1 N(T) Issue 1, Chapter 3

Sec 2 N(T) Issue 3, Chapter 3

Book 1A - Our Tampines Hub

Book 2A - Managing Conflicts Using FOCUS

Recommended for N(T)

Sec 2 N(T) Issue 3, Chapter 3

Book 2A - Community Mediation Centre

SLS Lessons for March 2022

Sec 4 N(T) Issue 6, Chapter 3

Book 4 - Sayfullah: A Boy With Quadriplegia Finds His Voice

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Recommended for E/N(A) Sec 3 ENA Issue 1, Chapter 3

Chapter 3 - What are the Roles of the Government and Citizens in Ensuring the Security of Society?

Recommended for N(T)

Issue 3, Chapter 8

Practice: Driving Forces of Globalisation

Chapter 11 - Why is Cyber Security Important to Countries?

Sec 1 N(T) Issue 1, Chapter 3

Sec 2 N(T) Issue 3, Chapter 4

Book 1A - Rite of Passage

Book 2A - Fans Describe Stadium Evacuation

Sec 3 N(T) Issue 5, Chapter 2

Book 3 - Budgeting

SLS Lessons for April 2022

Sec 4/5 E Issue 3, Chapter 11

Sec 4 N(T) Issue 6, Chapter 3

Book 4 - Ah Gong, The Eunos Santa Claus?

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