crescent · 1c1 ms phua peijuan mdm umarani 1c2 mdm noorshakina ms shireen sanbhnani 1g1 mr...
TRANSCRIPT
![Page 1: CRESCENT · 1C1 Ms Phua Peijuan Mdm Umarani 1C2 Mdm Noorshakina Ms Shireen Sanbhnani 1G1 Mr Kingsley Ng Ms Brenda Boey 1G2 Mr Andrew Miranda Ms Clementia Lim 1S1 Mdm Norazimah Mr](https://reader035.vdocuments.site/reader035/viewer/2022063004/5f799446ff9afd3fd23f9d82/html5/thumbnails/1.jpg)
CRESCENTGIRLS’ SCHOOL
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HE CRESCENT LOWER SEC TEAMT Year Head (Lower Secondary)
Ms Li Xiaoping
Level Managers (Lower Secondary)
Mdm Rilaini
bte SapariMs Poh Zhaoxin
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Class Form TeacherCo-Form Teacher/
Co-PC Teacher
1C1 Ms Phua Peijuan Mdm Umarani
1C2 Mdm Noorshakina Ms Shireen Sanbhnani
1G1 Mr Kingsley Ng Ms Brenda Boey
1G2 Mr Andrew Miranda Ms Clementia Lim
1S1 Mdm Norazimah Mr Norman Ng
1S2 Ms Teo Kim Yung Mr Jonathan Yip
HE CRESCENT LOWER SEC TEAMT
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– blossoming of a flowerbud. Bloom where you are planted
FLORAISONBlossoming in Crescent
Sec One Orientation 2019
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A WORD ABOUT TRANSITIONS…
Primary School Secondary School Junior College /
Polytechnic
University
Work …
Marriage …
Children …ADULTHOOD
SCHOOLBAG
FOOD
SCHOOL HOURS
SUBJECTS
FRIENDS
LESSONS
Heavier/Lighter
Nicer
Longer
More
More/Fewer
Nicer/Not-so-nice
More Group Work
More Difficult
“In primary school,
teachers always
spoonfeed us.
Here, we have to take
the initiative to do
independent work”
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STUDENT-CENTRIC HOLISTIC CURRICULUM
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JOY OF LEARNING & GROWTH MINDSET
HOLISTIC CURRICULUM
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Instructional
Programme
Academic
Excellence
Learner-centric teaching
approaches
Extended learning
beyond classrooms
Holistic
assessment
Integrated
Curricula
Purposeful
leadership
programme
JOY OF LEARNING & GROWTH MINDSET
Purposeful
use of ICT
Values-centred
learning
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SUBJECTS AT SECONDARY ONE
Communicative Arts
Mother Tongue Language /
Higher Mother Tongue
Mathematics
Science
Geography
History
Art
Design & Technology
Food & Consumer
Education
General Music Programme
Physical Education
Character & Citizenship
Education (CCE)
Lower Secondary Computer
Education Programme
(LSCEP)
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Assessment weighting for Secondary 1 – 3
Term 1 Term 2 Term 3 Term 4 Total
All subjectsexcept*
CA10%
CA15%
CA15%
SA60%
100%
*D&T, FCECA
40%CA
60%CA
40%CA
60%100%
*Modular subjects: no exams, in-class group tasks only
Sec 1-2 Promotion criteria: Pass EL & overall ≥ 50%
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• CA comprises one Weighted Assessment (WA) per
term in each subject.
• WA can be class test / project-based, emphasising
focused and bite-sized learning.
• Main intent:
• continual learning through the year
• reducing excessive assessment stress
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SIGNATURE PROGRAMMES
HOLISTIC CURRICULUM
JOY OF LEARNING & GROWTH MINDSET
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COMMUNICATIVE ARTS
WHAT?• Integrating EL & Literature, using Drama
tools & Oral techniques
• Develop writing, speaking & listening
competencies in students
WHY?
• Engaging - language comes alive!
• Student-centered learning, for different learning styles
• Emphasises oral skills: articulation, confidence and impromptu speaking
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INTEGRATED CURRICULUM1 unit in each year (Sec 1 – 3) which integrates a
number of subjects together
Sec One
• Geography, Mathematics & Science
• Energy Efficiency
Sec Two
• English, History, Art & Literature
• Conflict & Change : Rising above challenges
• Special Week
Sec Three
• Biology, English & PE
• Health
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INTEGRATED CURRICULUM
GeographyWeather &
ClimateField Studies
MathsStatisticsGraphs &
Charts
ScienceEnergy Sources
Heat transfer
Action for Week 10 (Special Week)
Protecting the
Environment
Real-world
Issues
Collaboration
Field Studies &
Inquiry
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Sec One
Sec Two
Sec Three
Sec Four
Curriculum Pedagogies AssessmentCommunicative Arts
(Sec One)
Integrated
Humanities
Science
Creative ArtsIntegrated Curriculum
LSCEP
Drama-based
Co-operative learning
Inquiry-based learningPlace-based learning
Mathematical modeling
Project-based Learning
Flipped classroom for the
Sciences
Model Cabinet for SSe-Learning
Project-based
Portfolio
Oral Performance
Languages
plus
Options from:
* Mathematics cluster* Science cluster
* Humanities cluster
* Others
Integrated Curriculum
OralProject-based
JOY OF LEARNING & GROWTH MINDSET
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3 BROAD GOALS
SELFRealize
Personal Potential
COMMUNITYContribute to the
Community
OTHERSEstablish & Maintain
Caring & Respectful
Relationships
Through
CHARACTER &
CITIZENSHIP
EDUCATION
JOY OF LEARNING & GROWTH MINDSET
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“Research shows the mere act
of giving thanks has tangible
benefits - 6th and 7th graders
assigned to list five things they
were grateful for every day for
two weeks.. had a better
outlook on school and greater
life satisfaction three weeks
later, compared with kids
assigned to list five hassles.”
American Journal of
School Psychology, 2008
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“In another study, those who
showed high levels of gratitude,
[e.g.] thankfulness for nature’s
beauty and strong appreciation
of other people, reported having
stronger GPAs, less depression
and envy and a more positive
outlook than less grateful teens.”
Journal of Happiness Studies,
2010
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CHARACTER & CITIZENSHIP
EDUCATION
Character &
Citizenship Education
Co-Curricular Activities
Socio-Emotional Learning
Values in the 21st Century
Digital Age
Values in Action
Programme (ViA)
Connection to S’pore,
the society & the world
Leadership Develop-
ment
• Self Awareness
• Self Management
• Responsible Decision Making
• Social Awareness
• Relationship Management
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8 life skills all 18-year-olds should have: a checklist for parents
Julie Lythcot-Haims, former Dean of Freshmen at Stanford University and the author of “How to Raise an Adult.”
An 18-year-old must be able to:
1. talk to strangers
2. find her way around a campus or the neighbourhood
3. manage her assignments, workload, and deadlines
4. contribute to the running of a household
5. handle interpersonal problems
6. cope with ups and downs of courses and workloads, schoolwork, competition, tough teachers, bosses, etc.
7. earn and manage money
8. take risks
http://www.today.com/parents/8-life-skills-all-18-year-olds-should-have-checklist-t68666
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KEY CCE PROGRAMMES
Values in Action Character & Leadership
Development
Socio-Emotional
Learning
Curriculum-based Values in Action (ViA)
InnoVation Programme
(TDP)
Overseas Service Learning
Student Leadership
CampsPersonal Effectiveness
WorkshopsLocal & overseas
Leadership Training Programmes
Student-initiated Values in Action (SViA)
Outward Bound School
Transitions & Change
Management
Workshop
“Success Beyond
Measure” Programme
Motivational
Workshop
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VALUES-IN-ACTION PROGRAMMES
Students learn to provide organized service to the community:
fostering civic responsibility, meeting community needs
Reflecting on their service learning
Sec One ViA Sec Two ViA Sec Three/Four ViA
AWARENESS, EXPOSURE, GUIDED ACTION STUDENT-INITIATED
ACTION
Overseas Service Learning
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SEXUALITY EDUCATION @ CRESCENT
Rationale• To enable our young to better deal with social trends and changing
values, to equip them with the knowledge, skills and values that will enable them to make wise, informed and responsible choices for themselves.
• To help students know themselves and build healthy and rewarding
relationships through the acquisition of social and emotional skills.
• To help students develop a moral compass, respect for themselves and for others as sexual beings, premised on the heterosexual married couple forming a nuclear family as the basic unit of society
through the inculcation of positive main stream values and attitudes about sexuality.
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SEXUALITY EDUCATION @ CRESCENT
Science
• Human Sexual
Reproduction
• Sexual Health
(AIDS/STI)
• Contraception
• Menstrual Cycle
• Puberty
• Consequences and
issues related to
abortion and
premarital sex
CCE Lessons
• Self: self-awareness
and self-respect
• Interpersonal
Relationships :
Healthy & Growing
Relationships
• Society & Culture :
Care, Respect for
Others
Sexuality Education Curriculum
• Sec 1 & Sec 2: The
Teenage Years
• Sec 3 & Sec 4:
Sense and Sexuality
• Sec 3 : eTeens
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JOY OF LEARNING & GROWTH MINDSET THROUGH CCA
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PURPOSEFUL LEADERSHIP
PROGRAMME
The 5 Practices of
Exemplary Student
Leadershipby Jim Kouzes
& Barry Posner
ENCOURAGETHE HEART
MODELTHE WAY
INSPIRESHARED
VISION
CHALLENGETHE PROCESS
ENABLEOTHERS TO ACT
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STUDENT LEADERSHIP DEVELOPMENT
•Events for class, level, CCA, school, community, nation
•National Youth Achievement Award
•Assessment of skills, qualities
•Use of data e.g. peer survey, teachers feedback
•Investiture, Champions Seminar
•School Wide
•Differentiated/ Segmented
•On The Job
•Mentoring
•Various Platforms: Student Council, Peer Leaders, House Leaders, CrezAmbassadors, CCA Leaders, Class positions
LEAPING
INTO LEADERSHIP:
SELECTION
EMERGING
LEADERS:
TRAINING
ACTIVE
LEADERS:
OPPORTUNITIES FOR
APPLICATION
DYNAMIC
LEADERS:
EVALUATION &
RECOGNITION
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Integrity, the Foundation . People, our Focus . Learning, our Passion . Excellence, our Pursuit
Copyright © Ministry of Education, Singapore.
A Holistic Education for Secondary School Students – LEAPS 2.0
Crescent Girls’ School
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Leadership
Enrichment
Achievement
Participation
Service5 DOMAINS
– to recognise
students’ holistic
development
Recognition System for Co-Curricular Attainment
LEAPS 2.0
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INTENT OF LEAPS 2.0• Motivate students towards holistic and balanced
participation through the co-curricular programmes
• Facilitate the learning of values, skills and
competencies for life
• Recognise diverse interests of students; developing
students to be self-directed learners
• Recognise the “home-school-community” approach
to holistic development of every child
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LEAPS 2.0
4 domains,
each having 5 levels of attainment: 1 – 5
Participation Achievement Leadership Service
For details of Attainment levels for each category
refer to school website
LEAPS 2.0
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LEAPS 2.0
– Enrichment domain complements the other
domains for students’ holistic development
– Will be recognised in School Graduation Certificate
– Will not have levels of attainment
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Participation
• Affirms students’ sustained development in school-
based CCA throughout secondary school
Achievement
• Affirms students’ character development and efforts
in representing the school/external organisations in
events
LEAPS 2.0 Domains
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Leadership
• Affirms students’ development as a leader
• Through leadership modules, National Youth
Achievement Award and leadership positions.
Service
• Affirms students’ contributions to the community and
development as responsible and active citizens
• Service through school Values-In-Action programmes
LEAPS 2.0 Domains
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Co-Curricular
Experience
Basic Requirement for Level
of Attainment in Domains
Bonus
Points
Excellent 4,3,3,3 2
Good 4,1,1,1
3,2,1,1
2,2,2,1
1
Fair did not meet above criteria 0
RECOGNITION OF CO-CURRICULAR ATTAINMENT
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Participation Domain in LEAPS 2.0
At least 75% attendance each year
Levels 1 – 4:
Participation in a CCA for 2 to 5 years
Levels 4 – 5:
Continuous involvement in the same CCA for 4 or 5 yrs
Levels 3 – 5:
Exemplary conduct and active contribution in CCA with at least 3 years of participation in any CCA
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Achievement Domain in LEAPS 2.0
Representation
Level 1:
• Represent class / house / CCA (Intra-school)
Representation/Accomplishment
Levels 2 – 4:
Representation school or external organisation in an event
• Accomplishment in an event represented
• Levels increase with no. of yrs of
Level 5:
• Represent/accomplishment in S’pore / MOE / S’pore Schools /
Nat Project of Excellence (NPOE) / UG HQ int’l UG competitions
representation/accomplishment
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Leadership Domain in LEAPS 2.0
Level 1:
• Completed 2 modules on leadership
Levels 2 – 3:
• National Youth Achievement Award:
• Level 2: Bronze
• Level 3: Silver and above
Levels 2 – 5:
• Recognition of progressive student leadership
development through leadership positions
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Level 1-4:
Highest level attained in either:
• Number of hours of service
• Number of VIA projects
• A combination of both
Level 5:
• VIA project:
• Student-initiated
• Impacts the community beyond the school
Service Domain in LEAPS 2.0
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STUDENT-CENTRIC HOLISTIC CURRICULUM
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21ST CENTURY COMPETENCIES
HOLISTIC CURRICULUM
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“The education system needs to now
produce all-round students who can work
with people from different backgrounds
and adapt to what companies term a
“VUCA” environment – volatile, uncertain,
complex, ambiguous”
“To deal with the
demands of a VUCA
environment, good
grades in school are
not enough. In fact,
they may not even be
relevant.”
To thrive in such a world, students “need to
have the confidence to deal with problems
that have no clear-cut solutions. And they
need to be able to work effectively with
others across races and nationalities.”
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21ST CENTURY COMPETENCIES
Opportunities for
Development & Assessment of
21CC
Academic Subjects
Integrated Curriculum
Values in Action
Overseas Service
Learning
Co-curricular Activities
21st Century Learning Design &
Assessment framework developed
in collaboration with Stanford
Research Institute (SRI International)
Deliberate design of learning
experiences to develop specific
21st century competencies
Assessment for developmental
purposes
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21st CENTURY COMPETENCIES
Rubrics: 3 bands with descriptors for each
competency
Different modes of assessment:
Subject based-assignments/projects
Long-term projects (ViA/IC)
Observations in CCAs etc
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21st CENTURY COMPETENCIES
SKILLED
COMMUNICATION
COLLABORATION
• Structure of presentation
• Coherence & clarity
Organization
• Elaboration of ideas & use
of supporting evidence
Depth
• Appropriate use of
multimodal
communication
Delivery Mode
• Audience-oriented design
Audience Engagement
• Conflict resolution
• Consensus building
• Diversity / using everyone’s talent
• Leading by example & influence
Leadership
• Working towards shared goals
• Listening to & respecting teammates
• Giving constructive feedback
• Accepting feedback
• Negotiation & compromise
Co-operation
• Participation in group work
• Individual contribution (including
timeliness of work)
• Clear communication
• Quality of contribution
Individual Accountability
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COLLABORATION
I had a WhatsApp
group but the group
was very lazy and I had
to scream at them in
the chatgroup. Some
pretended not to look
at the chat, and did not
help out.
““
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MORE ABOUT COLLABORATION
We have the 21CC
collaboration peer
evaluation score, so we
can mark a peer low if
she doesn’t pay
attention in class and
contribute to the group.
““
For my group, there
were two people who
did not contribute.
After the first peer
assessment, I did
notice that they tried
to improve.
““
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ABOUT WORKING WITH OTHERS
Open
communication – if
you have anything
to say, just say and
give feedback. Must
take initiative.
““
A lot of tolerance. Coz if
you don’t tolerate, then
there will be a lot of
arguments and end up the
work is not done. When
group mates talk about
irrelevant stuff, we have to
tolerate and bring them
back to the project.
““
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FINALLY…
Initially my group did not work well
together, to the point that when we were
in a shopping mall for the project
discussion, we were just doing our separate
things. But in the end, we became very
close. The turning point was when we got
a bad grade for our IC project, and we sat
down to talk about it. We knew that we
had to work together in the group so we
decided to work things out.
““
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STUDENT-CENTRIC HOLISTIC CURRICULUM
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USE OF TECHNOLOGY
HOLISTIC CURRICULUM
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PERVASIVE AND PURPOSEFUL
Fully wireless
campus with
high speed
internet
Technology
-enabled
Learning
Spaces
Personal
Learning
Device
(1 to 1)
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HEARING FROM THE STUDENTS …
Cyber-wellness matters
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Crescent’s O-Level Plus Programme
STUDENT CENTRIC HOLISTIC CURRICULUM
STRETCH PROGRAMMES
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TALENT DEVELOPMENT PROGRAMME
• To provide the breadth and depth of experience to
students who are gifted, committed and interested
• To complement the comprehensive main curriculum in
developing students to become creative thinkers and
real-world problem-solvers
• Designed for students who display the following traits
– Creativity
– Task Commitment
– Real-world Problem Solving Dispositions
• Selection Process & Considerations
– PSLE T-Score
– Sec One End-of-Year Results
– Performance at interviews & selection activities
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TALENT DEVELOPMENT PROGRAMME
Exposure
Depth
Stretch
PASSION COMPASSION
LOCAL OPPORTUNITIESA*STAR Science Programmes
Science Research Programme
Local Competitions
Model Cabinet Conferences
GLOBAL EXPOSURECCA Trips
Cultural Study & Exchange (Thailand)
Curriculum Study Trips (Humanities
Field Studies; Literature)
Real World Engage-ment
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EVERY PARENT, A SUPPORTIVE PARTNER
1. Communication
2. Engagement
3. Involvement
4. Synergy
5. Trust
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• Parent Support Group
• Collaborative relationship
• Deep impact on school programmes
Deep Engagement
• Interaction concerning your child
• Through Form & Subject Teachers
• Phone calls, email
• Parent Engagement Conversations
Personal Interaction
• Email, letters
• Customised IT platforms (Parents’ Repository, Chronos)
• Parents’ Seminar
Mass Communication
OUR PARENT PARTNERSHIP APPROACHES
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PARTNERING PARENTS
FamilyMatters@School Programme
• Family Life Education programmes for preventive support to enhance parenting capabilities
• A range of programmes to match different parenting needs
• Promote positive parenting and lower parenting stress
• Foster strong parent-child relationships
• Reduce potential difficult behavours in your child
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Programme
Outline
Jan 2019Strength and
Difficulties Questionnaire
by parents
Apr 2019Parents’ Workshop: Raising Competent
Teenagers
May 2019Parents’
Workshop: Getting
Teenagers Connected
Aug 2019Parents’ Talks:
Sexuality & Communication
Mar 2019Parents’
Workshop: Raising
Responsible Teenagers
Jun - OctIndividual and
Group Consultation
Sessions
Feb 2019Cyber Wellness
Talk
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School CounselorMs Pauline Aw
6708 [email protected]
If you have any concerns regarding the social-emotional
needs of your daughter/ward, please feel free to contact
her Form Teacher or Ms Aw for a detailed discussion.
STUDENT WELL-BEING
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