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Jerry is a P6 student, taking all 3 subjects at the Standard Level and Mathematics at the Foundation Level. Recently, he received his PSLE results. His Achievement Level (AL) scores and Posting Group (PG) offer(s) are as follows: EL-4, FMA-A, MT-4, Sci-6. Total AL score:20. PG:3. He was offered Mathematics at either G3 or G2, at the start of Sec 1. He came to you for advice. During the conversation, he expressed his anxiety in taking Mathematics at G3 level in Secondary School as he had been struggling with this subject in Primary level.

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Jerry is a P6 student, taking all 3 subjects at the Standard Level and Mathematics at the Foundation Level. Recently, he received his PSLE results. His Achievement Level (AL) scores and Posting Group (PG) offer(s) are as follows: EL-4, FMA-A, MT-4, Sci-6. Total AL score:20. PG:3. He was offered Mathematics at either G3 or G2, at the start of Sec 1. He came to you for advice. During the conversation, he expressed his anxiety in taking Mathematics at G3 level in Secondary School as he had been struggling with this subject in Primary level.

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How would you advise Jerry on his next steps?

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Johan is in P6 who comes from a single-parent family with a low income. He often helps out at his mum’s food stall as he loves cooking. In class, you heard him and his friends chatting about the secondary schools they were thinking of. Johan said, “I want to be a hawker like my mum. So it doesn’t matter which school I go to, since I also don’t really know what kind of school will suit me anyway.” One of his friends remarked, “Huh? Hawkers do not earn much!”

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Johan is in P6 who comes from a single-parent family with a low income. He often helps out at his mum’s food stall as he loves cooking. In class, you heard him and his friends chatting about the secondary schools they were thinking of. Johan said, “I want to be a hawker like my mum. So it doesn’t matter which school I go to, since I also don’t really know what kind of school will suit me anyway.” One of his friends remarked, “Huh? Hawkers do not earn much!”

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How might you want to speak with Johan regarding making informed school choice options?

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1. Advise Jerry to work towards taking Mathematics at G2 level first to maintain his level of confidence. Once he is confident in taking G2 level, he can decide on taking G3 level.
2. Jerry should pace himself in terms of incremental levels of difficulty before moving on to the next level of difficulty.
3. Redirect Jerry's focus in choosing his secondary school first, including the factors to consider (i.e. distance, culture, school programme). Go through the secondary life before deciding on the subjects to take.
4. Share and discuss with Jerry on his strengths and interests (holistic development).
5. Assure Jerry of the flexibility of the pathways (according to his learning pace) to alleviate his anxiety. Check with him on his level of comfort in taking G2 or G3.
6. Encourage Jerry to own the decision and weigh the pros and cons in choosing the different levels as well as know the various opportunities which are available in secondary school.

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We can first clarify with the pupil about why he said it does not matter which school he goes to and clarify what does he mean when he says that he does not now which school would suit me.
1. To clarify these, start off with asking the ideal question: "if you could choose a school, where would it be and why?".

Ask him questions to further probe him on his interests and get him to consider other possibilities and opportunities that he can consider to make a decision.
1. To probe him on his interest, by asking him to be more specific and ask him exactly what he likes about cooking.
2. Ask him to also consider what challenges a Hawker might face and what skills and knowledge would help the hawker.
3. To broaden his perspectives of the available jobs other than being a hawker like his mum, he can explore MySkillsFuture Portal to explore and find out more.

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what do you think are some ECG-related questions/concerns from: (i) students (ii) colleagues (iii) parents?

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what do you think are some ECG-related questions/concerns from: (i) students (ii) colleagues (iii) parents?

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How do students from different streams learn together?
Parents may be concerned and worried about students from other streams influencing their child due to their own perceptions of the various streams.
How do parents advice their children to made a decision about secondary schools?

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How are these changes going to affect their applications to Sec Sch/JC/Poly in future? How can they ensure their children can have an edge above the others

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Coping skills. Extra help for sen students?

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Students:
Will I have friends when I am moving around to different classrooms?
Colleagues:
How to deal with time-tabling?
Parents: How do I know that my child is able to cope in the higher stream and what happens to their morale if they have to move down the stream?

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Students: Do all of us graduate after 4 years? or some of us still need to do a 5 years programme in Secondary school?

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Is there meaningful interaction between the students.
Do they tend to gravitate towards their "own kind"?

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How to choose the sec sch?

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Does it put my child at a disadvantage to take some subjects at G2? Would a cert with all G3 subjects be more recognized?

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How can I help my child choose a suitable secondary school?

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How confident are we about this programme that in the future that employers do not look at results and paper qualifications when applying for work?

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How to prepare for examination for entrance to the pathways After Secondary school?

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Parents: how to DSA to some schools? where to find the information?

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Parents: how to DSA to some schools? where to find the information?

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https://www.moe.gov.sg/secondary/dsa/application

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Direct School Admission (DSA-Sec): Apply

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Once you have explored and shortlisted the schools, submit your child's application online through the DSA-Sec portal.

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1. What are my child's talents?
2. How is the school helping my child to make an informed decision?

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Do all schools take in students from all posting groups? Currently some schools only take in Express students. What would be the reference parents and students should take when selecting a secondary school?

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Do exams/grades not matter anymore?

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How are the scores computed for N or O level?

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(i) Are we learning now applicable to what the future have for them?
(ii) Are we able to advise appropriately for them as we were not even able to see the future?

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Students:
How do I choose the right Secondary school to go to?

Parents:
What experiences are needed for my child to enter Secondary school via DSA?

Colleagues:
How do I help pupils to identify their strengths to advise them on ECG matters.

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Jia Ling is a Primary 6 student, offering all subjects at Foundation Level. She converses fluently in English, but has difficulties reading and writing. This has affected her learning in other subjects. Despite her learning difficulties, she puts in effort and attained a borderline ‘B’ grade for all her subjects in her prelim exams. She enjoys learning via hands-on activities, such as building electric circuits during Science lessons  and Makers Club. Jia Ling shared with her teacher that she is excited about progressing to secondary school but is anxious about coping with studies. She hopes to continue learning more about electrical design via hands-on approaches in secondary school. She aspires to be an engineer but feels that engineering might not be suitable for girls.

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Jia Ling is a Primary 6 student, offering all subjects at Foundation Level. She converses fluently in English, but has difficulties reading and writing. This has affected her learning in other subjects. Despite her learning difficulties, she puts in effort and attained a borderline ‘B’ grade for all her subjects in her prelim exams. She enjoys learning via hands-on activities, such as building electric circuits during Science lessons  and Makers Club. Jia Ling shared with her teacher that she is excited about progressing to secondary school but is anxious about coping with studies. She hopes to continue learning more about electrical design via hands-on approaches in secondary school. She aspires to be an engineer but feels that engineering might not be suitable for girls.

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How would you advise Jia Ling on her progression pathways?

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Career Exposure Sharing
- Using the sounds of the vocation to get students to share during Assembly Session
- Industry Speakers sharing on their vocation and careers i.e Fandi Ahmad on Professional Sportsman, Radio DJs
- Collaboration with vendors on getting students do art pieces and sale of the pieces for funding of charities

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CHS Primary
CCA --> Allows pupils to hone their skills and see how their skills may help them to also choose what jobs they may want to have in the future

ECG modules on SLS --> Speakers from different industries which majority of the pupils have interests in are invited to share about their career and these sharings are made into videos and assigned to pupils on SLS for them to watch and view (This arrangement was done during Covid times)

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1) Learning Journeys: Visits to different industries e.g. Aviation (Jewel Changi) to allow students to develop some insight into the respective industries

2) VIA Experience: Introducing entrepreneurship and creativity as students collaborate and play different roles in raising funds for organisations

3) Alumni Sharing: Inviting alumni back to share about their post-primary journey to ignite students' curiosity to find out more

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1. Invite parents who are alumni to the school to give a talk about their career.
2. Invite individuals to let students interview about their job

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Zoom session with Sec school session around Punggol and Sengkang - best to go face to face to learn about the school physically though. Talk with P6. Sharing with parents thru zoom G1,2,3 FBB to help make informed decisions.

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Sec School Talks but would prefer it to be Learning Journeys for students to have richer experience about the schools that they might want to explore.

Virtual career booths. Students create presentation slides on careers and save it on Google Drive for all students to learn from one another.

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During lessons, especially for English ,based on the characters, there would be discussions on what the career choice would be for the character in future based on their choices and personalities.

Career talks during assenbly.

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Practioner sharing, post PSLE activities - different industry to focus on. TO come out with slides and presentation. One year on Google slides and one on padlet. to share with P5.

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- Career talks by industry professionals.
- LJ to Lifelong Learning Institute
- SLS lessons on jobs/careers in various industries for all levels.
- ECG lessons curated for all levels. 1 ECG lesson per term.
- Exhibition Displays by external agencies combined with curated videos on careers in those agencies.

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Interests, motivation (values) and experience
- Probe to understand what is student's perspective and context of the work as a Hawker
- Probe to understand student's experience helping out at the hawker
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Skills, Strengths
- what skills required to be a good hawker?

Expand student's perspective
- what do you know about the current environment
- sharing on the successful new hawkers
- Sharing of potential subjects at secondary will help to facilitate the skills and knowledge i.e. FCE (Food and Consumer Education)

Resources
- https://www.nea.gov.sg/docs/default-source/resource/becoming-a-hawker.pdf
- https://www.youtube.com/watch?v=pw1oLexEGzo

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Using the ECG advising framework,

Who am I?
We can ask Jayden what green events he has participated in that contributed to his interest, or if he has not participated in any, what he would like to participate in. It will be useful to find out what other interests and strengths he has.

Where do I want to go?
We can ask deepening and broadening questions to probe which area of climate change he is interested in. He can conduct research or even try out ChatGPT to find out more information.
Direct him to resources like the Singapore's Green Plan 2030 to help him draw some connections to find out more.
Help him bridge the gap to see how existing professional roles in green industry contribute to the community.
Help him see that sustainability cuts across industries e.g. manufacturing, engineering, finance and match his interests/strengths to narrow his focus so he can find out what kinds of skills are needed for the industry.

How do I get there?
Knowing what skills are needed, Jayden can then find out what educational pathway he can take.

In addition, it's also important to help Jayden take on his parents' perspective to understand why his mother said what she did, so he can present his findings to his mother to convince her. It helps to equip him with tools to speak to his mother

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- Teacher should empathise, check in on her first (feelings, etc, moving forward)
- Framework (Who Am I?) Look at her other interests, other alternative pathways or at other schools offering similar opportunities
- Acknowledge her interest to pursue coding and science,
If able to pursue using her AL score, she can apply normally, or look at alternative options
- Sit through with her, revisit the portal with her parents once she has come to terms with her results
- Remind her that there are other options, she still has a journey ahead of her and she may find other areas she may have interest in
- Using Schoolfinder MOE to find other alternatives if she still wants to pursue her interests in coding and science
- Revisit Framework and find out if she has other interests

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Jayden is in Primary 5. He learns about climate change while watching a You Tube video. He wants to save the earth and do something to prevent climate change. He thinks that Singaporeans need to know more about recycling. He shared with you, his form teacher, that his parents are not supportive of this goal as they think it is not viable or practical. 

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Jayden is in Primary 5. He learns about climate change while watching a You Tube video. He wants to save the earth and do something to prevent climate change. He thinks that Singaporeans need to know more about recycling. He shared with you, his form teacher, that his parents are not supportive of this goal as they think it is not viable or practical. 

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How would you advise Jayden about his goals and aspirations by helping him to broaden his possibilities in the Green industry?

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Janani has just received her PSLE results. She learnt that her DSA-Sec application outcome was unsuccessful due to her not meeting the required score range of her previous conditional offer. Janani is very disappointed and comes to you, her form teacher, for support and advice. She applied via DSA under the talent areas of coding and Science, but she is unsure about what schools she can apply to, which will help further develop her interests. 

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Janani has just received her PSLE results. She learnt that her DSA-Sec application outcome was unsuccessful due to her not meeting the required score range of her previous conditional offer. Janani is very disappointed and comes to you, her form teacher, for support and advice. She applied via DSA under the talent areas of coding and Science, but she is unsure about what schools she can apply to, which will help further develop her interests. 

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How will you advise Janani on her next steps?

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- Student can start off as an interest first e.g. sharing with classmates on sustainability, so that parents can see his/her interest and passion before considering as a future career option.

- Student might still be a bit young and doing some related projects and exploring the portal could help him to gain greater awareness in the different fields.

- Student could explore the portal together with their parents so that they could also have a more "updated" understanding of the field.

- Hearing from real industry professionals could also be convincing for parents.

- Students can also be an advocate and share with their parents their exploration in the field (e.g. SG Green Plan)

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1) Empathise with the child and know what the child wants.
2) Affirming her strengths (loves Science and building circuits. She is also a member of the Makers Clubs)
3) Affirm her that borderline B is fine.
4) Clarify her perception that engineering is not a gender specific kind of job.
5) Refer her to the career quest to understand more about engineering careers. Use the chatbot to clarify her doubts.
6) Assist her in looking for schools that offer CCAs/ALPs such as Robotics, Makers Club so that she can develop her interests further.
7) Introduce her to Specialised Schools where she can further develop her strengths.
8) Introduce to her secondary schools that offer ITE Applied Subjects.

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- acknowledge student's mental well-being (Empathy)
- engage with her parents and explore alternative options
- explore other schools that offer similar interests/offerings eg: Greenclub
- engage with current secondary schools / alumni sharing to update what is happening in sec schools currently
- direct student to the portal and see other options that are offered
- ask student about strengths and interests, using the ECG resources as well
- exploring MOE school finder - CCAs that schools offer; to look into other options / possibilities that she may be interested in
- understand why she is interested in coding and science and look into her strengths as well; expand her opportunities (What else?)