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How to setup mysf single sign-on feature

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Parents Handbook_Journeying with Our Children - Supporting Their Aspirations

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Parents Handbook_Journeying with Our Children - Supporting Their Aspirations

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Parents Handbook_Journeying with Our Children - Supporting Their Aspirations

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Helping Students Understand MySF Career Interests Report

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Helping Students Understand MySF Career Interests Report

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2023 ECG SLS Resources for Secondary Schools_10 Feb

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Booking Link: go.gov.sg/ecgahs

Monday + Wednesday
Email: lim_zhong_juinn@moe.edu.sg

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MOE website: go.gov.sg/ecg-resources

OPAL: go.gov.sg/ecg-opal

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What is Education and Career Guidance?

Education and Career Guidance (ECG) helps students develop a sense of purpose in life. By nurturing self-awareness and self-directedness for lifelong learning, ECG helps students develop a growth mindset, adaptability and a resilient attitude to embrace future opportunities and appreciate the value of all occupations.

Goals of ECG

The goals of ECG (Figure 1) are to support students in:

Discovering purpose - Who am I?
Nurture students' self-awareness to support them in discovering how they can meaningfully play a part in their community.

Exploring opportunities - Where do I want to go?
Develop students' self-directedness and confidence to explore and leverage education and career opportunities while respecting the value of all occupations.

Staying relevant - How do I get there?
Build students' adaptability and resilience to embrace the need for lifelong learning.

My SkillsFuture portal

The MySkillsFuture portal is a one-stop portal with information and tools to explore various education and career pathways for all students from Primary 5 to junior colleges and Millennia Institute.

You and your child can use your child's account to explore the student portal, and take the opportunity to begin an ECG conversation:

ECG Counselling

Secondary schools, junior colleges, Millennia Institute and post-secondary education institutions are resourced with ECG Counsellors. They work closely with the respective institutions' ECG teams to guide students to make informed decisions about their education and career plans.

ECG Centre @ MOE

The ECG Centre @ MOE provides ECG counselling services for students during periods such as the release of their GCE N-Level, O-Level and A-Level examination results.

To book an appointment, please contact:

Email: MOE_ECG@moe.gov.sg

Phone: 6831 1420

E-appointment system: https://go.gov.sg/moe-ecg-centre

ECG resources

You can refer to the following resources to learn how to support your child in their education and career journey.

MySkillsFuture - Learn about the key features in the MySkillsFuture Student Portals across the different levels and how your child can use the various portals for education and career planning.

Journeying with Our Children, Supporting Their Aspirations - Pick up tips and advice on ECG and related considerations at key education stages to guide your child.

What's Next - Use this resource to support your child's decision-making process at their key education stages.

The Next Step Forward - See how 54 individuals go through diverse education and career pathways. The inspirational narratives highlight the many options that cater to the students' needs and can help them discover their selected pathways.

Hand in Hand - Journeying Together - See how different stakeholders come together to support students' ECG journeys.

Learn more about supporting your child's social emotional development.

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Overview of Education and Career Guidance

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Education and Career Guidance (ECG) helps students develop a sense of purpose in life. By nurturing self-awareness and self-directedness for lifelong learning, ECG helps students develop a growth mindset, adaptability and a resilient attitude to embrace future opportunities and appreciate the value of all occupations.

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https://go.gov.sg/oecdpisaecg

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1. Read through the group's Assigned Scenario.
2. As a group, write your suggestions under the Scenario # column.

To help start the group discussion, you may refer to the  ECG Advising Frame template above and/or ECG Resources on the left column.

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1. Infusing ECG into existing school programmes (e.g., CCA, VIA, ALP)
2. Leveraging partnerships for ECG
3. Connecting classroom learning with future possibilities

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Guiding points:
(1) How would you use the ECG Advising Frame to help the student to sense-make?

(2) How would you use your strengths to support student in the conversation?

(3) What helpful questions would you ask this student?

(4) What resources would you use or refer the student to, why?

(5) What actions would you guide this student to take? Why?

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She already know her interests and skills, she also knows how she wants to serve back the community. EMPATHY

It would help her to explore the poly courses and see how she can work towards meeting the course prerequisite. We can then work with her to develop SMART goals and action plans on how to get her there. NAVIGATION

Approach ECG counsellor

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How tr can support her
1)Listen to her with empathy
2)Ask her clarifying questions eg. Why she under perform
3)Remind her that health is of utmost importance

Educator’s role
1)Check with her about her goals and these expt actions  are arising from herself or her parents
2)Share with her other options within the same industry

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1. Invite external speakers to share on their experiences (engage professionals, tap on alumnis)

2. Expose them to real world context
- bring your child to work (learn from their parents)
- going on excursions to workplaces

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Through cca, we can highlight their strengths (e.g you are good at directing pple, good expression skills, leadership or life skills…) put then on platforms like send them for competitions, organise team building activities to allow them to showcase their skills
Partnering with vendors or interest clubs to allow students to experience different activities (LJs or internships)

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1) CCA - draw links to ECG within the difference CCAs, e.g. sports CCA and sports science, performing arts and tech.
2) VIA - can draw links to values, dispositions, processes involved in charitable organisations or career opportunities in the social services sector.
3) CCA and Post-VIA reflections can help to draw out students values to allow for self-discovery.

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'Bring your child to work day' elevate to work shadowing. For exposure, to industry related practices.

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3. Connecting classroom learning with future possibilities

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3. Connecting classroom learning with future possibilities

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Connect classroom learning to particular skills set that students can acquire.
E.g. Students sometimes ask 'What can I do if I study Geography?'
I share with them that learning analytical skills such as interpretation of data from various stimulus (photographs, graphs etc) will be useful for them in any area of work they may engage in future.
If we can be more intentional in telling students the skills set they can acquire in our subject to help them connect to job opportunities out there, they can probably appreciate ECG better and even our own subject learning.

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- Creating an authentic learning experience for the students so that their interest can be piqued in their industry/sector
- Using Newsfeed sessions to simulate media station experience

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- Exposure to different types of organisations and roles when they are working with partners during VIA
- AI concepts and ideas during lessons --> spark interest in student keen to join this field can explore more on the ECG website

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partnering parents in allowing students to observe their workplace and have a sense of the work experience: Bring Your Child to Work Day

Certain CCAs have niche programmes that exposes their CCA students to certain industries related to the skill set in the CCA.

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- Leveraging opportunities in CCA to build skills of students relevant to certain job sectors (e.g. Infocomm)
- Possibility of job internships for students (short-term opportunities)

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During lessons , create  more opportunities for studnets to reflection about what they have learnt so that they can think more deeply about what they have learnt. Through this process , it allows them to discover more about their interests

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Authentic work attachments experience on regular basis to understand the opportunity and challenges 

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Authentic work attachments experience on regular basis to understand the opportunity and challenges 

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1) Discuss with Kayle why she wants to study law and explore other significant influences on her desire to study law
2) Point her to other job sectors which may also fulfil some of the reasons why she wants to study law (desire for social justice / aptitude in public speaking)
OR
Encourage Kayle to explore other law-related jobs within the industry which may take into consideration her health issues
3) Rework her SMART goals and plans to take into consideration her health issues

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Ask her to consider her VIPS - Values, Interests, Personality and Skills.

After understanding her VIPS, we can encourage her to research on her possibilities/pathways on the MySkillsFuture portal.

Encourage her to develop SMART goals and action plans.

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Talk to Math n Sci teachers to find out whats wrong.
Set small achievable goals.
Explore other options, not be restricted by Math n Sci. Not just JC.

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- Help her understand and clarify her purpose - purpose is driven outwards tot be community
- Helping her to understand the job landscape in that sector
- Make her aware of the different programmes in the poly courses/ specialised art school - she has to consider her academic grades (she needs to understand her aptitude for that)
- She needs to do a lot of research (not just in poly) but also the course modules in specialised art schools as well - broaden her scope of the career path

2) - Direct her to the correct portal (Navigation)
- Listening empathetic ally and recognising her for her resilience (Empathy)
- Sharing her personal struggles (Influence)

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1. Exploring Opportunities - to do research on various art/therapy courses offered in various polytechnics. She will be able to use the Skills Future portal - 'Explore School Function' to help her explore the relevant courses.
2. Staying Relevant - get her to think about possible challenges in fulfilling her aspirations
3. Empathy - listen to her aspirations and encourage her to try out EAE. Be confident and believe in herself. Influence - Understands that she is very interested in Art therapy, but can also get her to be open to other opportunities in art-related sector instead of just focusing on one sector (Art Therapy)

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Discover purpose: Skills vs interest. Is this her strength/interest or just a comfort to her?
Exploring opportunities: Get expert opinion on her work. Enter competitions and see if she gets awards or recognition.
Staying relevant: think about portfolio and possible jobs/future

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guide her along to search other alternative pathways/aspirations leveraging on her ability in public speaking skills

- using the explore pathways & world of work tool on SF

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1. Find out about her RAISEC Code. Get her to share her own thoughts about her RAISEC code and direct her to the industries and courses related to her RAISEC code to help her to explore further.
2. Find out about student's strengths and interests?
3. Identify polytechnic courses related to art and to provide alternatives for her. Get her to find out more about the different courses.
4. Once she is clearer, get her to set goals and aspirations and to find out more about EAE and the requirements.

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Find out more about her VIPS and strengths, her goals and aspirations and have a conversation with her parents about them.

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Talk to Kayle what is it that she VALUES about the work of the lawyer?
- Get her to consider alternate pathways that could satisfy this as well.