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How might you leverage SDE and classroom learning to ignite students’ curiosity and exploration of interests or careers?

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How might you leverage SDE and classroom learning to ignite students’ curiosity and exploration of interests or careers?

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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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Clementi: ECG Forum where SAC members from different areas are invited to share with P6 students

Greenridge: Invited speakers from 4 different professions - video introduction of them. Breaking gender biasness through sharing and bringing in diversity.

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Jia Ling is a P6 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 P6 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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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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From parents- Will my child be ready to take a common exam after being at different pace for the core subjects?

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Will G1/G2 pupils proceed to Sec 5?

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How do I choose which secondary school I go to based on my interest?

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What are some of the deciding factors to shift the child from a less demanding class ( Normal) to a more demanding class ( Express) beside his academic results in secondary 1 or two?

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What are some of the deciding factors to shift the child from a less demanding class ( Normal) to a more demanding class ( Express) beside his academic results in secondary 1 or two?

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parents are concerned if child will still be taking O level exam? if everyone is only having 4 years of secondary education?

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- Each student is to undergo only 4 years of Sec Sch life? no more Sec 5? they can go ite of Poly first year?

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Colleagues - When and how should we start engaging parents?

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Parents are concerned whether their child can cope with their studies if it is only 4 years of study.

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Parents are concerned whether their child can cope with their studies if it is only 4 years of study.

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Where to go after SEC? if I am a PG2, PG1? What determines where my child go next?

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A student is posted to G3, how will his/ her choices be limited?

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Parents - how to close the gap amongst pupils with different learning pace in the long run

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Parents - how to close the gap amongst pupils with different learning pace in the long run

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how is the ITE supporting the kids, is it after O levels, for the kids who have yet to catch up?

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How will the initial stream affect my child since based on PSLE, he/she will still be allocated to a stream (i.e. express/normal), based on AL score?

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does taking subjects at different levels affect my child taking O levels?

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How can pupils cope with the different learning paces of various subject and at the same time discover their strength and build their interests

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Student: Will I be able to adapt to Sec school exams since we only sat for prelims and PSLE in P6?

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How are G1/G2 marks calculated at O level? Can a mixture of G1 and G2 subjects qualifies for JC?

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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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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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Provide platforms for pupils to articulate their interests and create opportunities for them to experience the learning process.

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(1) Mini career talks tapping on expertise of alumnus and PSG. Incorporate 'less known careers'
(2) <MGS> Transition Talk - from pri schools to sec schools harnessing full school profile
(3)<Beacon Pri> Sec school talks plus QA tapping on neighbouring schools (course, experience, sec school strengths/offering); followed up with sense-making sessions by teachers
(4) Children's Day event (what do I want to be when I grow up?) Parents to share on careers (kindergarten principal, scientist, radio personality etc)

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-engaging alumni to give career talks and exhibition for the P5 and P6 classes (Henry Park Pri)
-parent volunteers are invited to give talk during FTGP lessons to the whole school (Unity Pri)
- students explore via SLS (similar to kidzania) during June holiday to come out with something eg be a writer, composer etc (Dazhong Pri)
-pre-recorded interviews with different industry experts like a vet from the zoo, a female army officer that we share with the P5s and P6s (Greenridge Pri).

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- Having professionals from the different industries to speak to the students (e.g. authors - UPS) or getting parents to about their jobs
- 'Learning Buffet' (BLGPS) - a day set aside for students to be exposed to different stations about different jobs
- Passion Day (SAPS) - different skills taught to the students (one level) (e.g. pizza/cupcake making, sports) + talks on previous jobs where some mid-career officers shared about their experiences

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-Look for teachable moments in class and take the opportunities to link to different careers. (Social studies lesson, mapped the experiences and content to what our students might experienced and learn in the future. )
-Life interaction with the different occupations
-Link to the different classroom lessons and encourage pupils to communicate with their parents and learn more about the different careers.

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Science teacher --what a scientist does and link to what they are learning,
pupil will do research about it ( A* scientiest)

One of the post exam activity --work attachment programme for those pupils who are keen to sign up, let them have certain working experiences by asking them to carry out the work which they are interested in

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Organize career talk where prominent figures like Fandi Ahmad was invited to speak to students.

Students were also asked to interview parents to find out more on what they do at their respective work places.

P1 and P2 had occupational day.
P3-P4: exposure to careers that are new to them.

Post exams activities to explore skills future platform.

When asked in classroom, more popular careers: YouTuber / Influencer.
Kids are attracted to prospect of these jobs being fun and yet allows them to earn big bucks.
To also ask the kids about what are their interest areas in Youtube (Excercise, game guide etc.)
This allows them to further explore their identity further.

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--Job involving cooking explore more options through the skillful portal for him
--address that all occupation have values and tell him that there are other options for him to explore
--check with him why he want to be a hawker, knowing him more to give him more advises on it.
--can share with him the tools that can be used eg the school search via skillful portal
--find out the motivation that push him to choose to be hawker
-- respect everyone 's view
--value every occupation that can contribute to society

what else school can do to help pupil?
--school can organize professional talk to share their work experience

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(1) Use the Chatbox - make interactive navigation
What are some of the occupations that do not really involve math?

(2) Explore industry that complements his strength.

(3) Helping the students to make informed choice and exploring opportunities. Good for him to understand the Secondary Math which may be different from Primary Math. Encourage him to explore and find out more about the G3 Math. Provide him with websites or invite seniors to share.

(4) Motivation and Confidence. Build his confidence by providing resources for help. Can share success stories of those who have also done well.

(5) Teachers can find out more if it is the people, teachers or content that is causing anxiety, before channeling him to the sites that will give him more information about the G2/3 math.

(6) Assure him that the full SBB is that when they take up a given level, there is always a possibility of moving a level up or down. The level is fluid thus he can give it a try first and move accordingly after having had a year of experience.

(7) SBB is about letting the students to pursue their interest and let them develop the mindset of continuous learning.

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- pull in school counsellor for support
- calm student down, provide emotional support, have one-to-one conversations to allay concerns
- discuss and provide alternatives and other pathways by exploring other schools
- give hope and let her see that they are other various ways to still pursue her passion then direct them to the portal to further study their options and choices

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Jayden is in P5. 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 P5. 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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Who am I?
- Finding out exactly what made him interested/passionate about climate change, what his strengths are
- Acknowledge Jaden's efforts, his feelings and encourage him to keep going

Where do I want to go?
- Broadening his possibilities in the Green Industry, advise him about the different careers in renewable energy, waste management so that when he speaks to parents he can explain more
- Could get students to read up on the resources to find out more (e.g. MySkillsFuture Portal; ECG Buzz)

How do I get there?
- Encourage him to start small at the class/school level before making a decision, get him to share information with his classmates/schoolmates, so he can gain confidence to share with his parents

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Group 2: Apply Advising Frame
- Who am I
- Where do I want to go
- How do I get there
Explore culinary courses
Go through shows like MasterChef to ignite his curiosity and expose him to professionals etc.
Get info on schools that he can consider
Explore SkillsFuture portal
Explore schools with LLP or ALP which is culinary-related
Open up their mindset on earnings of hawkers - get them to appreciate the value of all occupations
Explore with Johann other interests and possible careers, as being a hawker may be all that he knows.

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Direct them to Resources
Direct her to skillsfuture portal and explore the different options there are. Make use of schools finder and narrow search for coding - which is her area of interest.

Find out why - Rationale
Help them understand the rationale behind their choices by probing more, it might be parents' choice instead of her own

Advise her to find out about more options and her other strengths

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- start by exploring her interests, her strengths ( like hands on) etc
- find out about why she like engineering
- get her to consider how to further her interest and explore secondary school that will help her in this area (engineering)
- consider specialised school (eg Crest, Spectra) which provide more hands on that will help them in their path.
-direct Jia Ling to skillsfuture to explore

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1) Research further and enhance his knowledge about climate change, and what can he do to make an impact.
*Questions to ponder under the ECG framework: Where do I want to go?, Exploring opportunities, Exploring own strengths and it could be highlighted to them to alert them of what they could tap on and make an impact as a influencer and awareness creator.

2) We can encourage our pupils to research more on the green industry and research in the aspect of current green effort in Singapore and what other schools are doing? This is tide to the questions of How can we get there?

3) Inform parents of the possible strength of their kids and what their children might be exposed to positively through this project during PTM. Having conversations with the parents on programme that are available in the green industry and emphasized that we can support and encourage our children to be confidence in what they do.