# data[].attributes.body
Who am I?

Explore strengths and interests: I hear that you love cooking. What about cooking enthuses you?

Where do I want to go?

Schools do not matter – explore the different programmes offered in the various secondary schools

Explore other career possibilities in relation to his passion and interest – diversify to food and technology; managing of business and also the idea of food and nutrition (serving healthy food)

How do I get there?

Discuss and develop SMART goals

Share with parents the plans

Note:

Address friend’s remark --> The value of someone’s work is not tagged to how much you earn but it is also how much you contribute to the community

# data[].attributes.headline
what do you think are some ECG-related questions/concerns from (i) students (ii) colleagues (iii) parents?

# data[].attributes.subject
what do you think are some ECG-related questions/concerns from (i) students (ii) colleagues (iii) parents?

# data[].attributes.body
Johan is in Primary 6 who comes from a single parent family with 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 friend remarked, “Huh? Hawkers do not earn much!”

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

# data[].attributes.body
ECG Advising Frame:
Who Am I?
- Why is he interested in this industry?
Where do I want to go?
-
How do I Get there?
-  Can get him to initiate some projects that has to do with climate change; and see if he is really suited to be in this industry.

Increase his awareness: Lead him to the World of work in MySkillsFuture; lead him to the career path within the Green sector. Opens up to more possibilities. Make him more aware of other areas.

Can link up anyone who are already in the green sector with him to share more on their experiences.

How do you advise when child feedback to teacher that his/her parents having some stereotypes about certain jobs?
- Come from the approach where we can help the child to understand his/ her strengths and then do research on their desired jobs.
- Also do external scan i.e. further recognition of these  jobs
Key: Keep the conversations open.

# data[].attributes.body
Parents are concerned as to whether the assessment at the end of Sec 4 is recognized by the workforce. Currently, companies have a minimum GCE 'O' level requirement. What would be the equivalent of the Common Examination scores be like now?

# data[].attributes.body
-How will SEC scores affect my child's admission into Uni?
-How will the new AL system help those with SEN?
-How will the new SBB system help my child with SEN?

# data[].attributes.headline
World moving at a faster pace than never before.

# data[].attributes.subject
World moving at a faster pace than never before.

# data[].attributes.body
Many fear that the world is moving at a faster pace than never before, fueled by technological shifts and disruptions. Will there be enough jobs for our young and can these jobs be sustained for a long time?

# data[].attributes.body
i) Students are concerned that their parents do not understand their ambitions and dreams.

ii) How do I tell students and parents that academics are not everything?

iii) How do I support my child if I do not understand what they want to be?

# data[].attributes.body
How does SBB affect the scoring and courses to be applied after 'O' level?

# data[].attributes.body
Since there are going to be various levels for the students, then the school options should be more open. Does this mean I can randomly choose any school I want for the 6 options?

# data[].attributes.body
Will they still be able to pursue their interests if they are not getting the subjects of their choice

# data[].attributes.body
How would I know if my subject choices will lead me into a career that suits me?

# data[].attributes.body
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.

How would you advise Jia Ling on her progression pathways?

# data[].attributes.body
How do I mentally prepare my students to adapt with the changes and pathways?

# data[].attributes.body
I want to be a youtuber/influencer. what subjects should i take?

# data[].attributes.body
There may be a mismatch between students' expectations and the reality of their chosen career path, leading to disappointment and frustration.

# data[].attributes.attachment_link.title
2023 Basic ECG Advising Workshop For East Zone Primary Schools

# data[].attributes.body
My parents want me to become a _______ but I would rather become a _________. What should I do?

# data[].attributes.body
I just want to be a grab driver, earns more than other professions now. no need to study so hard. how should we advise such thinking?

# data[].attributes.body
SDEs:
a. Learning Journeys
Example: Musuem Educators in Museum Visits
b. Secondary School Talks
c. Post PSLE activity: Career Talk ( By parents and alumni)
Teachers to facilitate reflections and insights gained. May lead to debunk certain assumptions and mental modals held by students.
d. Motivational Talks by Alumni. Spoke about their educational pathways when doing motivational talks to the P6 students.

# data[].attributes.body
-Pique interest of students via career fairs, taster of what different jobs/industries are like
-ECG speakers (ECG Day) in smaller groups to find out more about the careers
-Extension activities outside of class eg interview family members on their vocations, get real-life feedback of how jobs are like eg salary, misconceptions
-Interest Week: Students choose 1 to join to learn deeper about a particular career, invite real professionals eg pilot to share personal experiences & chit-chat to explore their interests

# data[].attributes.headline
Invite alumni to speak to students on careers. Tap on sac members on industry n emerging careers kr unfamiliar careers. Parents PSG. Tied with VIAs to organisations visited, job scope. Group2

# data[].attributes.subject
Invite alumni to speak to students on careers. Tap on sac members on industry n emerging careers kr unfamiliar careers. Parents PSG. Tied with VIAs to organisations visited, job scope. Group2

# data[].attributes.body
(1) Dream Station: Student sharing their dream career. (2) Career Awareness Talks: Getting alumni and parents to share their industry insights. (3) Explore "world of work" via  MySkillsFuture portal. (4) Vendor run program on self-exploration. (5) Students to share personal action plans on wall. (St Anthony)

(1) Industry Speakers: Eg: Invited Content Creator/Film maker (2) Invites Parents/ Alumni to share personal insights (3) Encouraged students to dress in their dream career aspirations (Paya Labar MGS)

# data[].attributes.body
VPS: 1-to-1 interaction. Students share their preferences, strength, then talk about the possibilities. Continue the conversation to Primary 6.

SKGPS: P6 career fair. Invite speakers from various industries to share with P6 the experiences. Eg: Maybank, Youth flying club etc. Get to know 2 different industries they are interested to know.

St.Steven: Call in parent volunteers of certain professions to give talks to the students.

CHIJ Katong: Invite Alumi to come back to share their experiences to the students.

# data[].attributes.body
1. Getting parents to share about their occupations.
2. Career talks by industry speakers and alumni to share about values, prerequisites and competencies required in various jobs. Brainstorm with students on questions about different careers.

# data[].attributes.body
1) Tap on PSG members to do Career talks for P6s at the end of the year (Different groups so students can choose which to attend)

2) Tap on alumni members to share their journey from primary school to university/Poly

3) Skillsfuture portal - guide students to explore / chart their journey in the CCE(FTGP) booklet

4) Ask secondary schools to come and give talks to the students

5) Conduct talks for students (e.g. DSA)

6) "Adventure world" programme for P4s - focus on aging population in Singapore (People from all walks of life come to school to share career journey with students - until age of retirement) - a project approach

7) Learning journeys - e.g. to Singapore Mobility Gallery - see different jobs that contribute to a certain industry

# data[].attributes.body
1. Career Awareness Day. (E.g. Target P6)
- Tap on alumni to share their career experiences. Selected careers with an experiential element (e.g. Martial Arts business, Try the brownies made by a baker).
- Ensure a range of industries.
- Sharing include - educational pathway towards the career.
- A platform to introduce the ECG portal, networking with the alumni.
- Outcome: Students were very interested and intriqued.

2. Career Fair
- Tap on Parent volunteers. Do up an exhibition.
- Assembly programme can also be tapped on.

# data[].attributes.body
BGPS: Be Yourself Day - Students dress up and share their dream jobs with their classmates and how they contribute to Singapore

Alumni Talk for P5s - Sharing about the different educational pathways (students from neighbouring schools students from SOTA, Sports school, IB etc) to give tips and advise, not sch advertisement but to give exposure

Career Talk work with PSG: Adults with different profession to share

# data[].attributes.body
- Highlight to her what are her interests as she is more hands off.
- Based on her current results, what are her Sec school options. Help her to narrow down. Help her to explore other opportunities. Explore school websites (for non-main stream schools).
- Can explore schools that offer the CCAs that she is interested in.
- What do they foresee?
- What are some of their concerns?
- Crest and Spectra do offers hands on approach opportunities.
- Use My skillfuture portal to explore what an engineer entails? Look out for schools that caters to her needs.

# data[].attributes.body
Johan
- talk to Johan about being innovative, to consider re-inventing the hawker culture
- exposure or go deeper into business/ entrepreneurship where he can level up his mother's business
- discuss with Johan what he sees (challenges and opportunities) in his mother's business
- explore his love for cooking to explore areas where he can use it to benefit /give back to the society
- direct him to the MySkillsFuture portal to explore other career areas/educational pathways where he can develop or use his culinary skills.

Johan's friend
- teach him to empathise with Johan
- share with him the strengths of being a hawker
- highlight that every job/career is important to the society

- highlight to the students not only the knowledge and skills needed to achieve their dreams, but the perseverance, determination and hard work behind every job/career.

# data[].attributes.body
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:

He has the option to offer Mathematics at 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.

How would you advise Jerry on his next steps?

# data[].attributes.body
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.

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

# data[].attributes.headline
Group 5-Taking this opportunity to take the level and not to give up without trying. Adopting the growth mindset to take the risk and seek help from teachers and friends.

# data[].attributes.subject
Group 5-Taking this opportunity to take the level and not to give up without trying. Adopting the growth mindset to take the risk and seek help from teachers and friends.

# data[].attributes.body
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.

How will you advise Janani on her next steps?

# data[].attributes.headline
Group 5- Allay his fears by going through the subjects or topics taught 

# data[].attributes.subject
Group 5- Allay his fears by going through the subjects or topics taught 

# data[].attributes.headline
Group 5- To give him assurance that in every step that he takes, there are different struggles in life. Working through his aspirations to pursue this subject in this level.

# data[].attributes.subject
Group 5- To give him assurance that in every step that he takes, there are different struggles in life. Working through his aspirations to pursue this subject in this level.

# data[].attributes.body
1. Who am I?
- Get student to think about her interest, her passion and strengths
- Get her to think about other possibilities and find other school options

2. Where want to go?
- Refer her to the portal, under the "explore schools" option.
- Under her area of interest, find schools which also offer programs under science and coding.
- This could be a school specialized program like robotics or a CCA

3. How do I get there?
- Keep her motivated and continue to harness her passion.

# data[].attributes.body
1. Show Empathy to the emotion student is feeling. Affirm her of her strengths. Help her to understand that not being selected does not mean she is "not good".

2. Research on other secondary schools that provide 'coding and science' programmes. Use skillsfuture comparative school function.

3. Help student to also explore other strengths, beyond coding and science. Using questioning framework. Surface information and data for her to make decisions.

4. To also engage her include her parents in the discussion process.

# data[].attributes.headline
Group 5- With the opportunities given, look up for details that match his skillsets and experiences. To inform him that he will be able to go to the next level if he is not able to do well in the current level.

# data[].attributes.subject
Group 5- With the opportunities given, look up for details that match his skillsets and experiences. To inform him that he will be able to go to the next level if he is not able to do well in the current level.

# data[].attributes.body
5. To also highlight the concept that regardless of schools, the FSBB allows students to deepen their talent in the subject area.

6. Parent engagement - the reality in Primary school level is that parents are more concerned about the type of school as the final outcome, rather than focus on the process of ECG counselling and guidance. Parents' mindset needs to be shaped and changed via touch points (e.g. PTM) Can consider tapping on Parent Support Group.

7. Students may not be so clear yet of the career prospects. They might not think in terms of an occupation so early on.

# data[].attributes.body
-          Make use of the Skillsfuture Portal such as individual profiling, goal-setting, personality test to discover his Values, Interests, Personality, Skills (VIPS) and read up more on relevant industry/careers so that Jayden can consider other options too

-          Find out from Jayden what he enjoys and what areas in the Green industry he is interested in/suitable for

-          Find out more from Jayden’s parents about their concern and views, to also let Jayden be aware of his parents’ concerns

-          Advise Jayden to research more about the Green industry eg looking for information/videos online, newspaper articles

-          Bring him on a visit to a farm to show him the ‘downsides’ of the Green industry

-          ECG buzz newsletter can also be used as a useful resource

# data[].attributes.body
1. Acknowledge anxiety & affirm child's strengths to broaden to other areas besides academics
2. Manage his expectations of what's the difference at various levels
3. Discuss with his family and not decide alone
4. Reassure his confidence to challenge himself at a higher level, teacher support available
5. Check his readiness to take up at a higher level: does he have the resources to handle failures, how comfortable is he to make the decision to take at a higher level - don't make the decision for him
6. Assess pros & cons of taking at the various levels, at which juncture does he have the opportunity to change to another level