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Josh has just received his results for Sec 5NA mid-year examinations.

His favourite subjects are Mathematics and Physics. He had performed below his expectations and at this rate, he is unlikely to qualify for the science course in the Junior College of his choice. His L1R5 is 23 and his L1R4 is 18. He is at a loss as to where to go as he has not considered other education pathway options and is also unsure of the career options that he is interested in. He is also beginning to feel anxious as his friends are starting to plan for their post-secondary education by applying for Polytechnic EAE.

As a hobby, he attends programming lessons and recently came in second for a coding competition.

•How would you use the ECG advising frame to help Josh to make informed decisions?

•How would you use your superpowers to support Josh in the conversation?
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Below are more guiding questions that can help deepen your discussions too.

•What helpful questions would you ask Josh?

•What resources would you use or refer Josh to?

•What superpowers would you apply?

•What actions would you guide Josh to take?

•How to guide Josh by addressing the 3 ECG questions?

(Please indicate your group name)

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1. Read through the case study.
2. Discuss: How would you use the ECG advising frame and your superpowers to support Josh in making informed decisions?

To help start the group discussion, you may refer to the basic advising frame template below:

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Imagine you are a teacher of Faye. Faye is a Sec 3 Express student. She is not doing well in her studies and often sleeps in class. She is demoralised and did not know what to do. She seems not motivated in her studies and is also unsure of what to do after her national examinations. She can connect well with children. She likes to spend time with her younger cousins and do activities with them. Her father is a computer engineer and her mother is a full-time housewife. She has an older sister who is studying nursing in polytechnic.

- How would you help Faye to get started and motivated, by addressing the question “Who am I?”

- Using the career wheel and factsheet, what helpful questions can you ask Faye?

- What other resources can Faye tap on?

(Please indicate your group name)

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- How would you help Faye to get started and motivated, by addressing the question “Who am I?”

>> Focus on her strengths and skill sets (like thinking of activities to entertain her cousins/children or taking care of them etc) and highlight her possible interests.
>> Looking forward on where she can go (career/post-secondary options) with her current strengths and interest
>> Talk it out about her competencies/abilities, asking her if she is able to meet the prerequisites for certain courses and what she can do next

- Using the career wheel and factsheet, what helpful questions can you ask Faye?

>> Encourage Faye to ask her significant others about their career   and aspirations - like what is their interests.
>> In reference to the labour market, ask what she could offer to make any changes in early childhood education or what she can offer to contribute for the young people.

- What other resources can Faye tap on?

>> Link to the My Skills Future and to research further based on their RIASEC code (after completion of the survey).

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Questions that we can ask Faye:
1. Open question like 'What do you enjoy doing'? Probe more on her interests. Going through elimination methods can help her realise her potential.
2. How do you feel when you organise activiies with your younger cousins? Aim: To sieve out her work values.
3. Find out her skills and strengths to  make her believe in herself.
4. Can ask about what she knows about her significant others - dad and older sister about their professions.
5. Refer to Riasec - to look at the top 3 codes. Can focus on certain subjects that she is strong in, based on her strengths and abilities.
6. Find out more about different educational paths to get her excited.

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- Faye loves children. Check in with Faye if she would be interested in early childhood education.
- Use career wheel to check in on her interest, personality & skills that she needs to develop to decide on her career path
- Refrain from giving students fixed pathways & withhold judgements. Instead allow them to explore with the use of Skills Future resources. Use our 'Super Powers' to guide them.
- Share personal experiences with students eg teachers' own educational paths.
- Use of personality tests with students.
- use of learning style tests to enable teachers to know students' better in terms of how they learn better.
- Encourage Faye to ask her sister questions about nursing, talk to family members.
- Guide students in using the ECG portal as they may not understand the questions (they may just click away!).  Encourage students to reflect.
- Use of RIASEC as a starting point to see what her strengths are and the possibilities that are available.
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Who am I: Ask leading  & clarifying questions relating to interest, eg: What activities she  enjoys doing with cousins , CCA activities she enjoys,  How do she feel when she was with younger cousins and CCA
Career Wheel: a) Check in her interests, connect with what she enjoys b) Elimination options of dislikes for career options & link to academic ability
Other resources: ECG counselor, Skills Future portal, speak to someone/ significant adults she admires.

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The group started off with
"What are her interests and skills?"
Faye is aware that she is interested and good at getting along with people.

We went on to ask
"Which tasks make you most happy? Are you most willing to do?" Alternatively, we can approach Faye from elimination angle.
"Do you know what you certainly don't want to do?"

Looking at the potential possibility of them able to do so, we have Faye to "imagine herself to be like 5-10 years down the road"

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* My Skillsfuture portal

* Do research on IHL's website so that Faye would have some information and background

* Refer to ECG counsellor

* Advise Faye to talk to her family members. Faye can try to find out more about different kind of job scopes and education requirements (eg, ask elder sister about nursing course and polytechic school life)

*Career Wheel
- Interests. "Do you have any experience interacting/playing with your younger cousins/neighbours"?
"You mentioned you enjoyed playing with children. Can you share more"

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They have to sit down and write down what they like and what they are good at, their strengths.

Career Wheel - helpful for the  student to find out who he or she really is.
Important for the students to know what subjects they enjoy.

Ask Faye about her interests and what she is good at. Get her to reflect on what she is interested in and why.
Reflect on why she is not motivated: is it because she is not doing well in those subjects.

She can find out more through social media.

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- How would you help Faye to get started and motivated, by addressing the question “Who am I?”
Guide students to think deeper about her interests using the career wheel.

- Using the career wheel and factsheet, what helpful questions can you ask Faye?
What are your strengths?
How can you find out more about your areas of interests?
Likes vs Strengths

- What other resources can Faye tap on?
Skills Future Portal - let her discover her interest further
Speak to her sister or a relative with relevant experience

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ECG Frame: Explore different pathways , addressing misconception of EAE eg : EAE aligning achievement in coding or exploring JC DSA
Powers: Empathy in listening his concerns , Innovation in embracing opportunities to make the best out of it & Influence in reconsidering his options

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ECG Frame:
Who am I: Help him explore his passions/interests (coding/programming)

Where do I want to go: Did he explore other pathways. Is there any IHL. Perhaps hands-on education is also suitable for him. Maybe there are other pathways.
Need to seek the real reasons why Josh wishes to go JC.

How do I get there: Josh still has some time. If Josh still wishes to go JC, he can come up with concrete actionable plans to reach his goal of entering JC.

Superpowers:
Influence: guide them about the different pathways.
Ignition: Spark his interests

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Sitting down with him to have a conversation with him, let him talk about his feelings.

Ask him to write down what he wants to do, what kind of lifestyle he wants. Ask him to do research on the job he wants to do.

Navigating: Ask him whether he wants to consider exploring other Tech industries- since he is interested in coding.  Try DSA in JC and EAE in polytechnic.

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- Ask Josh why he wants to go to JC, his interests, industries he wants to go to in the future, his skills
- Use 'Super powers' : Be empathetic & listen to him
- Influence him to be more open to other opportunities
- Josh loves programming - how to capitalise on his hobby & help him to navigate and explore other experiences; match personal interests and strengths
- polytechnic courses are stepping stones, not set for life.
- Encourage students that hobbies may become career choices.
- create awareness of transferable skills to broaden their perspective
- Advise Josh to apply for EAE for a Science based course

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Empathy - to reassure him and let him share his doubts and questions without judgement; like why do want to go through JC in the first place? why not poly? What do he wish to pursue in the future (his aspirations)

Navigate - through some of the resources like career wheel, fact sheet or MySF etc to explore other industries; or sharing by past batches or going to other online open houses in post-sec

Innovation and Influence  - see different opportunities from a different perspective (using his other strengths other than Math and Physics) like programming as a career option or post-secondary

Ignition - probing or challenge his current mindset on how he sees himself and his future (excited about app creation, solving real world problems using his skills in coding.. or is there a future in programming? or how he can contribute with his skills?

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1. Explore other possible courses that he may be interested in since he is good in coding. Can let him share his hobbies and interests etc. Encourage him to apply for DSA or EAE.
2. Subject Teachers and FTs can help him advise alternative options like poly courses so that he will not be just focusing on JC.
3. Ask him why he wants to go to
JC and the courses that he is interested in. Make him realise that other educational pathways may also lead him to his desired career goal.
4. Get him to explore the labour market - be aware of the current and future market demands.

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Get Josh to explore other choices in myskillsfuture - coding. This should serve as an alternative plan.

However, Josh should still pursue his favourite subjects such that he does not give up to things he likes.

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Guide them though the exploration process to help him identify different areas of interest
Explore coding as an area
And the subjects that he is good in - can continue with these subjects post sec education