Pioneer Junior College
Education and Career Guidance (ECG) e-handbook
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CONTENT PAGE
Chapter 1: PJC Education and Career Guidance
1.1: Introduction & Overview
1.2: ECG Calendar 2015
Chapter 2: Career Awareness and Exploration
2.1: MBTI Profiling Test
2.2: E-careers Portal
2.3: Information on Universities – Admission and Courses
2.4: Information on Scholarships and Study Awards
2.5: Work Shadowing Programme
Chapter 3: Career Planning
Chapter 4: Additional Resources
FAQs
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Chapter 1: PJC Education and Career Guidance
1.1
Introduction & Overview
PJC Education and Career Guidance (ECG)’s vision is to cultivate employability skills
and values for a lifetime of careers in every Pioneer. Aligned with Ministry of
Education’s emphasis on character and citizenship education, ECG is a
developmental process that facilitates the acquisition of attitudes, skills and
knowledge to help students better understand themselves, explore viable education
and career options, make informed decisions and develop plans to achieve their
career aspirations.
PJC ECG cultivates every Pioneer of good character by providing a
comprehensive programme with the 3Es approach: equipping, experiencing and
empowering, making ECG an integral awareness and knowledge.
DESIRED OUTCOMES
•
•
•
•
Building Pioneers’ CONFIDENCE through enhancing the self-awareness of their
interests, skills, values and strengths.
Increasing Pioneers’ motivation for learning and seeking CONTINUOUS
IMPROVEMENT by helping them establish clear goals and perceive the
relevance of their education.
Nurturing Pioneers' strength of CHARACTER in enhancing the ability to make
effective decisions and having a sense of COMMITMENT for the present and
the future.
Developing in Pioneers 21st century worker qualities of proactivity, adaptability
and resilience to excel in the world of work while showing COMPASSION to
others.
This e-handbook serves as a useful aid for all PJC students to obtain information on
PJC ECG programmes and guidance on higher education, which in turn enables
them to plan wisely and make informed decisions for their careers.
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1.2
ECG Programmes 2015
The following ECG programmes have been tailored according to our vision
statement and aim to help our Pioneers achieve the desired outcomes of ECG
in PJC.
EQUIP -> Developing Self-Awareness through Knowledge and Skills
JC1 & JC2
ECG Teacher
ECG EAffective
7 Habits &Values CT
Advisors
Handbook
Development
lessons, CT 1-1
(AD) Corner@
Interaction Time
Ngee Ann
Kongsi Library
To provide
An eA place where CT lessons to focus on 7
advice on
students can
handbook
Habits and teaching of
scholarships,
containing
browse
college values, as well
local/ foreign
information on through
as higher education
university
higher
resources on
and career guidance
admissions and
education and ECG and seek matters. Civics tutors to
other higher
career
advice from
meet with students at
education
ECG Teacher
planning,
least twice a year for 1options/ career
available on
Advisors.
1 interaction.
counselling.
the college
website.
Date
Activity
Objectives
JC1
13 Feb
CT lesson on the use of
1. To tie in with 7
"e-careers.sg portal"
Habits lesson on
Habit 1: Be
Proactive and
Habit 2: Begin
with the end in
mind
30 Jan
JC2
CT lesson on "Setting
Career Goals"
To learn how to set
career goals by
considering:
2. University
Indicative Grade
Profiles and
course
requiremetns
3. Courses available
in local and
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overseas
universities
EXPERIENCE-> Developing Social-Awareness through Nurturing Attitudes
JC1 & 2
25 Feb, 15 Apr, 29 Apr,
ECG Sessions
To invite external
19 Aug, 26 Aug, 2 Sep
speakers from tertiary
institutions and industries
to conduct sharing for
interested groups of
students.
12 Aug
12 Aug
30 Jan and 4 Feb
JC1
Career Seminar
JC2
Higher Education Day
Learning journey to
local universities
To provide students with
the opportunity to learn
more about careers
and the working world
through industry talks
and booths set up in the
college by external
organisations.
To provide students with
the opportunity to learn
more about university
(both local and
overseas) admissions
and courses through
university talks and
booths set up in the
college.
To expose students to
university life on campus
and higher education
opportunities
EMPOWER -> Self & Relationship Management & Responsible DecisionMaking through Support
JC1
12 Mar – 13 Mar
Education and Career
Selected JC1 & JC2
Exhibition 2015
students will be involved
in the event as student
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23 Nov – 13 Dec
Dec 2014 - Feb 2015
12 Mar – 13 Mar
For Parents:
8 May
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Work Shadowing
Programme (local and
overseas)
JC2
Tan Tock Seng Hospital
Attachment
Programme
Education and Career
Exhibition 2015
Parents' Evening
ambassadors and
emcees for the
seminars.
Refer to section 2.4.
Interested JC2 students
will selected to
participate in the
programme.
(same as above)
Parents are invited to
attend a dialogue
session with
representatives from the
6 local universities to
learn more about higher
education.
6
Chapter 2: Career Awareness and Exploration
Before you decide what course you wish to pursue in which University, you need to
ask yourself this simple yet important question, “What do I want to be?”
The process of uncovering what you are meant to do, i.e. finding your career
direction, is a journey that starts with discovering who you really are – your talents,
values and interests. Once you have obtained a better understanding of yourself,
you can then proceed to plan your career and carve a niche for yourself in your
desired field of work.
2.1
Myers-Briggs Type Indicator (MBTI) Profiling Test
Every student in Pioneer Junior College will undergo the MBTI profiling test upon
entering JC1. This test aims to help students discover their personality types and
better understand their strengths and weaknesses, which will be useful in aiding
them make informed decisions regarding their career preferences and
inclinations.
A civics tutorial lesson on the application of MBTI to career planning will be
carried out for all students in term 3.
2.2
E-Careers Portal
ecareers.sg is a web-portal designed to facilitate education and career
development among students in Singapore. It is premised on the ECG
Developmental Model and contains features that facilitate identity
development, while bringing students through the processes of career
awareness, exploration and planning.
In Pioneer Junior College, the ECG civics tutorial lessons for both JC1s and JC2s
will focus on the use of the following key features of the e-careers portal:
Occupation and Education Databases - makes available information such
as educational qualifications, job functions, career paths, and salary ranges
to enable students to make choices in career and related educational
courses.
ePortfolio - allows students to store results of their self-assessment, academic
results, co-curricular activities, educational and career plans they had
developed, and evidences of work and projects that could contribute
towards completing applications for further education, scholarships and
bursary awards. It also consists of the Education and Career planning
module which helps students synthesise the information gathered and
work out a plan that will bring them towards their goal.
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Job-seeking Module - helps students learn essential career-related skills,
such as writing of resumes, cover letters and interview skills, through
interactive videos, quizzes, and exercises.
The following two workbooks available on the e-careers portal contain indepth information and a series of activities that will guide you through your
journey of self-discovery and help you plan your career direction:
Career Destinations
Finding a Job
2.3
Information on Universities – Admission and Courses
Here are 10 things you may wish to find out before deciding on your course of
study and your choice of university:
1)
What are the entry requirements? Other than my A’level results, do I need
to submit my SAT scores, recommendation letters, essays or/and sit for an
interview?
2)
What is the length of study? Is it a 3 or 4 year course leading to a
Bachelor’s/ Master’s degree?
3)
What are the annual academic fees?
4)
How much do I need to set aside for my living expenses (for overseas
universities)?
5)
What are the types of scholarships/ financial assistance plans offered by
the universities? Do they come with a bond?
6)
What is the #university’s world ranking? Are the degrees offered
*recognised in Singapore?
7)
What are the teaching methods used and assessments like? (e.g. lecture/
tutorial system? Group/ Project work?)
8)
What are the options with the course of study? Does it follow my chosen
career path?
9)
What are some special programmes offered by the university? (e.g. Talent
Development Programmes, Student Exchange Programmes, Internship
Programmes with external companies etc)
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10) Are there opportunities for working and studying at the same time
(especially in the case of overseas universities)?
# Information available a Top 400 - The Times Higher Education World
University Rankings 2014-2015 website.
* Please refer to the following link http://www.moe.gov.sg/education/postsecondary/faqs/#listofaccreditedunis regarding queries on Accreditation of
Overseas Universities.
Admission to Local Universities
Most courses in the universities require pre-requisite in the form of subjects
taken or grades for specific subjects. Refer to the following links to find out
more:
NUS's Courses Pre-requisites
Yale-NUS College's Admission Requirements
NTU's Courses Pre-requisites
SMU's Courses Pre-requisites
SUTD's Admission Requirements
SIM's Admission Requirements
SIT's Admission Requirements
The following link is a guide to applying to Local Universities before Release of
‘A’ level results:
Application_to_Local_Universities_before_Release_of_A-level results
Note : Students considering an overseas education may use the local
universities' pre-requisites as a guide.
The following are links to the indicative grade profile for admission to courses in
NUS, NTU and SMU for the Academic Year 2014:
2014 Indicative Grade profile for NUS
2014 Indicative Grade profile for NTU
2014 Indicative Grade profile for SMU
The grade profiles refer to the grades scored by Singapore-Cambridge A-level
applicants in their three H2 and one H1 subjects. For the purpose of this
exercise, Grade “C” is assumed for both General Paper (GP) and Project Work
(PW) in determining the grade profiles.
Based on the grades scored by an applicant, the university admission score
(UAS) is calculated. To learn how to calculate your UAS, click here.
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Admission to Overseas Universities
For information on overseas education, please refer to the following websites:
1) USA and Canada
- http://www.universitiesintheusa.com/usa-university-faqs.html
- http://www.studyincanada.com/english/index.asp
- http://www.hotcourses.com.sg/usa/
- International_University_Application_(USA).pdf
- INTERNATIONAL_UNIVERSITY_APPLICATIONS [USA, Canada, Australia and
UK].pdf
2) UK and Europe
- http://www.hotcourses.com.sg/uk/
- http://www.educationuk.org/
- http://www.studyineurope.eu/
3) Australia and New Zealand
- http://www.hotcourses.com.sg/australia/
- http://www.hotcourses.com.sg/newzealand/
- http://www.australearn.org/
4) Asia (China, Hong Kong, Japan, etc)
- http://www.asialearn.org/
- http://studylink.com/asia/index.html
- http://www.study-in-china.org/
- http://studyinhongkong.edu.hk/en/
- http://www.studyjapan.go.jp/en/
Alternatively, visit the AD Corner or approach any of the ECG Teacher Advisors
for advice.
ECG Teacher Advisor
Department Contact
Ms Valerie Tan (SH/ECG)
Mathematics
tan_jiahui_valerie@moe.edu.sg
Mr Ariffin
Eng.Lit
mohamed_nor_ariffin_ismail@moe.edu.sg
Ms Gerilynne Lee
Eng/Lit
lee_li_ying@moe.edu.sg
Ms Jessie Koh
Science
koh_yee_sin_jessie@moe.edu.sg
Ms Ng Lee Siah
PW
ng_lee_siah@moe.edu.sg
Mr Hou Kiat Ping
Science
hou_kiat_ping@moe.edu.sg
Mdm Lim Meow Ang
Mathematics
lim_meow_ang@moe.edu.sg
Mr Pang Kang Ming
Physics
pang_kang_ming@moe.edu.sg
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DIRECT ENTRY PROGRAMME TO TOP UNIVERSITIES IN CHINA
A Memorandum of Understanding (MOU) has been signed between Pioneer Junior
College (PJC) and the following top universities in China:
 Shanghai Fudan University (Ranked 3rd in China)
 Zhejiang University (Top Technological University in Asia)
 Xiamen University (Niche in Maritime Engineering)
PJC students can gain direct admission into the above universities based on their
results in the GCE 'A' Level Examinations and recommendation by the college.
Programme
4-6 years undergraduate course in Shanghai Fudan University, Zhejiang University or
Xiamen University. Students who fulfill the course requirements will graduate with a
Bachelor’s degree.
Eligibility
Singaporean PJC students who will be sitting for the GCE 'A' Level Examinations in
Singapore.
Benefits of Studying in China:
 Scholarships, which fully sponsor course fees and accommodation with no bond,
are available for Singaporean PJC students.
 Pursue a university degree at top universities in China.
 Wide range of academic fields to choose from.
 Plug into the world’s largest economy and be well-prepared and well-positioned
to tap into the vast opportunities China offers.
For more info & support, please visit the Website for the Chinese Service Center for
Scholarly: http://www.cscse.edu.cn/
2.4
Information on Scholarships and Study Awards
For prospective students, you may wish to apply for the Pioneer Scholarships to help
fund your JC education. We offer various types of scholarships.
Click here to find out more about the college-initiated scholarships.
Pioneer JC is proud to offer the Malay Language Elective Programme (MLEP), which
is the study of Malay and Literature at H2 Level offered by the Ministry of Education.
Students who are accepted into the programme may apply for the MOE MLEP
Scholarship. Click here to find out more about the scholarship and eligibility criteria
which is based on external selection.
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For current students who wish to find out more information on the scholarships and
study awards provided by the respective local universities, please refer to the
following websites:
•
•
•
•
•
•
http://nus.edu.sg/oam/scholarships/
http://admissions.ntu.edu.sg/UndergraduateAdmissions/Pages/Scholarships.aspx
http://admissions.smu.edu.sg/admissions/scholarships
http://www.sutd.edu.sg/scholarship_internship.aspx
http://www.sim.edu.sg/learnsim/scholarships/pages/scholarshipsoverview.aspx
http://www.singaporetech.edu.sg/scholarships/scholarships
For information on scholarships provided by other organisations (government/
private), please refer to the following website:
• http://student.brightsparks.com.sg/
2.5
Work Shadowing Programme
Aligned with our college’s mission "Nurturing a Community of Committed Learners
and Compassionate Leaders", the Work Shadowing Programme was initiated in 2006
as part of the college’s endeavours to expand our students’ arena of learning
beyond the classroom.
What is Work Shadowing?
The PJC Work Shadowing Programme is
•
a structured experience in which students familiarise themselves with a variety
of real-life work experiences through the attachment to a workplace. Through
direct participation and observation, students learn about the world of work in
this programme. It involves a student keeping pace with an employee,
observing the various tasks in his/her job and learning about his/her role. As a
‘work guide’ to the student, he/she plays a critical role in enhancing the
student’s learning through a review of the student’s observation at the end of
each work day.
•
an educational strategy and planned programme to assist students in making
informed decisions in their transition from school to work, undertaken in
partnership between the college and specific employers. It is not a part-time
employment.
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Why Work Shadowing?
There is a need
• to increase students' awareness of the difference between school and working
life.
Students can be unrealistic about their expectations of a career and the demands
of working life. Employers have also noted that fresh graduates of today lack
knowledge of basic work skills and attitudes. As a consequence, they encounter
difficulties in adjusting to their careers and become disillusioned with the working
world.
Providing students with a wide range of occupations to choose from, the key
purpose of work shadowing is
• to allow students to shadow a variety of skilled occupations, including
professional and managerial occupations, so as to gain some work experience
out of it.
Desired Outcomes of Work Shadowing
The PJC Work Shadowing Programme aims to
• enhance students’ awareness of themselves and the world of work.
• instil in students good work attitudes and values such as punctuality, tidiness,
teamwork, initiative, responsibility, thoroughness and perseverance.
• create students’ awareness of the relationship between their career interests
and their strengths/abilities.
Participants of PJC Work Shadowing
Open to all JC1s in Pioneer Junior College.
Period and Duration of PJC Work Shadowing
The PJC Work Shadowing Programme usually takes place during the college
vacation in the months of November and December, so to avoid disruption to
lessons.
The duration of the programme is between 5 and 8 days. It is generally ideal for the
programme to last for at least 3 days for students to gain an overview of their work
scope and the roles involved. More complex work roles may require a week for
students to acquire an adequate understanding of what is involved.
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Healthcare
Research
Engineering
Social Services
Companies which participated in the Work Shadowing Programme 2014
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Organisation/ Company
Thye Hua Kwan Moral
Society
Brief description of Attachment
To assist in providing care for the destitute
elderly residents suffering from multiple
disabilities.
*Must be comfortable with interacting
with the elderly
Family Life Centre
To assist in brainstorming for ideas on how
to make family life more economical, and
various other duties in the various training
programmes available. Please visit
www.familylifectre.org for more details on
the company.
WorleyParsons
To take a close look at the business
operations of a leading provider of
professional services to the resources &
energy sectors and complex process
industries, and their operations, risk
management and trading. Please visit
www.worleyparsons.com for more details
on the company.
Santarli Construction
To take a look at the business operations of
a listed civil engineering company. Please
visit http://www.santarli.com/ for more
details on the company.
AECOM Singapore Pte
Ltd
To shadow engineers from the Building
Engineering Department and learn about
the Deep Tunnel Sewerage System project.
Research Shadowing at
NTU School of Materials
Science Engineering
To conduct research in topics related to
material sciences under the guidance of a
professor.
Tan Tock Seng Hospital
To observe doctors at work (going on
rounds, having consultation with patients
etc). *For students who wish to pursue
medicine as a career
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Law
Singapore Academy of
Law
Legal Aid Bureau
Attachment to Legal Officers to observe
presentations of legal advice to clients and
receiving statements from clients,
attendance of hearings and pre-trial
conferences.
National Institute of
Education
To learn about various aspects of
managing a learning institute and in-depth
understanding of their focus on quality
education, including classroom immersion.
Leadership Resource
(LDR) Pte Ltd
To learn about the company’s business
role, assist with off-site learning festival and
Mobile trails.
Singapore Discovery
Centre
To assist in carrying out the centre’s
educational programmes such as guided
tours of the exhibits.
Animal Concerns
Research & Education
Society (ACRES)
To assist keepers in the care and
maintenance of the animals and
enclosures
Land Transport Authority
To learn about the operation involved in
providing a city with efficient
transportation system and design principles
behind future developments
Energy Market Authority
To learn about the workings of Singapore
Energy Market Authority and assist with
updating posts for EMA Facebook, as well
content on the Energy Portal.
HR
Department
Transportation
Animal
Welfare
Education
Fabian & Khoo Law Firm
All students who participate in the Work Shadowing Programme are expected to
keep a Student Reflection Journal documenting their day to day experiences at work
and learning points gleaned from these experiences. (Refer to Annex for extracts
from a student’s reflection journal).
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Chapter 3: Career Planning
You should have noticed in Chapter 2 that admission to many university courses
require an interview or/and a personal essay. In fact, when you start looking for your
ideal job in future, you will have to submit your resumes and undergo job interviews. It
is thus important to know your strengths and weaknesses very well and learn how to
present yourself confidently and convincingly.
You should therefore start creating your own portfolio, documenting your
achievements to date. Refer to the ePortfolio at the Ecareers.sg portal to learn how
to do so.
is designed to prepare you for your future in three major ways. First,
preparing for the future involves exploring your skills, interests and accomplishments
(My Profile). Next, preparing for the future involves exploring your community and
world in order to find ways to apply your skills, interests and accomplishments (My
Career Possibilities). Finally, preparing for the future involves planning your next
training and education opportunities as well as ensuring that you possess the skills
needed
to
embark
on
a
career
path
(My
Career
Plan).
To learn how to prepare yourself for an interview and skills on resume writing, refer to
ecareers.sg --> Job seeking, where you will find tools on how to write a resume and
a video on "the Job Interview".
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Chapter 4: Additional Resources
1
ecareers.sg
– This Education and Career Guidance Portal is designed for Singapore schools
system, to facilitate education and career development for students.
ECG Brochure (Educators)
ECG Brochure (Parents)
Finding Career Direction
– http://www.mindtools.com/pages/article/newCDV_97.htm
MBTI mapping to Career Options
– http://www.truity.com/view/types
2
3
4
5
FAQs
1. What are my chances of getting admitted to a particular course if I obtained the
A-level Grade Profiles as indicated in the IGPs?
The A-level IGPs are based on last year’s admission requirement. Each year, the IGP
may differ depending on the number and performance of applicants and the
places available for the course. This means that meeting last year’s (AY 2014/2015) Alevel grades are only indicative and does NOT guarantee admission to the course for
next year (AY 2015/2016).
Moreover, the IGPs for PRs and foreigners are actually much more demanding than
for Singaporeans.
2. What is Discretionary Admission (NUS)/ Non-Academic Achievement Scheme
(NTU)?
Besides academic performance, applicants with exceptional talents and/or
outstanding achievements beyond schools’ co-curricular activities can be
considered for admission to NUS/ NTU under Discretionary Admissions/the ‘Nonacademic Achievements (NAA)/Discretionary Criteria (DC)’ scheme. Such
achievements may include:
•
•
•
•
•
•
Medal winner at International Olympiads (Biology, Chemistry, Informatics,
Mathematics and Physics)
Winner in the National Science & Talent Search
Represented Singapore in Arts and/or Sports
Active participation in community service and volunteer programmes.
Work experience relevant to the course applied for (supporting document/s
is/are required)
Key leadership positions in community organisations, sports and athletic clubs,
etc (outside school)
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The NTU NAA application requires students to approach at least one of their teachers
(CT/ST/CCA teacher) to provide them with an online appraisal. Teachers should take
into consideration the following key attributes when writing the appraisal:
•
•
•
•
•
•
•
•
•
•
•
•
Leadership: Demonstrates managerial skills and is able to inspire confidence
and respect from peers. Has assumed key leadership roles and is a good role
model for the team.
Positive Influence: Possesses ability to exert positive morale or let peers follow or
react by his or her actions.
Creativity: "Thinks out of the box", initiates new ideas in projects, work or other
activities. E.g. Entrepreneurial activities in which he/she actively seeks out new
and better ways of performing an action or activities.
Integrity: Holds respect for one self and others and able to uphold certain
moral principles and standards despite trying circumstances.
Intellectual Undertakings: Represents school or state etc., in academic
competitions, exhibitions or seminars, or winners at Olympiads etc. Special
consideration would be given for those who have won prizes or recognitions at
such events.
Emotional Maturity: Demonstrates stability in thoughts and ability to handle
feelings and emotions in a responsible and calm manner.
Perseverance: Possesses ability to complete a task or endeavour despite
difficulties. Is committed to the completion of his or her job to the best of
his/her ability under varying circumstances.
Responsibility: Has the commitment to see tasks through and assume
ownership for the tasks and roles assigned.
Initiative/Motivation: Shows interest and enthusiasm. Able to take effective
action without being told. Actively seeks to acquire further knowledge and
skills.
Care for Community: Is active in community or social work. Genuine concern
for the community such as the under-privileged. Above average ratings
applicable for those who have assumed more than average required
community hours of an average student.
Self-confidence: Believes in one's ideas and abilities, is sure of himself or herself,
and is able to work responsibly and independently.
Academic: Demonstrates aptitude in studies.
3. For application to US universities, will the SAT results suffice or do I need to apply
with my A-level results?
SAT is necessary for US university applications but it does not replace the A-levels.
Students still need an A-level certificate to apply to a US university.
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ANNEX
Extracts from a Student’s Workshadowing Journal
Student’s Name: Felicia Tan
Organisation Attached to: National Institute of Education
Attachment Period: 8 Dec – 11 Dec 2014
My 1st day of attachment
Class: 14S27
Date: _8 Dec 2014_____
3 Things I have observed:
1. NIE library is really comprehensive, and the system is student- centric.
2. Technology plays a large role in the education of teachers ( E-resources and
book sorting facility)
3. When receiving visitors, everything has to be well-planned and thought-out.
3 Things I have learnt:
1. What is presented or the product that we see is not all there is to it, as there is a
lot of preparation work that goes into an event. Everything has to be properly
arranged.
2. When going to a place for the first time, plan travelling time at least 30mins more,
do not rely too much on the travelling time Google map plans.
3. It is important to give a firm and warm handshake.
3 Things I hope to carry on using:
1. Focus is important.
2. Do your job well, do not be overly bothered about getting promoted or
recognised.
3. Have passion for your job
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My 2nd day of attachment
Date: _9th Dec 2014__
3 Things I have observed:
1. Collaborative classroom helps students to learn better, as there is more
interaction between students and teachers
2. Confidence is important when presenting
3. English can be taught to younger children in an interactive way for them to learn
better ( i.e. hand puppets and big books)
3 Things I have learnt:
1. When things go wrong, try numerous other methods till you succeed.
2. It is better to have a more fluid method of teaching, do not load information into
student’s minds.
3. Make an impression when first meeting someone.
3 Things/ Values/ Skills I hope to carry on using:
1. Try out new things; do not be afraid of being judged.
2. Have things that make you stand out from the rest for better opportunities.
3. Better to have a clear objective in mind to avoid wasting time going in circles.
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My 3rd day of attachment
Date: 10th Dec 2014
3 Things I have observed:
1. Methods of presenting information most effectively to attract people can differ
according to age groups.
2. Details have to be taken care of, no matter how insignificant it seems.
3. Having good relationships with people in the workplace makes working more
fun. ☺
3 Things I have learnt:
1. It’s healthy not to keep grudges.
2. Efficiency is important when doing things that are minor, but it is important no to
do it in a haphazard way.
3. Feedback is important to improve on what we do.
3 Things/ Values/ Skills I hope to carry on using:
1. It is important to have the ability to laugh at oneself, and improve from there.
2. Effort needs to be put in to maintain relationships.
3. Giving praises motivates others to work harder.
After failing to do something, it is important to be able to laugh at oneself and improve
from there. Photo: I was not strong enough to lift weights.
While I live, I learn
21
My 4th day of attachment
Date: 11th Dec 2014
3 Things I have observed:
1. A lot of trust is placed on people who handle confidential and sensitive
information.
2. There is a need to be systematic for things to run smoothly.
3. Overuse of words in presentation slides can make you lose your audience
attention quickly.
3 Things I have learnt:
1. Ask when in doubt.
2. Sometimes accuracy is more important than speed.
3. Men and women can have vastly different conversation topics among
themselves.
3 Things/ Values/ Skills I hope to carry on using:
1. Patience is an important value to possess.
2. It is important to have a good sense of humour.
3. Advice that adults give is through experience, and it is useful to heed their
advice.
Photo with the department of Public, International and Alumni Relations on the last day
of work shadowing. We won’t forget them! ☺
While I live, I learn
22
Looking Back
As you look back on your attachment, take time to reflect on your experience. This
section will help you collect information with which to write your Report.
1
What were the Work Tasks that you were assigned to perform?
Printing metric cards attend a conference, send out books, data entry, and many
more.
2
What were the Work Tasks that you observed?
I observed the arrangements before a conference, preparing the launch of a
website, sourcing of materials for the curricular and research needs of the institute,
and many more.
3
What did you enjoy doing most? Why?
I enjoyed attending the conference on the first day. It was truly an honour to be
representing Singapore as a student of Pioneer Junior College. I felt that I played a
part in shaping an impression of Singapore’s education system for the Swedish
representatives.
4
What did you enjoy doing least? Why?
Instead of saying that I did not enjoy sending out books to schools at the department
Strategic Planning and Academic Quality, I would say that I felt the 2 step task
(cutting and pasting addresses of schools onto envelopes, then inserting books)
could be improved to just 1(inserting the books into envelopes with printed
addresses). I felt that the task could be completed by machines (i.e. printing
addresses directly on envelopes) and the officers could use the time spent on other
things.
5
What new things did you learn about the occupations that you worked
on/observed during your attachment?
While I live, I learn
23
Details can significantly impact the result of the project, and all sides of the task must
be considered.
6
What did you learn about yourself during the attachment?
I tend to get bored when doing repetitive work, and will find ways to speed things
up, sacrificing accuracy in the process.
7
What other things did you discover during the attachment?
A huge amount of trust is placed on people who handle confidential and sensitive
information.
8
What (if at all) did your supervisors / other employees do that helped you to
settle in or understand the nature of your work?
They were extremely friendly towards us and enthusiastic in their work. They were also
open to questions that we asked in times of doubt.
9
Would you recommend the Work Shadowing programme to anyone? Why?
Yes. It is a good opportunity to learn about the working world beyond the classroom,
and the experiences that you gain are invaluable, and will be useful later in life even
if you do not enter that particular industry.
10
Given the opportunity, would you like to work permanently at the organisation
where you did your attachment? Yes/No*
If yes, which job would you like to do?
Teacher
What qualifications would you need for this job?
A’ levels or a degree.
11
What work would you see yourself doing in 10 years time?
I see myself teaching, hopefully as Head of Department.
While I live, I learn
24