THE HCI ADVANTAGE

Guidance and Counselling

Guidance and Counselling

Positive Parenting Tips

Please click here for more information.

BACK TO TOP

GE

Guidance and Counselling contributes very strongly to the personal growth of pupils through a coordinated approach across various domains:

BACK TO TOP

Counselling

Teachers in Hwa Chong are nurturing and caring. We all strive to make your two years in Hwa Chong as pleasant as possible. We are aware that students are confronted with many life transition issues. If you encounter situations that disrupt your learning, please do not hesitate to seek the help of either your Form Teacher / Civics Tutor, the Director or Assistant Director of your Consortium / Education Consultant (EC) or Level Coordinator (Coord) of your Faculty. You may also speak to the Full Time School Counsellor or Senior Education Consultant of Counselling.

These teachers will assist you to identify opportunities for personal growth, expand repertoire of coping resources and make changes in yourself for achievement in the social, education and career planning, and academic domains.

Counselling is confidential, requires your commitment and effort and is a two-way process between you and your counsellor.

Should you encounter any personal problems, you may choose to contact:

  1. Full Time School Counsellor (High School), Mr Vincent Tan (tancl@hci.edu.sg)
  2. Full Time School Counsellor (College), Mrs Kathleen Goh (kathleen@hci.edu.sg)
  3. Senior Education Consultant / Counselling(College), Mrs Lim Lin Eng (limle@hci.edu.sg)
  4. Part-time Counsellor (College), Mr Clement Yee (clementyee@hci.edu.sg)

You may also choose to email the teachers about your problems. All consultation will be treated with the strictest confidence.

You may also call any of the following agencies for help:

Helplines/ Agencies

Number

Touchline (for people aged 13-25)

1800-377-2252

Care Corner Mandarin Counselling Centre (Toa Payoh)

1800-353-5800

Child Guidance Clinic (Institute of Mental Health)

6389 2200

Ministry of Social and Family Development (MSF)

ComCare Call

PAVE Promoting Alternatives to Violence

Care Corner Project StART

Samaritans of Singapore (SOS) - for any person in crisis and feeling suicidal

6355 5000

1800-222-0000

6555 0390

6476 1481

1800-221-4444

Students' Care Services (Clementi Centre)

6778 6867

Counselling and Care Centre (for family/ individual therapy)

6536 6366

 

The Counselling Unit

As teacher counsellors, we believe that counselling is a deeply significant and meaningful process where we help our students develop life skills and personal resilience to better manage difficulties and challenges in their lives. Indeed, the main purpose or goal of counselling is not about solving problems for our students, but equipping and empowering them with skills to solve their own problems.

In Hwa Chong, we aim to provide a listening ear to individual students when they approach us, taking in their perspectives, and sensitively showing that they have been heard accurately. In the process, we work towards the goal of helping students come to terms with their individual struggles, and to explore possible options/solutions to these problems with them. Confidentiality is assured, and we promise to walk with all students through their time of difficulty.

BACK TO TOP

Sexuality Education

MOE Sexuality Education in Schools

1. Sexuality Education (SEd) in schools is about enabling students to understand the physiological, social and emotional changes they experience as they mature, develop healthy and rewarding relationships including those with members of the opposite sex, and make wise, informed and responsible decisions on sexuality matters. SEd is premised on the importance of the family as the basic unit of society. This means encouraging healthy, heterosexual marriages and stable nuclear family units with extended family support. The teaching and learning of SEd is based on respect for the values and beliefs of the different ethnic and religious communities in Singapore on sexuality issues.

2. The goals of Sexuality Education are to:

(i) To help students make wise, responsible and informed decisions through the provision of accurate, current and age-appropriate knowledge on human sexuality and the consequences of sexual activity;

(ii) To help students know themselves and build healthy and rewarding relationships through the acquisition of social and emotional skills of self-awareness, management of their thoughts, feelings and behaviours, development of empathy for others, possession of effective communication, problem-solving and decision-making skills; and

(iii) To help students develop a moral compass, respect for themselves and for others as sexual beings, premised on the family as the basic unit of society, through the inculcation of positive mainstream values and attitudes about sexuality.

3. The key messages of Sexuality Education are:

(i) Love and respect yourself as you love and respect others;

(ii) Build positive relationships based on love and respect (which are the foundation for strong families);

(iii) Make responsible decisions for yourself, your family and society; and

(iv) Abstinence before marriage is the best protection against STIs/HIV and unintended pregnancies. Casual sex can harm and hurt you and your loved ones.

You may click here for more information on MOE Sexuality Education.


 

Overview of HWA Chong INSTITUTION’s Sexuality Education Programme for 2017

4.         Sexuality Education is delivered in a holistic manner through the school curriculum. The content for Sexuality Education is grouped into five main themes: Human Development, Interpersonal Relationships, Sexual Health, Sexual Behaviour, and, Culture, Society and Law. You may click here for more information on the scope of Sexuality Education in the school curriculum.

5.         The subjects that incorporate topics on sexuality include:

a.    Science

b.    Character and Citizenship Education (CCE)

Growing Years (GY) Programme:

i.     “The Teenage Years (2nd Edition)” (Lower Sec) Teaching & Learning resource packagei. 

ii.    “Sense & Sexuality (2nd Edition)” (Upper Sec) Teaching & Learning resource package

6.        The values and attitudes of our youth towards sexuality are increasingly shaped by their peers, exposure to the media, popular culture and the internet. Adolescence is a complex stage in life as the adolescent attempts to find his/her own identity and often struggles with new social relationships. The period of middle adolescence (generally from 15 – 17 years old) can be a turbulent period for adolescents. The gap between physical and emotional/cognitive maturity may result in a tendency to act on impulse, experiment with various activities (including sexual activities), sometimes without understanding the unpleasant consequences that may arise from such experimentation. The need for peer acceptance can be overwhelmingly strong, and hinder one’s ability to act responsibly.  Given the pressures faced by the middle adolescent from within themselves and from peers, it is important to build a strong sense of self-worth, personal conviction and an understanding of the possible consequences of sexual behaviour.

7.        Through “The Teenage Years” and “Sense & Sexuality” packages, secondary students will have the opportunity to develop a positive self-esteem, develop their character, and expand their understanding and repertoire of skills to deal with various issues related to sexuality, which are of prime concern at this age.

At Hwa Chong Institution, the following lessons from the Growing Years Programme will be taught in 2017:

Secondary 1

UNIT

Topic

LESSONS / DURATION

Lesson Objectives

At the end of the lesson, students will be able to:

TIME PERIOD / Speaker

The Real Self

(Part 1)

 

Puberty, Body Image &
Self Esteem


 

1

(30 mins)

• know how one’s perception of his body is linked to personal experiences and the sources of information that are taken in
• recognise that one’s self-perception is influenced by his perception of his body
• know strategies to develop healthy/positive perception of one’s body.
• recognise the importance of having healthy self-esteem that is not affected by external influences
• demonstrate strategies to identify and evaluate sources that contribute towards healthy self-esteem
• recognise the importance of self-esteem in building friendships, Identity and healthy relationships

 

Term 3 Week 6
Mrs Ke Ee Kian

Lessons about Love (Part 1)

 

Friendship, Love & Infatuation

 

 

2

(30 mins)

• recognise the importance of cultivating friendships with members of the same and opposite sex
• recognise what constitute healthy and unhealthy relationships
• recognise the influence of peers on oneself and one’s value system
• distinguish between various types of love
• know that the underlying value for healthy relationships is respect

Term 3 Week 10

Ms Nada Nurwani

 

“Familiar” Strangers Alert
(Part 1)

 

Relationships and New Media
 

 

3

(30 mins)

• know the usefulness and dangers of making friends over social networking platforms
• know the physiological, psychological and social impact of  sexual abuse on the individual
• recognise the provision of Singapore laws that serves to protect teenagers from sexual perpetrators and persecute those who have committed such crimes
• identify sources to seek help and support
• reflect on the reasons for people to use social networking sites to make friends or to engage their existing friends
• recognise that the media can influence the way people think, feel and behave
• recognise ways to protect themselves from negative influences from the media.

Term 4 Week 1

Mr Charles Low

At the Crossroads
(Part 1)

 

Pornography

 

4

(30 mins)

• describe what pornography is, and why people view pornographic materials
• examine the effects of pornography on self and others
• know what masturbation is, and its relation to pornography
• recognise the harmful consequences of excessive masturbation
• recognise that they are able to make responsible decisions to manage their sexual desires
• know appropriate sources to obtain accurate information about sex

Term 4 Week 2

Mr Vincent Tan

 

Masturbation 5
(30 min)
• know what masturbation is, and its relation to pornography
• recognise the harmful consequences of excessive masturbation
• recognise that they are able to make responsible decisions to manage their sexual desires
• know appropriate sources to obtain accurate information about sex

Term 4 Week 3

Mr Vincent Tan

Consolidation

 

SEd Forum

6
(30 mins)

Description of the forum:
• This forum will capture the culmination of learning in Secondary 1 level.
• Students to submit questions after each SEd lecture via iEMB or email to the speaker;
• The questions will be compiled;
• The speakers will form a panel to address the questions raised by students.
• The Chair-person of the forum will round up by summarizing key learning outcomes for each topic, emphasizing the key values and attitude.

Term 4 Week 4

Chairperson:
Mr Vincent Tan
Panellists:
Ms Nada Nurwani
Mr Charles Low
Mrs Ke Ee Kian

 

Secondary 2

UNIT

Topic

LESSONS / DURATION

Lesson Objectives

At the end of the lesson, students will be able to:

TIME PERIOD / Speaker

Lessons about Love (Part II) Abstinence & Self-control 1
(30 min)
• recognise the sources of temptation and situations that lead to pre-marital sex
• resist pressure to engage in sexual activities
• know the consequences of engaging in pre-marital sex
• recognise that respect and responsible decision- making are important in relationships
• recognise the value of sexual abstinence
• identify sources to seek help and support when faced  with teenage pregnancy
Term 2 Week 7
Mr Low Swee Xiang

“Familiar” Strangers Alert
(Part II)

 

Unwanted Touch & Sexual Abuse

 

 

2

(30 mins)

• know the physiological, psychological and social impact of sexual abuse on the individual
• recognise the provision of Singapore laws that serves to protect teenagers from sexual perpetrators and persecute those who have committed such crimes
• identify sources to seek help and support

Term 2 Week 8
Mrs Boyanapalli Anuradha

 

 

Influence of the Media on Sexuality

 

 

3

(30 mins)

• identify the strengths and limitations of new media in allowing people to develop serious relationships
• recognise how new media has influenced relationship building both positively and negatively
• recognise how new media has shaped public perception of acceptability of public display of affection
• appreciate the value of face-to-face relationships

Term 3 Week 1
Dr Joseph Tan

 

At the Crossroads
(Part II)

 

Gender Role & Identity

 

 

4

(30 mins)

 

• know/define what gender role is
• know the influence of family, culture and society on one’s perception of his/her gender role
• distinguish between biologically-based and socially-conditioned gender characteristics
• evaluate views towards self and others, with regard to gender differences and stereotypes

Term 3 Week 2

Dr Chew Tyng Yong 

At the Crossroads
(Part 2)

 

Gender Role & Identity
 

 

4

(30 mins)

·         know/define what gender role is

·         know the influence of family, culture and society on one’s perception of his/her gender role

·         distinguish between biologically-based and socially-conditioned gender characteristics

·         evaluate views towards self and others, with regard to gender differences and stereotypes

Term 3 Week 2
Dr Chew Tyng Yong

Consolidation

 

 

SEd Forum

5

(30 mins)

Description of the forum:

• This forum will capture the culmination of learning in Secondary 2 level.
• Students to submit questions after each SEd lecture via iEMB or email to the speaker;
• The questions will be compiled;
• The speakers will form a panel to address the questions raised by students.
• The Chair-person of the forum will round up by summarizing key learning outcomes for each topic, emphasizing on the key values and attitudes

Term 3 Week 5

Chairperson:
Mr Vincent Tan

Panellists:
Dr Joseph Tan
Dr Chew Tyng Yong Mr Low Swee Xiang
Mrs Anuradha

 

Secondary 3

 

UNIT

Topic

LESSONS / DURATION

Lesson Objectives

At the end of the lesson, students will be able to:

TIME PERIOD / Speaker

Lessons
about
Love
(Part 3)

 

Dating & Romantic Relationship

 

 

1

(30 mins)

• recognise the importance of developing a friendship before committing to a romantic relationship
• recognise that it is important to seek their family’s views, beliefs and expectations with regard to dating and romantic relationships in teenage years
• recognise what constitutes responsible dating
• evaluate if a dating relationship is healthy or unhealthy
• demonstrate competencies in managing emotions in dating and romantic relationships
• recognise differences in perspectives of dating and romantic relationships
• evaluate one’s readiness for romantic relationships
• recognise challenges that occur in the context of a relationship
• examine how our response to emotions can affect relationships positively or negatively
• reflect on the qualities of a healthy romantic relationship
• evaluate one’s readiness for a romantic relationship, leading to marriage
• recognise that intimacy in a relationship need not be limited to physical intimacy
• know the different levels of physical intimacy in a relationship
• recognise that breakups can allow one to understand oneself better

Term 1 Week 7
Mr Vincent Tan

 

 

Public Display of Affection

 

 

 

 

5

(30 mins)

• know that certain public displays of affection are not considered appropriate behaviour in our society
• evaluate the norms of acceptability for public display of affection
• recognise how new media has shaped public perception of acceptability of public display of affection

Term 2 Week 5
Ms Chua Ee Ling

eTeens Programme Awareness of STI & HIV/AIDS 2
(60 min)
• awareness of the different STIs and HIV/AIDS
• modes of transmission
• modes of protection, specifically on how the condom is used
• consequences and impact of STIs/HIV
Term 2 Week 3
HPB
Decision-making 3
(45min)
• understand there are consequences in any decision one makes regarding sexual intercourse
• realise that decision-making is a process that can be learnt
• understand that one needs correct and accurate information to make the right decisions regarding one’s sexual health
• learn to make decisions that will reduce the risk to their sexual health.
Term 2 Week 3
FT
Assertiveness & Negotiation 4
(45min)
• Understand what assertive behaviour is
• Practise responding to persuasion assertively
• Practise negotiating one’s way out of a negative situation by applying skills learnt from Lesson 1
• Learn risk reduction for STIs/HIV and assess situations to aid the control of impulses in sexual behaviour
Term 2 Week 4
FT

The Real
Self
(Part 2)

 

Respect for Self & Others
 

 

5

(30 min)

 

• recognise what constitutes healthy and unhealthy relationships
• know that the underlying value for healthy relationships is respect
• recognise challenges that occur in the context of a relationship
• examine how our response to emotions can affect relationships positively or negatively

Term 2 Week 6
Ms Pek Ru Heng

“Familiar”
Strangers
Alert
(Part 2)

 

Sexual Behaviours and Legal Issues

 

 

6

(30 mins)

• know what is considered pornographic material on the Internet under the Internet code of practice
• reflect on the legal consequences of sexual behaviour and include these considerations in their decision-making pertaining to pornography

Term 2 Week 7
Dr Joseph Tan

 

 

Secondary 4

UNIT

Topic

LESSONS / DURATION

Lesson Objectives

At the end of the lesson, students will be able to:

TIME PERIOD / Speaker

 

At the

Crossroads

(Part 3)

 

 

 

Sexual Orientation

 

1

(30 min)

 

·         know/define what sexual orientation (heterosexuality and homosexuality) is

·         recognise the need to treat people with respect regardless of their sexual orientation

 

Term 1 Week 7

Mr Eugene Chua

Lessons

about

Love

(Part 4a)

 

 

 

Is Sex Really Touch & Go?

 

 

2

(30 min)

 

·      recognise the different levels of physical intimacy in a relationship

·      know the progressive nature of actions that lead to sexual arousal and intercourse

·      recognise that one may unintentionally invite sexual intimacy through one’s verbal and non-verbal behaviour

 

Term 1 Week 8

Mr Low Swee Xiang

Lessons

about

Love

(Part 4b)

 

Marriage, Cohabitation & Divorce

 

 

3

(30 min)

 

·         recognise that commitment is a necessary ingredient for success in a marriage

·         identify responsibilities involved and the challenges faced in marriages

Term 1 Week 9

Mr Vincent Tan

 

Managing relationship difficulties

 

 

4

(30 min)

 

·         identify why relationships break down

·         identify the emotions that accompany the breakdown of a relationship

·         know healthy ways of coping with rejections and breakups

·         recognise the need to be respectful and responsible in ending a relationship
 

·        know ways to seek support from when going through a breakdown of relationship and offer support to those going through the same

·        recognise that family and friends are important pillars of support when one is going through a breakdown of relationship

·        explain the process of grief and loss that people experience when a relationship breaks down

·        exercise sensitivity and empathy when communicating break- ups

·        recognise that one can emerge stronger after a break-up

 

Term 2 Week 1

Dr Chen Siong Chuk Tommie

Consolidation

 

 

 

 

 

 

SEd Forum

5              

(30 min)

 

Description of the forum:

·       This forum will capture the culmination of learning in Secondary 4 level.

·       Students to submit questions after each SEd lecture via iEMB or email to the speaker;

·       The questions will be compiled;

·       The speakers will form a panel to address the questions raised by students.

·       The Chair-person of the forum will round up by summarizing key learning outcomes for each topic, emphasizing on the key values and attitudes

 

Term 2 Week 4

Chairperson:

Mr Vincent Tan

 

Panellists:

Mr Low Swee Xiang

Mr Eugene Chua

Dr Chen Siong Chuk Tommie

 

eTeens Programme:

8.        eTeens is a programme developed by Health Promotion Board, in collaboration with the Ministry of Education, for Secondary 3 students to provide them with accurate information on STIs, HIV and protection from a health perspective. eTeens is conducted in two segments – a mass talk segment and a classroom-based programme.

9.        Students are taught skills such as decision-making, assertiveness and negotiation to say “no” to sex and negative peer pressure. They also learn that the impact of STIs/HIV extends beyond themselves and involves their family. Abstinence and upholding family values are the key messages. The desired outcome of the eTeens programme is that students are empowered to make wise, informed and sensible decisions.

At Hwa Chong Institution, the eTeens programme will be implemented as follows in 2017:

 

Topics/Lessons

Programme Learning Objectives

Time Period

(e.g. Term 1 Week 9)

Mass Talk by HPB appointed vendor

·         Awareness of the different STIs and HIV/AIDS

·         Modes of transmission

·         Modes of protection, specifically on how the condom is used

·         Consequences and impact of STIs/HIV

 

 

 

Term 2 Week 3

Classroom-based Lesson: Decision-making

·         Understand there are consequences in any decision one makes regarding sexual intercourse

·         Realise that decision-making is a process that can be learnt

·         Understand that one needs correct and accurate information to make the right decisions regarding one’s sexual health

·         Learn to make decisions that will reduce the risk to their sexual health.

 

 

 

Term 2 Week 3

Classroom-based Lesson: Assertiveness

·         Understand what assertive behaviour is

·         Practise responding to persuasion assertively

 

Term 2 Week 4

Classroom-based Lesson: Negotiation

·         Practise negotiating one’s way out of a negative situation by applying skills learnt from Lesson 2

·         Learn risk reduction for STIs/HIV and assess situations to aid the control of impulses in sexual behaviour

 

 

Term 2 Week 4

 
 
Information for Parents

10.       Parents may opt their children out of Growing Years, eTeens and/or supplementary sexuality education programmes by MOE-approved external providers.

11.       Parents who wish to opt their children out of the Growing Years (GY) programme need to complete an opt-out form. This form also downloadable here. A hardcopy of the form, duly completed and signed, is to be submitted to Mrs Ke Ee Kian, Principal Consultant/ Student Development by 28/02/2017.

12.       Parents who wish to opt their children out of the eTeens programme need to complete an opt-out form. This form is also downloadable here. A hardcopy of the form, duly completed and signed, is to be submitted to Mrs Ke Ee Kian, Principal Consultant/ Student Development by 28/02/2017.

13.       Parents can contact the school at 64665912 for discussion or to seek clarification about the school’s sexuality education programme.

14.      Parents, who wish to attend the school sexuality education programmes, should contact the school to make the necessary arrangements.


College Sexuality Education Curriculum 2016

OVERVIEW OF HWA CHONG INSTITUTION (COLLEGE)’S SED PROGRAMME

4. Sexuality Education is delivered in a holistic manner through the school curriculum. The content for Sexuality Education is grouped into five main themes: Human Development, Interpersonal Relationships, Sexual Health, Sexual Behaviour, and, Culture, Society and Law. You may click here for more information on the scope of Sexuality Education in the school curriculum.

5. The subject that incorporates topics on sexuality includes: Science/ Biology


Relationship Management Programme:

6. The focus for Relationship Management Programme is on issues in relationships. The focus of the JC/CI package is on Interpersonal Relationships, with themes of Human Development, Sexual Health, Sexual Behaviour, and Culture, Society and Law woven into the main focus on relationships.

At Hwa Chong Institution (College Section), the following lessons from the Relationship Management Programme will be taught 2017/18:

UNIT

LESSONS / DURATION

Lesson Objectives

At the end of the lesson, students will be able to:

TIME PERIOD

 

What Is Love?

1

(60 mins)

·         To know that love is a commitment & it is not the same as having feelings of attraction

·         Appreciate the importance of balanced roles, self-respect & mutual respect in the healthy development of relationships

·         Recognise that differences in values, goals & expectations may become challenges &/ or lead to conflicts in the relationship

·         Know the different styles of conflict management & acquire effective techniques of conflict management in a romantic relationship

 

 

JC 1

Term 2/ 3

What Is Not Love?

2

(60 mins)

·         Understand the 3 elements of love

·         Identify signs of an unhealthy dating relationship & the early indications of a breakdown of relationship

·         Recognise that personal decisions on how displays one’s affections in public can affect others

·         Discern the impact of new media on relationship building

 

 

JC 1

Term 3/ 4

How To Find & Keep Love?

3

(60 mins)

·         Understand the 5 languages of love and its impact on relationships

·         Explore some theories on how people make decisions about love & marriage

·         Explore beliefs about marriage

 

 

JC1

Term 3/ 4

What Can Hurt Love?

4

(60 mins)

·         Appreciate that pornography, lack of parental support and conflict resolution affects the quality of one’s relationship

 

 

JC1

Term 3/ 4

What Can Be Done When Love Goes Wrong? (Part 1)

5

(60 mins)

·         Recognise that differences in values, goals & expectations may become challenges &/ or lead to conflicts in the relationship

·         Know the different styles of conflict management & acquire effective techniques of conflict management in a romantic relationship

·         Understand the psychological impact of breaking up and how to manage it

 

JC2

Term 1

What Can Be Done When Love Goes Wrong? (Part 2)

6

(60 mins)

·         Examine & empathise with the dilemma of an unwanted pregnancy faced by unmarried couple

·         Appreciate that one’s beliefs on abortion is influenced by one’s religion, culture & values

·         Recognise that an abortion can have severe effects

·         Evaluate one’s own beliefs about STIs/ HIV/ AIDS and the need to treat all individuals with respect & dignity

·         Recognise that there is a tendency to underestimate one’s own vulnerability

·         Appreciate that abstinence is to be cherished and is contingent on the exercise of self-control

 

JC2

Term 1

How To Make Love Last?

(Mass Talk by HCI teachers)

7

(60 mins)

·         Examine their expectations of marriage & understand that marriage is a learning journey to grow in love, and commitment to the partner is necessary to make the marriage work

 

JC1

Term 4 (Post Exam)

 

eTeens Programme:

7.         eTeens is a programme developed by Health Promotion Board, in collaboration with the Ministry of Education, for JC/CI Year 1 students to provide them with accurate information on STIs/HIV and protection from a health perspective. eTeens is conducted in two segments – a mass talk segment and a classroom-based lesson.

8.         Students are taught skills such as decision-making, assertiveness and negotiation to say “no” to sex and negative peer pressure. They also learn that the impact of STIs/HIV extends beyond themselves and involves their family. Abstinence and upholding family values are the key messages. The desired outcome of the eTeens programme is that students are empowered to make wise, informed and sensible decisions.

At Hwa Chong Institution (College Section), the eTeens programme will be implemented as follows in 2017:

 

Topics/Lessons

Programme Learning Objectives

Time Period

Mass Talk by HPB appointed vendor

  • Awareness of the different STI and HIV
  • Modes of transmission for STI and HIV
  • Modes of protection against infection, specifically abstinence and the correct use of condom
  • Consequences and impact of STI/HIV
  • State the ways of managing the challenges of the impact

JC1
Term 4

 

INFORMATION FOR PARENTS
9. Parents may opt their children out of Growing Years, eTeens and/or sexuality education programmes by external providers.

10. Parents who wish to opt their children out of the Relationship Management programme need to complete an opt-out form. This form will be distributed to parents at the start of the year and is also downloadable here. A hardcopy of the form, duly completed and signed, is to be submitted to the school office by 1/4/2016.

11. Parents who wish to opt their children out of the eTeens programme need to complete an opt-out form. This form will be distributed to parents at the start of the year and is also downloadable here. A hardcopy of the form, duly completed and signed, is to be submitted to the school office by 1/4/2016..

12. Parents can contact the school at Mrs Kathleen Goh (Senior Consultant/ Counselling) at kathleen@hci.edu.sg for discussion or to seek clarification about the school’s sexuality education programme.

13. Parents, who wish to attend the school sexuality education programmes, should also contact the school to make the necessary arrangements.

 

BACK TO TOP

Education & Career Guidance

 

Mission

We equip students with the requisite qualities and skills to explore options and opportunities for further education and to make informed decisions to create and pursue fulfilling careers in research, industry and government.


Objectives

  • To create self-awareness - the awareness of personal characteristics (abilities, aptitudes, skills, values and interests) and evaluation of these characteristics in terms of employability
  • To create opportunity awareness - the awareness of educational and career opportunities
  • To teach and promote decision learning - the development and application of decision-making skills to make informed decisions on education and career choices.
  • To teach and promote transition learning - the development and application of work values and personal qualities, employability skills and knowledge, to transit successfully through the different levels of education and career

 

Rationale

Education and career guidance is critical in preparing students for their future work life. As such, understanding their career journey should start as early as the lower secondary years. Students need to be aware of their abilities, skills, and values, and how to pursue a meaningful career. They also need to make subject choices that reflect their interests and strengths and keep open the doors to possible future pathways.

Typical ECG Activities within a year

 

Term Activity
1
  • Visits by local and foreign universities
  • Individual and Group ECG counselling through appointment
  • US and UK Universities Introductory Briefings
  • Alumni Career Sharing Sessions
  • Career Forums
2
  • Visits by local and foreign universities
  • Individual and Group ECG counselling through appointment Local and Overseas Tertiary Education Talks for Parents (PSG Seminars)
  • US and UK University Application Essays Workshops
  • Non-UK and US Universities Application Briefing
  • Talent Attachment & Grooming (TAG) Programme
  • Alumni Career Sharing Sessions
  • Career Forums
3
  • Visits by local and foreign universities
  • Individual and Group ECG counselling through appointment
  • UK and US University Application Briefings
  • Overseas Undergraduate Alumni Sharing Forum
  • Local Universities Fair in HCI (ECG Fair)
  • UK and US Application Essays Vetting
  • Alumni Career Sharing Sessions
  • Career Forums
4
  • Visits by local and foreign universities
  • Individual and Group ECG counselling through appointment
  • UK and US Application Essay Vetting

For our calendar of events, ECG Counsellor booking and further resources please visit: http://tinyurl.com/hci.ecg.

Higher Education Programmes

The unit hosts events and talks by visitors from local universities and overseas universities from all over the world such as UK, US, Canada, Australia, New Zealand, Switzerland, Germany, France, Japan, Hong Kong, Abu Dhabi and many more for all HCI JC students regularly.

The unit also organize talks for parents on local and overseas education options (PSG Seminars) in Term 2.  There are several higher education related training and events for students e.g. application briefings, university application essay workshops, university application briefings and many more for all HCI JC students.

In addition to individual and group counselling, the unit conducts workshops on essay and personal statement writing, selecting a university and course and other related programs to guide students in making suitable choices.

Career Guidance Programmes

The Career Guidance unit organizes a variety of exploratory opportunities for the students. Students will learn from Career Guidance lessons covering a range of topics, from personal career codes, decision-making matrix, resume writing, career clusters, to higher education and career options.

Partners from various industries are invited to speak at Career Forums, where our students can find out more from practitioners in the field. The Alumni Career Chit Chats also see small group discussions and personalised advice from industry professionals.

During the June and November/December holidays, there are job attachment opportunities under the Talent Attachment & Grooming (TAG) Programme. This programme matches students with executives from various corporations and industries so that they can benefit from their mentorship and experience.

Other ECG Resources in Hwa Chong

  • ECG Centre (Block D Holistic Education Centre Level 3)
  • ECG notice boards
  • ECG Corner & reference books in Jing Xian Library
BACK TO TOP

Motivation & Discipline

Motivational Programme

Objective


The objective of this programme is to provide a positive and holistic approach in a caring and conducive environment for learning and support for "students who fail to learn what we expect them to learn".

By focusing on building developmental assets*, differentiated instructional strategies, increasing relevant academic learning time, offering alternative learning opportunities, more students will experience improved success in their academic performance.

*(building blocks of healthy development that help young people grow up to be healthy, caring, and responsible)


Programme

1.   Boarding School Programme
A supervised environment such as a boarding school for some students in need of a more conducive environment. The students can be supervised for homework and additional activities can be planned for the students after school hours.

2.   Academic Engagement
The instructional approach is varied and appropriate to suit the needs and backgrounds of the students. Emphasis will be on instruction with increased academic learning time, higher academic engagement in classrooms, improved literacy skills, as well as assessment for student learning and success.

3.   Enhanced Physical and Outdoor Activities / CCA
Outdoor activities like canoeing, kayaking, trekking and camping can be build into curriculum time during the Sabbatical weeks in Year Three.

4.   Community Involvement Projects
Both local and overseas CIP should be given stronger emphasis so that the students can show greater concern for less fortunate people around them and in the process become more aware of their own fortuitous circumstances.

5.   Counselling and Guidance
There will be opportunities for the students to attend talks and workshops on study skills, computer addiction and social and emotional resilience. The school counsellor will work closely with this group.

 

Discipline


Hwa Chong Institution is committed to provide an effective learning environment for all students to succeed and excel. This is only possible if the behaviour of our students support and respects the rights of all students to learn and teachers to teach. Hence, management of students' behaviour is crucial to providing a safe, orderly, productive and success-oriented learning environment at school.

  • The Discipline Framework aims to:
    1. Instill in our students' the set of desired behavioral outcomes which are aligned to HCI's institutional values.
    2. Develop students' self-management skills.
    3. Encourage self-responsibility.
    4. Rehabilitate students who have violated school rules.

 

  • To achieve the above objectives, the Disciplinary Framework will be guided by the principles of Positive Discipline and Restorative Justice. Positive Discipline focuses on actively teaching personal responsibility, pro-social behaviours and taking responsibilities for violation of school rules, while Restorative Justice directs attention to helping students learn alternative positive behaviours in place of unacceptable behaviours.

 

  • A 2-prong strategy would be implemented:
    1. Integration with Counselling and PCME life-skills modules on teaching Personal and Social Responsibilities, Self-management skills, Anger Management, Conflict Intervention, etc. These modules may be Class-based, Assembly-based or Online Independent Learning modules.
    2. Administering consequences through our Demerit Points System that are related to the offence and misbehaviour. Corporal punishments and other retributive measures would be taken as a careful consideration as they focus on the concepts of fear and retribution rather than rehabilitation.

 

Rules & Regulations

Demerit Points System

Conduct Grade

BACK TO TOP