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Transcript of Service Learning Guidebook 2013
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TPJ C Service LearningLead with Character, Serve with Passion
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Student DevelopmentDepartment 2013
Guidebook
Redeveloped by:
Mr. Jonathan YewCIP & Service Learning Coordinator
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ContentCHAPTER PAGE
1. Service Learning @ TPJC 3-8
2. Approach and guidelines to Service Learning 9-13
3. Service Learning Themes 14-17
4. Projects Showcase 18-19
5. Road Map and Timeline 20-21
6. Approaching a partnering organisation 22
7. List of possible partnering organisation 23-29
8. TPJC Contact list 30
9. Frequently Asked Questions 31
10. Guide and Resource for Project Leaders 32
11. Guide and Resources for Mentors 33-34
12. Forms and Templatesa) SL Project Checklistb) SL Proposal Templatec) Service Time Log Sheetd) Evaluation Forme) Individual Reflection Templatef) Project Report Templateg) Accounts Summary
35- 52
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Chapter 1 - Service Learning @ TPJCEvery day you have the opportunity to learn and experience some-thing and some-one new.
Seize the opportunity. Learn and experience everything you can, and use it to change the world.
Rodney Williams (born 1959)
Service Learning is an educational method for building character, competencies and skills required
for the 21st Century. Service Learning involves students in challenging tasks that meet genuine
community needs and requires the application of knowledge, skills and systematic reflection on the
experience.
You would have gained certain skills set and values through the Seven Habits of Highly
Effective Teens and the experiences you had or shared with your by your friends, families and
teachers. In a service learning project, you will put these skills into good use to serve the
community.
KEY ELEMENTS OF SERVICE LEARNING
1) Reciprocity
2) Reflection
3) Meaningful service
4) Community Voice
5) Student Voice
Service learning is not strictly speaking not the same as volunteerism or charity. The key elements
listed here provide a simple guide for us as for decide on a project.
Reciprocity Try to create a respectful platform for engagement so that the dignity of the
community partner is not only preserved, but enhanced. However, getting your team mates to
appreciate humility in service is not easy. In fact, it is almost impossible if you do not place
emphasis on it.
Telling and reminding them to respect the intellectually-disabled or the elderly person has limitedeffect. You have to show it through your thoughts, words and actions. Lead by example. Your team
mates are watching how you engage these groups of people.
You will probably need to get your team mates to expand their notions and values system by
discussion on what basis do they accord respect to another individual.
Reflection This is about you, helping them to make sense of the experience. Guide your team
mates through their thinking processes and distill what they have learnt from this service learning
experience.
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Meaningful service Very very few projects address critical problems. Community development
is complex and not the responsibility of schools and your class. Our responsibility is to help every
student become caring and committed to their communities. As long as the projects do no harm
and are considered meaningful (we will assess meaningfulness of projects via the Service
Learning Quadrant) to both students and partnering organisations, we are good to go.
Community Voice At the simplest level, this refers to the respect and space we accord to the
community when we are crafting a project with them. We need to ensure that their needs are heard.
This can be done by allowing the partnering organization to share with your team as well as
through interacting with them to find out more about their programmes and activities. We have to
make it clear that there is reciprocity your team mates are learning from them as well.
Student Voice This depends largely on the maturity of your team mates. Of course your team
will be given the autonomy to design your SL project and implement it. Service Learning is a
personal journey. Do find out from your team mates what are their goals of this service learning
experience. Here are some questions that you can ask your team mates to help you understand
their learning needs:
1) What did I see?
2) What did I feel?
3) What can I do about it?
4) Am I going to do it?
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SERVICE LEARNING QUADRANT
High Service
Needed by community
Value-adds existing programmes
Builds capability and capacity
Low Service
Not needed by community
One off project
Promotes dependency
Low Learning
Students left to make sense of the
experience
Reinforce negative stereotypes
No critical analysis and reflection
High Learning
Need to learn something new in
order to implement the project
Guided reflection
Constructed knowledge
Quadrant 4 Quadrant 1
Quadrant 3 Quadrant 2
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SERVICE LEARNING QUADRANT CASE STUDIES
Take a look at the 4 case studies below. What quadrant do you think these projects fall
under?
1. As part of the schools community involvement programme, the entire secondary 2 students
were sent by bus to the East Coast Park beach on a Saturday morning. Sorted by classes, the
students with their form teachers proceeded to different parts of the beach to pick up litter.
Armed with black trash bags and a briefing on safety issues, these students quickly spread out.
Some were sulking, a few chatted more than they picked litter but most were generally cheerful
and filled up their trash bags. It was not made known to the students that prior to the cleanup,
the relevant agency was contacted to make sure that there would be enough litter for them to
pick.
2. A group of secondary 3 students visited an activity centre for elderly persons living in a poor
housing estate. The manager of the activity centre, Mr Tan asked that the students chatted with
the elderly persons as some of them are usually quite bored. Students were given a short
briefing by the centre staff on what the centre does and suggestions on how to interact with
them. Students moved in small groups of 4 and tried to interact with the elderly person. After a
while, it was clear that some elderly folks were more popular and had many students chatting
with them, while others were alone on their own. Some students felt uncomfortable and were
glad that their sessions were over, and that for the following week, it would a different class
coming to the centre.
3. A group of JC students approached the Down Syndrome Association to teach the children
there some simple dance moves. They were also planning on playing simple ball games and
drawing with crayons. Unaware that the DS kids were very keen on music, rhythm and
movement, the JC students decided to change their focus and soon worked their way towards
a joint performance with them. After they learnt more about the DS kids, the JC students
choreographed simple performances jointly performed with the DS kids at a concert organized
by the school. There were some unplanned stoppages during their performance, but it was
very well-received by the audience. The title of the play was integration and served to send
the message that there should be more engagement between peopled with disability andothers.
4. A group of polytechnic students studying media decided to work with an agency that protects
the rights of migrant workers in Singapore. The agency provides temporary shelter for abused
foreign workers (usually maids). They also provided vocational training for maids who plan to
set up small businesses (hairdressing, small cafes) when they return to their countries. After
interacting with the foreign workers, interviewing them and understanding their challenges, the
polytechnic students produced a video clip to raise awareness of the challenges and difficulties
faced by some foreign workers in Singapore. The video clip was then used by the agency forpublicity and awareness.
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THE SERVICE LEARNING PROCESS: 5 COMPONENTS OF SERVICE LEARNING
Service learning places equal emphasis on service outcomes and learning goals and it comprises
of five phases (IPARC):
Phase Activities
Investigation Teachers and students identify the problems and needs of a communitythat they might potentially address. Investigation typically involves somesort of research into the works of an organization or the needs of acommunity to better understand the target group.
Use this opportunity to ask yourself what you want to learn from thisservice learning project.
Planning andPreparation
Teachers, students, and community members plan the learning andservice activities, and address the administrative issues needed for asuccessful project.
Action (Implementing the Service Activity): The heart of the project: engaging inthe meaningful service experience that will help your students developimportant knowledge, skills, and attitudes, and will benefit the community.
Reflection: Activities that help students understand the service-learning experienceand to think about its meaning and connection to them, their society, andwhat they have learned in school.
Celebrating andSharing
The final experience when students, community participants and otherspublicly share what they have learned, celebrate the results of the serviceproject, and look ahead to the future.
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OBJECTIVE
CharacterDevelopment
Increase social
awareness
Development
of life skills
Instilling college values:
Social Responsibility,
Teamwork, Innovation,Commitment & Perseverance
Finding the moral compass
Building competencies and
skills: Eg: interpersonal,
critical thinking, problem
solving, planning &
organizational skills.
Understanding social
issues: Increase exposure
to and understanding of
community problems
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Chapter 2 - Approach and Guidelines to Service
Learning(A) Approach
1. All students are to carry out one or more Service Learning Project in the Civics
Groups during their JC1 period. Students who are unable to participate or carry out the
Service Learning Project fully will only be awarded service hours for committed duties.
2. Students carry out Service Learning Projects with Civics Tutors as mentors.
3. Each SL Project has both service and learning objectives
4. Six to nine-month project where students plan, organize, and carry out a service-learning
initiative for the local/ overseas community.
5. As the SL project is conducted as a CG, each team will comprise between 20 -25 students.
6. CCE lessons will be used for Service Learning Project planning and reflection which would
be facilitated by the Civic Group Representatives and Civics Councillors.
7. The whole Service Learning Project should be minimally 10 hours (including face-to-face
meeting with host organization or teacher organizer and hours committed from the actual
SL event).
8. Types of SL projects undertaken by students should benefit the college, the local
community and beyond. These could be looking into areas concerning:
a) Youth and Children
b) Elderly
c) People with disabilities
d) Environment/ Recycling
e) Animal welfare/ conservationf) other target communities.
Students are discouraged from doing projects that involve just indirect service (which
includes beach cleanups and flag days etc.)
There are platforms that are college-based. CGs can contribute to these as well as their SL
project.
a) EduRace (setting up booths for JC 1 Science CGs only)
b) Humanities Week
c) Batam OCIPd) National Day Carnival
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9. Students need to be allocated into different roles to allow the smooth completion of the
project. Key roles are highlighted in the diagram below:
Service Learning Group Structure
Mentor Teacher
Monitors progress of project in meeting
the specific goals and outcomes
Reviews project proposal summary, and
final project report
Evaluates the groups and members
performance
Team Leader and Asst Team Leader
The student leaders are the student
facilitators for the group. The leaders will
be trained on the foundations of Service-
Learning, facilitation skills, project
management, and managing group
effectively.
Secretary
Ensures proper
documentation of
meeting/discussion
minutes
Ensures proper filing of
project related
documents
Update and maintain
CGs Service Learning
Portal .
Safety Officer
Prepare safety
assessment forms and
ensure activities are
carried out in a safe
manner.
Other project roles
Assigned by team
leaders
Ensures smooth running
of the service learning
project.
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(B) Guidelines
Starting out
1. SL teams are required to conduct the project in 5 phases, which includes coming up
with a plan to help the target community. Students are to come up with a proposal of
their plants and this will be vetted by CTs. Once vetted, these proposals willbe submitted
to the JC1 Assistant Dean, Ms. Nirmala and CIP/ Service Learning Coordinator, Mr Yew Zu
Yao Jonathan.
2. All projects must be in collaboration with the college, Non-Profit Organisations or
Voluntary Welfare Organisations. For groups working with NPOs and VWOs, the
agencies that students are working with must be approved by the College prior
project embarkation. Otherwise the college will not recognise their contributions even if it
is supported by relevant documents.
Period to embark on Project
3. Service Learning Projects could be conducted throughout Term 2 and Term 3,
depending on the nature of their SL projects. Ideally, SL teams should conduct their
projects during June holidays, 1 week September holiday, Saturdays during Term 2 and
Term 3, November- December Holidays. Do take note projects should be completed before
15th December.
4. SL teams are not allowed to use curriculum timeor CCA days to conduct SL projects.
SL teams could use a day after curriculum hours, provided if they do not clash with school
events, to conduct their SL projects.
5. SL teams are to complete their SL projects by the end of Term 3 (recommended). So
that students have ample time to focus on the promotional examinations in Term 4. Also, to
have adequate time during the November-December Holidays to prepare for TPJC Service
Learning Day. SL teams who are unable to meet the deadline are to write in formally to the
CIP/ Service Learning Coordinator to appeal for a time extension.
Funding6. The students are encouraged to keep expenditure to a minimum for their projects. A
seed fund of SGD 50 will be provided for each SL team. Teams will only be reimbursed
in term 4, after completion of project and submission of project reports.
7. Additional funding could be obtained through
application of a grant through National Youth
Council. Teacher and students can check up the
Young Changemakers (YCM) Grant at
http://ycm.nyc.sg/young-changemakers-ycm-grantfor more details.
http://ycm.nyc.sg/young-changemakers-ycm-granthttp://ycm.nyc.sg/young-changemakers-ycm-granthttp://ycm.nyc.sg/young-changemakers-ycm-grant -
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8. Proper accounts and documentation have to be kept for any fund-raising activities carried
out in the College (refer to guidelines for fund raising projects shown below). As such, do
advise your students to refrain from carrying out fund-raising activities if the amount to
be raised is not a significantly large sum of money. However, exceptions can be made, e.g.
when the Service Learning Project is to actually raise a certain amount of money to be
donated to a certain organisation. Such fund raising activities are to be only conducted
within the college. Please refer to the guidelines below:
DESCRIPTION GUIDELINES
1. OBJECTIVES For funding of projects with VWOs or NPOs.
2. TARGETTED GROUP
Only Students in College and subjected to approval from VP(Admin). Approval to be requested through CT. All externalfund raising projects will need to obtain licence from PoliceDivision.
3. TYPE & NATURE OFPROJECT
Sale of food or merchandise items or providing service (eg. carwash)
Food items self-prepared food must be food that can be kept under
long hours and heat. For example, biscuits, brownies,cakes and etc. Food such as fried bee hoon is NOTallowed ,
Food must be prepared and handled under strict hygieneconditions.
4. ACCOUNTS
Accounts must be kept properly.
Daily earnings must be given to the teacher in charge, recordedand signed by 2 students and teacher in charge.
For all expenditure (including cost price & expenditure of projectswith VWOs), receipts together with the accounting summary ofthe whole project must be submitted to Teacher-In-Charge forkeeping.
Additional funds will be donated to Tampines JC StudentAssistance Scheme.
5. NUMBER OF PROJECTSPER TERM OR YEAR
Case by case basis.
Documentation
9. The Service Learning Portfolio. Each SL team will be issued a Service Learning Portfolio
in which they will populate the site with relevant information of the progress of their work.
The technicality of how the site can be used will be taught to all SL team leaders and the
secretaries at a separate training session.
10. Service Time Log Sheet, Evaluation Form from Organizations, Individual reflections
and Project Report will have to be completed and submitted to CT and CIP/ Service
Learning coordinator before service hours can be awarded. The underlying rationale
for this is to help students to gain a deeper understanding and appreciation of what
community service and social responsibility means.
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Service Learning Day
11. The TPJC Service Learning Day will be held in conjunction with commemoration of Total
Defence Day. It is significant as the objective of Service Learning is to instill the sense of
stewardship to the community in TPJCians, which is very much the essence of Social
Defence (one of the five pillars of Total Defence).
As one people, we have a duty to contribute to the community by helping the less fortunate
and underprivileged among us, regardless of their race, language, religion, age or
nationality. By doing so, we can further strengthen social cohesion, and build a gracious,
compassionate society.
Recognition
12. The TPJC Service Learning Award is to recognize the efforts of the SL group in serving
the target community. If their project meets all of the criteria as listed below, they will
receive a Certificate of Distinction (Internal College Award). This certificate will certainly
enhance their portfolio and may be valuable in terms of university admission or for future
employment.
The criteria for the Award is as follows:
A well-thought out approach in meeting the needs of the community.
The project is of a challenging nature with considerable scope and scale
Significant benefits reaped by the target group (organisation)
Positive feedback from the organisation
Insightful project report and creative layout of the groups Powerpoint photo-story.
Needing help?
13. For inquiries on SL projects, please approach Mr Yew Zu Yao Jonathan (email:
[email protected]; H/P No: 97217086; ext: 199) orMs. Nirmala (ext
105).
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Chapter 3 - Service Learning Themes(A) Youth and Children
In working with youth and children, SL groups need to liaise with a Voluntary Welfare Organisation
and organize activities (see suggestions below) for these youth and children assisted under the
VWO.
Suggested Activities Learning Points
Home Visit and Befriending Performances Cleaning of Children Home
Collection of toys, food and clothes Festival Celebration (eg. Christmas, New Year) Reading programme
Tuition programme Conducting workshop to impart a skill (eg: impart netball
skills by netball team).
External trips (related to the causes e.g. Art and
Heritage/Environment and AnimalWelfare/Sports/Health)
Learn about how to communicatewith children.
Learn about children homes.
Developing social responsibility. Developing planning,
organizational, interpersonal andleadership skills.
Performing skills Develop teaching/educating skills
For an overseas experience, SL teams can opt to embark on Batam OCIP.
Batam OCIP Learning Points
CGs are to think of how they can engage and helpchildren from Orphanages in Batam.
Come up with activities to educate children fromOrphanages.
Think of ideas of how they can better the lives of the lessfortunate.
Learn to contribute to help theless fortunate.
Appreciate what we have inSingapore.
Learn to transfer the learningfrom Batam OCIP to help the lessfortunate in Singapore.
NOTE: For Batam OCIP 2013, only 12 CGs will be selected to participate.
For this year, we are bringing you closer to the community. We are working with Tampines North
CCC to address the needs to low socioeconomic status families and youths. Your SL project could
be crafted to address their needs and empower these less fortunate youths to achieve their
aspirations.
Tampines North CCC Engaging the community Learning Points
Food/ clothes collection to be donated to the lower incomefamilies needing support.
"Creative Tampines" project, where students/ CGs could
perform to public to add vibrancy to the Tampinescommunity.
Serving low-income families through home improvementprojects, e.g. house painting and cleaning.
Learn to contribute to help theless fortunate.
Contributing in community
cohesion and bonding.
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(B) The Elderly
In working with the elderly, SL teams will be liaising with the Interacters from TPJCs Interact Club
in their Reach and Bridge project. They are the subject matter experts when it comes to serving
the elderly communities. They have a few collaborating VWOs and they do offer meaningful
projects that you can embark on. Another exciting project that we are offering is the C3A project
which in collaborative effort of TPJC and the Council for Third Age (for more information you can
visit their website @http://www.c3a.org.sg/). For this project, more information will be provided to
you by the CIP/ Service Learning Coordinator.
Reach and Bridge Learning Points
Home Visit and Befriending Performances Cleaning of Home
Collection of food and clothes Festival Celebration (Eg: Christmas, New Year)
Reading
Tapping on the experiences of the elderly, engagingthem in activities for preservation of heritage.
Engage the elderly in simple sports/games to promotegood health and wellness.
Learn about how to communicatewith elderly.
Learn about nursing homes.
Developing social responsibility. Developing planning,
organizational, interpersonal and
leadership skills. Performing skills
C3A project Learning Points
Equipping the elderly with skills to empower them in thiscontinuously developing IT age.
Promoting intergenerational exchange through digitalstory telling.
Learn about how to communicatewith elderly.
Developing social responsibility.
Developing planning,organizational, interpersonal andleadership skills.
(C) People with disabilities/ health-related issues
In working people with disabilities/ health-related issues, regardless of their age-group, SL groups
need to liaise with a Voluntary Welfare Organisation (See from VWO listing). Special training
could possibly be provided by the VWO to prepare you to conduct your project meaningfully.
Please be sensitive about the needs and feelings of this group of people. Serve with humility and
compassion.
Suggested activities Learning Points
Home Visit and Befriending
Performances Cleaning of Home
Collection of toys, food and clothes Festival Celebration (eg. Christmas, New Year)
Conducting workshop to impart a skill (eg: impart netballskills by netball team)
Activities to raise awareness and educate public about aspecific group of physically handicapped people.
Learn about how to communicatewith disabled.
Learn about disabled homes.
Developing social responsibility. Developing planning,
organizational, interpersonal andleadership skills.
Performing skills
Develop teaching/educating skills
http://www.c3a.org.sg/http://www.c3a.org.sg/http://www.c3a.org.sg/http://www.c3a.org.sg/ -
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(D) The Environment/ Recycling
In working to promote awareness of environmental protection and conversation, SL teams can
take on projects to support the efforts of Keep Singapore Beautiful Movement by the National
Environment Agency, creating awareness of greeneries in Tampines by embarking on the Eco
Green Project or liaise with an environmental agency such as PUB, Nparks etcto work on your SL
project.
Suggested Activities Learning Points
Nature guiding for younger students in parks.
Planting of mangroves Our Waters Programme - Sungei Tampines.
(e.g. academic research/public education)
Newspaper Collection Educating on the awareness of recycling and
conservation effort.
Care and concern for theenvironment
Application of content subjectsuch as Science habitat, impactof man on the environment, andGeography.
Develop civic responsibility inparks and reserve area
Tampines Eco Green Project Learning Points
Nature guiding for younger students in parks. Educating on the awareness of greeneries in Tampines
and promoting environmental conservation.
Care and concern for theenvironment
Application of content subjectsuch as Science habitat, impactof man on the environment, andGeography to develop lessonpackage for the public.
Develop civic responsibility inparks and reserve area
Tampines Round Market Project (Keep Singapore BeautifulMovement)
Learning Points
Educating on the awareness of cleaning up after meals. Push for behavioural change in Singaporeans for a more
gracious Singapore.
Care and concern for theenvironment
Develop civic responsibility inparks and reserve area
(E) Animal Welfare and Conservation
In working in the area of animal welfare and conservation, SL teams has to liaise with animal
welfare groups such as SPCA (Society for the Prevention of Cruelty to Animals), Singapore
Zoological Gardens etc (List of possible collaborators for more information).
Suggested activity Learning Points
Awareness campaign Assembly talks
Ambassadorship
Care and concern for the animals Application of content subject
such as Science habitat, impactof man on the conservation ofanimals.
Develop civic responsibility inparks and reserve area
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(F) Others
There are also other areas which you could focus on for your SL project. Your emphasis could
possibly be creating awareness of NE related issues (TPJC Edurace) or even contribute in the
efforts to fund raise during TPJCs National Day Carnival for Dover Park Hospice.
Others Learning Points
Facilitator for Learning Journey (e.g. National Museum, the ArtMuseum, Library)
Volunteer for the Arts Scene as backstage helpers or in theirad-hoc events
Organise activities/festive celebrations for residents in certainHDB precincts
Reading programme in the Library
Application of content subjectsuch as History, Art
Develop organizational andplanning skills
Develop civic responsibility
NE Booths for EduRace Learning Points
CGs are to set up booths for Pri/Sec school students.
ALL booths activities MUST have an NE component of eitherInternational Friendship or Total Defence (details will begiven on a later date).
Activities can include: card games, toy gun shooting, musicalchairs, quizzes, posters, PPT presentation.
Making use of their knowledge
of NE issues to educatePri/Sec school students
Learn about how to plan andorganize activities to cater tothe needs of the participants
Developing planning,organizational, interpersonaland leadership skills.
NOTE: For EduRace 2012, only 6 SCIENCE CGs will be selected to participate.
National Day Carnival Learning Points
CGs are to set up booths to canvass for funds from the
college. ALL booths activities MUST have components related to
Singapore.
Making use of their knowledge
of NE issues. Learn about how to plan and
organize activities to cater tothe needs of the participants
Developing planning,organizational, interpersonaland leadership skills.
Humanities Week Learning Points
CGs are to set up booths for Pri/Sec school students. ALL booths activities MUST have an NE component of either
International Friendship or Total Defence (details will be
given on a later date). Activities can include: card games, toy gun shooting, musical
chairs, quizzes, posters, PPT presentation.
Making use of their knowledgeof NE issues to educatePri/Sec school students
Learn about how to plan andorganize activities to cater tothe needs of the participants
Developing planning,organizational, interpersonaland leadership skills.
SL teams have the freedom to explore and render their services to other communities not
elaborate in this resource kit. You may speak with your Civics Tutor to discuss these further.
Alternatively, you can approach your schools CIP/ Service Learning Coordinator for advice.
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Chapter 4Projects ShowcaseProject 1 Batam OCIP
CG: 12S22
Project Description
This project involves educating, helping the less fortunate children from Orphanages in Batam. We
had planned and taught the children some life skills and also worked with them to produce some
art work (Friendship bands).
Learning Objectives
1. Learn to contribute to help the less fortunate
2. Appreciate what we have in Singapore
3. Learn about the different culture, interact with one another4. Developing teaching or educating skills
5. Developing planning, organizational, interpersonal and leadership skills
6. Developing social responsibility
Snippets of Reflection
Through this trip, we realized how fortunate we are. The children there do not have proper
footwear. They are not well-educated. We felt that we have took things for granted. On the other
hand, they are generous and are willing to share things with one another. When some of the
children were awarded with prizes with the top few high score with badminton rackets and crayons,they were not selfish; they were willing to share with their friends. 12S22
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Project 2 National Day Carnival
CG: 12A09
Project Description
To raise funds for the Dover Park Hospice we have set up a booth during the schools National
Day Carnival to provide photo-taking services using Polaroid cameras. For that, we designed a
nice backdrop to entice our fellow college mates to patronage our booth. Furthermore, we also
sold old-school snacks and helium balloons.
Learning Objectives
1. Teamwork - To work together as a CG.
2. Be committed to the project without complaints
3. To do our part to contribute to society by raising funds for a charitable cause.
Snippets of Reflection
Despite our small class of only 16, we managed to set up a pretty successful booth. Of course,
this experience was fraught with difficulties, but I think that the difficulties were what made this
memorable. I think that this has helped bond the class further, and given me new insight into the
spirit of volunteerism. - Sheena Koh, 12A09
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Chapter 5Road Map and TimelinePhase JC1 Approach to Service Learning Remarks
Investigation Use of a Pre-SL activity as a platform to introduce SL
so as to help students to put service in perspective. (SLintroduction during assembly)
Identify real community needs and possible SL project
that the SL team wants to focus on. These
brainstorming sessions are to be facilitated by the
Civics Councilors and CG Chairperson of each class.
Use the write up on the various
areas that you can help in to frameyour discussion.
Do be proactive in finding out more
about the area that you are
interested in serving.
Planningand
Preparation
Drawing up a project proposal and submit to yourProject Mentor (CT / CCA teacher) for vetting andpreliminary approval.
Your Project Mentor will evaluate the feasibility ofthe project first. Upon revision of the proposal, yourProject Mentor will be forwarding the project proposal toMr. Jonathan Yew and Ms. Nirmala for approval.
Upon approval of your project proposal, do draw up atimeline, action plan and delegate the roles andresponsibilities for the smooth running of the SL project.
All SL proposals should besubmitted to your project mentor(Civics Tutor or relevant teacher-in-charge).
By T2W3 for approval
Action SL team will be implementing their plans.
Service with a heart and learn with humility. Mr. Yew
Your Teacher Mentor will be there to provide guidance andfeedback of your service to the community.
All JC1 CGs are to complete theSL project in their1
stacademic
year. Sharing of their work will
take place in the subsequent yearduring Service Learning Day.
Reflection Reflect: Draw out & reinforce learning points as stated in theproposal template.
SL team leaders will facilitate reflection in class underthe guidance of the Project Mentor. Use the groupreflection journal as a guide as teams are required tothat at the end of their projects.
It is also paramount that you engage reflection in
solitude and fill up the Individual Reflection Formtoconsolidate your learning.
Note:(i) Civics Councilors must get the Organisation to fill in theEvaluation form & Time log sheet.(ii) Reflection is an on-going process. It is also done duringthe planning and action phases.
JC 1 Civics Councilors to submitthe following (in hardcopy) to Mr.Jonathan Yew or Ms. Nirmala ofthe Student DevelopmentDepartment.
Time log sheet to indicatehours completed
Evaluation form to be filled in
by the Organisation/ CivicsTutors.
Individual Reflections
Service Learning ProjectReport
Hi-resolution photographsof project (in CD)
SL Leaders to compile and submitthe above documents togetherwith the softcopy ofIndividualReflections and ServiceLearning Project Report to CT
and Mr. Jonathan Yew / Ms.Nirmala of Student DevelopmentDepartment latest 2 weeks aftercompletion of projects.
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CelebratingandSharing
Do a group projectPowerPoint slideshow orvideo, AND a Project Posterto tell the story andlearning points of the SL project.
You will be showcasing the works of your serviceproject during TPJCs service learning day. This
sharing will be held in conjunction withcommemoration of Total Defence Day.
More information will bedisseminated to you nearer theend of the year.
Note: Service hours will only be recognised and entered into Cockpit provided the SL Team has
submitted the relevant documents requested above.
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Chapter 6Approaching a partnering organizationDuring the Investigation phase, your SL team would have decided to work with a particular
community. There are many agencies, voluntary welfare organizations (VWOs) etc. that are your
target community as well. It will certainly be wise if you approach these agencies and get their
assistance in helping your team achieve your learning objectives. A list of possible partnering
organizations could be found in Chapter 7.
What you should do
Either call the organization directly or email them.
For emails, please include your project mentor and the CIP/SL coordinator in the cc of your
email coordination with the partnering organisation.
In the email please include the following:
Identify yourself and also make known to the organisation your team size.
Your Service Learning Project plans (follow up with your project proposal only when the
organisation is interested in collaborating with your SL team)
You should include details like the timeframe that your SL team is able to conduct the project.
Enquire on nature of assistance needed by the organization
Ask for a possible meet up to discuss the project further.
Here is an example:
Dear Sir/Madam,
I am , a student from Tampines Junior College. I am leading a team of
on our Service Learning Projects (SLP), an outreach project aimed towards serving the community at large.
I would like to enquire about the programmes that your organisation have in place to help your target group
in the community.
Through your website, I understand that your organisation works with [Insert VWOs work] and have
programmes catered to help them. [With regard to the specific organization, elaborate more on what we
understand about their current programmes. max 3-4 lines]
My Service Learning Team is interested in working with you to help this group as well.
I was wondering is there a possibility to meet up to further discuss the possible implementation of the project.
Hope to hear from you soon. Thank you so much for your kind attention.
Warmest regards
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Chapter 7List of possible partnering organisation(A) HEALTH
NO. NAME OF ORGANISATION ADDRESS TEL NO. & FAX NO. EMAIL / WEBSITE SERVICES
1 Action For AIDS (Singapore) 31, #02 - 16Kelantan Lane
C/O DSC ClinicSingapore200031
Phone: 6254 0212Fax: 6256 5903
http://www.afa.org.sg
AIDS
2 Alzheimer's Disease Association 157, #01 - 1195Toa PayohLorong 1Singapore310157
Phone: 6353 8734Fax: 6353 8518
http://www.alzheimers.org.sg
AlzheimersDisease
3 Autism Association (Singapore) 381, #01 - 398Clementi Ave 5Singapore120381
Phone: 6774 6649Fax: 6774 6957
http://www.autismlinks.org.sg
Autism
4 Children's Cancer Foundation Orchard P O Box0157Singapore912306
Phone: 6835 6465Fax: 6835 0032
http://www.ccf.org.sg
Cancer
5 Diabetic Society Of Singapore,The
17, #02 - 12Ang Mo Kio Ave9 Singapore569766
Phone: 6450 6132Fax: 6553 1801
http://www.diabetes.org.sg
Diabetic
6 Down Syndrome Association(Singapore)
17A, #01 - 270Telok BlangahCrescentSingapore
091017
Phone: 6278.3907Fax: 6278.3908
http://www.downsyndrome-singapore.org
Down Syndrome
7 Dyslexia Association OfSingapore
2, #05 - 00Bukit MerahCentral,Spring SingaporeBuilding,Singapore159835
Phone: 6444 5700Fax: 6444 7900
http://www.das.org.sg
Dyslexia
8 Kidney Dialysis Foundation 333, #03 - 33Kreta Ayer RoadSingapore080333
Phone: 6225 3133Fax: 6225 0080
http://www.kdf.org.sg
Kidney
9 Leukemia and LymphomaFoundation 151, #02 - 05North BounaVista Road,Phrase Z.Ro,The ConnectionSingapore139347
Phone: 6778 7545Fax: 6778 4508 www.llf.org.sg Leukemia &Lymphoma
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NO. NAME OF ORGANISATION ADDRESS TEL NO. & FAX NO. EMAIL / WEBSITE SERVICES
10 Muscular Dystrophy AssociationOf Singapore
1, #07 - 05Shenton WaySingapore068803
Phone: 6293 3177Fax: 6293 3177
http://www.mdas.org.sg
MuscularDystrophy
11 National Kidney Foundation 81 Kim Keat
RoadSingapore328836
Phone: 6299 0200
Fax: 6299 3164
http://www.nkfs.org Kidney
12 Parkinson's Disease Society(Singapore)
11 Jalan TanTock Sengc/o NNIAdministrationLevel 2Singapore308433
Phone: 6357 7060Fax: 6256 4755
ParkinsonsDisease
13 Singapore Anti-TuberculosisAssociation
17 Kreta AyerSATA ChinatownClinicSingapore088989
Phone: 6244 6686Fax: 62210402
http://www.sata.com.sg
Anti-Tuberculosis
14 Singapore Association ForMental Health
69, #01 - 365Toa Payoh Lor 4Singapore310069
Phone: 6255 3222Fax: 6252 6834
http://www.samhealth.org.sg
Mental Health
15 Singapore Cancer Society 15, #04 - 01/04Enggor StreetRealty CentreSingapore079716
Phone: 6221 9578Fax: 6221 9575
http://www.singaporecancersociety.org.sg
Cancer
16 Singapore Heart Foundation, The 3 SecondHospital Avenue
Level 1 HealthPromotion BoardSingapore168937
Phone: 6236 0630Fax: 6438 8312
http://www.myheart.org.sg
Heart
17 Singapore Leprosy ReliefAssociation
18 Lorong BuangKok, Yio ChuKang RdSingapore547566
Phone: 6481 3270Fax: 6483 0766
http://www.cyberway.com.sg/~nc0038
Leprosy
18 Singapore National StrokeAssociation
26 DunearnRoadSingapore
309423
Phone: 6358 4138Fax: 6358 4139
http://www.snsa.org.sg
Stroke
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B. CHILDRENS HOME / ASSOCIATION
NO. NAME OF ORGANISATION ADDRESS TEL NO. & FAX NO. EMAIL / WEBSITE SERVICES
1 Chen Su Lan MethodistChildren's Home, The
202 SerangoonGarden WaySingapore556057
Phone: 6285 4941Fax: 6285 4942
2 Children's Aid Society (Melrose) 503 ClementiRoadSingapore599488
Phone: 64665758Fax: 6462 0729
http://www.childrensaidsociety.org.sg
3 Children's Charities AssociationOf Singapore
14, #01 - 69Holland AvenueSingapore271014
Phone: 6773 2561Fax: 6773 2596
4 Jamiyah Childrens Home 1 Chin ChengAvenueSingapore429400
Phone: 63449533Fax: 63443202
5 Save The Children Singapore Ltd 479, #01 - 241Tampines Street44Singapore520479
Phone: 6784 1481Fax: 6784 8523
www.planet-thumbsup.com
6 Singapore Children's Society 298, #09 - 05Tiong BahruRoadCentral PlazaSingapore168730
Phone: 6273 2010Fax: 6273 2013
http://www.childrensociety.org.sg
7 Spastic Children's Association
Of Singapore
65 Pasir Ris
Drive 1Cerebral PalsyCentreSingapore519529
Phone: 6585 5600
Fax: 6585 5603
http://www.spastic.org.s
g
C. ELDERLY HOME /CENTRE
NO. NAME OF ORGANISATION ADDRESS TEL NO. & FAX NO. EMAIL / WEBSITE SERVICES
1 Geylang East Home For TheAged
97, #01 - 439AljuniedCrescentSingapore380097
Phone: 6745 7880Fax: 6741 794
2 Moral Home For The AgedSick No.1 Jalan BilalSingapore468854
Phone: 64410619/Fax: 64436445
3 Kheng Chiu Loke Tin Kee Home 70 TampinesAvenue 4Singapore529681
Phone: 6789 7889Fax: 6789 7811
4 Singapore Action Group ofElders
19 Toa PayohWestSAGE ComplexSingapore318876
Phone: 6354 1191Fax: 6353 7148
http://www.sage.org.sg
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NO. NAME OF ORGANISATION ADDRESS TEL NO. & FAX NO. EMAIL / WEBSITE SERVICES
5 Salvation Army ThePeacehaven Nursing HomeFor The Aged
9 Upper ChangiRoad NorthSingapore507706
Phone: 65465678Fax: 65461831
6 Jamiyah Home For The Aged No. 1Tampines
Avenue 3Singapore529707
Phone: 67837071Fax: 67830576
7 Northeast CDCTung LingEldercare Centre
Blk 101,TampinesStreet 11 #01-13 Singapore521101
Phone: 67867688Fax: 67867689
D. HOME OR ASSOCIATION FOR THE DISABLED
NO. NAME OF ORGANISATION ADDRESS TEL NO. & FAX NO. EMAIL / WEBSITE SERVICES
1 Christian Outreach To The
Handicapped
29Jalan
TembusuSingapore438235
Phone: 6440 9740
Fax: 6440 9501
http://www.coh.org.sg
2 Disabled People's Association 150A, #02 - 00Pandan GardensDay Care CentreSingapore609342
Phone: 6899 1220Fax: 6899 1232
http://www.dpa.org.sg
3 Moral Home For Disabled Adults 2 Chai CheeLaneSingapore469030
Phone: 64417640Fax: 64417641
www.thkms.org.sg
4 Movement For The Intellectually
Disabled Of Singapore
800 Margaret
DriveSingapore149310
Phone: 64795655
Fax: 64790706
http://www.minds.org.sg
5 Riding For The DisabledAssociation Of Singapore
5 Jalan MashhorRDA CentreSingapore299174
Phone: 6250 0176Fax: 6354 2396
www.rdasingapore.org
6 Singapore Association For TheDeaf,
227 MountbattenRoad, Singapore397998
Phone: 6344 8274Fax: 6345 7706
http://www.sadeaf.org.sg
7 Singapore Association Of TheVisually Handicapped
47 Toa PayohRiseSingapore
298104
Phone: 6251 4331Fax: 6253 7191
http://www.savh.org.sg
8 Singapore Disability SportsCouncil
15 Stadium RoadGate 1 NationalStadium (WestEntrance)Singapore397718
Phone: 6342 3501Fax: 6342 0961
http://www.sdsc.org.sg
9 Society For The PhysicallyDisabled, The
2 Peng NguanStreet, Singapore168955
Phone: 6323 2303Fax: 6323 7008
http://www.spd.org.sg
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NO. NAME OF ORGANISATION ADDRESS TEL NO. & FAX NO. EMAIL / WEBSITE SERVICES
10 Special Olympics Singapore 2, #01 - 65St George'sRoadSingapore322002
Phone: 6293 3182Fax: 6293 8497
http://www.specialolympics.org.sg
11 Sun-Dac Centre For The Disabled 213, #01 - 110Choa Chu KangCentralSingapore680213
Phone: 6763 6234Fax: 6763 1784 web.singnet.com.sg/~sundachq
12 Sunlove Abode For Intellectually-Infirmed Ltd
461 LorongBuang KokTrafalgar UnitsSingapore545210
Phone: 6483 0841Fax: 6483 2025
13 Very Special Arts Singapore Ltd 133, #01 - 138Bedok NorthAvenue 3Singapore460133
Phone: 6448 6275Fax: 6441 6403
http://www.vsa.org.sg
F. COMMUNITY HOSPITAL OR HOSPICE
NO. NAME OF ORGANISATION ADDRESS TEL NO. & FAX NO. EMAIL / WEBSITE SERVICES
1 Ang Mo Kio Hospital Ltd 17 Ang Mo KioAvenue 9Singapore569766
Phone: 6453 8033Fax: 6454 1729
www.amkh.com.sg
2 Assisi Home & Hospice 820 ThomsonRoad Singapore574623
Phone: 6347 6446Fax: 6253 5312
http://www.assisihospice.org
3 Bright Vision Hospital 5 Lorong NapiriSingapore547530
Phone: 62485757,64898161. Fax:6387 7887
http://www.bvh.org.sg
4 Dover Park Hospice 10 Jalan TanTock SengSingapore308436
Phone: 6355 8200Fax: 6258 9007
http://www.doverpark.org.sg
5 Hospice Care Association 12 Jalan TanTock SengSingapore308437
Phone: 6251 2561Fax: 6352 2030
http://www.hca.org.sg
6 Kwong Wai Shiu Hospital AndNursing Home
705Serangoon Road
Singapore328127
Phone: 6299 3747Fax: 6299 2406
http://www.kwsh.org.sg
7 Ren Ci Hospital & MedicareCentre
9, #01 - 0010 BuangkokViewRen Ci Hospital& MedicareCentreSingapore539747
Phone: 6385 0288Fax: 6385 0388
http://www.renci.org.sg
8 St Andrew's Mission Hospital 8Simei Street 3Singapore
529895
Phone: 65861086Fax: 65861096
http://www.samh.org.sg
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G. FAMILY SERVICE CENTRE
NO. NAME OF ORGANISATION ADDRESS TEL NO. & FAX NO. EMAIL / WEBSITE SERVICES
1 Pasir Ris Family Service Centre Blk 534, PasirRis Drive 1, #01-266 Singapore510534
65812159 65843580 Student care
Youth andChildrensprogramme
Community
Services2 Tampines Family Service Centre Blk 470,
Tampines Street44 #01-194Singapore520470
67872001 67874459 StudentCare
YouthCentre
Holiday &ad-hocactivities
3 AWWA Teach Me Services No. 9 LorongNapiri,Singapore 547532
6511 5200 6511 5209 To assistchildren withspecialneeds gainsadmission tomainstream
schools andto maximizetheireducationalabilities.
H. OTHER ORGANISATIONS
NO. NAME OF ORGANISATION ADDRESS TEL NO. & FAX NO. EMAIL / WEBSITE SERVICES
1 Hope Centre (Singapore) 410AJoo Chiat RoadSingapore427636
Phone: 63485479Fax: 63485479
www.hopecentre.org.sg
2 Kampung Senang Charity andEducation Foundation
840, #01 - 111Tampines Street82Singapore520840
Phone: 67852568Fax: 67852569
http://www.kg-senang.org.sg
3 Metta Welfare Association 30Simei St 1Singapore529949
Phone: 6788 5800Fax: 6788 5507
http://www.metta.org.sg
4 Salvation Army , The 20Bishan St 22
Singapore579768
Phone: 6555 0188Fax: 6458 8958
http://www.salvationarmy.org.sg
5 Singapore After-Care Association 81Dunlop StreetSingapore209408
Phone: 6294 2350Fax: 6295 0095
http://www.saca.org.sg Rehabilitation for exoffendersandfamilies
6 Society Against Family Violence 545, #16 - 04Orchard Road,Far EastShopping Centre
c/o Family WorksPte LtdSingapore238882
Phone: 6235 3341Fax: 6235 7176
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NO. NAME OF ORGANISATION ADDRESS TEL NO. & FAX NO. EMAIL / WEBSITE SERVICES
7 Society For The Prevention OfCruelty To Animals
31Mount VernonRoadSingapore368054
Phone: 6287 5355Fax: 6382 4162
http://www.spca.org.sg
8 Student Volunteer Corps
(Singapore)
113, #01 - 02
Somerset RoadNational YouthCentreSingapore238165
Phone: 62380629
Fax: 67343900
9 Young Men's ChristianAssociation Of Singapore(YMCA)
1Orchard RoadSingapore238824
Phone: 6430 2200Fax: 6336 8003
http://www.ymca.org.sg
Some useful websites of agencies
NO. NAME OF ORGANISATIONS WEBSITE
1 Ministry of Community Development, Youth and Sports www.mcys.gov.sg
2 National Volunteer & Philanthropy Centre www.nvpc.org.sg
3 CIP Central www.cip.org.sg
4 NCSS www.ncss.org.sg
5 Peoples Association Youth Movement www.paym.gov.sg
6 National Youth Council www.nyc.gov.sg
7 Community Development Councils www.cdc.org.sg
http://www.mcys.gov.sg/http://www.mcys.gov.sg/http://www.nvpc.org.sg/http://www.nvpc.org.sg/http://www.cip.org.sg/http://www.cip.org.sg/http://www.ncss.org.sg/http://www.ncss.org.sg/http://www.paym.gov.sg/http://www.paym.gov.sg/http://www.nyc.gov.sg/http://www.nyc.gov.sg/http://www.cdc.org.sg/http://www.cdc.org.sg/http://www.cdc.org.sg/http://www.nyc.gov.sg/http://www.paym.gov.sg/http://www.ncss.org.sg/http://www.cip.org.sg/http://www.nvpc.org.sg/http://www.mcys.gov.sg/ -
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Chapter 8TPJC ContactsStudents are to approach their SL project mentors for advice.
If SL Project mentors require further assistance, please do not hesitate to contact the CIP/ Service
Learning Coordinator.
Mr. Jonathan Yew
CIP/ Service Learning Coordinator
Extension: 199
Email:[email protected]
Hp: 97217086
Other contact information
Ms. Nirmala
JC1 Assistant Dean
Extension: 227
Email: [email protected]
Mr. Egwin Lian
JC1 Dean
Extension: 611
Email: [email protected]
Mrs. Sze Chai Ju
JC2 Dean
Extension: 617
Email: [email protected]
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Chapter 9Frequently Asked Questions1. Why is there a need for JC students to be engaged in more CIP? I have done plenty of
that in my secondary which I came from.
CIP and Service Learning are different ways in which one helps a community. The formeremphasizes mainly on the service rendered to the community while the latter has emphasison service rendered as well as your learning from the service experience.
2. I have done/ am currently doing an SL project with my CCA/ IP group. Do I need to doone as a class?Yes. Doing SL as a class not only serves as an avenue for you to put your values in actionbut also serves as an opportunity for class bonding.
3. How does a CG register for a college-based SL project?There are many college-based SL projects that are offered to CGs to embark on. Your CivicsCouncillors will be given access rights to a google document/ form to sign the CG up for the
project-of-interest.
4. Due to some reasons I am unable to help my CG with the SL project during the actualexecution of the project plans. Will I still be awarded the service hours for the project?In awarding of service hours, it is divided into two phases planning and actual. Despiteunavailability to help out during the actual execution of the SL project, the college doesrecognize your efforts rendered in the planning of the project. Service hours will be creditedfor the planning phase.
5. If we are faced with problems during the midst of preparing for our SL project, whoshould we seek advice from?All CGs or CCA groups embarking on an SL project would have been appointed a project
mentor. Usually this will be your Civics Tutor or your CCA teacher-in-charge. If you are facedwith any problem in your SL project, do speak with them.
6. I would want to volunteer for other community service projects. How do I go aboutdoing so?Community partners often require help in terms of manpower for community and charityevents. Do check LMS and the Service Learning Portal regularly for any announcementregarding opportunities for your to volunteer your service. CIP hours will be awarded to youbased on the number of hours of service you provided the community partner.
7. I have volunteered in an external organisation, does the college or MOE recognizesuch contribution to the society?Yes we do. For service rendered to external organisations on your own accord, please get anendorsement letter from the organization as a proof of your service. Do advise them that theyhave to include your name, NRIC, the dates and the number of hours of service you haveprovided them in the letter. Submit this endorsement letter to Mr. Jonathan Yew for approvaland awarding of CIP hours to you.
More questions? Feel free to raise them to your SL project mentor or CIP/ Service Learning
Coordinator.
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Chapter 10Guide and Resources for Project
LeadersCivics Councilors will assume the role of the CGs Service Learning Project Leaderwhile the role
of Assistant Project Leader will be assumed by Civics Group Representatives. Project leaders are
required to attend a mandatory workshop to equip them with skills to facilitate and manage a
service learning project.
The contents of the workshop are as follows:
1) Introduction to Service Learning and its Key Elements
2) The 5 Phases of Service Learning
3) Understanding the community and projects listing
4) SL administration (Proposal writing and documentation)
5) Leading and Managing people
6) Facilitating reflections
7) Service Learning portfolio
8) Road Map
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Chapter 11Guide and Resources for MentorsJC 1 CCE LESSON GUIDE TERM 2 WEEK 1 [SERVICE LEARNING]
Title of Lesson / Date: _Service Learning_/ Term 1 W10_________ Level: JC1
Objectives of Lesson Related SECompetencies
7 Habits of HighlyEffective Teens
Related CollegeValues
1. To brainstorm on ServiceLearning Projects
SocialAwareness
Think Win-Win
Synergize
SocialResponsibilities
Innovation
IndependentLearning
2. To equip students with effectivecommunication skills
RelationshipManagement
Seek First toUnderstand,Then to be
Understood Think Win-Win
Teamwork
Integrity
Materials
Service Learning Guidebook
Lesson Content and Suggested Procedure
Time Activity
10mins
Understanding Service Learning
Go through Service Learning Guidebook Chapters 1 -3 to allow students to have a
better understanding of the SL programme of TPJC.
15mins
Braining storming for Ideas
Divide the class into 5 groups.
Brainstorm on any service learning ideas, projects or tasks/activities and the type oforganisations that they will like to work with (referto Chapter 7)
Ask the students to use their experience and information gained from TPJC ServiceLearning Day.
15mins
Planning a timeline and delegating jobs
JC 1 Civics Councillor from your class to lead the discussion focusing on the possible
areas that the class can work on based on their individual groups brainstorming anddraw up possible projects for further action to be taken.
The JC 1 Civics Councillor will discuss with the class on some initial action steps andtimeline (Refer to Chapter 5 as a guide).
The JC 1 Civics Councillor will be key person to source and liaise with externalorganizations to find out their needs and the possible dates that the project could becarried out (Refer to Chapter 6 as a guide). The rest of the class will each have theirown roles and responsibilities to play.
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TAMPINES JUNIOR COLLEGE
STUDENT DEVELOPMENT DEPARTMENT
SERVICE LEARNING PROJECT CHECKLIST
Here is a guide for you to ensure that your SL project runs smoothly
PREPARATION and PLANNING
CHECK TASKS
Selected an SL project
Submitted SL project proposal
ACTION
CHECK TASKS
Took many photographs during SL project (needed for project report andposter)
External organization feedback form
Time-Log sheet
REFLECTION
CHECK TASKS
Individual reflection
Project Report
SUBMISSION
CHECK TASKS
Hardcopy
1) Time log sheet to indicate hours completed2) Evaluation form to be filled in by the Organisation/ Civics Tutors.
3) Individual Reflections4) Service Learning Project Report5) Hi-resolution photographs of project (in CD)
Softcopy
1) Individual Reflections2) Service Learning Project Report
CELEBRATION and SHARING
CHECK TASKS
SL Day Poster and Powerpoint Slideshow
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TAMPINES JUNIOR COLLEGE
STUDENT DEVELOPMENT DEPARTMENT
SERVICE LEARNING PROJECT PROPOSAL
STUDENTS NAME (LEADER):
CG / CCA:
NAME OF CT/TEACHER MENTOR
LEADERS HOME TEL / HP NO (HP) (HOME)
PROJECT TITLE:
Target Community
1. Area of Focus
Include the following in your write up: Service Learning Theme/ target community you are working with Provide necessary details of the target community
2. Host OrganisationWrite down the following details of your partnering organisation Social worker/ personnel you are coordinating with
Name of partnering organisation Address and contact details
THE PROJECT1. Project objectivesTo set objectives, consider the following: Uses action verbs that specify definite, observable behaviours Uses simple language Indicates a single outcome per objective Is realistic and attainable
Should be given timeline to be more effective
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2. Project DescriptionTo set objectives, consider the following: Give details of programmes / activities that will be carried out to achieve the service and learning objectives. To make known what the activity is about? When, where and how each activity will be carried out?
3. Project DeliverablesHere you are to include What you how to achieve through this project. It could be as simple as a lesson package/ a new game to teach
national education, or a newly refurbished reading corner for the orphanage etc.
LEARNING POINTS
1. Learning ObjectivesTo set objectives, consider the following: Decide what you hope to learn when the project is completed.
These can be skills or a better understanding of the target community etc.
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2. Learning ObjectivesTick one or more of the College Core values that is/are likely to be most significantly reinforced in your class whencarrying out this project. In the remark column, state how thelearning points can be achieved.
COLLEGE CORE VALUES TICK REMARKS
1 Teamwork
2 Commitment
3 Social Responsibility
4 Integrity
5 Perseverance
6 Innovation
7 Independent Learning
TASK ALLOCATION
1. Task AllocationFormation of subcommittee, creation of roles. State the roles and responsibilities of each subcommittee/ role. Allocate your team mates into the different committee using the table below
Name Committee Role
TIMELINE
1. Set the timeline required for the project.Use the following table as a guide to illustrate your timeline for your project.
Plan Committee In Charge Timeline
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SAFETY
1. Safety issuesTo fill this section, consider the following: Identify possible safety issues. Elaborate how these issues can be addressed.
BUDGET
Indicate the estimated expenses to be incurred, itemising the expenditure items and the source of funding.
You are encouraged to keep expenditure to a minimum so that fund-raising is not required.
1. Source of FundsTo fill this section, consider the following:
Seed fund provided by TPJC Additional grant application from governmental body (e.g. Young Changemakers Grant) Fund raising (Approval must be sought from the CIP/Service Learning Coordinator should you plan to carry out
project in College. Proper Accounts have to be kept and submitted at the end of any fund-raising project.)
2. Allocation of FundsUse the following table:
S/N Uses of Funds Amount
1
2
3
4
5
Grand Total
Submission
Please checked that the information written is correct, save and send this proposal to your teacher
mentor (CT and CCA teachers) who will then forward tothe CIP/Service Learning Coordinator after
vetting.
Please be reminded that you need to check your email regularly to see if your project has been
approved or require further modification.
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FOR OFFICIAL USE ONLYVetted by
Name of Teacher facilitator (CT /CCA teacher): Date
CIP/ Service Learning Coordinator CommentsTo be filled in by CIP/service learning coordinator if project needs modification
PROJECT STATUS: APPROVED NOT APPROVED
BY:
DATE:
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TAMPINES JUNIOR COLLEGE
STUDENT DEVELOPMENT DEPARTMENT
SERVICE LEARNING RESOURCE TIME LOG SHEET
PROJECT TITLE : ___________________________________ CIVICS GROUP : ____________
ACTIVITY: _________________________________________ DATE: ____________________
LEADERS NAME: ___________________________________
LEADERS CONTACT NO.:_________________________(HP)
S/N Name CG Time in Time out Total hoursserved
Site Supervisors Name & Signature Designation
Organisation Stamp
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TAMPINES JUNIOR COLLEGE
STUDENT DEVELOPMENT DEPARTMENT
SERVICE LEARNING RESOURCE EVALUATION FORM
(To be completed by the external organisation)
Project Title:
CG/CCA/Group:
Name of External Organisation:
Date:
This evaluation will be considered in assessing the students performance in their service learning project.
Thank you for your time and willingness to work with our students from Tampines Junior College.
A. Please rate the students performance in the following areas:
(Check the appropriate boxes: SA Strongly Agree, A Agree, D- Disagree, SD Strongly Disagree.
Use N/A if not applicable)
SA A D SD N.A.
1. The services rendered by students met the needs of my organisation.
2. The students displayed sensitivity towards the people with whom theyworked.
3. The students are responsible when carrying out their duties.
4. I am satisfied with the quality of services rendered by the students.
5. The students showed commitment when carrying out the tasks.
6. The students showed good communication skills when liaising withmy organisation.
7. The students can adapt to changes requested for by my organization(e.g. scheduling, needs of organization)
8. The students were enthusiastic while carrying out service activities.
9. My organization has benefited from the services rendered.
10. The student leader has displayed good leadership qualities.
B. Please explain any less than satisfactory ratings (i.e. rating of Disagree and Strongly disagree).
C. If possible, please suggest possibilities for future collaboration between TPJC and your organisation.
Site Supervisors Name & Signature Designation
Organisation Stamp
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TAMPINES JUNIOR COLLEGE
STUDENT DEVELOPMENT DEPARTMENT
SERVICE LEARNING RESOURCE GUIDELINES ON FACILITATION OF REFLECTION
Reflection is crucial for learning to take place as it connects the service experience to learning
outcomes. It builds a bridge between the concrete experience and the abstract ideas discussed in
class.
It allows students to focus on what they have accomplished and to examine how the activity can be
improved upon. Students think about the impact of their contributions on those being served, and
how their own attitudes and behaviour have changed. Reflection is ongoing. It does not just
happen at the end of the Service-Learning activity.
(A) AREAS THAT WE WANT TO EVALUATE
The impact of the Service-Learning activity on students learning
Students perception of the volunteer organization and their work; and how their
involvement with the organization has affected them
Students attitudes
The structure, extent and reach of the programme
The quality of the service experience
The impact of specific service efforts on the community
The impact of student involvement on the school or volunteer organization
(B) SUGGESTED ACTIVITIES FOR REFLECTION
Facilitated Reflection Session
o One-to-one conference with teacher
o Class/group discussions
Individual Self-Reflection Journal
Group Write-Up
o Service Learning Project Report
o Producing photographs, slides or videos
o Producing a project poster
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(C) SOME TIPS FOR FACILITATION OF EFFECTIVE REFLECTION
Be clear about goals and expectations regarding reflection
Allow time for reflection. Research shows that even a few extra seconds can help
people in organizing their thoughts.
Be flexible and be prepared to capitalize on teachable moments.
Respect sensitivities. Do not pry into students personal lives or expect them to reveal
secrets, private feelings or facts about themselves.
Encourage ownership of the activity by students; provide opportunities for them to lead
or facilitate reflection activities.
Evaluate your reflection methods. Are you using the best method? Are you doing it at
the right time?
Directly relate reflection to the service being done.
Be creative.
Note: it is important that you guide the students by setting reflection questions for each of
these tasks.
(D) SUGGESTED QUESTIONS FOR REFLECTION
(i) The Mirror (A clear reflection of the Self)
What have you learnt about yourself through this experience?
What did you learn from the service experience?
Have you achieved your personal goals for the project?
What did it feel like when..?
What was your biggest challenge?
What would you do differently if given the chance?
What if you had not..?
Has your sense of community been altered?
Has your experience challenged your stereotypes/prejudices?
How will your experience change the way you act or think in future?
What advice can you pass on to others?
(ii) The Microscope (The project and people-Makes the small experience large) What happened?
What did you accomplish? Did you achieve your project goals?
How did the people respond to you? Why?
What have you learned about the people who received your service?
Describe a moment of failure/success/indecision/humor/frustration/happiness.
How has the service experience benefited the community?
Which of your actions has an impact on the community?
How can the service rendered be made more meaningful?
What more can be done for these people?
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(iii) The Telescope (Social issue- Makes what appears distant, appear closer)
Why was there a need for your service?
Identify an underlying issue which has contributed to the particular community need
addressed
What can be done to change the situation?
How are the people who received your help affected by the larger political/social sphere?
What does the future hold for these people?
Note: You can go to this website http://www.uvm.edu/~dewey/reflection_manual/for some
useful notes on facilitation of reflection.
(D) GUIDING YOUR STUDENTS IN WRITING REFLECTION JOURNAL
(i) Writing structure
Recording the facts:
o What was the project about?
o What was your role in this project?
Processing on service objectives and learning points
o Have you achieved the service objectives and how? (refer to proposal)
o What have you learned about yourself and others in this experience? (refer to
proposal)
o What were the feelings you experienced?
o Have your ideas of volunteering and serving others been impacted or altered?
o Do you feel your actions have any impact on the people you served?
Looking into the future
o What more needs to be done in the area you served?
o How will this experience affect you in future?
(ii) What to write
A journal is NOT a work log of tasks, events, times and dates.
It should be snapshots filled with sights, sounds, smells, concerns, insights, doubts and
critical questions about issues, people, and most importantly, yourself
Honesty is the most important ingredient to successful journals. Write freely. Do not simply answer the questions given, but use them as a diving board
to leap from into a clear pool of thoughts. Use the questions to keep you focus.
Write an entry after each visit. If you cant write a full entry, jot down random thoughts or
images which you can come back later and expand into a colourful verbal picture.
http://www.uvm.edu/~dewey/reflection_manual/http://www.uvm.edu/~dewey/reflection_manual/http://www.uvm.edu/~dewey/reflection_manual/ -
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TAMPINES JUNIOR COLLEGE
STUDENT DEVELOPMENT DEPARTMENT
SERVICE LEARNING RESOURCE REFLECTION JOURNAL AND PROJECT REPORT
To complete your Service Learning, you must submit both (A) and (B).
(A) SELF-REFLECTION JOURNAL ( ONE FOR EVERY MEMBER )
Write a reflection journal on your learning experience (150 words minimum). Here are some
questions you may want to ask yourself when you are writing your journal.
Recording the facts:
o What was the project about?
o What was your role in this project?
Processing on service objectives and learning points
o Have you achieved the service objectives and how? (refer to proposal)
o What have you learned about yourself and others in this experience? (refer to
proposal)
o What were the feelings you experienced?
o Have your ideas of volunteering and serving others been impacted or altered?
o Do you feel your actions have any impact on the people you served?
Looking into the future
o What more needs to be done in the area you served?
o How will this experience affect you in future?
(B) GROUP WRITE-UP (ONE FOR EVERY PROJ ECT)
This is to be submitted upon completion of the service learning project. This will be a
contribution to the compendium of TPJC HEARTWORK.
(i) Format
A project report (refer to template) and
A photo-story of your service learning project depicted on Powerpoint slideshow.
(ii) Content of the report (refer to template)
Project Overview
Project Description
Project Outcome and Deliverables
Significant learnings
(iii) Layout
Include lots of photographs to make your report and presentation interesting.
All self-reflection journals and Project report must be submitted to the Civics Tutor and
CIP/Service Learning Coordinator by one month after the project.
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TAMPINES JUNIOR COLLEGE
STUDENT DEVELOPMENT DEPARTMENT
SERVICE LEARNING RESOURCE INDIVIDUAL REFLECTION JOURNAL
NAME : ______________________________________________ CIVICS GROUP : ___________
PROJECT TITLE: ______________________________________ DATE : ___________________
What was your role in the project?
Your Reflections (Please use the following questions as a guide)Have you achieved the service objectives and how? (refer to proposal)What have you learned about yourself and others in this experience? (refer to proposal)What were the feelings you experienced? (eg expectations met?)Have your ideas of volunteering and serving others been impacted or altered?Do you feel your actions have any impact on the people you served?What more needs to be done in the area you served?How will this experience affect you in future?
Continue at the back if there is insufficient space
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PROJECT REPORT
TPJCSERVICE LEARNING
STUDENT DEVELOPMENT DEPARTMENT,
TAMPINES JUNIOR COLLEGE
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PROJECT PRELIMINARIES
TEAM MEMBERS:
[Here you will include the names of your fellow team members]
ACKNOWLEDGEMENTS
[Here, please include word of thanks to people who have helped you and advised you on the
conduct of your experiential learning project]
PROJECT OVERVIEW
[Your project in a nutshell. Examples, what triggered the project off, where did your ideas,
motivation come from? What were your ideals when you started off? What did you want to
achieve? (About 100 words)]
PROJECT DESCRIPTION
[What you actually had to do, carry out, the conduct of the project, what happened. Talk a little
about organization (the needs of the community) and planning, then, approach in meeting the
needs of the community summarize, be accurate and specific, record significant details. Get to
the point, though. (About 100 words)]
PROJECT OUTCOME &DELIVERABLES
[What your project contributed. What legacy did your project manage to leave in place (apart from
some fantastic memories of friendship and camaraderie), example, a refurbished Reading Room
for a childrens home, a Christmas Tree for an Old Folks Home. (About 100 words)]
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SIGNIFICANT LEARNING
[What made an impact on you? Insights you had about yourself, life. Experiences that matured,
developed you in some way. Example, overcoming fears, learning strengths and skills you never
knew you had. (About 100 words)]
Tick one or more of the College Core Values that is (are) most significantly reinforced in your class
when carrying out this project and cite examples to support your class choice.
COLLEGE CORE VALUES TICK REMARKS
1 Teamwork
2 Commitment
3 Social Responsibility
4 Integrity
5 Perseverance
6 Innovation
7 Independent Learning
PROJECT PHOTOS
[Include nice photos that show your team in action and what you have achieved.]
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TAMPINES JUNIOR COLLEGE
STUDENT DEVELOPMENT DEPARTMENT
ACCOUNTS SUMMARY FOR INTERNAL FUND RAISING PROJECTS
CGS / CCAS / GROUPS: _______________________________________________________
PROJECT TITLE: _______________________________________________________
PROJECT DESCRIPTION: _______________________________________________________
PERIOD: _______________________________________________________
1. EARNINGS
DAY(DATE)
STUDENT ON DUTY QUANTITYSOLD
AMOUNTEARNED
Name &Signature
ofStudent 1
Name &Signature
ofStudent 2
Name &Signature of
teacher
1
2
3
4
5
TOTAL
2. EXPENDITURE
S/No.Description
Quantity Receipt No. Amount
1
2
3
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Net Profit = Total Earnings (1) Total Expenditure (2) =
4
5
6
TOTAL
Compiled by Checked by
_______________(Students name & signature) _________________(Teachers name& signature)
*All receipts must be submitted by pasting them on a separate piece of A4 paper together with this
account document as a proof of the expenditures.