The posting
Job Scope
Core Responsibilities
- Build positive and trusting relationships with the SwANs and provide appropriate guidance based on their individual needs.
- Reinforce students' social-emotional competencies through in class and recess interactions and structured after school developmental programmes.
- Monitor students' progress, identify emerging needs and work with the school team to provide timely support.
- Strengthen partnerships among the SwANs, their families and the school.
- Contribute to a coordinated approach to supporting the SwANs through collaboration with school personnel and external programme providers.
Specific Responsibilities
School Hours Support
- Conduct classroom observations to understand students' behaviour, participation, peer interactions and application of social-emotional competencies in their daily learning environment.
- Conduct targeted individual or small-group pull-out sessions, in consultation with relevant teachers, to address identified needs and reinforce specific competencies.
- Facilitate recess get-togethers or other structured informal interactions to help students practise positive peer relationships, communication, conflict resolution and responsible behaviour.
- Share relevant observations and strategies with Form Teachers and the YH Team to support the consistent reinforcement of competencies across school settings.
Start IT Right (SIR) – Level Bonding Activities
- Plan and organise level-wide bonding activities at the start of each term as part of SIR efforts, in collaboration with the Year Head team. Note: First activity starts 5 January 2027.
- Design and facilitate age-appropriate, inclusive activities that promote positive peer relationships, teamwork, mutual respect and a sense of belonging within the level.
- Conduct the programme by coordinating with Form Teachers and relevant staff on activity preparation, resources, logistics and student support to ensure safe and smooth implementation.
After-School Support Programmes
The YWA should plan, implement and review the following programmes in consultation with the YH Team:
a. P3/4 Project F.L.Y. (First Love Yourself) and P5/6 Project L.O.L. (Lead Our Lives)
- Conduct age-appropriate activities for P3/P4 and P5/P6 students respectively, focusing on building socio-emotional competencies. These include areas self-worth, mindfulness, resilience, compassion, communication, relationship-building and conflict resolution. Activities may draw on domains such as Art and Music as appropriate to engage students and provide meaningful avenues for self-expression and collaboration.
- Provide experiential learning opportunities that encourage students to understand different perspectives, collaborate and support one another.
- Where appropriate, engage external partners or programme providers to enrich students' learning experiences.
- Reinforce competencies introduced through these programmes during school hours to support their application in everyday situations.
b. PowerUp Hours (Homework Support Club)
- Support a team of teachers to provide a conducive environment for students to complete their homework and develop positive study habits and attitudes.
- Guide students in organising their tasks, managing their time and developing greater responsibility for their learning.
- Provide academic assistance within the YWA's competencies, without replacing the role of subject teachers.
- Facilitate appropriate social-emotional or relationship-building activities when students' homework tasks are progressing satisfactorily.
Student Monitoring, Review and Reporting
- Maintain appropriate records of students' attendance, participation, observations, interventions, progress and follow-up actions.
- Track students' development through factual observations and anecdotal accounts, noting their strengths, challenges, achievements and areas requiring further support.
- Provide anecdotal updates to the YH Team after each F.L.Y. and L.O.L. session, and promptly highlight significant concerns arising from school-based engagements or other programmes.
- Share termly progress updates with staff during Connect Time and semesterly updates with school leaders.
- Work with the YH Team and Form Teachers to review students' progress, identify follow-up actions and recommend improvements to support strategies and programmes.
Family Engagement
- Plan and implement termly parent-bonding activities for the SwANs and their families, to be held on a Saturday morning or weekday evening, as agreed with the school.
- Prepare and disseminate a termly newsletter to the SwANs’ parents/guardians, providing updates on programmes, upcoming activities, student development and relevant support.
- Gather relevant feedback from parents/guardians and share insights with the YH Team to strengthen support for students and families.
- Ensure that parent engagement and communications follow the school's established protocols.
Collaboration and Staff Development
- Work collaboratively with YHs, Form Teachers, School Counsellors, SWO and other relevant personnel to coordinate support for the SwANs.
- Participate in case discussions, student support meetings and programme reviews when required, and share relevant observations to inform support strategies.
- Coordinate with external partners and programme providers to ensure that activities align with the school's objectives and students' needs.
- Conduct appropriate staff workshops or sharing sessions to equip staff with practical strategies for supporting the SwANs and reinforcing their social-emotional competencies.
Professional Standards and Safeguarding
- Maintain appropriate professional boundaries and observe all applicable school and MOE requirements relating to student safety, safeguarding, confidentiality, data protection and professional conduct.
- Promptly report safeguarding concerns or other serious matters through the school's established channels.
- Work within the YWA's professional competencies and refer students to the appropriate school personnel when specialised intervention is required.
Requirements
Essential Requirements
- MOE Registration: Must be registered with the Ministry of Education (MOE) as of the ITQ closing date.
Relevant Experience
- Must have relevant experience supporting high needs or at-risk children/ youths in one or more of the following areas:
- Mentoring;
- Student engagement and relationship-building;
- Social-emotional development;
- Behavioural support;
- Youth development programmes.
Preferred Qualifications, Skills and Experience
- Relevant qualifications in youth work, social work, counselling, education, psychology, child or adolescent development, community development or related fields.
- Three (3) years of experience in supporting high needs or at-risk children/ youths.
- Experience working with parents, external partners, community organisations or programme providers to support children and youths.
- Be a certified Art and Music Instructors Scheme (AMIS) instructor, as some school-based programmes may be designed around the Arts or Music as a vehicle to engage students and support their social-emotional development.
- Required to provide relevant information and supporting documents to substantiate the qualifications, skills, and experience stated in Parts A and B.
Contract Period
- Approximately 10 months, from 4 January 2027 to 19 November 2027.
- Semester 1: Monday 4 January to Friday 28 May 2027.
- Semester 2: Monday 28 June to Friday 19 November 2027
- *Will not be paid from 29 May 2027 to 27 June 2027.
Working Arrangement
- Mondays to Fridays: 9.00 a.m. to 4.30 p.m.
- Service is required on four (4) Saturdays to facilitate parent-child bonding, with time off in lieu provided as compensation.
- Service not required on Sundays and gazetted public holidays.
Location: Woodlands Drive
Salary: $4,000 to $5,000 per month
EA License No.: 96C4864 Reg. No.: R26161270 JOEY TAY YI TING
