Service Learning Guidebook 2013

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TPJ C Service LearningLead with Character, Serve with Passion

TPJC Service Learning Guidebook Page 1

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.


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.


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.


Application of content subjectsuch as Science habitat, impactof man on the environment, andGeography to develop lessonpackage for the public.


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.



(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.



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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


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


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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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


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


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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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


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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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


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


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


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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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


Mrs. Sze Chai Ju

JC2 Dean

Extension: 617

mailto:[email protected]:[email protected]:[email protected]:[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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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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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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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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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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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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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,



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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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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.

Service Learning Guidebook 2013

Documents