Youth Work

Your tasks

The Services required are set out as follows

1. Purpose

The purpose of the Youth Work Associate (YWA) is to strengthen targeted support for Students with Additional Needs (SwANs) through sustained mentoring, behavioural coaching and programmes tailored to their developmental needs and interests. The YWA will support school based programmes such as F.L.Y, L.O.L and related interventions to develop students’ social-emotional competencies, self-management, positive relationships and school engagement.

Beyond programme delivery, the YWA will help students apply these skills during lessons, recess and everyday interactions through targeted observations, timely coaching and reinforcement. Working with teachers and the Student Development Team, the YWA will document progress and adjust support according to students’ needs.

The YWA should work closely with the Year Heads (YHs), School Counsellors, Student Welfare Officer (SWO), Form Teachers and other relevant personnel to help the SwANs develop and apply competencies such as socio-emotional competiencies such as self-awareness, self-management, resilience, communication, conflict resolution, compassion and responsible decision-making.

The YWA should support students both during school hours and through structured after-school programmes, with an emphasis on helping students apply the competencies learnt in their daily school experiences. The YWA complements, and does not replace, the roles of teachers, School Counsellors, SWO and other school-based professionals.

1. Core Responsibilities

a. Build positive and trusting relationships with the SwANs and provide appropriate guidance based on their individual needs.

b. Reinforce students' social-emotional competencies through in class and recess interactions and structured after school developmental programmes.

c. Monitor students' progress, identify emerging needs and work with the school team to provide timely support.

d. Strengthen partnerships among the SwANs, their families and the school.

e. Contribute to a coordinated approach to supporting the SwANs through collaboration with school personnel and external programme providers.

1. Specific Responsibilities

3.1 School Hours Support a. Conduct classroom observations to understand students' behaviour, participation, peer interactions and application of social-emotional competencies in their daily learning environment.

b. Conduct targeted individual or small-group pull-out sessions, in consultation with relevant teachers, to address identified needs and reinforce specific competencies.

c. Facilitate recess get-togethers or other structured informal interactions to help students practise positive peer relationships, communication, conflict resolution and responsible behaviour.

d. Share relevant observations and strategies with Form Teachers and the YH Team to support the consistent reinforcement of competencies across school settings.

3.2 Start IT Right (SIR) – Level Bonding Activities

a. 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.

b. Design and facilitate age-appropriate, inclusive activities that promote positive peer relationships, teamwork, mutual respect

and a sense of belonging within the level.

c. 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.

3.3 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.

3.4 Student Monitoring, Review and Reporting a. Maintain appropriate records of students' attendance, participation, observations, interventions, progress and follow-up actions.

b. Track students' development through factual observations and anecdotal accounts, noting their strengths, challenges, achievements and areas requiring further support.

c. 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.

d. Share termly progress updates with staff during Connect Time and semesterly updates with school leaders.

e. Work with the YH Team and Form Teachers to review students' progress, identify follow-up actions and recommend improvements to support strategies and programmes.

3.5 Family Engagement a. 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.

b. Prepare and disseminate a termly newsletter to the the SwANs’ parents/guardians, providing updates on programmes, upcoming activities, student development and relevant support.

c. Gather relevant feedback from parents/guardians and share insights with the YH Team to strengthen support for students and families.

d. Ensure that parent engagement and communications follow the school's established protocols.

3.6 Collaboration and Staff Development a. Work collaboratively with YHs, Form Teachers, School Counsellors, SWO and other relevant personnel to coordinate support for the SwANs.

b. Participate in case discussions, student support meetings and programme reviews when required, and share relevant observations to inform support strategies.

c. Coordinate with external partners and programme providers to ensure that activities align with the school's objectives and students' needs.

d. Conduct appropriate staff workshops or sharing sessions to equip staff with practical strategies for supporting the SwANs and reinforcing their social-emotional competencies.

3.7 Professional Standards and Safeguarding a. Maintain appropriate professional boundaries and observe all applicable school and MOE requirements relating to student safety, safeguarding, confidentiality, data protection and professional conduct.

b. Promptly report safeguarding concerns or other serious matters through the school's established channels.

c. Work within the YWA's professional competencies and refer students to the appropriate school personnel when specialised intervention is required.

Requirements

Qualification, Skill & Experience A. Essential Requirements

The Personnel must meet the following requirements

1. MOE Registration: Must be registered with the Ministry of Education (MOE) as of the ITQ closing date.

1. Relevant Experience: Must have relevant experience supporting high needs or at-risk children/ youths in one or more of the following areas:

o Mentoring;

o Student engagement and relationship-building;

o Social-emotional development;

o Behavioural support;

o Youth development programmes.

Qualifications, Skills and Experience The Personnel should preferably possess one or more of the following:

1. Relevant qualifications in youth work, social work, counselling, education, psychology, child or adolescent development, community development or related fields.

1. Three (3) years of experience in supporting high needs or at-risk children/ youths.

1. Experience working with parents, external partners, community organisations or programme providers to support children and youths.

1. 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.

The candidate is required to provide relevant information and supporting documents to substantiate the qualifications, skills, and experience stated in Parts A and B.

C. Core Competencies and Professionalism

1. Demonstrate the ability to build rapport and establish trust with children or youths, including those with higher support needs, and to support their social-emotional development, relationships, behaviour and school engagement.

1. Able to work collaboratively with school staff and relevant stakeholders, maintain appropriate records, and observe the school’s requirements on student safety, confidentiality and information-sharing.