2013 P1 Registration Exercise for 2014 In-Take

[sembgal]

Gumbokins:

sembgal:

One of my friend's friend's son managed to get into Rosyth School because his parents did volunteering work and the son got in at phase 2B. The juicy part of this gossip was the son is a slow learner, has learning difficulties, still learning how to copy letter by letter and stroke by stroke and write in sentences. (both languages) I was flabbergasted! Like that how the son is going to cope in Roysth in future?


My point of view is that Rosyth is expected to have high demand but only a limited number can get balloted in. If parents of the child who is really weak in academic and push the child for tuition, enrichment etc, it's the parents who will have a harder time to keep up, not the child.

i also don't think we should be so quick as to write off the child. Anyways, need not be 'concerned' about how the parents and child are going to cope, they made the informed decision and also earned their spot, so :boogie:

The child academic standard the most is only K1 but with the right intervention in place, the child should pick up speed. Many times, I wonder if parents spend the time to coach the child in the work instead of volunteering for the school, it will benefit the child more. This registration period is a stressful period for parents and I think most parents would have completed their preparatory work for P1. Being able to read without prompts would be the most critical skill for a child to have in order to cope effortlessly in Primary 1. Not to forget a dose of confidence to make new friends and to socialise .

[phtthp]

sembgal:

One of my friend's friend's son managed to get into Rosyth School because his parents did volunteering work and the son got in at phase 2B. The juicy part of this gossip was the son is a slow learner, has learning difficulties, still learning how to copy letter by letter and stroke by stroke and write in sentences. (both languages) I was flabbergasted! Like that how the son is going to cope in Roysth in future?


My point of view is that Rosyth is expected to have high demand but only a limited number can get balloted in. If parents of the child who is really weak in academic and push the child for tuition, enrichment etc, it's the parents who will have a harder time to keep up, not the child.

There is Learning Support team (for English, Maths), inside Rosyth school.
They'll monitor the child's progress, and feedback to parents regularly. Maybe the parents are thinking, \"let my child try out first at Rosyth. Take one step at a time, then see how next ...\"

Yes, even GEP schools have some students who may face some learning difficulty.

example:
RGPS also have some pupils, who may have some learning issue.
but the school does not discriminate them, because no child request God to be born like that. The school just try their best to help these pupils, feedback to parents their progress.

Some other non-GEP schools like Yu Neng take in pupils weak in Maths.
Yes, some still don't know how to count correctly. Yu Neng identify these students, form some group, use sing-song method (still like K2 kindergarten style) to capture their attention, help them develop an interest, not a fear nor phobia in Maths. The teachers can't use the boring \"worksheets after worksheets\" style method to teach them, will turn them off.

At the end of P1, the teachers are able to turn the situation around. Bring them over the other side. At end of P1 Term 4, these weak pupils are no longer weak. They have become strong in Maths, and look forward to tackling P2 Maths, with confidence. Different schools use different approach, to help weak students turn the situation around.

Pasir Ris primary also.
Some kids never attend Maths enrichment. Maybe kiasu parents will send their kids to Kumon, CMA abacus, Mpm, etc. for enrichment. But some pupils from unprivileged family background, are not exposed to this. Some kids don't know how to add \"9 + 7\", because exceed 10 fingers. Some \"clever\" kids even took out their socks in class, and try to use their toes to continue adding to their fingers. So what do the P1 Maths teachers do ? The learning support team identify them, pull them out, form small groups and \"coach\" them using a combination of Montessori material PLUS their own in-house school's devised training method, to bring the kids up the learning curve quickly.

[sembgal]

phtthp:

sembgal:

One of my friend's friend's son managed to get into Rosyth School because his parents did volunteering work and the son got in at phase 2B. The juicy part of this gossip was the son is a slow learner, has learning difficulties, still learning how to copy letter by letter and stroke by stroke and write in sentences. (both languages) I was flabbergasted! Like that how the son is going to cope in Roysth in future?


My point of view is that Rosyth is expected to have high demand but only a limited number can get balloted in. If parents of the child who is really weak in academic and push the child for tuition, enrichment etc, it's the parents who will have a harder time to keep up, not the child.

There is Learning Support team (for English, Maths), inside Rosyth school.
They'll monitor the child's progress, and feedback to parents regularly. Maybe the parents are thinking, \"let my child try out first at Rosyth. Take one step at a time, then see how next ...\"

Yes, even GEP schools have some students who may face some learning difficulty.

example:
RGPS also have some pupils, who may have some learning issue.
but the school does not discriminate them, because no child request God to be born like that. The school just try their best to help these pupils, feedback to parents their progress.

Some other non-GEP schools like Yu Neng take in pupils weak in Maths.
Yes, some still don't know how to count correctly. Yu Neng identify these students, form some group, use sing-song method to capture their attention, help them develop an interest, not a fear nor phobia in Maths.
At the end of P1, the teachers are able to turn the situation around. Bring them over the other side. At end of P1 Term 4, these weak pupils are no longer weak. They have become strong in Maths, and look forward to tackling P2 Maths, with confidence. Different schools use different approach to help weak students turn the situation around.

True, but if the weak become stronger, then the stronger ones will still be ahead of the \"weak turn strong\" ones? P3 will be the time for the schools to screen pupils according to their abilities right?

[phtthp]

sembgal:

True, but if the weak become stronger, then the stronger ones will still be ahead of the \"weak turn strong\" ones? P3 will be the time for the schools to screen pupils according to their abilities right?

P1 and P2 no streaming. Kids stay inside the same class. Maybe form teachers change, when come P2. P1 and P2 are manageable, if child can maintain spelling, tingxie, regular byte sized small assessment(s), Term after Term.

The jump from P1 to P2 -
lies in the composition aspect. (both Eng, Chinese)
Now, child expected to write longer paragraph(s), and the flow of ideas from Intro, Body, Conclusion properly connected - have to be there. Composition can be challenging. If possible, try to train your kid to record down events into dairy (journal), minimal 5 to 10 lines. At this point (K2), grammar wrong, never mind. But don't stop the creative expression of thoughts coming out of the child. The beginning, starting point is some kids don't know how to construct simple sentences.

in P3 - jump in depth & content, because Science step in, start to question kids how well can they apply concepts learnt ? End of P3, streaming occur. A lot of movement in end P3; change classes (according to ability), some transfer to other schools.

[phtthp]

anyone going St Margaret ?


last year (2012) phase 2C -
St Marg left 104 vacancies, balloting for SC outside 2 km.

this year (2013) -
St Marg left 75 vacancies (reduced by 29)

not sure if SC outside 2 km, have a chance.

http://www.moe.gov.sg/education/admissions/primary-one-registration/vacancies/#central

[bunnybluey]

pirate:

bunnybluey:

While MOE website did say that \"At the end of Phase 2A(2), 50% of the remaining places will be allocated for Phase 2B and the other 50% for Phase 2C registrants in a school.\", it also said \"*The starting vacancies in Phase 2B and 2C may differ due to vacancies rolled over from Phase 2B, withdrawals from earlier phases or vacancies taken up by twins/ triplets registered successfully in the previous phase.\" at the end of http://www.moe.gov.sg/education/admissions/primary-one-registration/vacancies/.

Doesn't address the unfairness to the next phase point.

Anyway, that footnote at the end of the result is only stating what happened. It is not a statement of the balloting rules.

Sorry hor. MOE already said our kids must learn to do more critical thinking instead of accepting everything stated at face value.

Yes, it doesn't address fairness to the next phase, but what I meant is that MOE did mention on their website that the starting vacancies may differ due to the various reasons, so in a way they are \"protected\" if such situation occurs so even parents complain, they can tell you so lor that they have already mentioned on their website.

Personally, I think balloting rules need not address that places would be reduced from next phase as this is an after effect of balloting. Hence, they can just revise the rules to say that in the event of such situation, all would be accepted without balloting as they viewed 1 pair of twins is 1 application, so applications = vacancies, hence no ballot.

Anyway, talking about fairness, the current system is full of loopholes that people can just go around it, e.g. renting a house within 1km to avoid going through balloting for 1-2km. Nothing is fair in this world.

[bunnybluey]

phtthp:

sembgal:

One of my friend's friend's son managed to get into Rosyth School because his parents did volunteering work and the son got in at phase 2B. The juicy part of this gossip was the son is a slow learner, has learning difficulties, still learning how to copy letter by letter and stroke by stroke and write in sentences. (both languages) I was flabbergasted! Like that how the son is going to cope in Roysth in future?


My point of view is that Rosyth is expected to have high demand but only a limited number can get balloted in. If parents of the child who is really weak in academic and push the child for tuition, enrichment etc, it's the parents who will have a harder time to keep up, not the child.

There is Learning Support team (for English, Maths), inside Rosyth school.
They'll monitor the child's progress, and feedback to parents regularly. Maybe the parents are thinking, \"let my child try out first at Rosyth. Take one step at a time, then see how next ...\"

Yes, even GEP schools have some students who may face some learning difficulty.

example:
RGPS also have some pupils, who may have some learning issue.
but the school does not discriminate them, because no child request God to be born like that. The school just try their best to help these pupils, feedback to parents their progress.

Some other non-GEP schools like Yu Neng take in pupils weak in Maths.
Yes, some still don't know how to count correctly. Yu Neng identify these students, form some group, use sing-song method (still like K2 kindergarten style) to capture their attention, help them develop an interest, not a fear nor phobia in Maths. The teachers can't use the boring \"worksheets after worksheets\" style method to teach them, will turn them off.

At the end of P1, the teachers are able to turn the situation around. Bring them over the other side. At end of P1 Term 4, these weak pupils are no longer weak. They have become strong in Maths, and look forward to tackling P2 Maths, with confidence. Different schools use different approach, to help weak students turn the situation around.

Pasir Ris primary also.
Some kids never attend Maths enrichment. Maybe kiasu parents will send their kids to Kumon, CMA abacus, Learning Point, Learning Lab, etc. for enrichment. But some pupils from unprivileged family background, are not exposed to this. Some kids don't know how to add \"9 + 7\", because exceed 10 fingers. Some \"clever\" kids even took out their socks in class, and try to use their toes to continue adding to their fingers. So what do the P1 Maths teachers do ? The learning support team identify them, pull them out, form small groups and \"coach\" them using a combination of Montessori material PLUS their own in-house school's devised training method, to bring the kids up the learning curve quickly.

I feel that the basics have to be there. A child may not know how to write a sentence but should at least know how to write the basic 26 letters without copying or tracing letter by letter, the handwriting need not be nice but at least can be read. The teachers can work on simple grammar, basic sentence structure, etc. If for maths, must at least know how to write 0-9. If the basic writing of alphanumerics is not even there, it might be a challenge for the child to cope and the teachers might not have time to teach down to basic stuff that should be achieved at kindergarten.

For example, I sent my son to a preschool enrichment programme, which the centre recently started a new programme with the later part of the lesson focusing more on writing worksheets, so the children are expected to write, draw, etc, and also learn to understand the teacher's instructions so as to do the worksheets correctly. It is more intended for 5-6yo, pathing their way for primary school. However, the centre opened up to all who were under the older preschool programme for trial, and parents can decide to remain at the older programme or switch to the new programme after the trial. I noticed that there are parents whose child is only 4yo and don't even know how to write his/her own name, maybe don't even know how to spell the name, don't know how to write numbers, whereas the other children are older and can at least write their name & the basics, but the parents still choose to join the new programme. I'm just thinking does it do the child any good? What did the child learn during the lesson, considering it's an enrichment within certain time limit, so the teacher has to move on when other children are done? Hence, would it be better to stick to the older programme until the child is more ready to join the new programme? I'm just thinking that it's a little bit too stressful for a 4yo to be in such class with a 6yo unless the child already knows all its fundamental. I started my 6yo with 2 friends whose child at 4yo, 1 of them can write reasonably well & follow instructions, even then, my friend didn't even want to let the child goes for trial & remains in the old programme, so now is their little private class with just 2 of their children since my son moved on to the new programme.

[qms]

To everyone registering in P2C, http://media.photobucket.com/user/kwikkat/media/Smileys/Smiley-00521.gif.html!

[milo17]

qms:

To everyone registering in P2C, http://media.photobucket.com/user/kwikkat/media/Smileys/Smiley-00521.gif.html!

tks!! I on my way to RL now got to give it a try cos this yr higher chance

[tankee]

Good Luck ! phase 2Cers !!


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