Some students fail to thrive on Integrated Programme scheme

[ruohoo97]

dovetail:

SAHM_TAN:

I'm wondering what's education all about...


what is primary education about?

what is secondary education about?

what's post-secondary education about?

To me, it's about

1.learning to developing a questioning an exploratory mind
2.learning to learn
3.learning to make decisions
4.developing socio-emotional competencies.
5.learning to compete which should come say upper sec and later.

It's not just about exams and grades.

This requires a lot of trust and faith in our children.

This story from my dd's GEP teacher. His ex-student from GEP was then a photo journalist came back to visit.


Student: Are you proud of me? (meaning I'm not some high flyer that they expect of a GEP kid)

Teacher: Are you happy?

Student: Yes, I love what I'm doing and I'm happy.

Teacher: Then I'm very proud of you.


I think at the end of the day, we hope our kid will find something he love to do for his living. Something that he feel can help him fulfill his purpose. A good education environment should help him to discover his purpose.

:goodpost:

[ruohoo97]

Chenonceau:

phankao:

[quote=\"Chenonceau\"]
,,,<snip>... We talked it over and decided to sign the letter whose strongest stipulation was that she would not quit the CCA in her 4 years there. This was reasonable and easy to do because DD did love her sport.

My interpretation of the DSA Letter of Undertaking did not include missing 2 hours of classes every day for training, and training 7 days a week stretching all the way to 8pm on weekdays and from 9am to 7pm on weekends.
<snip>....

Is there a DSA Letter of Undertaking to sign? I'm not aware of that. Or is that only for Sports DSA?

I dunno about others, but many years ago, we had to sign something, whatever it is called.

In all, I must say our entire experience in the school has been great. DD loved her time there. She got into a niche accelerated program, took part in research, won research competitions, published a book... but she still trained 3 times a week minimum and everyday plus half day Saturday when leading up to competitions.

It takes some management. Instead of waiting for school to teach, DD studied ahead on her own. She had no tuition but she and I planned a YEARLY schedule where we locked in competition days and then made sure that

(1) she negotiated her involvement in projects such that she would do a lot more before the time came to run up to competitions

(2) she studied ahead

(3) she identified and approached people who took good notes who would help her by photocopying their notes for her when she had to miss class

(4) she had at least 3 sets of notes for each subject to compare and contrast[/quote]Great tips!

[ruohoo97]

Chenonceau:

phankao:

Even so, the sports boys were getting into RJC with points like 15, 17, 18, while the rest of the students had points around 6 to 9. So, even with RI bonus points, these sports boys would never have made it into RJC if not for their sports.

I'm not surprised at this. For DD, we had no idea that there was such a thing as DSA. It was the early days of the DSA construct. So we experienced something that was half formalized only. We didn't actively APPLY to DSA, we received informal invitation via competition officers we knew that such and such a coach from such and such a school is interested... and that we could apply to DSA. Then it just rolled on by itself.

I am guessing that previously to formalized DSA, this informal invitation helped many sports people get into top schools.

The thing to note is that you don't rise to the top of your sport if you have low IQ. A high IQ child may however have the wrong type of body or may be physically lacking somehow. If you have a high performing sports child, that child has necessarily high IQ.

If you believe this, it is only a matter of wise resource planning and time management from primary school onwards so that the child can manage both sport and studies reasonably well. It CAN be managed. Just because you have a DSA sports child does not mean he/she cannot be good academically. I know many sports people with stellar results too.

Absolutely agree with above in red. A champion is a champion in mind first. With self-discipline and time management, sportsmen and sportswomen are able to do well in both. I have meet a few personally. :celebrate:

[Kokpk88.024116hotmail.024116com]

My dd is not disciplined in studying ie mugging but displayed high interest in out of classroom learning. So should she go into a IP school ?

[The Pasta Greely]

[email protected]:

My dd is not disciplined in studying ie mugging but displayed high interest in out of classroom learning. So should she go into a IP school ?

She is suitable to go to one but she must change her attitude all she'll be beaten. That's what I learnt from my daughter Rosalinda (15) and my son Marcus (10). Rosalinda was hardworking and got admitted to both GEP and IP, so I thought that I could let Marcus do whatever he wanted when he got into GEP. That was my biggesr mistake. Marcus was lazy and he barely passed his math exam 35/40 (GEP says you must get 70% to pass)

Also, his compo (chinese) is flunking. Average score is 20+. Rosalinda scored 279 for PSLE and I don't think that he will ever get that high.

So yes she should but better chance his/her attitude!

[esme38]

My girl is in a IP school. Your DD or BB has to be disciplined to self study. Almost every classmate are a smart kids. I remember the principal said that in one of the new year opening meet day saying they are the cream of the top cohort and expectation is very high.

[bright-culture]

Hello everyone!


I'm writing an article on the different secondary school programmes available to students, namely the traditional O Level examinations, Integrated Program (IP) and International Baccalaureate (IB).

This article is meant to be a comprehensive and authoritative guide for parents and students on the various programs and how students can select the programme that is best suitable for them.

While the articles/ guides might currently exist, I'm hoping to give an updated view as these programmes have been in place for a few years and many parents / students have completed the full cycle, and have gone on to university where they can compare between students from different routes.

Please let me have your feedback / comments on ANY aspect of the programmes! I have a few questions.

How did your child cope with it?
Was it more / less stressful than traditional O levels?
Did your child enjoy learning more?
Did the programmes live up to your expectations / what was promised?
Do you feel you made the right decision to choose this program?
Did this program give your child an advantage in applying for uni?
Does this program prepare your child better for university or the working world?
Was the syllabus practical?
Was it worth the additional costs?

Let me know ANY feedback at all!!

Greatly appreciate it!

[jlloke.09430gmail.09430com]

Is ip workload much heavier than the ‘o’ level track?

[sharonkhoo]

3R:

Is ip workload much heavier than the 'o' level track?

I think a lot depends on the student, and also the type of work. Some students just work slower than others, or work handed out by teachers may be \"busy-work\" and take a lot of time. I have a daughter in IP and she seems to cope fine - not sleeping late (bedtime is 10.30pm), and still has time for some outside-school activities. I have no direct experience of the O level track, but some of my daughter's friends in the O level track seem to work much longer hours than she does (but so do many in the IP track, so maybe it really depends on the student). But I would say that time management and being well-organised are important for staying on top of the IP workload as the students are not very \"spoonfed\" compared to how it was in my day (O level track as there was no IP then); not sure how it is in the O level track nowadays.

[jlloke.09430gmail.09430com]

slmkhoo:

3R:

Is ip workload much heavier than the 'o' level track?

I think a lot depends on the student, and also the type of work. Some students just work slower than others, or work handed out by teachers may be \"busy-work\" and take a lot of time. I have a daughter in IP and she seems to cope fine - not sleeping late (bedtime is 10.30pm), and still has time for some outside-school activities. I have no direct experience of the O level track, but some of my daughter's friends in the O level track seem to work much longer hours than she does (but so do many in the IP track, so maybe it really depends on the student). But I would say that time management and being well-organised are important for staying on top of the IP workload as the students are not very \"spoonfed\" compared to how it was in my day (O level track as there was no IP then); not sure how it is in the O level track nowadays.

Mmm...as a parent, I worry whether my kids can cope with the ip workload on top of their cca involvement. Looks like I will never know the answer until they are in the program. By then...haha...they will have to make it work for themselves. Anyway thanks for the insight!