Anglo-Chinese School (Independent)

[spicyblackpepper]

Yup, year 2s crawl back to school, year 3s fly back. Only yr 2s and 3s on OEP same period right.

[Mvm]

BeContented:

Fetch from School?

Asked my son.....not sure how they will be released.
So I called the admin yesterday and was told usually released from airport.......

So am now waiting for DS to contact us cos his flight supposed to land ~1.30pm

Those fetching from Sch - year2 students?

Yr4s are also from school They are home already.

Yes, year 3s pick from airport.

[zeemimi]

spicyblackpepper:

All of us going to school at 6 pm to wait for our boys :grphug:

Parking will be a problem right? :faint:

[BeContented]

Mvm:

BeContented:

Fetch from School?

Asked my son.....not sure how they will be released.
So I called the admin yesterday and was told usually released from airport.......

So am now waiting for DS to contact us cos his flight supposed to land ~1.30pm

Those fetching from Sch - year2 students?

Yr4s are also from school They are home already.

Yes, year 3s pick from airport.

Thanks Got gancheong for a while cos flight was delayed ~45mins

[Miracle Child]

autolycus:

Miracle Child:

I was going through the curriculum of IB. Is it fair to say that unless the kid is very strong in language and able to express himself/herself well, to achieve very good results for IB Full Dip will be very tough? I saw EE, TOK and 2 main subjects relate to languages. Appreciate any thoughts on this. Thanks.

Hi! I would prefer to say that so far, all the students I've seen (including several batches of foreign students without particularly strong EL) have gained much from the IB programme and -become- stronger in language and more able to express themselves. Then they achieve 42+ points.

For EE and TOK, the combined bonus is 3 points max. For the main subjects, one is a literature or lit/lang subject (I would go for the pure lit; easier) and the other is a second language (really second language, not the more challenging 'mother tongue', and hence probably easier than O-level).

You need not fear; the whole point of the IB is to make students more well-rounded and more able to survive and prosper in an increasingly internationalised and globalised world.

Thanks for the sharing, Autolycus.

[clayman]

Hi,


Hope Autolycus can share some pros and cons of the Humanities Scholarship Programme.

My son is in two minds about applying for it as that would mean not being able to take Maths at HL which he is keen to do. Also he heard from some of the seniors that the HSP class is "detached" from the rest of the cohort and that there is this perceived elitism about them.

Would appreciate your insights Autolycus if you’re around. Thanks in advance and Happy Valentine’s Day!!

[autolycus]

clayman:

Hi,


Hope Autolycus can share some pros and cons of the Humanities Scholarship Programme.

My son is in two minds about applying for it as that would mean not being able to take Maths at HL which he is keen to do. Also he heard from some of the seniors that the HSP class is \"detached\" from the rest of the cohort and that there is this perceived elitism about them.

Would appreciate your insights Autolycus if you're around. Thanks in advance and Happy Valentine's Day!!

Hi clayman,

The HSP is designed to be competitive with other Humanities programmes in centres doing the A-levels etc. The prototype for this was the venerable Promsho scholarships (then only at Oxbridge) which in 1983 became the Humanities Award. Such programmes require intensive contact with highly-educated teachers who can cover a wide range of perspectives while providing depth and launch points for further development.

It's certainly an elite programme or intended to be one. This is what all highly-selective programmes will be perceived as. That's not an issue, really. If you want a selective high-end programme it will always look elitist and it probably will be, since it's designed to produce an elite.

However, the most important questions to ask are 1) what were the curriculum design considerations (philosophy, objectives), 2) how was the delivery system planned (pedagogy, assessment), 3) does implementation match design (monitoring, evaluation, quality control) 4) what are the concrete student outcomes (results vs expectations, results vs benchmarks)? When you talk to a teacher, dean/director, deputy principal or Mr Hodge about this, you should be able to get solid answers for each point.

The HSP is reading intensive (or ought to be). In my personal opinion, candidates for the HSP (if I were in charge of selection) should be fluent multiculturalists capable of either constructing answers to a wide range of questions about humanity, or of asking questions that will give them the material to do so.

On the other hand, Math HL is much easier.

[clayman]

autolycus:

clayman:

Hi,


Hope Autolycus can share some pros and cons of the Humanities Scholarship Programme.

My son is in two minds about applying for it as that would mean not being able to take Maths at HL which he is keen to do. Also he heard from some of the seniors that the HSP class is \"detached\" from the rest of the cohort and that there is this perceived elitism about them.

Would appreciate your insights Autolycus if you're around. Thanks in advance and Happy Valentine's Day!!

Hi clayman,

The HSP is designed to be competitive with other Humanities programmes in centres doing the A-levels etc. The prototype for this was the venerable Promsho scholarships (then only at Oxbridge) which in 1983 became the Humanities Award. Such programmes require intensive contact with highly-educated teachers who can cover a wide range of perspectives while providing depth and launch points for further development.

It's certainly an elite programme or intended to be one. This is what all highly-selective programmes will be perceived as. That's not an issue, really. If you want a selective high-end programme it will always look elitist and it probably will be, since it's designed to produce an elite.

However, the most important questions to ask are 1) what were the curriculum design considerations (philosophy, objectives), 2) how was the delivery system planned (pedagogy, assessment), 3) does implementation match design (monitoring, evaluation, quality control) 4) what are the concrete student outcomes (results vs expectations, results vs benchmarks)? When you talk to a teacher, dean/director, deputy principal or Mr Hodge about this, you should be able to get solid answers for each point.

The HSP is reading intensive (or ought to be). In my personal opinion, candidates for the HSP (if I were in charge of selection) should be fluent multiculturalists capable of either constructing answers to a wide range of questions about humanity, or of asking questions that will give them the material to do so.

On the other hand, Math HL is much easier.

Hi Autolycus,

As always, it is great to hear from you with your nuggets of information. Many thanks and much appreciated.

From the looks of it, the programme itself seems more rigorous than the actual IBDP curriculum. Will the entire cohort be given a talk on this or just those who are interested? Will the parents also be invited?

Thanks once again.

[spicyblackpepper]

Happy Founder’s Day.

[wwcookie]

Hi Autolycus,

My son told me that he is going to drop HCL next year in Year 3 as he wants to take Chinese as a second language in Year 5. Is it true that students taking chinese as their mother tongue all along can choose Chinese as a second language again in Year 5? And I heard from him there are two levels of Chinese in Year 5 and he intends to take the lower level one.
Could you enlighten me on this? Thanks so much!