Raffles Institution (Year 1-4)
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Careermum\" post_id=\"1900158\" time=\"1551256333\" user_id=\"22005:
Just sharing my opinions, hope it's useful. I do college consulting, so i speak to students who graduate from JC (Pre Uni). From what they share, Geography tends to be more \"Content-heavy\" in terms of the number of items you need to memorize. There are more facts, especially for physical geography, and definitions + terms which you cannot use \"layman terms\" to replace.
Congratulations to the class of 2018 RI(JC).
Looking at the humanities results, Econs distinction is 6 in 10, Geography distinction is 7 in 10.
Does it mean it is easier to get distinction for Geography?
DS is keen to do physics, chemistry and math when he progresses to Year 5.
He has no preference for the contrasting humanities subject.
Should I encourage DS to choose Geography over Econs, or will that be too content heavy?
It seems that PCME is one of the popular subject combi.
May I ask are there students who do PCMG combi?
Economics, on the other hand requires more understanding. The student also has to deal with more graphs, which is probably why some people will say \"the need to have some mathematical background\". But ultimately, I think it depends on his interest. Both require a level of understanding and penning it down on paper to answer essays or case studies. He should read up on the topics covered in both Geography & Econs, see if they fit his \"appetite\". But then, there is no way to fully know whether you are cut out for a subject, unless u seek professional guidance, like extra classes, that sort of thing. Also, it's good to note that Economics tend to have slightly lower distinctions due to the bigger pool of students taking it.
Moving forward, if he wants to pursue Economics in University, it would definitely help if he took it in JC as a base. That being said, it is not a pre-requisite in many universities to have taken the subject in JC, to enrol for that degree or major in University. -
Seannnnn\" post_id=\"1902930\" time=\"1552725325\" user_id=\"165455:
Thanks for the insightful sharing Seannnnn.
Just sharing my opinions, hope it's useful. I do college consulting, so i speak to students who graduate from JC (Pre Uni). From what they share, Geography tends to be more \"Content-heavy\" in terms of the number of items you need to memorize. There are more facts, especially for physical geography, and definitions + terms which you cannot use \"layman terms\" to replace.Careermum\" post_id=\"1900158\" time=\"1551256333\" user_id=\"22005:
Congratulations to the class of 2018 RI(JC).
Looking at the humanities results, Econs distinction is 6 in 10, Geography distinction is 7 in 10.
Does it mean it is easier to get distinction for Geography?
DS is keen to do physics, chemistry and math when he progresses to Year 5.
He has no preference for the contrasting humanities subject.
Should I encourage DS to choose Geography over Econs, or will that be too content heavy?
It seems that PCME is one of the popular subject combi.
May I ask are there students who do PCMG combi?
Economics, on the other hand requires more understanding. The student also has to deal with more graphs, which is probably why some people will say \"the need to have some mathematical background\". But ultimately, I think it depends on his interest. Both require a level of understanding and penning it down on paper to answer essays or case studies. He should read up on the topics covered in both Geography & Econs, see if they fit his \"appetite\". But then, there is no way to fully know whether you are cut out for a subject, unless u seek professional guidance, like extra classes, that sort of thing. Also, it's good to note that Economics tend to have slightly lower distinctions due to the bigger pool of students taking it.
Moving forward, if he wants to pursue Economics in University, it would definitely help if he took it in JC as a base. That being said, it is not a pre-requisite in many universities to have taken the subject in JC, to enrol for that degree or major in University. -
With 5 out of the 6 selected for the IMO 2019 team coming from RI, this year's RA Math cohort is very strong.
http://wwwdontmesswith6a.blogspot.com/ -
Yay!
I am so happy for the RI math dept and not just for those who got into the IMO team, but ALL the math enthusiasts from yr1-6 and ex-RI MOs.
This will surely inspire the junior RI boys to work hard and believe in themselves tt they too can be at IMO one day.
Hoping Team Singapore will do superbly in July in Bath! All the best to everyone especially the 5 RI members and the 3 trainers (all ex-RI boys)!! -
iRabbit\" post_id=\"1908124\" time=\"1556444511\" user_id=\"51587:
Given that NUSH hand pick their students, accelerate maths and the sciences in their curriculum, excellent academia support from NUS, state-of-the-art laboratories, have olympiad modules and flexible curriculum, why isn't their students dominant in the olympiads representation? It seems they are just one of the school, and their value add is just normal.
With 5 out of the 6 selected for the IMO 2019 team coming from RI, this year's RA Math cohort is very strong.
http://wwwdontmesswith6a.blogspot.com/ -
I don’t know abt NUSH but at RI, the environment to pursue MO ambition is v conducive. Other than possessing talent and perseverance, it is v important for a person aspiring to be in IMO to be able to learn together with a pool of such talents. This enables a healthy exchange of knowledge and ideas on a constant basis. This kind of sparring is essential, during both math classes and math club activities.
For pupils who hv qualified for national training, RI gives very gd support to this group of IMO potentials by engaging trainers (usually ex-IMO medalists) for intensive coaching leading up to the selection tests. These sessions take up many hrs of intense focus on MO problem-solving skills at the highest level during normal curriculum time.
There are a couple of RI teachers who are extremely devoted to their tasks of nurturing RI talents and to mentor / guide these boys to achieve their IMO dream. The comaraderie they share with the old and current boys is amazingly strong. -
Oops double posted
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entei17\" post_id=\"1908138\" time=\"1556454665\" user_id=\"162440:
See historical statistics of Singapore schools’ representation at at intl Math & Sci Olympiads. Overall NUSH students (1/6 population of RI) were well represented.
Given that NUSH hand pick their students, accelerate maths and the sciences in their curriculum, excellent academia support from NUS, state-of-the-art laboratories, have olympiad modules and flexible curriculum, why isn't their students dominant in the olympiads representation? It seems they are just one of the school, and their value add is just normal.
https://wwwdontmesswith6a.blogspot.com/2018/05/singapore-schools-representation-at.html -
justbehappy\" post_id=\"1908161\" time=\"1556486738\" user_id=\"10329:
Hi justbehappy (or anyone else),
See historical statistics of Singapore schools’ representation at at intl Math & Sci Olympiads. Overall NUSH students (1/6 population of RI) were well represented.entei17\" post_id=\"1908138\" time=\"1556454665\" user_id=\"162440:
Given that NUSH hand pick their students, accelerate maths and the sciences in their curriculum, excellent academia support from NUS, state-of-the-art laboratories, have olympiad modules and flexible curriculum, why isn't their students dominant in the olympiads representation? It seems they are just one of the school, and their value add is just normal.
https://wwwdontmesswith6a.blogspot.com/2018/05/singapore-schools-representation-at.html
Based on statistics provided in above link -
The figures showed clearly that only in year 2018, then nus high figure was higher, than that of RI. Yes, only for just one year : 2018.
However, for 6 years so long, from 2012 to 2017 (you can check yourself), by looking at the figures posted above in your link: ri always beat nus high figures, posted.
Question is -
why is this so, when starting right from day 1 in term 1 of secondary 1 cohort : all nus high students are already engaged in triple sciences exposure several times a week, in sharp great contrast to raffles institution students, who under our gce a level program, can only take maximum 2 sciences (ie. Either take a level chemistry plus physics, or chemistry plus biology) at the very most, but definitely not allowed to take triple sciences allowed at a level, due to compulsory a level contrasting Humanities subject imposed upon ?
Moreover, isn't nus high (maths and science) curriculum taught, being accelerated, teach even deeper stuff, more \"higher up level\" content, way beyond the A-level syllabus ?
Furthermore, nus high have all the state-of-the-art laboratory facilities available, to conduct research readily, plus an available talent pool of scientific professors from the affliated nearby nus university, to guide and to teach nus high students, readily?
Nus high, supposed to be our nation's specialized school, for the (mathematics and sciences). But why, for 6 years so long, from 2012 to 2017 inclusive, why above figures posted, lost out to raffles institution, except for one recent year 2018 ? -
Hi phtthp, don’t know why you are fond of typing long story.
1. Look closely at 2017 figures.
2. Are you aware NUSH population is 1/6 of RI?
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