Networking Group - JCs General
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doodbug\" post_id=\"2095131\" time=\"1673772728\" user_id=\"13281:
Surprised to read that there are some taking 3H2 while taking H3 at the same time. I think that's unusual although I understand that to each his own.
My child's class is unusual. About 10 are reading 3H2s, some from the outset and others after JC1. Among those doing 3H2s, there are students doing H3 too. The top student for promos in my child's class in terms of rank points, did 3H2s.
The system is flexible enough for you to decide whether to do 3 or 4H2s. Whether it affects your self esteem is also individual....some kids and parents are perfectly comfortable with the choice. It is true that majoroty in RI and HCI are doing 4H2s. Some students know for sure they dont want to devote too much time or energies into the contrasting subject, so they opt to do it at H1.
Some prefer the time to build up portfolio in other ways. That's fine too. You can demobstrate academic strengths in many ways. There is no medal for doing 4H2s.
Totally agree that there's nothing wrong taking 3H2. However, if one is interested to apply for scholarships (I know that nowadays many smart kids are not keen due to the bonds), seems that organisations still prefer 4H2. Below is what I lifted from the scholarship section of a prestigious GLC.
If you are an A-Level candidate, you should offer at least 11 academic units. Students offering 10 academic units and with outstanding track records may be considered. -
iRabbit\" post_id=\"2095171\" time=\"1673796846\" user_id=\"51587:
4H2s is regarded as indicating overall academic ability, while other achievements can indicate strength in more specific skills as an alternative to the 4th H2. Choosing which route to take should take into account the student's strengths. At least this scholarship ad doesn't expect all applicants to fit in the same mould. Most organisations need both types - the overall strong ones who can do good work in a broader range of areas; and the ones who are strong in more specific areas.
Surprised to read that there are some taking 3H2 while taking H3 at the same time. I think that's unusual although I understand that to each his own.
Totally agree that there's nothing wrong taking 3H2. However, if one is interested to apply for scholarships (I know that nowadays many smart kids are not keen due to the bonds), seems that organisations still prefer 4H2. Below is what I lifted from the scholarship section of a prestigious GLC.
If you are an A-Level candidate, you should offer at least 11 academic units. Students offering 10 academic units and with outstanding track records may be considered. -
Interesting responses. I think some time ago I had asked whether it would make a difference for an Arts student whether Math was H1 or H2.
Similarly, I have wondered what is a better GPA/MSG (secondary)? For example, assume I am taking 8 classes and figure out how to get 75 (or 80 or whatever the threshold is) for each one, and thus end up with the "best" GPA/MSG. Or, I get 90 in the four classes I really like (i.e. very good) and 60 in the four classes I am not so hot on (i.e. reasonably competent but really only there because MOE told me I have to do this). I.e. same total marks but I can barely read 4H2 in the second case. In the second case I may also have extras in my areas of interest to showcase (assume both cases have the same non-academic attributes). IMO, the latter case may have more commercial value, although you risk getting screened out of some academic things (absent avenues like DSA, etc).
I also think somewhat of the same decision exists at the IP / O fork in the road. One has more subjects, longer days, and perhaps more bells and whistles. Or, take a somewhat lighter load (academic and CCA), build up other areas of strength/character/interest, and say "We’ll see you in four years in JC1" after managing the O/L1R5 route.
Again, probably different for each kid depending on what one is good at, how prefer to spend time, interests that fall in/out of the school compounds, and what is needed to further development (in whatever area)… -
4H2s is one way to demonstrate academic competence.
There are other ways to demonstrate academic prowess. Competitions, reseach projects, coding projects, Olympiads and what not. I do know that in certain schools, parents and students take it as a great blow to self esteem and all to take 3H2s…they will appeal, beg etc. I am just glad that it is not the case in my kids’ schools or their frame of mind. There is no need to all chase the same thing unless it is what you want. -
SG_KP1\" post_id=\"2095177\" time=\"1673832277\" user_id=\"188234:
Parents and students have to decide what really matters to them: maximising grades? breadth? depth? non-academic activities? personal growth?
Interesting responses. I think some time ago I had asked whether it would make a difference for an Arts student whether Math was H1 or H2.
Similarly, I have wondered what is a better GPA/MSG (secondary)? For example, assume I am taking 8 classes and figure out how to get 75 (or 80 or whatever the threshold is) for each one, and thus end up with the \"best\" GPA/MSG. Or, I get 90 in the four classes I really like (i.e. very good) and 60 in the four classes I am not so hot on (i.e. reasonably competent but really only there because MOE told me I have to do this). I.e. same total marks but I can barely read 4H2 in the second case. In the second case I may also have extras in my areas of interest to showcase (assume both cases have the same non-academic attributes). IMO, the latter case may have more commercial value, although you risk getting screened out of some academic things (absent avenues like DSA, etc).
I also think somewhat of the same decision exists at the IP / O fork in the road. One has more subjects, longer days, and perhaps more bells and whistles. Or, take a somewhat lighter load (academic and CCA), build up other areas of strength/character/interest, and say \"We'll see you in four years in JC1\" after managing the O/L1R5 route.
Again, probably different for each kid depending on what one is good at, how prefer to spend time, interests that fall in/out of the school compounds, and what is needed to further development (in whatever area)...
The rare student can maximise all these at the same time, but most of our kids are not that \"super\"-everything. The choices made will differ depending on the end-goal. For eg. in the initial question, I would say that taking H1 Maths (for an Arts student who is not strong in Maths and intending to apply to local university), will probably maximise UAS score since it is easier to score A at H1 than at H2. The same decision may be made because the student wants a bit more spare time to spend on hobbies, CCA, volunteering, part-time job, etc. But if there is some reason why 4H2 is preferred over 3H2, the decision might be different.
Some students prefer to focus on sports, music, entrpreneurship, etc at the expense of maximising grades. Nothing wrong with that as long as they recognise the trade-offs. One problem is that many people prioritise maximising grades above all else, and judgementally impose these values on others. And with CNY coming up, that IS a problem! -
I laughed hard at the last sentence!!
There is no shame in 3H2s. There is no shame in taking a gap year. While there is no shame, it doesnt mean there are no consequences, difficulties, or benefits or growth.
Education should help us develop more open minds. -
slmkhoo\" post_id=\"2095180\" time=\"1673837219\" user_id=\"28674:
Understand. My kids are at slightly different stages, but I can already see some differences in how each wants to spend his/her time. For me, I am just trying to make sure that they are aware of the tradeoffs before deciding what they want to do. I don't want to mandate anything but I do feel there are couple/few critical subjects that one should try to maintain at a high level (talking secondary level, either to keep options open or that the impact spills into multiple areas down the road). Not so much that each exam or yearly grade must be X or Y, but that you cannot allow deficiencies to accumulate over the years (within reason, relative to the student's ability).
Parents and students have to decide what really matters to them: maximising grades? breadth? depth? non-academic activities? personal growth?
The rare student can maximise all these at the same time, but most of our kids are not that \"super\"-everything. The choices made will differ depending on the end-goal. For eg. in the initial question, I would say that taking H1 Maths (for an Arts student who is not strong in Maths and intending to apply to local university), will probably maximise UAS score since it is easier to score A at H1 than at H2. The same decision may be made because the student wants a bit more spare time to spend on hobbies, CCA, volunteering, part-time job, etc. But if there is some reason why 4H2 is preferred over 3H2, the decision might be different.
Some students prefer to focus on sports, music, entrpreneurship, etc at the expense of maximising grades. Nothing wrong with that as long as they recognise the trade-offs. One problem is that many people prioritise maximising grades above all else, and judgementally impose these values on others. And with CNY coming up, that IS a problem!
I also believe some universities (or different courses within the same university) favour certain things more than others. Not that there is a universal way that must be followed but on the margin some stuff will get you further depending on where you are applying (and for what).
But overall, I guess it is just good that there are multiple ways to get over the finish line and each kid can pick what is best for him/her. -
SG_KP1\" post_id=\"2095187\" time=\"1673841543\" user_id=\"188234:
Re the red words - that's the parents' job! And those kids whose parents are able to do this are very fortunate. That's what we aimed to do for our daughters too - both have very different abilities and interests, and we could see early on that they would have very different life trajectories. For each of them, we tried to alert them of how each choice would impact their future choices and opportunities down the road. Within reason, we gave them the freedom to make decisions - if they said that they really didn't want to pursue a particular subject, and we felt they understood themselves and the consequences sufficiently, we let them drop the subject. If they chose to study less and spend more time on a hobby or CCA, we let them (as long as they didn't stop studying altogether!). As you say, getting over the finish line is the important part, not getting over the line first. And not all kids are aiming for the same finish line.
Understand. My kids are at slightly different stages, but I can already see some differences in how each wants to spend his/her time. For me, I am just trying to make sure that they are aware of the tradeoffs before deciding what they want to do. I don't want to mandate anything but I do feel there are couple/few critical subjects that one should try to maintain at a high level (talking secondary level, either to keep options open or that the impact spills into multiple areas down the road). Not so much that each exam or yearly grade must be X or Y, but that you cannot allow deficiencies to accumulate over the years (within reason, relative to the student's ability).
I also believe some universities (or different courses within the same university) favour certain things more than others. Not that there is a universal way that must be followed but on the margin some stuff will get you further depending on where you are applying (and for what).
But overall, I guess it is just good that there are multiple ways to get over the finish line and each kid can pick what is best for him/her. -
Any comments about taking F Maths? What’s the A rate typically?
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Imp75\" post_id=\"2095232\" time=\"1673914715\" user_id=\"2358:
GCE \"A\" level results will be released tentatively,
Any comments about taking F Maths? What’s the A rate typically?
on Friday to Tues (17 to Feb) 2023,
for students born in 2004,
who have sat for 2022 A level last year.
You can attend
Hwa Chong Junior College,
sit at the back of the school hall,
listen to the most recent, up to date cohort performance,
by individual subject performance,
for F Maths.
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