Methodist Girls' School (Secondary)
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phtthp\" post_id=\"2106500\" time=\"1682392056\" user_id=\"35251:
Obviously. The school can't possibly offer all the languages in the world. To clarify, you can opt for any language that the school offers. Yes, I do encourage that you find out what those are. Sigh.
this part about \"Any\" language for second language written by above person (autolycus), is ... FALSE. -
THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME
AT ANGLO-CHINESE SCHOOL (INDEPENDENT) – YEARS 5 & 6 (IB Yr 1 & 2)
GROUP TWO — Language acquisition
Chinese B, Malay B, Tamil B, Hindi B, Spanish ab initio, French ab initio, Mandarin ab initio. The two language options in this group; Language B or ab initio, accommodate second language learners with previous experience learning the language, and beginners respectively. The principal aim is to enable students to use the language in a range of contexts and for many purposes; the courses focus on written and spoken communication.
Source: https://www.acsindep.moe.edu.sg/files/Admissions/2023-IBPP-Write-Up-and-Subjects-Offered.pdf -
Hi all, I read in other school threads that at Sec 1 (IP), the kids are exposed to Sec 2 or even upper sec content. Does anyone know if it’s school dependent or is ut because it’s IP? Thank you!
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forgetminot\" post_id=\"2108845\" time=\"1684300963\" user_id=\"191740:
All IP schools have different curriculum. Moe does not standardize. Moe gives \"free hand\" authority, to all school Principal(s) of IP (IB + A-level destination bound) Secondary schools,
Hi all, I read in other school threads that at Sec 1 (IP), the kids are exposed to Sec 2 or even upper sec content. Does anyone know if it’s school dependent or is ut because it’s IP? Thank you!
from year 1 to year 6,
how they want to run their own IP programme.
Even amongst the Independent IP schools like RI / RGS, RI IP-A level curriculum is also different from that of
( Hwa Chong./ Nanyang Girls High ) IP.
Government IP curriculum schools like Dunman High (IP),
is also different from that of Temasek JC (IP), or Catholic High (IP), or Victoria (IP).
MGS is the only \"All Girls\" IB Secondary school in SG. Her IB curriculum, is entirely different from rest of the other IP (A-level) destination bound Secondary schools. Thus, you can only compare MGS (IB) with ACSI (IB) or with SJI (IB). Must compare apples, with apples. No use comparing apples, with oranges.
MGS (IB), will merge into ACSI (IB), at year 5, because ACSI is MGS IB Partnership school, defined.
So,
If you are looking at year 5 IB,
then
must ask yourself,
\"which year 5 and year 6 IB teaching is better, stronger, at ACSI or at SJI ?
How about their final exit point, year 6 overall students' cohort performance results ? \"
Example
You may check or ask around
At year 6 (ACSI + SJI) -
how many students, inside their cohort, out of maximum 45 points -
1) how many, scored 40 points & above, for IB ?
2) how many, scored 42 points & above, in IB ? -
I copied this over, from the 2023 PSLE thread :-
manorway\" post_id=\"2108894\" time=\"1684335125\" user_id=\"9303:
Apart from the useful suggestions given by zac mom over here,If a girl scored AL8, and the family cannot decide if IP or Express is better... should they choose
SCGS IP or SCGS Express or MGS Express?
But since all 3 ballot at AL8, if putting them as 1st, 2nd and 3rd choice will waste the chances, right?
Any thoughts?
I agree with Zac's mum no need to fret now and just study very hard. But the parents are also wondering if they should spend more $$ now for the final dash of classes or just accept Express at less competitive schools. Then no need to spend $$.
https://www.kiasuparents.com/kiasu/forum/viewtopic.php?f=69&t=92232&start=350
If you are in a dilemma,
over choosing Express stream O-level track (MGS vs. SCGS),
since both schools are Independent schools, requesting for school fees charged around $350, per month, regardless of whether student is in (IB or IP-A-level or O-level) track,
perhaps
1)
you may consider Ccas, in both schools.
Find out,
is there any particular, unique Cca, that interests your daughter or your friend's daughter, more.
Example
MGS Girls Secondary has this \"Harp\" Cca, I think. SCGS don't offer this Cca.
So, if your girl is keen on playing the harp musical instrument, then
MGS is the school to join, not SCGS.
2)
Can you call up both schools,
request
to speak to their Principal(s) or VP (Academic), not VP (Admin),
ask them to provide u some detailed breakdown info,
of the type of Talent Developmemt programme(s) available,
especially found at Upper Secondary (3 and 4) level(s),
under these different, separate category, namely :-
- Mathematics,
- Sciences like (Bio / Physics / Chem)
- Humanities.
From the answers given by both VPs (Academic), you will have some idea, and from there, after discussion with your daughter or your friend's daughter, u will know, which is a better fit, for the pupil.
3)
Also,
ask the VP (Academic) of these 2 schools, this same identical question, below:-
\"If (suppose), at end of Sec 2,
my daughter is interested to seek Transfer into Sec 3 (either IB at MGS, or IP at SCGS),
may I know,
from past two most recent batches, how difficult or
how easy, is it ?
Can u tell me, roughly, how many girls got successfully transferred from O-level Express stream, into
( IB, at Sec 3 (MGS)
or
into
IP, at Sec 3 (SCGS)) ? \"
After both VPs have given u the answers, plus earlier answers from question (2);
after a careful evaluation,
u will form a natural inkling somewhat within yourself :-
as to which is a better fit school eventually for your child,
because
you have heard replies, from both VPs directly, assuming that
a) distance from your house to both schools, doesn't bother you at all
Nor
b) it doesn't matter to you,
whether MGS is a Methodist denomination school,
nor
SCGS being a secular school. -
I copied this over, from 2023 DSA thread.
baguana\" post_id=\"2109166\" time=\"1684681358\" user_id=\"13751:
All 2023 P6 students applying for STEM (MGS) Domain,Hi I am keen to apply for DSA STEM for MGS.
Any idea what are the panel looking for?
the requirements are all specified very clearly,
inside the DSA (MGS) application form itself, in pdf format.
That is,
MGS is keen in looking at -
Both your school based,
as well as all your
Non school based
awards, achievements, contribution(s), etc.
And of course,
if is \"Non school based\" involvement, you will need to provide a brief write-up of what exactly, constituted your P6 pupil's award or achievement being recognised.
https://www.mgs.moe.edu.sg/secondary/admissions/dsa-sec1/ -
autolycus\" post_id=\"2094472\" time=\"1673152984\" user_id=\"16143:
Hi Autolycus, just saw your comment on CL vs HCL. I am curious to know why you would pick B if forced to, since the group 2 requirement for IB is just a second language and A could still do well and score 7 points in Group 2.
Each determination is on a case-by-case basis. If I were chairing the committee, there are two kinds of considerations: 1) if we admit A, we know for sure that A will take CL (in some form) during the IB years 5-6, and A will almost certainly score 7 points, which is good for A's results; 2) if we admit B, we know that B is an excellent student who does not have to take CL at all if she passes HCL at S4. This means that both A and B will do well, but B has more options for the IB, since passing HCL (which she certainly will) meets MOE requirements and she can then do ANY language she wants for IB second language.
Which student would I pick? I'd pick B if forced to, but if I could, I'd pick both. That's not to say that the current MGS team would do what I'd do, of course.
If one does HCL in Yr 1 to 4 in IP, can they opt NOT to take O levels HCL and just take O levels for CL?
Why would anyone do that, I am not sure but what advantages are there to take the HCL O levels exam if there is a choice in the first place?
Also, if student does HCL in Yr 4 in MGS, can they still choose Chinese as IB Group 2 subject or they are forced to choose another language? I know you mentioned before she can do ANY language, but what if she is not keen on French, German, Spanish and Japanese. Thanks in advance! -
manorway\" post_id=\"2112041\" time=\"1688218976\" user_id=\"9303:
Hi manorway!
Hi Autolycus, just saw your comment on CL vs HCL. I am curious to know why you would pick B if forced to, since the group 2 requirement for IB is just a second language and A could still do well and score 7 points in Group 2.
If one does HCL in Yr 1 to 4 in IP, can they opt NOT to take O levels HCL and just take O levels for CL?
Why would anyone do that, I am not sure but what advantages are there to take the HCL O levels exam if there is a choice in the first place?
Also, if student does HCL in Yr 4 in MGS, can they still choose Chinese as IB Group 2 subject or they are forced to choose another language? I know you mentioned before she can do ANY language, but what if she is not keen on French, German, Spanish and Japanese. Thanks in advance!
As an educator in the Singapore milieu, there are at least two competing paradigms:
1) Clear all the exams, quickly, do well, so you can advance quickly in life (howsoever defined).
2) Take a complicated mixture that will develop you in many ways, so that you can find a life regardless.
The two may not be mutually exclusive. This is why when I interview students (and their parents!) I want to know if the student wants to become a more well-rounded (think of a radial plot) or more achieving (think of a linear plot) person. The educator in me would like each student to not just do what they're already inclined to do, but do stuff they would not necessarily want to do (or not think of doing) but which might offer them an alternative way of handling the world.
That's why I think the three disciplines a student should pursue are (minimally), 1) a convergent logical package which includes mathematics at some level; 2) a more divergent humanities package (at least some lit, history is excellent); and 3) some kind of aesthetics (music, art, drama)—although this needn't be exam-level. Also, because every subject is communicated in language, a spread of languages is good—most of us are English-users, so an east or south Asian language, Arabic, or a Romance language are possible wide-use enhancements.
There are many things people aren't keen about, but it's not always what the student wants, but what the student might find useful despite not really being keen about it. Think of it as a portfolio diversity hedge, if you will. Or broadening the gene pool to ensure survival.
A student with HCL O-levels can still do CL for IB in Group 2 at SL. Can do it at HL, or not do it at all so as to choose another language. There is only an advantage if the student finds it advantageous. Different people think in different ways, after all. Some drop it to do O-level CL and then IB CL again, because it's safe. Not sure how useful long term, but definitely safe short term. Again, different people have different risk profiles.
My personal suggestion is that students go for max tolerable (each individual assesses this differently) risk now. They'll have time to absorb the risk. Counter-argument: it gets harder to learn vastly different things later on, but they will also have more resources if they still have risk appetite. I was a humanities student in secondary school but switched to pure science when I realised you don't easily find laboratory training later in life. I switched back to humanities after becoming a science teacher! -
autolycus\" post_id=\"2112052\" time=\"1688227696\" user_id=\"16143:
Another guiding (and pragmatic) principle for the choosing type of education, is career opportunities. Are there any research done in Spore on the types of skills employers are looking for? I know in Australia there are studies done in this area. Employers were interviewed and future career types are compiled.
Hi manorway!
As an educator in the Singapore milieu, there are at least two competing paradigms:
1) Clear all the exams, quickly, do well, so you can advance quickly in life (howsoever defined).
2) Take a complicated mixture that will develop you in many ways, so that you can find a life regardless.
The two may not be mutually exclusive. This is why when I interview students (and their parents!) I want to know if the student wants to become a more well-rounded (think of a radial plot) or more achieving (think of a linear plot) person. The educator in me would like each student to not just do what they're already inclined to do, but do stuff they would not necessarily want to do (or not think of doing) but which might offer them an alternative way of handling the world.
That's why I think the three disciplines a student should pursue are (minimally), 1) a convergent logical package which includes mathematics at some level; 2) a more divergent humanities package (at least some lit, history is excellent); and 3) some kind of aesthetics (music, art, drama)—although this needn't be exam-level. Also, because every subject is communicated in language, a spread of languages is good—most of us are English-users, so an east or south Asian language, Arabic, or a Romance language are possible wide-use enhancements.
There are many things people aren't keen about, but it's not always what the student wants, but what the student might find useful despite not really being keen about it. Think of it as a portfolio diversity hedge, if you will. Or broadening the gene pool to ensure survival.
A student with HCL O-levels can still do CL for IB in Group 2 at SL. Can do it at HL, or not do it at all so as to choose another language. There is only an advantage if the student finds it advantageous. Different people think in different ways, after all. Some drop it to do O-level CL and then IB CL again, because it's safe. Not sure how useful long term, but definitely safe short term. Again, different people have different risk profiles.
My personal suggestion is that students go for max tolerable (each individual assesses this differently) risk now. They'll have time to absorb the risk. Counter-argument: it gets harder to learn vastly different things later on, but they will also have more resources if they still have risk appetite. I was a humanities student in secondary school but switched to pure science when I realised you don't easily find laboratory training later in life. I switched back to humanities after becoming a science teacher! -
bbbay\" post_id=\"2112074\" time=\"1688275900\" user_id=\"175278:
I used to run Career Guidance for a while. It struck me that after teaching for three decades, predicting future careers (no such thing really as career types, just career choices) is a very weakly determinable thing. For example, now people with language skills (especially in the humanities) can https://www.businessinsider.com/ai-prompt-engineer-jobs-pay-salary-requirements-no-tech-background-2023-3, because they are the ones most able to make AI output more closely resemble human output.
Another guiding (and pragmatic) principle for the choosing type of education, is career opportunities. Are there any research done in Spore on the types of skills employers are looking for? I know in Australia there are studies done in this area. Employers were interviewed and future career types are compiled.
Current employers are surprisingly bad predictors because they extrapolate linearly. The best predictors are those who take speculative approaches — for example, the people at the https://www.santafe.edu/. In fact, having a background in hard science fiction (think 'The Expanse' and suchlike) is a slight advantage, since it means you would be more attuned to changes in the social/technological complex environment.
The one thing that looks certain is that the broader your education, the more likely you will find something you can use in the future course of your career.
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