2023 PSLE Discussions and Strategies (Children born in 2011)
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bbbay\" post_id=\"2122499\" time=\"1699672155\" user_id=\"175278:
Those ri boys will continue to do advanced learning i believe. And some will be offered talent program in end jc1
On the subject of study ahead, Then I still don’t see the wisdom for IP school to do it and then these students spend Y5 doing revisions. To me it’s redundancy especially for these high capacity kids. They could have been academically stretched in other directions with the extra time from skipping O level preparation. -
bbbay\" post_id=\"2122499\" time=\"1699672155\" user_id=\"175278:
Most IP schools are somewhat following quite closely to Secondary track. But some IP schools are not (especially the top tier and some mid-tier). Advanced learning is not entirely redundant because these kids coming into IP are high-performing students. As mentioned by the MOE, IP curriculum must be tailored differently from the mainstream at a glance.
On the subject of study ahead, Then I still don’t see the wisdom for IP school to do it and then these students spend Y5 doing revisions. To me it’s redundancy especially for these high capacity kids. They could have been academically stretched in other directions with the extra time from skipping O level preparation.
Because these IP students are already high performing, hence immerse themselves in a more broad based education which ultimately leads them to A level or IB level, also means advanced learning or fast pace learning should be nothing to them. On top of that, the programme itself also have enrichment activities - like I mentioned - presentation, projects, STEM, etc
Some projects and STEMs really requires a certain degree of advanced learning basic. So most can't really do away with advanced learning.
Afterall these high performing kids will be bored if they go into the mainstream. Might as well push them to a certain limit if they can.
So generally IP Y4 proceed to Y5 or JC1, the works in JC1 are somewhat a revision. In Y3 and Y4, the papers have some questions pitched to a A level standard type of questions. So those coming in from O level route to Y5 or JC1, you can already observe there is a gap but this gap is manageable since these kids also have some certain standard to continue into A level route. I remember a Physic Teacher once complained to me that MOE must set the secondary Standard and curriculum right, because most coming into JC1 lack certain foundation, and being a teacher, he needs to put in extra extra effort to these kids at JC1 which is not really enough time and that frustrates him.
And sharing another incident, O level students are somewhat unprepared for the Project Work and common complaints will be that the teachers are not helping at all. Actually you don't hear this from IP students because they are already so used to projects since day 1 at IP1. They know that one can't expect teacher to come to them. As a student, they have to approach the teacher first and throw some questions and direction before the teacher can guide them.
These are the subtle difference between IP and Mainstream curriculum which are manageable and mindset must shift, of which must be quickly resolve because Project Work submission must be done by Oct on top of their academic work. Should an O level kids wants to continue with A level route.
I always joke with my son who said Y5 actually not that hard for IP students. That is because school thinks they are a real slacker and so gave them advanced learning, so that they don't fall behind so much from the hardworking ones that came through A level after the O level exam. -
laughingcat\" post_id=\"2122507\" time=\"1699694460\" user_id=\"3309:
Hmm… I think what constitute stretching to me is different. I would prefer kids to acquire professional skill and also diverse knowledge. For example, instead of being an advance nuclear physicist, I would prefer my child to be a normal physicist, who also enjoys arts and music , comfortable with other culture through the foreign language they have learnt. We all look at the world through the mental models we acquired thru our experience and education. Having diverse mental models give us more freedom and happiness in our lives. Think of the current offered view of wider definition of success. This is not just feel good talking. This is has its root on what we choose to expose ourselves to and acquiring more ways of seeing the world and able to see more possibilities. Common sense tells able to see more options we are better off.
Most IP schools are somewhat following quite closely to Secondary track. But some IP schools are not (especially the top tier and some mid-tier). Advanced learning is not entirely redundant because these kids coming into IP are high-performing students. As mentioned by the MOE, IP curriculum must be tailored differently from the mainstream at a glance.
Because these IP students are already high performing, hence immerse themselves in a more broad based education which ultimately leads them to A level or IB level, also means advanced learning or fast pace learning should be nothing to them. On top of that, the programme itself also have enrichment activities - like I mentioned - presentation, projects, STEM, etc
Some projects and STEMs really requires a certain degree of advanced learning basic. So most can't really do away with advanced learning.laughingcat\" post_id=\"2122507\" time=\"1699694460\" user_id=\"3309:Ok , as long as these IP kids do not need extra private tuitions. If they do because they are struggling, they are not the high performers we assume they are just bcos they make it to IP school.
Since eventually IP or O level students gap can be closed, isn’t the extra time spent in the “accelerated learning” (and advantage obtained) by the IP students in their high school years short livelaughingcat\" post_id=\"2122507\" time=\"1699694460\" user_id=\"3309:[quote=laughingcat post_id=2122507 time=1699694460 user_id=3309]
So generally IP Y4 proceed to Y5 or JC1, the works in JC1 are somewhat a revision. In Y3 and Y4, the papers have some questions pitched to a A level standard type of questions. So those coming in from O level route to Y5 or JC1, you can already observe there is a gap but this gap is manageable since these kids also have some certain standard to continue into A level route. I remember a Physic Teacher once complained to me that MOE must set the secondary Standard and curriculum right, because most coming into JC1 lack certain foundation, and being a teacher, he needs to put in extra extra effort to these kids at JC1 which is not really enough time and that frustrates him.
and not permanent. Where is the real long term substance in accelerated learning.
In RI JC, after the block test early this year, the whole auditorium was filled with students who failed their physics paper, which is around half the cohort. If we go by the assumption IP students generally perform better than O level students bcos of their advance learning, then we shall go on to assume all O level students (1/3 of the intake of each cohort) which is 33%, are within the 50% that fail the paper. (My child passed. And assume it does not mean anything
) So the remaining 17% must be from the IP group. 17% out of 66%( IP students from 2/3 of the cohort) gives us around 25%. So 1/4 of the IP students failed their paper. We cannot conclude all IP students are high performers.laughingcat\" post_id=\"2122507\" time=\"1699694460\" user_id=\"3309:
Cannot generalised this way. My child which is from O level, pushes his IP project mates to do more on project works, without the teacher’s request.
And sharing another incident, O level students are somewhat unprepared for the Project Work and common complaints will be that the teachers are not helping at all. Actually you don't hear this from IP students because they are already so used to projects since day 1 at IP1. They know that one can't expect teacher to come to them. As a student, they have to approach the teacher first and throw some questions and direction before the teacher can guide them.
These are the subtle difference between IP and Mainstream curriculum which are manageable and mindset must shift, of which must be quickly resolve because Project Work submission must be done by Oct on top of their academic work. Should an O level kids wants to continue with A level route.laughingcat\" post_id=\"2122507\" time=\"1699694460\" user_id=\"3309:
Pls see all my above inputs.
I always joke with my son who said Y5 actually not that hard for IP students. That is because school thinks they are a real slacker and so gave them advanced learning, so that they don't fall behind so much from the hardworking ones that came through A level after the O level exam.
I agree IP is useful. I just disagree with the direction the stretching is done academically (it’s a pity if that is really prevailing, considering we are all constantly complaining life in spore is stressful and exposing ourselves to more ways to look at things could be the solution) and the over optimistic/pessimistic categorisation of IP vs O level students in JC -
1 of the many examples, language in this case, how exposures to diverse knowledge in school can change how the learners look at things. And how it can help them in their personal and professional life if they apply these additional knowledge well.
https://youtu.be/RKK7wGAYP6k?si=JS_ZK1me6riUirSZ -
00skyblue00\" post_id=\"2122451\" time=\"1699629025\" user_id=\"143605:
I won't be surprised. The types of assignments, assessments and enrichment programmes available cannot be the same in all O level schools. A few years ago, when my best friend and my cousin compared notes, one girl was in IP and another in O level school, same age. The one in O level school had not done a single project or presentations by mid of Yr 3. All assessments were tests and exams only. And her O level school was a popular one.
The assessments for a few O level schs i know comprise of presentations, grp projects, indi assignments and WA and exam too. They have global perspectives lessons too, discuss current affairs, but no exam.
Quite enriching and multi dimensional too. -
bbbay, I understand your point. Your perspective of students acquiring skills outside of academic - professional skill and also diverse knowledge - which is unfortunately not happening in Singapore as a full academic. But will happen in CCA for some clubs. Some schools have CCA club in video editing, drone flying with video editing, video capturing in sports, Singing Dancing choreography etc.
Diverse knowledge maybe somewhat covered in IB where international studies is part of Y3 and Y4 curriculum. Not too sure is your type of skills you are looking.
To me acquiring that said skills, perhaps parents can do their part rather than directing that responsibility to the MOE/Schools. I always encourage the kids to explore other skills other than studies. Simple thing like acquiring maintenance of the bicycle to concocting shampoo to making 3D molding to photography.
In this generation, it is very unfortunate to see almost every students going through some form of tuition - across all levels - Primary, Secondary, A Level, IB. Not doing well in school to doing okay in school to doing fantastic in school - also need to go tuition. Doesn't mean going tuition are students who are struggling. Now the whole education in Singapore is going bongus. Paper too easy, Teachers set it even higher. Not that the students are failing. The question is whether the papers are pitched to the correct level. Making students fail is to make them wake up
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bbbay\" post_id=\"2122517\" time=\"1699706505\" user_id=\"175278:
We have that in Singapore - Language Arts in IP route. Or exploring Literature as an option at O Level. There is already a choice for some students who love languages.
1 of the many examples, language in this case, how exposures to diverse knowledge in school can change how the learners look at things. And how it can help them in their personal and professional life if they apply these additional knowledge well.
https://youtu.be/RKK7wGAYP6k?si=JS_ZK1me6riUirSZ -
laughingcat\" post_id=\"2122520\" time=\"1699712378\" user_id=\"3309:
Yes the additional exposures for IP Y1 to 4 I hope to see is a lighter version of IB’s curriculum and syllabus, without the stress of high stake examinations. Just for exposures in first 4 years. Then back to our dear A level from Y5.
bbbay, I understand your point. Your perspective of students acquiring skills outside of academic - professional skill and also diverse knowledge - which is unfortunately not happening in Singapore as a full academic. But will happen in CCA for some clubs. Some schools have CCA club in video editing, drone flying with video editing, video capturing in sports, Singing Dancing choreography etc.
Diverse knowledge maybe somewhat covered in IB where international studies is part of Y3 and Y4 curriculum. Not too sure is your type of skills you are looking.
To me acquiring that said skills, perhaps parents can do their part rather than directing that responsibility to the MOE/Schools. I always encourage the kids to explore other skills other than studies. Simple thing like acquiring maintenance of the bicycle to concocting shampoo to making 3D molding to photography.
In this generation, it is very unfortunate to see almost every students going through some form of tuition - across all levels - Primary, Secondary, A Level, IB. Not doing well in school to doing okay in school to doing fantastic in school - also need to go tuition. Doesn't mean going tuition are students who are struggling. Now the whole education in Singapore is going bongus. Paper too easy, Teachers set it even higher. Not that the students are failing. The question is whether the papers are pitched to the correct level. Making students fail is to make them wake up -
bbbay, the fact that your child went from O level stream to RI means he did well enough in O levels to qualify, so it it should not be a surprise that he must be ready to handle the JC1 material in RI and do as well as the other IP students in RI Yr 5.
But the same CANNOT be said for all other O level students. Just because one goes to O levels does not automatically mean he will do as well or better at A levels later than the IP kids.
Going the O level route just gives the kids an extra exam experience and the learning journey is different. Perhaps that is what these kids need - slower pace to learn content and extra drilling for exam.
Will every child who goes to Normal Academic and take N-level first always score better at O levels than those who have been in Express stream?
Similarly, just because kids scored well enough to enter RI IP does not mean he will be a slacker throughout the 6 years either. Some will slack because they can afford to. They catch up later, again because they can afford to.
Of course there are some who slacked and NEVER managed to catch up and eventually produce disappointing results. But the same type of kids also can be found in O levels stream. -
bbbay\" post_id=\"2122512\" time=\"1699703695\" user_id=\"175278:
What is the advantage of 'accelerated learning'? I share a simple example.
Hmm… I think what constitute stretching to me is different. I would prefer kids to acquire professional skill and also diverse knowledge. For example, instead of being an advance nuclear physicist, I would prefer my child to be a normal physicist, who also enjoys arts and music , comfortable with other culture through the foreign language they have learnt. We all look at the world through the mental models we acquired thru our experience and education. Having diverse mental models give us more freedom and happiness in our lives. Think of the current offered view of wider definition of success. This is not just feel good talking. This is has its root on what we choose to expose ourselves to and acquiring more ways of seeing the world and able to see more possibilities. Common sense tells able to see more options we are better off.
Since eventually IP or O level students gap can be closed, isn’t the extra time spent in the “accelerated learning” (and advantage obtained) by the IP students in their high school years short live and not permanent. Where is the real long term substance in accelerated learning.
I agree IP is useful. I just disagree with the direction the stretching is done academically (it’s a pity if that is really prevailing, considering we are all constantly complaining life in spore is stressful and exposing ourselves to more ways to look at things could be the solution) and the over optimistic/pessimistic categorisation of IP vs O level students in JC
If a bunch of Pri 1 kids can understand multiplication after one lesson whereas the rest are still at the addition of 2 numbers phase or worse, counting to 40, instead of keeping them together in a class and bore the former out of their minds, we can separate the 2 groups and teach the faster learners MORE and at a FASTER pace. With advanced knowledge, they may enjoy Math Olympiad training at Pri 2 or explore STEM related topics at P3.
Yes, they will all take the same PSLE at P6 but there are a lot of advantages to accelerated learning for the faster learners.
If the faster learners are NOT truly learning faster but because they have been drilled to death by tutors, then of course they will now die of stress with the accelerated pace of learning in IP. It is the same like the \"not-so-gifted\" entering GEP.
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