MOE to stop publishing names of top students?
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pirate:
Oh. Until MOE sorts this out, DD is going IP. By hook or by crook, I don't care.
You may want to make sure it's an established IP that is sufficiently HOT, though! -
Melodies:
Not just at secondary level but also at primary level. P3 kids r now learning n doing p6 materials n doing P6 worksheet to be competitive.
No, lah. This is just a symptom of the disease, which is if your kid is not competitive, he or she will not be taught the necessary and relevant skills, so he or she will end up being even less competitive 6 years later. -
CayennePepper:
Shhh...... why you want to let the cat out of the bag? Notti notti Pepper.pirate:
Oh. Until MOE sorts this out, DD is going IP. By hook or by crook, I don't care.
You may want to make sure it's an established IP that is sufficiently HOT, though! -
Melodies:
Hi Melodies,
CayennePepper
R u willing to give up the few top JCs and settle with second tier JC?
R u willing to support the idea of competing based on PSLE results for top IP schools?
R u willing to support the idea of getting rid of DSA for GEP domains?
R u willing to support that everyone should compete based on the same ground?
己所不欲，勿施于人
On your queries to CayennePepper, I have one more to add on.
- R u willing to give up your DC's affiliation to a good secondary school and compete based on the same ground ie. PSLE score as other non-affiliated students?
From what I understand, affiliated students tend to be given 10-20 advantage points.
IMO, DSA definitely has its purpose. Just look at LimJeck, the Maths Genius. I'm sure glad he DSA and got recognized for his talent.
As for GEP, there are some really good ones and the fact that DSA is not a guaranteed process for them, it goes to show that schools do not accept blindly. GEP kids are just like any other kids....they have ups and downs.
While calling for the scrapping of DSA, would one impose the same standard on their own DC?
Just look around, many die die must go to primary schools with affiliation, and many appealing after PSLE etc.
Going by notion that DSA kids who didn't score the COP should give up.....those who didn't score should not be appealing either. Affiliation should be removed too. -
Okie... Which FULL school now offers the IP??
Through train from Primary to JC... not hot also cannot! :rotflmao: -
CayennePepper:
Okie... Which FULL school now offers the IP??
Through train from Primary to JC... not hot also cannot! :rotflmao:
Haha, can I hitch a ride with you, P to JC through train? :imcool: -
Melodies:
:goodpost: Yes! Ways to go.. :rahrah: :rahrah:[/quote]I would only agree if we have the same kind of teacher:student ratio in Finland. In a class of >30 pupils, there is no way a teacher can deliver the lessons effectively and at the same time cater to the needs of the brightest and the slowest.
:goodpost:david59:
[quote=\"wonderm\"]
:goodpost:
I believe all of us here are concerned for our children n the future generations. My wish is that in whatever schemes or policies MOE will make in the future, it will not give more advantage to the cream of the crop at the expense of the weaker students.
It took many years for the government to finally give more funding to special education students after years of lobbying. Singapore needs to be pragmatic for economic reasons but it is time we also grow into a gracious society where we give helps to the weaker ones.
Take a good look at the Educational system in Finland.
3rd Nov in the \"Today\" newspaper, there was a very enlightening article in page 12 to 14 entitling \" Why are Finland's schools successful?\". Globally, their students ranked second in Science, third in Reading and sixth in Maths in 2009. And yet their students do not have mandatory standard exams up to age 16!
What really impresses me is that in their educational system, all students of varying abilities are taught in the same classroom and special attention is given to the weaker ones by special education teachers. This really revealed a sharp contrast with our country's approach to education which gives (knowingly or unknowingly) greater advantages to the brighter students.
Their approach to equality in education reminds me of a passage in the Holy Bible which emphasizes that the stronger parts of the body must give greater honor and care to the weaker parts of the body so that the whole body can function in unity and concern for one another.
1Corinthians 12:21 to 26 :
21 The eye cannot say to the hand, “I don’t need you!” And the head cannot say to the feet, “I don’t need you!” 22 On the contrary, those parts of the body that seem to be weaker are indispensable, 23 and the parts that we think are less honorable we treat with special honor. And the parts that are unpresentable are treated with special modesty, 24 while our presentable parts need no special treatment. But God has put the body together, giving greater honor to the parts that lacked it, 25 so that there should be no division in the body, but that its parts should have equal concern for each other. 26 If one part suffers, every part suffers with it; if one part is honored, every part rejoices with it.
When we change a variable, we change the whole equation and there are other variables at play which may be very different from what we have here. We had not looked at what they taught and how they taught them with students of wide gap in learning abilities.
Btw, if MOE is keen to implement this, let us do it with a pilot project. Put some of their hand-picked foreign scholars and spread them out into neighbourhood schools. Ah yes, put some in the last class too (academic). If they thrive and come out top in national exam without outside help, we shall embrace the change! :evil: -
CayennePepper:
Got. ACS, Scgs, sngs, CHS, St. Andrews, mgs... But you have to be cream of the crop to last thru the years to enjoy IP.Okie... Which FULL school now offers the IP??
Through train from Primary to JC... not hot also cannot! :rotflmao:
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jtoh:
does St Andrew offer IP ?
Got. ACS, Scgs, sngs, CHS, St. Andrews, mgs... But you have to be cream of the crop to last thru the years to enjoy IP. -
pirate:
In other words, our non-IP secondary schools are failing to teach our students the necessary or relevant skills. Thank you very much for that enlightenment. In a nutshell, this looks like a systemic failure to me at the secondary school level. I take back what I said earlier about there being a reasonably level playing field.him4mixer:
The new ‘A’ level examination started in 2006 with the introduction of H1, H2 and H3 subjects. The papers (not the MTL) btw are NO LONGER set by Cambridge!! Instead the questions are now set by MOE (through XXX branch).
What’s the difference?
Many of us who took the ‘A’ levels in the good ole days could do well just by constantly practice & practice TYS. It worked because many of the questions then were LOT (lower order thinking) like recap and recall. Few questions were on HOT (higher order thinking) like data analysis and application. Those who took ‘S’ paper would work on questions requiring them to synergize and extrapolate the concepts/knowledge learnt.
Unfortunately now this is not so…
H2 papers nowadays have literally no recap and recall questions that will favor the hardworking students. Instead the papers are filled with thinking questions where it will favor the thinking students.
Example: I had no problem finishing 40 MCQ qns within 20 min in the old syllabus and achieve perfect score. However now even if I am to finish the MCQ paper in time (as a capacity as an experienced teacher!), I am not confident to achieve perfect score. Some of the concepts tested in the paper were what I learnt in the university, up to Masters!
Thus the IP schools start to teach these HOT skills real early so that they will be well prepared when they come to us as JC students. Life is never fair but that’s how it works. The smart ones have now a better advantage IF they can benefit from our system.
Minister Sir, are you reading this?
Now you know why PSLE is so stressful. If your kid does not score tops enough to get into IP, they will have to go to a secondary school that will fail to teach them the required and relevant HOT skills necessary for them to prepare for the A-levels.
I think we have more hurdles than we think we have. Anyway, thanks him4mixer for sharing! I just wonder if equipped with all these \"HOT\" skills means that the kids will do very well in university. I am puzzled cos with A levels in UK being \"easier\" than Singapore's , I wonder if it means that Singapore students will excel in UK universities or in other overseas universities. I don't think the level of difficulty (and stress) in other countries' junior or senior schools have shot up as much as ours. And also with all these desirable HOT and other skills and advanced knowledge, do they become better graduates and workers ? I check with some university lecturers , I am surprised to know that some of them are the \"old school\" types so are they able to relate to these HOT skills? In fact, in some faculties, I think the curriculum has not changed as drastically as we have changed our Pri-JC curriculum. Imagine learning advanced level of Physics up to tertiary/master degrees standard at A levels, then seriously go university to learn what ?
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