MOE to stop publishing names of top students?
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Melodies:
An era where it is almost impossible to compete with or even join the cohort of the HOTties at the various stress points in a child's educational career. Buy a house near to a HOTties school like NYPS? Go GEP test and hope to join GEP provided don't lose out to older kids? Didn't make it nevermind, just draw boxes and LOTs and hope to get A* and PSLE to score > 260 while GEP learn HOT algebra and already CO to their choice schools! Don't go IP nevermind, make sure take highest mother's tongue so that get 3 points out of 6 subjects at O level to join HOT programs. :scratchhead: Haven't even reached uni, weather is so hot got burnt out already. Welcome to the new era.In short,
Learning HOT skills in GEP program versus learning LOT/NOT skills in mainstreams
Geppers handle PSLE exams better than mainstreamers as there are some HOT questions in PSLE papers. As such, majority of students who have scored 270 and above in NYPS are GEPpers! Spilled-over of HOT materials from GEP to mainstreams does help mainstreams to do well in PSLE. As a result, about 47% P6 pupils in NYPS scored 250 and above.
Learning HOT skills in IP program versus learning LOT/NOT skills in O level
IP students are well trained with HOT skills and hence they are well prepared for A level as compared to their counterparts in non-IP schools. In A level, some of the concepts tested in the papers are equivalent to those in university, and even up in Masters! Students from non-IP schools would have to prepare to take some set back and do catch-up works in order to stand head-to-toe with the IP students as for now.
However, the preparation by the non-IP JC students has improved but LINEARLY. The preparation by the IP schools has improved EXPOTENTIALLY. With the differences in improving rates, are the non-IP JC students able to compete head-to-toes with IP students eventually ? Yet to be witnessed!
Hmmm...........What type of era we are generating now? :yikes:
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Melodies:
If we trust that the GEP test conducted at P3 is an accurate test, then we would have to agree that the GEPpers are generally brighter. Aren't brighter kids supposed to do better in the exam? So it is not surprising that the GEPpers can handle the HOT questions in PSLE papers, and score well in PSLE.In short,
Learning HOT skills in GEP program versus learning LOT/NOT skills in mainstreams
Geppers handle PSLE exams better than mainstreamers as there are some HOT questions in PSLE papers. As such, majority of students who have scored 270 and above in NYPS are GEPpers! Spilled-over of HOT materials from GEP to mainstreams does help mainstreams to do well in PSLE. As a result, about 47% P6 pupils in NYPS scored 250 and above.
Learning HOT skills in IP program versus learning LOT/NOT skills in O level
IP students are well trained with HOT skills and hence they are well prepared for A level as compared to their counterparts in non-IP schools. In A level, some of the concepts tested in the papers are equivalent to those in university, and even up in Masters! Students from non-IP schools would have to prepare to take some set back and do catch-up works in order to stand head-to-toe with the IP students as for now.
Hmmm...........What type of era we are generating now? :yikes:
I do not know what HOT skills are taught in GEP program. From the posts shared by the GEPpers parents in the forum, I would say that there is none targeted at solving HOT questions in PSLE. I could be wrong. Do you know of any? Maybe you can enlighten us. But if you can't, then I would say that your blue heading can be quite misleading.
Similarly, can you also enlighten us what are the HOT skills learned in the IP program? -
him4mixer:
Please refer to earlier posts by him4mixer for more infoHi,
I'm a lecturer in one of the top JCs for many years and would like to share my observations and experiences about 3 general groups of students under me:
1. IP students. There is a positive correlation between good PSLE results and good A level results. Majority of them who scored at >260 will tend to score at least 5 As in the 'A' level. The IP program in general teaches them important skills (like critical thinking, hypothesis testing, and data analysis) that traditional schools do not (due to preparation for O level exams). These (higher order thinking) HOT skills enable them to handle the A level exams better and thus it is no surprise these students will tend to perform better. However it is NOT 100% that once these high PSLE scorers are in IP they will perform well. I've GEP students who failed JC1 promos twice and was forced to leave school. Numerous too are those who finished JC2 without getting an A level cert.
. -
Kiasu parents are really hard to please:
PS: the following statements are not necessarily true, but they are what have been discussed in KSP recently:
1. HOT skills only taught in GEP, IP, but not mainstream schools? - not fair!
2. Too many HOT type of questions in mainstream school exams and PSLE? - not fair!
3. PSLE too much of a do-or-die exam? - Not good!
4. DSA for academic domain? - Not fair! and what's the point?
5. One-size-fits-all education? - Not good!
6. Streaming? - Not good!
7. Too much emphasis on academic? - Not good!
8. DSA into top schools through sports and other non-academic talents? - Not good!
9. Uni admission and scholarship award to students with less As but better CCA and leadership record? - What's the point of making the students work so hard?
......the list goes on!
How? how? how? :scratchhead: -
Importance of IP program:
There were many problem issues when we first started the IP programme. The teachers then learnt together with the students as HOT skills were something that many teachers were not exposed to. At the end the ‘A’ level results were still good (because of their abilities) but not much value was added to them.
After ‘sacrificing’ few batches, the teachers now are more competent to teach HOT skills. NOW the ‘A’ level results and their university choices DO really show. Many of these top ‘O’ level students when they came to us, all of a sudden they became ‘just average’ students compared to the IP students in terms of academic abilities. Personalities differ too with the majority of the IP students being more confident and vocal.
Compared to non IP days then, the ‘O’ levellers now need to work much harder to make them stand out. However most of them at the end of the day (whether IP or non-IP students) will still excel in their studies. Good, competent and passionate tutors do make a difference. -
In conclusion:
The gap between IP and non-IP JCs is widening. Gone were the days where we could hear students from the lower end JCs making it into the medicine or law. One common joke among my ex-students in the law faculty told me: There are only 2 JCs in the Law faculty; RI(JC) and OJC (other JCs). Even within IP schools, the gap is widening too between the govt and independent IP JCs. -
RubyLucario:
If we trust that the GEP test conducted at P3 is an accurate test, then we would have to agree that the GEPpers are generally brighter. Aren't brighter kids supposed to do better in the exam? So it is not surprising that the GEPpers can handle the HOT questions in PSLE papers, and score well in PSLE.Melodies:
In short,
Learning HOT skills in GEP program versus learning LOT/NOT skills in mainstreams
Geppers handle PSLE exams better than mainstreamers as there are some HOT questions in PSLE papers. As such, majority of students who have scored 270 and above in NYPS are GEPpers! Spilled-over of HOT materials from GEP to mainstreams does help mainstreams to do well in PSLE. As a result, about 47% P6 pupils in NYPS scored 250 and above.
Learning HOT skills in IP program versus learning LOT/NOT skills in O level
IP students are well trained with HOT skills and hence they are well prepared for A level as compared to their counterparts in non-IP schools. In A level, some of the concepts tested in the papers are equivalent to those in university, and even up in Masters! Students from non-IP schools would have to prepare to take some set back and do catch-up works in order to stand head-to-toe with the IP students as for now.
Hmmm...........What type of era we are generating now? :yikes:
I do not know what HOT skills are taught in GEP program. From the posts shared by the GEPpers parents in the forum, I would say that there is none targeted at solving HOT questions in PSLE. I could be wrong. Do you know of any? Maybe you can enlighten us. But if you can't, then I would say that your blue heading can be quite misleading.
Similarly, can you also enlighten us what are the HOT skills learned in the IP program?
:goodpost: -
wonderm:
:goodpost:Kiasu parents are really hard to please:
PS: the following statements are not necessarily true, but they are what have been discussed in KSP recently:
1. HOT skills only taught in GEP, IP, but not mainstream schools? - not fair!
2. Too many HOT type of questions in mainstream school exams and PSLE? - not fair!
3. PSLE too much of a do-or-die exam? - Not good!
4. Too much emphasis on academic? - Not good!
5. DSA into top schools through sports and other non-academic talents? - Not good!
6. Uni admission and scholarship award to students with less As but better CCA and leadership record? - What's the point of making the students work so hard?
......the list goes on!
How? how? how? :scratchhead: -
sinoboy:
Question is will there be a place for your kid at the point your kid finishes PSLE and wants to go to IP. Assuming your is indeed smart but somehow not smart enough and the newcomers takes up the places you think you deserve what would you do?
No worries. My kid got 'newcomer' genes also. If by hook cannot, there is always by crook... And if still cannot, can send overseas. Pirates got pirate way one.
Dun mistake this for complaint har. No need to please this Kiasu Pirate one. This Kiasu Pirate only wants to know whether the system works like MOE says it does, or whether it is every baby for himself/herself.
I only gather information from other captains and point out where the whirlpools and reefs are. Want to listen, then listen. Don't want to listen, suah.
I got my chart already. Good luck to everybody else.
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him4mixer:
Thank you for your valuable inputs given your first hand experience with the IP students.Importance of IP program:
There were many problem issues when we first started the IP programme. The teachers then learnt together with the students as HOT skills were something that many teachers were not exposed to. At the end the ‘A’ level results were still good (because of their abilities) but not much value was added to them.
After ‘sacrificing’ few batches, the teachers now are more competent to teach HOT skills. NOW the ‘A’ level results and their university choices DO really show. Many of these top ‘O’ level students when they came to us, all of a sudden they became ‘just average’ students compared to the IP students in terms of academic abilities. Personalities differ too with the majority of the IP students being more confident and vocal.
Compared to non IP days then, the ‘O’ levellers now need to work much harder to make them stand out. However most of them at the end of the day (whether IP or non-IP students) will still excel in their studies. Good, competent and passionate tutors do make a difference.
So even when top O level students tend to struggle in the first year (which means the HOT skills required by most IP students were acquired during the year 1 to year 4 IP days) they tend to do well in the end after a year of coaching. Does that mean that the quality of the IP students and top O level students are more or less the same? I am trying to establish what is the differentiating factor between these IP and non-IP students.
And I would like to consult you again on what is the percentage of foreign students as a proportion of the entire population. I am mindful that Year 1 and Year 2 takes in students from PSLE and DSA, Year 3 and Year 4 has additional intake from ASEAN or other foreign scholarship holders, and year 5 and year 6 has 'top' O level student intake. Perhaps you can help shed some light.
:thankyou:
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