Pei Hwa Presbyterian Primary

[kohhweelin.010441gmail.010441com]

Hi I am new here. Just to clarify. Kids from Loyalty One did not have permanent teachers throughout. They have a perm for first 3 months, then a relief teacher to see them to SA1. It was only after June hols, then they had a permanent teacher. By then, parents and kids had already woken up to pull up their socks for SA2. Those in top ten were already in the tops for SA1 so frankly, a lot of credit went to the parents or the children themselves. No doubt, teachers do play an important role but for this class, they suffered a lot of changes in semester one. Someone analysed that kids from Loyalty One come from phase 2B so many have parents who volunteered to get their children into the school thus they would also try to put in more effort to ensure that their kids stay in the school. Unknowingly, resulting in some kids in the class doing better than others.

[blurqueen]

E3:

Hi I am new here. Just to clarify. Kids from Loyalty One did not have permanent teachers throughout. They have a perm for first 3 months, then a relief teacher to see them to SA1. It was only after June hols, then they had a permanent teacher. By then, parents and kids had already woken up to pull up their socks for SA2. Those in top ten were already in the tops for SA1 so frankly, a lot of credit went to the parents or the children themselves. No doubt, teachers do play an important role but for this class, they suffered a lot of changes in semester one. Someone analysed that kids from Loyalty One come from phase 2B so many have parents who volunteered to get their children into the school thus they would also try to put in more effort to ensure that their kids stay in the school. Unknowingly, resulting in some kids in the class doing better than others.

I'm beginning to wonder if it's a common practice to change teachers as DS too changed teachers around that time. I'm not sure if the analysis of kids from 2B are in Loyalty is true as mine also 2B but put in Truth. DS's class top is from China, parents are Profs in the local unis. Only kid from that class that went to Charity.

Well, guess we've to face reality, not only are we against brighter kids of this generation but also external competition. Just put 0.01% of China's brightest kids in Singapore and our kids can migrate to Africa to study.

I heard from another parent, to be in Charity, one has to score above 95 for all subjects and most of the kids score around 97-100. Gosh, it must be stressful for those kids!

Also, is it true that PH has their own GEP program in P4 onwards for kids who didn't make it to GEP schools?

[IJJ]

blurqueen:

Also, is it true that PH has their own GEP program in P4 onwards for kids who didn't make it to GEP schools?

I heard from my twin nieces who graduated from phpps not long ago, Charity is a 'class' of its own (esp for the P5 and 6), but I am not sure what special programmes it has for the kids in there.

[Jennifer]

IJJ:

blurqueen:

Also, is it true that PH has their own GEP program in P4 onwards for kids who didn't make it to GEP schools?

I heard from my twin nieces who graduated from phpps not long ago, Charity is a 'class' of its own (esp for the P5 and 6), but I am not sure what special programmes it has for the kids in there.

I don't think there is a really GEP programme for upper pri in Charity (elder boy was in CH5 last year and CH6 this year).

But some pupils in M1 (Maths band 1 class) do get recommended for higher ability Maths Olympiad lessons (payable) while others (again recommended by the Maths teacher) for the 2nd tier programme.

There is no special prog for EL or SC or CL.

The SA1 avg class score for CH5(2008) are 80 EL, 71 CL, 81 MA, 86 SC and 66 HCL. SA2 are 85 EL, 75 CL, 88 MA, 83 SC and 61 HCL.

The SA1 highest score for cohort for 2008 are 87 EL, 91 CL, 95 MA, 97 SC and 86 HCL. SA2 are 92EL, 92 CL, 99 MA, 93 SC and 85 HCL.

I don't hv the class avg for CH6 as the teachers did not update.

The CA1 highest score for cohort 2009 are 88 EL, 95 CL, 96 MA, 91 SC and 89 HCL. SA1 are 88 EL, 92 CL, 99 MA, 87 SC and 84 HCL. SA2 are 91 EL, 95 CL, 99 MA, 95 SC and 87 HCL.

Looking at the scores, it is not true that all pupils in CH score >90 in all subjects.

[Jennifer]

blurqueen:

Well, guess we've to face reality, not only are we against brighter kids of this generation but also external competition. Just put 0.01% of China's brightest kids in Singapore and our kids can migrate to Africa to study.


I heard from another parent, to be in Charity, one has to score above 95 for all subjects and most of the kids score around 97-100. Gosh, it must be stressful for those kids!

Being in CH is definitely not a bed of roses, also definitely not unreasonably stressful.

There are many China locals in this year CH class too. Only one made it to the top 5 this year. As long as our local kids put in efforts, I think it is still a fair competition.

[IJJ]

May I know for kids in P3 onwards, does the school name CCA compulsory? And is there any parent with kid in Girl/Boy brigade? How often is the practices/activities?

[dyh]

IJJ:

May I know for kids in P3 onwards, does the school name CCA compulsory? And is there any parent with kid in Girl/Boy brigade? How often is the practices/activities?

Not sure whether CCA is compulsory from P3. But I heard it is. As for GB/BB, it is a weekly event. And there are usually abt 25~30 sessions per year.

[IJJ]

dyh:

IJJ:

May I know for kids in P3 onwards, does the school name CCA compulsory? And is there any parent with kid in Girl/Boy brigade? How often is the practices/activities?

Not sure whether CCA is compulsory from P3. But I heard it is. As for GB/BB, it is a weekly event. And there are usually abt 25~30 sessions per year.

Thanks!

[dpdavidpeng.015549yahoo.015549com.015549sg]

Hi Parents with child in PHPPS,


I am thinking of enrolling my #1 to PHPPS next year and i am curious about stress level of children in the school. To me, it seems quite stressful for the child to be ranked and band in classes every year. To a parent, this may be a potential stress to me if my child is not in the good classes.

i assume every student knows roughly their own academic standing based on their class allocation. Does this affect their motivation to study; in the sense that students in the first few classes would be more motivated to study harder cos they know they need good results to maintain their "standing" and be allocated to classes same as their friends… and the lower ranked class children might tend to have less motivation to study cos they might think the kids in ither classes are smarter and they also do not need to study harder.

On the other hand, ranking may not be a bad idea if teacher and parents are understanding towards children and do not stress the children over it.

Can anyone share whether it is stressful for your child to go thru this ranking system every year? How does the school manage the motivation of children in the lower "ranked" classes, esp the P6 classes?

Thank you.
dp

[Jennifer]

dp:

Does this affect their motivation to study; in the sense that students in the first few classes would be more motivated to study harder cos they know they need good results to maintain their \"standing\" and be allocated to classes same as their friends.... and the lower ranked class children might tend to have less motivation to study cos they might think the kids in ither classes are smarter and they also do not need to study harder.

When my elder boy was transferred to PHPPS for P4, he was in a middle ability class. Did quite well that year, was 1st in class but 33th in cohort and got transferred to CH5. Initially he was quite discouraged by the fact that he was ranked 33th in P4 cohort and was worried if he could keep up with the pressure of CH5 (since it is presumed to be the class with the highest level of stress). At the Mar teacher-parents meeting, we told the FT about our boy's concern. The FT was very encouraging and assured our boy that being in a better class does not necessary be a stressful thing. As long as he pays attention in class and does his work diligently, he would do fine. We should be concerned with how to improve ourselves. As days went by, we find our boy did not have problem coping with the teachers' expectations. He still got time to play/read and train for his badminton.

As for the younger boy, he does not understand the ranking system as yet to feel any impact on his morale.