Integrated Programme (IP)
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Zappy\" post_id=\"2016436\" time=\"1614732952\" user_id=\"134817:
I agree too.
Ya, I agree.slmkhoo\" post_id=\"2016435\" time=\"1614730841\" user_id=\"28674:
They \"can\", I suppose, but I don't think they do. My daughter was in RGS a few years ago, but I doubt things would have changed drastically. From what I saw, some topics are taught earlier than in the O level syllabus, but equally, some topics might be covered later. Overall, they probably do more than the O level syllabus, but it didn't seem that they completed the O level syllabus in 2 years. And then what would they spend the other 2 years doing? They didn't cover the A level syllabus in Y3-4.
My daughter's in IP Y3 now. They were certainly far from completing the O-level syllabus in Y2 last year. At the most, they had some intro to one or two Y3 topics then. Also, they hadn't selected their subject combinations, so it's also not possible to teach, much less complete, the various O-level Sciences or Humanities.
For parents who are debating internally whether to place their children into IP if the chance presents itself... what I noticed was that they are given a lot more opportunities to do stuff like presentations, group projects. In the last 2 years, they do much fewer exam-like activities like essays/ comprehensions for subjects like Language Arts. Even some of the weighted assessments are based on speeches, screencast presentations, story-telling, group work as opposed to the traditional written papers.
The negative part of doing all that during the school year? => The EOY is still the traditional exam!
Based on my observation, I feel a lot of the benefits of IP curriculum is not easily quantifiable into \"cover O level syllabus \" faster or exam related stuff. Based on my DD's feedback, it's the discussions they do in class that are \"fun\" and I feel they really learn a lot through the various projects and presentations.
But really need to be prepared for the rude shock that EOY seems to be totally unrelated to what they do for the whole year in class! Lol. -
The ‘traditional’ IP school ie that will transit to the JC equivalent in Year 5, 6 cannot complete the O level syllabus so fast.
This is because at Year 5, there will be new students from the traditional O levels joining in.
It is the specialized IP school - eg NUSH - that has the flexibility -
as there are only two in take - the bulk main intake at Year 1, and a smaller intake at Year 3. -
I would agree that those who would like to accelerate in Math or Sciences, should opt for NUS High. Unlike other IP schools which work towards either the A Levels or IB, the academic culmination of NUS High is a bit different - and hence things can be done in a more modular fashion, which allows for building up, accumulating and specializing, according to the student’s desired pace. That said, I also do know of NUS High kids who discover they have no real interest or inclination in Maths and Sciences, and did not opt for any acceleration, and promptly moved to Social Science fields in university.
I am not an expert in the IP programme. Based on what little I have observed with two upper sec kids in IP currently, I would say that
- the assessments are more varied, in that not everything is pen and paper assessment. As a result, I feel that they actually get less traditional test/exam practice than students in the O level stream. Compared to our time, when we had regular CA1/2 and SA1/2, which kind of allows us to know quite quickly which subjects we are strong/weak at, I find it harder to gauge which subjects my kids are weak in and need help in. Marks can vary wildly between project work or alternative assessment, compared to traditional assessment. And even with traditional assessment, the IP students hardly get practices with full length exams.
- IP students get to go through varied experiences for exposure. How much learning goes on - I cannot tell. The exposure is different for different schools. For example, some schools may spend a year having weekly lessons on drama; others spend a year on Malay lessons. While I am grateful for the exposure, how much learning goes on and whether it may be better to have spent it on academic subjects or shorter school hours, I don’t really have a position on this. I am just immensely grateful that my kids enjoy school.
- in both my kids’ schools, the eventual grades do matter for Sec 2 streaming into Sec 3. -
On the point raised about less "exam-style" practice - I do agree that IP students get less of that. But one of the reasons that IP schools are able to do that is that their intake comprises those students who should be able to do well in traditional exams with less drilling than less able students. I liked that very much for my daughter who was in RGS - she did enough written practice in school to be aware of the requirements, and did more practice on her own at home. She didn’t spend the additional 2 mths worth of school time each year being drilled for exams, freeing up time for those "stretching" activities like projects, presentations, CCAs, etc. For the record, she didn’t suffer in her exam grades, and learning to study independently was a good discipline for her.
Parents who are less certain about their kids’ ability and discipline might want to consider other types of schooling. My other daughter, who is less able and disciplined, did not go to an IP school. Her school focused much more on exam skills and a lot of drilling and practice, which was what she needed. She wouldn’t have survived in an IP school. -
The IP program has come a long way since 2004.
Many changes and adjustment have taken place since.
In NUSH. in the early days - under Prof Lai,
Students were taught mole concept calculations (Chemistry Sec 3/4 ) in Year 1.
and Archimedes’ Principle in Physics (not taught in main stream school)
Along the way - adjustments are made.
the students have the ability to learn these concepts.
The school has the capability to teach them too.
Would they want to or not… really depends on a lot of factors. -
doodbug\" post_id=\"2016449\" time=\"1614739353\" user_id=\"13281:
Some years back someone attached a list showing that around 50% of NUSH grads chose to pursue Uni courses not related to Maths and Sc. Thought this phenomenon is quite unusual. It’s like 50% of the medical grads do not want to be doctors after graduation.
...That said, I also do know of NUS High kids who discover they have no real interest or inclination in Maths and Sciences, and did not opt for any acceleration, and promptly moved to Social Science fields in university... -
lee_yl\" post_id=\"2016512\" time=\"1614764993\" user_id=\"17023:
Kids at 12/13 are unlikely to fully comprehend what they want. They may be extremely good at math and science but that doesn’t mean they like it or want to do anything related to it. Hence, when an opportunity arises for them to switch out, those who didn’t like the subjects will go for it.
Some years back someone attached a list showing that around 50% of NUSH grads chose to pursue Uni courses not related to Maths and Sc. Thought this phenomenon is quite unusual. It’s like 50% of the medical grads do not want to be doctors after graduation.doodbug\" post_id=\"2016449\" time=\"1614739353\" user_id=\"13281:
...That said, I also do know of NUS High kids who discover they have no real interest or inclination in Maths and Sciences, and did not opt for any acceleration, and promptly moved to Social Science fields in university...
There was a former GEP kid I know (now a fully grown adult) who was so good at maths and science that he decided to make a career out of English language and literature. -
Wow.
floppy\" post_id=\"2016513\" time=\"1614765922\" user_id=\"97579:
Kids at 12/13 are unlikely to fully comprehend what they want. They may be extremely good at math and science but that doesn’t mean they like it or want to do anything related to it. Hence, when an opportunity arises for them to switch out, those who didn’t like the subjects will go for it.
Some years back someone attached a list showing that around 50% of NUSH grads chose to pursue Uni courses not related to Maths and Sc. Thought this phenomenon is quite unusual. It’s like 50% of the medical grads do not want to be doctors after graduation.lee_yl\" post_id=\"2016512\" time=\"1614764993\" user_id=\"17023:
[quote=doodbug post_id=2016449 time=1614739353 user_id=13281]...That said, I also do know of NUS High kids who discover they have no real interest or inclination in Maths and Sciences, and did not opt for any acceleration, and promptly moved to Social Science fields in university...
There was a former GEP kid I know (now a fully grown adult) who was so good at maths and science that he decided to make a career out of English language and literature.[/quote] -
NUSH is a High school of Maths and Science.
But you will be surprised that their Humanities - are just as strong and very vigorous.
It is just that the bulk of the program focuses on Maths and Sciences.
They have to take ‘triple’ Sciences for example.
The process - hence the training - the students went through - is enough for them to excel in almost any field that they choose. To start off - there are the cream of the crops. Their ‘cut-off’ point are in the range of 270 and above.
They have a cut off point because they reserve just a few places for those who wanted to apply via their PSLE score, although the bulk of the students are DSA.
Many of my students and their batch attended Cambridge, Oxford, MIT etc under different scholarships. A small percentage are in non Maths / Science disciplines. -
:rotflmao: Cream of the crops
ResilienceLC\" post_id=\"2016653\" time=\"1614860440\" user_id=\"191449:
......are the cream of the crops. Their 'cut-off' point are in the range of 270 and above.
They have a cut off point because they reserve just a few places for those who wanted to apply via their PSLE score, although the bulk of the students are DSA.
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