Secondary 2 Streaming
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doodbug\" post_id=\"1999937\" time=\"1603419816\" user_id=\"13281:
Economics / Business / Accountancy are generally considered as math based courses.
Haha floppy, where do you classify Economics then?
The latter two is evident in their entry requirement. Higher level economics are quantitative and data driven in nature. For LSE economics, their requirements state:
GCSE's
A strong set of GCSE grades including the majority at A (or 7) and A* (or 8-9)
Your GCSE (or equivalent) English Language and Mathematics grades should be no lower than B (or 6).
We also consider your overall GCSE subject profile
A-levels
A*AA with an A* in Mathematics
We also consider your AS grades, if available. -
Hi Floppy,
It depends. In Oxford and Cambridge, Economics is a BA programme (and not BSc or B Soc Sci). You can get away with little Math and it would probably not be accurate to describe the programme as maths-based. It is similar in Liberal Arts Colleges for Economics majors.
The more mathematics-oriented Economics degree programmes generally take on a BSc. Example is, LSE. NUS’ Economics degree is classed as B Soc Sci (and not BA). -
doodbug\" post_id=\"1999939\" time=\"1603420641\" user_id=\"13281:
Taken what you have said at face value, it still doesn’t make the statement “most of our leaders majored in humanities” true.
Hi Floppy,
It depends. In Oxford and Cambridge, Economics is a BA programme (and not BSc or B Soc Sci). You can get away with little Math and it would probably not be accurate to describe the programme as maths-based. It is similar in Liberal Arts Colleges for Economics majors.
The more mathematics-oriented Economics degree programmes generally take on a BSc. Example is, LSE. NUS' Economics degree is classed as B Soc Sci (and not BA).
You will add Heng and CCS to the humanities side and split Tharman 50/50 for a score of 6.5 vs 13.5. Not even close. -
Quite a number graduated in Economics lol
Possibly the most common degree. Off-hand, HSK, LW, OYK, CCS, Tharman, Josephine Teo.....not sure if there are any more. -
doodbug\" post_id=\"1999942\" time=\"1603421349\" user_id=\"13281:
But OYK and JT from LSE - aka math based as per your definition.
Quite a number graduated in Economics lol Possibly the most common degree. Off-hand, HSK, LW, OYK, CCS, Tharman, Josephine Teo.....not sure if there are any more.
The Oxbridge gang we take them as humanities based.
Hence the score above.
LW is from the Midwest. Whether BA or BSc I’m too lazy to check but he won’t tilt the balance.
Those are the only ones actually.
Details can refer to PMO website. -
Haha, must be an occupation hazard for me as hubby and I are both Econs grads, albeit from different universities (and different degree type). The BSc, BA and B Soc Sci are not definitive, one should look at the course content before deciding if the programme is for you.
Entry requirements is one thing, but whether the degree programme is hugely quantitative or not, is another. (Generally speaking, if 80% of assessment and syllabus is reading and/or essay based, the maths orientation is not as heavy.) One can easily refer to the websites of the programmes to see how quantitative the programmes are. I had a quick glance at the Cambridge BA programme.
As a discipline (I’ve been following it the past 25 years), Economics generally was not quantitative in the past, the way it is now. Notwithstanding, the emphasis on quantitative methods in social sciences has grown over the past 2 to 3 decades.
I like to think every discipline brings about useful intellectual training. We needn’t be unnecessarily bias for or against a quantitative field, or not. Leaders come from different backgrounds. -
Back to Sec 2 streaming, I have a Sec 2 child this year and hence am naturally concerned as well.
I am of the view that Sec 2 Maths exam grades shouldn’t be too deterministic. Hopefully, schools can be more flexible to accommodate students’ choice, if they would like to read A Maths. Can always allow the child to ‘test’ it out, and if cannot cope, drop it subsequently. -
doodbug\" post_id=\"1999948\" time=\"1603422346\" user_id=\"13281:
TBH I don’t disagree with your statement at all
Haha, must be an occupation hazard for me as hubby and I are both Econs grads, albeit from different universities (and different degree type). The BSc, BA and B Soc Sci are not definitive, one should look at the course content before deciding if the programme is for you.
Entry requirements is one thing, but whether the degree programme is hugely quantitative or not, is another. (Generally speaking, if 80% of assessment and syllabus is reading and/or essay based, the maths orientation is not as heavy.) One can easily refer to the websites of the programmes to see how quantitative the programmes are. I had a quick glance at the Cambridge BA programme.
As a discipline (I've been following it the past 25 years), Economics generally was not quantitative in the past, the way it is now. Notwithstanding, the emphasis on quantitative methods in social sciences has grown over the past 2 to 3 decades.
I like to think every discipline brings about useful intellectual training. We needn't be unnecessarily bias for or against a quantitative field, or not. Leaders come from different backgrounds.
I just disagree with the statement that “majority of our leaders are humanities major” without the necessary data to back one up. -
doodbug\" post_id=\"1999950\" time=\"1603422529\" user_id=\"13281:
If your child is academically above average, having one subject (out of 8 or more) for testing isn’t much of a problem (I remember during our time when RK was compulsory for Sec 3, I had 10 subjects so I had plenty of options to play with
Back to Sec 2 streaming, I have a Sec 2 child this year and hence am naturally concerned as well.
I am of the view that Sec 2 Maths exam grades shouldn't be too deterministic. Hopefully, schools can be more flexible to accommodate students' choice, if they would like to read A Maths. Can always allow the child to 'test' it out, and if cannot cope, drop it subsequently. ). If your child is struggling to cope with 8 subjects or has only 7 subjects to contend with, the margin of error is very small.
AFAIK, school can be flexible but it also depend on the individual child’s capability. There’s really no point in insisting if it’s not helping matters. -
School can always provide advice and have some default options.
To me, there is a difference between allowing the child the option, and not.
In the former, the child can be advised against it, but given the option to try. Child may thrive. If child doesn’t thrive, then the child can take responsibility for the outcome. At least, one won’t be resentful that one hasn’t been given the opportunity to try.
In the latter, the platter is fixed, and child (and parent) will feel the system or school has not given them the opportunity to explore.
I am inclined towards the former, because even for weak pupils at the Sec 2 stage, I feel the opportunity to explore and come to terms with one strength and weaknesses may take even more time and is valuable. I prefer a less deterministic approach.
A lot of one’s view towards education is also shaped by personal experiences, I guess. For example, I was given the option to take up 3rd language, but chose not to take it. That’s fine, it is a decision I took and must be responsible for. I wasn’t given the opportunity to read Bio at upper sec, cos my Sec 2 results were not good enough. It’s something (I’m not bitter but just saying) I wish I had the chance to try it out. Of course I recognize that there are resource constraints and every school has the prerogative to set their own policies. But where possible, I hope schools move towards a system of more choice and flexibiltiy.
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