skysky2018\" post_id=\"2126551\" time=\"1704639883\" user_id=\"82018:

Hi, can anyone please share whether ACSI is normally one of the schools which are used as venues for the GCE O-Level written examinations?

Yes. A significant number of Year 4 students still take the O-levels there.

manorway\" post_id=\"2125435\" time=\"1703310956\" user_id=\"9303:

Just to clarify. If child does HMT up to S4, can child STILL choose CL B for IB Group 2?

According to the video, there is a difference between CL B for HMT and MT students, so I assume it is possible.

MGS does not offer IB though. It is at ACSI, so the ab initio is for the languages offered at ACSI.
If a child has done Malay as 3rd language at Yr 1 and 2 but dropped it.. can she still choose Malay ab initio at Yr 5?

Thanks.

1. Yes, the child can still choose CLB B.
2. MGS offers the IP/IB (i.e. the pre-university terminating course is IB, yes it is hosted by ACS(I)).
3. Yes, you can choose any available language that the hosting school offers, for Languages ab initio.

limin_d\" post_id=\"2125424\" time=\"1703303701\" user_id=\"111402:

Any parent with child in IP track in MGS can advise abt taking HMT or MT in Sec 1?
Specifically, i wanted to know if you select Higher Chinese:
i) do you will still need to take the Chinese language exams as well ie take 2 papers during every exam like in psle)
ii) if both exams are taken, it is compulsory to count the Higher Chinese score towards your total exam grade for each year? I noted that it is mentioned that it is compulsory to count third language score, which is not a common practice for other schools, but I didn’t read any mention of this for Higher Chinese.

Additionally, if anyone can shed some light on what is Chinese B to be taken in Year 5 and 6 and how it differs from the usual chinese syllabus for A level, that will be most useful!
Very stressed trying to decide whether to select HMT for my daughter before registration deadline on Tue 12pm.

Many thanks in advance!

The IB requires all students (no exemption) to take two language subjects. The likely first default for your daughter is English (Lang/Lit or Lit) and the second subject is likely MT B. However, if the MT requirement has been met by doing HMT up to S4, your daughter will still have to do a second language subject — except that now she can do any other language she wants that MGS offers at that level.

The IB Lang B summary can be found https://www.ibo.org/programmes/diploma-programme/curriculum/language-acquisition/language-b/. It's an interesting course, focuses on language use in practical and cultural contexts.

Flabber\" post_id=\"2123644\" time=\"1700968136\" user_id=\"203404:

1. Would you also know why the SBA was cancelled?

2. Are there any compulsory subjects that the girls must take in O level Yr 3? Some schools we visited shared that certain subjects are mandatory at Yr 3 eg. Chemistry, Literature.

Hi Flabber!

1. I would suspect that the kinds of skills taught in the SBGEP-type programme are now to be rolled out to everyone. For many years, we've known that a lot of GEP approaches work well with all levels of students. It's the least an IP school can do for those running a hybrid programme.

2. Besides English Language, MT, and Mathematics, all students must take Social Studies with another humanities component, and a science. I'd recommend that the minimum science curriculum should include chemistry because it's the most flexible science, although technically you could do computing or any other science subject instead. Some schools feel the same way; I think ACS(I) and MGS do. As for Literature, MGS has a compulsory Language Arts curriculum, which is great—learning language through actual use cases (including literature and the skills required to understand it) should be the default.

For students entering (or intending to enter) the IB programme, note that they'll need some skill with literary analysis because all IB students need to do some literature as part of their Group 1 subject selection. They'll also need at least one science subject (most people pick chemistry).

Flabber\" post_id=\"2123600\" time=\"1700924505\" user_id=\"203404:

A. No. or percentage of non-affliated students admitted in past years eg. 2022, 2021?

B. While I understand that IB and O level are different, will students pursuing at O level be given opportunities (eg. Certain worksheets for IB students) at Yr 1 or 2 to experience what the IB students are going through? So as to get a feel should they will like to apply for IB at Yr 2.

C. As there is a chance to move from O level to IB at year 2, does this means the curriculum for the first 2 years are similar? If not, what are the delta eg project work?

A. This one you'll have to call them up to find out.
B. The ACS(I) and MGS O/IP hybrids are designed to allow easy crossover. This influences the way the O-track is taught, and adds a bit extra to the S1/2 content. There is a lot more reading and writing to be done in the IP, relatively speaking; it may be a bit of a shock to some, but it's designed to be manageable.
C. The delta is in enrichment activities and projects. However, since the IP to year 4 is 80% equivalent to the O-level track, it really isn't a large delta.

su27\" post_id=\"2123506\" time=\"1700831744\" user_id=\"80180:

Can any kind soul give an insight to the school life. I understand it is a more balanced approach, compared to NYGH or RGS which are more academically demanding.

Also, is MGS very religiously inclined? Religious activity everyday?

NYGHS and RGS are also balanced but much more intense. MGS is less intense and acceleration is manageable, so there's slightly more social life. They are a Methodist mission school, so religion is ever-present as a necessary inclination; however, religious activity is not constantly at the forefront.

bbbay\" post_id=\"2112280\" time=\"1688429792\" user_id=\"175278:

Could I hear your view on the parent concerns on not able to identify and provide early intervention if needed because of the removal of mid year exam. I know there was a pilot program done in selected levels with the removal of mid year exam, before it is implemented in all levels. What is the reason MOE appear not sharing parents’ concerns?

I read schools will rely on ongoing assessments to gauge students progress. Could you provide any details on why ongoing assessments are good enough to replace mid year exam?

Here are a couple of points in a very complex situation. (Personally, I got rid of the S3 mid-year exams because they were a waste of time. The S4 mid-year exams were better dealt with by having an earlier prelim exam. Having many really short tests in the double periods, followed by immediate marking and explaining, worked wonders.)

1. A mid-year examination is able to assign about 3-10 minutes per sub-topic per paper. Ongoing tests have a slight advantage, if done properly; you can spend more time per topic without having to cram the whole syllabus by memorisation. You can also spend a whole post-lesson explaining a small group of topics shortly after the test rather than quickly breezing through many topics weeks after the exam. Then you can re-test a single topic that appears weak. It's a spiral curriculum after all.

2. In addition, the old mid-year exams used to waste a lot of time spent revising for the mid-years and setting up the mid-year examination. Teachers in schools will know how much admin overhead and teaching time was wasted having school-wide exams in the middle of the year. Shorter common test sessions sprinkled throughout were more useful and didn't require large-scale disruption of curriculum time. Sometimes, the disruption was so great that some topics weren't taught until after the mid-years, or (even then) not even tested in any way until the final exams.

I think parents' concerns are about inadequate exam prep. But teaching well is the best exam prep, followed by psychological conditioning in efficient/effective test-taking on a smaller scale. It should be less stressful if students are engaged throughout. Sadly, whether we do it by ongoing tests or by large-scale exams, there'll always be the 'cram-into-memory' and 'last-minute mugging' types. Gotta change habits.

In most areas, there is some bias towards past practice. I grew up in a time when the exam syllabus was much denser and more complex (O and A levels in early 80s); the thinking skills required were implicit and high-level. However, now the emphasis is on teaching those thinking skills explicitly and having less ponderous material. It's very different, and unsettling towards those who survived the exams of the 1990s and 2000s, which were easier than the 1980s (see the pass and distinction rates) but tougher to compete in (more people getting As). The children nowadays do fine, though.

Caveat: what if the children don't do well? It's good to approach the school and ask each school how their curriculum testing regime works. If they can explain it to you in a way that you feel addresses your concerns, that's good. If not, ask until they can justify themselves. A good team will do it nicely and effectively. You can tell. It's like asking a healthcare professional—the better ones can often explain to you clearly why certain tests are done or not done, and what the expected outcomes are.

sunnertime\" post_id=\"2112181\" time=\"1688363749\" user_id=\"37527:

Part of me I’m really angry. Like it my kid ‘s fault because he weak in his studies & don’t deserve to get tuition. Tuition now seem to be only for better kids🥲

I think you have every right to feel angry. A teacher should be happy to teach students who are weaker, since the whole professional outlook is supposed to be one of making every student a better person and help them achieve their targets as they progress in life. A teacher should be an encourager and a life-coach, or why bother? A good tutor is a mentor as well as a teacher, not someone grinding out grades; the worst tutors are the ones who only accept good students and even have some sort of test to see if the student is good enough.

(Disclaimer: I've been a teacher for 30 years. It's not as easy as some people think. But it's also rewarding.)

manorway\" post_id=\"2112132\" time=\"1688310441\" user_id=\"9303:

Thank you SO MUCH for taking the time to explain and share your views! I LOVE LOVE this post.

I share your views wholeheartedly. Too many parents and young folks I have met in SG will simply do things to help them score and all for the sake of JUST completing exams quickly to move to the next level. I encourage my kids to see education differently and always seize the opportunity to be educated, rather than just to score. By focusing on the former, we found out that our outcomes are not any worse than those who focus on the latter. Our education experiences are vastly different from others because of our willingness to take some risks to be exposed to subjects that we may not think we are good at YET. I cannot agree with you more on the three disciplines!

Noted on the CL/HCL in IB. Makes some difference to some kids' decisions.

PS:
I wanted to add a LIKE for this post but I just realised there is no LIKE button to click.
Anyone can explain why please? I know I can like some people's posts, but not sure why there is no button for this one.

Thanks very much for that positive response! I can only share what my personal learning journey has taught me, although it isn't necessarily what other people may think. I do believe that my experiences have covered a broad swathe of the local education system in terms of policy and practice, so that might be useful. All the best!

bbbay\" post_id=\"2112082\" time=\"1688284670\" user_id=\"175278:

Going back to the earlier discussion on breath vs depth of subjects. What is the reason IB syllabus is still not more widely adopted in Singapore?

We have a national education system, with SEAB running exams. The IB is an international system not controlled by MOE. The OSA probably prevents me from divulging details, but you can certainly guess at some of the reasons.

However, do note that since the early 2000s, the local SG-Cambridge A-levels have moved towards being more IB-like.