revils_ling\" post_id=\"2119182\" time=\"1694932812\" user_id=\"136480:

Just to share as well... my only child is also in P5 GEP this year, but he's in the other GEP school in the East 😉 and his cohort has 53 kids (2 classes). He also hasn't attended any tuition or academic enrichment in his life and still doesn't at all, except for a few days of short-term course at Think Academy for NMOS prep in June this year. And this he attended because he wanted to, because Maths is his 1st love, not because he was forced to. He's only strength in life is Maths, and for others areas he just gets by. We don't believe in drowning our kid in tuition, especially since he's a very self-directed learner. But I do believe that tuition can help kids who ate struggling with school work, but the teacher or teaching style has to be fitting for the individual student in need. One size doesn't fit all, and if there's trial classes available, good to let the child try it out first. I hope parents can try not to simply \"go with the flow\" and sign their kids up for everything just because their neighbours/colleagues/relatives are doing so. Bottom line is for us as parents to do what's truly best for our kids. Something that worked for another child might not work well for ours. ️😊

:goodpost:

I agree with your approach on education, and tuition/additional classes. I think your child will be enjoying his learning journey. (Not implying that the others won't, )

garrybor\" post_id=\"2116836\" time=\"1692456581\" user_id=\"40380:

OMG, your tone seems to be dragging me into your \"discussion\" with jialinmum.
I feel that you are re-phrasing my words to make it sound more confrontational.
...
<deleted to keep this post less lengthy>

Thanks for clarifying.

I can see this discussion will keep going on to clarify points over and over. Instead of flooding this thread with more lengthy posts, I'll just put a couple of points from my post earlier, and suggest to go through the earlier posts.

1. I don't subscribe to idea of targeted special prep training with the idea of \"scoring\" the test and getting into GEP like a target/goal. I'm with the idea that it is to identify if a student is suitable for the program as is.

2. [quote]And in any case, what is to stop any parent/child from preparing for PSLE earlier if they really have difficulties? [/quote]If a student requires additional help/tuition/extra lessons, of course these are the means to help the child get through the challenging period. But if they were placed in that position through extra cramming just to get into GEP (if the prep works), my thought is that this could have been avoided.
[quote] My own experience in recent years is that MOE and the school has managed and prepared for this very well, with a lot of communications and working together with the parents.[/quote]This has been my experience as well, so not much difference. MOE has been doing a good job here.

jialinmum\" post_id=\"2116763\" time=\"1692406501\" user_id=\"202564:

Can you confirm if your children were accepted into the GEP program? Your description differs significantly from my experience and the GEP communities I'm part of. It's possible your experience is outdated, as the situation has evolved. As far as I know, only a small number of GEP students face challenges, and negative perceptions often come from those without actual GEP children.

I can't help but think your post, if genuine, is simply about boasting your children's GEP admission without specifying the assistance they received. Your point remains unclear.

Hello JiaLinMum,

My post was in response to an earlier post by garrybor
https://www.kiasuparents.com/kiasu/forum/viewtopic.php?p=2116464#p2116464

In the post, He thought that almost all GEP entrants must have recieved external training or specific guidance from parents, and that those who claim not to have 'prepared' actually cram in private. And that all this talk of not preparing is propaganda, and the 'locals' who buy into this idea of not preparing are losing out to those who do train.

My post was to cite that there are actual cases of not preparing, and getting in (as in my children), and from my knowledge and experience, it is not as 'rare' as he perceived. I do not have the numbers, and I refrain from saying things like 'most cases are like this, or that', but hope that from my own observation of parents and children I've known, shed some light that it is not that 'rare' to not prepare.

As for the experience that children in GEP facing challenges, I'm quite certain that I did not specifically said that was the experience I had, or had observed. I was sharing my own thoughts that if it is true that a child that is not suitable, got into the program by extra training, then the child might find difficulty. And I mentioned, as an example, to take into cosideration that PSLE prep for kids in this program comes later than those in mainstream, and possibly for a child that require more practice would end up having to go for extra lessons.

These were my thoughts, in summary, and I did not mentioned I saw this happening to any of my child's schoolmates back then. Though this does not mean it will not happen or could not have happened.

On hindsight, if my post had not been in response to the earlier post by a fellow member here, it could be seen like a 'boast' of some sort, but seriously this was not my intention. I've always been a supporter of not preparing, and the seeing the earlier post fram garrybor, I thought I should just share my thoughts, with parents of children who will be taking the selection tests.

And yes, my post and I, are genuine. And my children were accepted into the program.

I hope this clarifies the intention of my post, if it still doesn't, please PM me if you want further clarification.

My own views may be biased, but I thought I’d still share them.


My thought is that the test is meant to find the students who are suitable for the program, and getting in should not be a ‘goal’ or ‘target’. Not being selected does not mean that the child is anything less, just that the program may not be suitable for their way of learning. If the child is already doing fine at P3, not getting into the program should not make them lose out in doing well in their PSLE, or in their futher studies, and parents should not make a big deal out of this selection test, and put them under stress.

I’m not sure about what the tests are about, but ours did not finish their questions, but still got in. No preparatory, nor ‘cramming’ at home as some may want to speculate. The day was not much different, just get some good sleep, and get them to the centre early, without any pressure or expectations. Yes, they do read a fair bit of books, but IMO not as much as one might probably expect.

It’s been years, but I do recall that they were still doing and finishing their project up until June/July period in P6, and did not see much of doing revisions, or past years’ PSLE papers until after that. If a child thrives on cramming and rote learning (and got in through such classes), this could mean the parents would have to send them for extra classes outside of the program during P6 (or even P4 & P5), resulting in more stress.

Maybe I’m naive to believe this, but I’m quite certain a number of their classmates, and some of my close friends kids did not go for preparatory classes. Others, I’ll admit, I’m not too sure, maybe they did, I cannot say most did or did not, as I do not know.

So the question for us parents is what is the reason of wanting the child to to get into the program that one needs to go the extra, and push the child? If the child is already doing fine at P3, and learning fine, even if they did not gett in, they should still be able to keep doing well, get into a secondary school that provides them the environment to excel in future, by doing well in PSLE, or via DSA. GEP is, to my knowledge & experience, is no longer a sure way to get to the popular schools. More importantly is their mental well being, and being able to enjoy learning without unecessary stress.

I do hope that one does not think this sharing is trying to sell the so-called ‘propaganda’.

And I do feel that if a child is pushed into it through some special preparatory program, but is really not suited for the program, could be added stress that do more harm.

I’m open to PM, and will be okay to share my thoughts, but don’t ask me details like what books they have to read, and what projects they did etc. It’s been years, and I (as a dad) tend not to remember these kind of details.

STmummy\" post_id=\"2114710\" time=\"1690363918\" user_id=\"46864:

No preparation is required. The child must in the first place enjoys solving Math questions, then he/she will be able to benefit from the program. If just want to get into GEP by going for many preparation classes, but the child does not like to do challenging questions, he/she will not enjoy the process.

Agree!

No particular preparation is the standard advise.

I read somewhere that it was spearheaded back in the early 1980s by then Dr Tay Eng Soon. A study was done on similar programmes in Germany, Israel and then Soviet Union, before implementing it here in SG.


Good point on the curriculum not entirely relevant to preparing for PSLE, don't think that was the idea. So the programme is most likely not for all kids, and perhaps especially not for parents whose sights are focused on PSLE

Agree with your PoV. Thanks for sharing.

Em\" post_id=\"1943476\" time=\"1572158287\" user_id=\"6015:

Hazeline, all on equal footing now. Entry to secondary schools by DSA or PSLE score WITHOUT handicap. If GEP kid gets 250 for PSLE, will have to use 250 to apply for secondary school.

This is correct, if selecting secondary schools based on their PSLE score, students in the program are subject to the same cut off points just like the rest.

They should generally all follow a similar curriculum, and sit for the same test and do similar project work.