siling:

Hi, my child says H2 Biology is very hard ans she is totally lost in lecture and tutorial. I found a Biology tutor who used to teach at NJC and before that was at ACJC. His name is Mr Karman Chua. Anyone knows him?

wanted to let my child start small group tuition with him asap. I think if can start an exclusive class for NJC students, it will be ideal.
If you are keen in joining his class, please PM me.
TQ!

Hello!
Not that I am looking for biology tuition, but I was a student under Mr Chua once and there really is nothing to worry about putting your child under his guidance! I owe him very much for my foundation in H2 bio when I was still in NJ. Classes have specific objectives with a list of things to be done (and are usually completed), and he teaches with a clarity that really clears up convoluted concepts. I've always thought of it as a shame that he left the school hahaha

Cassiopeia_Ryssa:

lachattesg:

Hi, we're considering the njc ip, do the Teachers provide notes, material or are the students expected to to do their own note compilation especially in first 2 years where they are finding their feet?


Is the environment and Teachers nurturing and caring?

What happens to kids who are floundering or find that ip is really not for them? Would international schools be the only way out then?

I would like to know this too.

Hello! I was an NJ IP student that graduated last year, but I hope my experiences would still be relevant to answering your questions!

Throughout the 6 years in NJ we were never required to purchase textbooks, except the usual TYS series nearing HMT Os or A levels. I always made my own notes from the materials the teachers provided, and did quite decently throughout the years! Most of my friends did that as well, though some were comfortable enough with just reading off the school’s material without writing their own. The point is, textbooks are not necessary!

As for the teachers, I had the privilege of being taught by some of the most dedicated and inspiring people to whom I owe where I am today. While teaching capabilities differ between teachers, I think that in general they are dedicated to their cause. They really are people that not only fulfil their academic roles, but also are friends and confidantes to the students.

To answer your last question, there have been students who weren’t coping with IP (read: did not promote in the JH levels) and I think they transferred out to other secondary schools!

This may be a little late since the posting results would be out soon, but I hope this helps affirm a decision to study in NJ

bjlsh:

mommyNg:

[quote=\"bjlsh\"]Hi, parents. My psle result is 258+2, and I intend to NJC. How about Badminton CCA in NJC? Is it difficult to join? Thanks

I'm not familiar with Badminton CCA, but as far as I know, joining CCA of your choice in NJC is usually not too difficult as NJC does not have DSA Sports, so you don't have the situation where most of the spots in the more popular sports/CCA being already taken up by the DSA kids.

Thanks a lot[/quote]Hello! If you're entering NJ in JH1, badminton will not be a CCA of choice because of the cafe system, where only niche CCAs are involved. Badminton is not one of our niche CCAs, and hence will not be available to JH1s as a co-curricular activity. If you're really interested in it though, you can try asking the CCA teacher ICs; otherwise you have to stick with a niche CCA for the first 2 years of JH life. I believe this is partly due to the cohort being very small, hence the total absence of large UG CCAs altogether.

njcstudent123:

hippopotamus:

[quote=\"njcstudent123\"]Hello, does anybody know how people with weird combinations are put into classes? for example, are there a lot of people who take B/PCM but not take economics? Are people who take B/PCM but not econs in the same class?

Hello! I can only answer you based on the IP classes, as I'm not too sure how the JAE students are sorted.

For the current batch of IP SH2s, there are three PCME classes, two BCME classes, one arts class (ie taking two or more arts subjects), and the last two are the ones with hybrid combinations (PCML, BCMELL, PCMA etc). I'm hazarding a guess that this is similar for the JAE students, but their class ratio should be twice of the IP. Hope this helps!

Hello! Sorry but just want to find out more about the classes for the students taking P or B with CM and an arts subject that isnt econs do they all end up in the same class (regardless of P or B)? How are the last 2 'hybrid' classes split?[/quote]Hello!

Well, as for the specifics, I'm not very sure because I'm not close to the people in those classes, so I really can't offer you much detail! But I do know of people taking ELL and L in 07, and people who take Art (and maybe Music? I'm not too sure.) in 08. Hahaha i hope this helped in some way!

njcstudent123:

Hello, does anybody know how people with weird combinations are put into classes? for example, are there a lot of people who take B/PCM but not take economics? Are people who take B/PCM but not econs in the same class?

Hello! I can only answer you based on the IP classes, as I'm not too sure how the JAE students are sorted.

For the current batch of IP SH2s, there are three PCME classes, two BCME classes, one arts class (ie taking two or more arts subjects), and the last two are the ones with hybrid combinations (PCML, BCMELL, PCMA etc). I'm hazarding a guess that this is similar for the JAE students, but their class ratio should be twice of the IP. Hope this helps!

zbear:

hippopotamus:

- As of the 2016 batch of SH1s, the school is still maintaining the separation between the IP students and JAE students. There have been talks about integrating the form classes for years now, but nothing has changed since 3 years ago. The only common slot we share is during lectures, though subject combinations with lesser students and odd timetables (I suppose 'odd' would be a hybrid combination.) will see the students being put in the same subject (not form!) class. The JAE and IP students in the more common combinations (typical BCME, PCME, HELM etc) will pretty much be separated from each other throughout the two years.
- Teachers teach both IP and JAE classes. Though the segregation among students is quite obvious, please don't worry about the teachers favouring IP students-- I personally didn't know any SH teachers until last year, and I'm pretty sure they didn't know many people from the IP cohort too. To give you some peace of mind-- my Economics tutor has two JAE classes along with my class, my Mathematics tutor also has two (or three? I'm not too sure.) JAE classes along with my class under his belt. Teachers usually have more JAE classes than IP classes, simply because the class ratio of IP:JAE students is about 1:2.

I hope this helps!

Just being curious - which group of students do better in A levels since they are classed separately?

I'm actually not too sure myself because they do not break down the statistics according to IP/JAE students during results release.

phtthp:

hi,


I have a friend whose son sitting O level this year, considering National JC for \"A\" level, next year.

He wants to find out -
is it true that JAE (Joint Admission Exercise) students, who enter NJC after \"O\" :-
- their \"A\" classes are different from those of the IP students, who had entered at Sec 1, 4 years ago ?

- \"A\" level Teachers assigned to teach IP students : do not teach JAE students ?
ie. there are separate group of Teachers, teaching IP vs JAE students separately,

- \"A\" level Teachers assigned to teach JAE students : are less experienced than those teaching IP students ?

Hello! To answer your questions directly:

- As of the 2016 batch of SH1s, the school is still maintaining the separation between the IP students and JAE students. There have been talks about integrating the form classes for years now, but nothing has changed since 3 years ago. The only common slot we share is during lectures, though subject combinations with lesser students and odd timetables (I suppose 'odd' would be a hybrid combination.) will see the students being put in the same subject (not form!) class. The JAE and IP students in the more common combinations (typical BCME, PCME, HELM etc) will pretty much be separated from each other throughout the two years.
- Teachers teach both IP and JAE classes. Though the segregation among students is quite obvious, please don't worry about the teachers favouring IP students-- I personally didn't know any SH teachers until last year, and I'm pretty sure they didn't know many people from the IP cohort too. To give you some peace of mind-- my Economics tutor has two JAE classes along with my class, my Mathematics tutor also has two (or three? I'm not too sure.) JAE classes along with my class under his belt. Teachers usually have more JAE classes than IP classes, simply because the class ratio of IP:JAE students is about 1:2.

I hope this helps!

socks:

Hi! Could anyone advise me on the advanced science programme. I understand its open to Jh2 students. What's the programme like and how are the students selected? Tia.

Hello! I am a SH2 IP student from NJ who was from A Science back when I was in JH3/JH4! My batch was the first to be introduced to the AS programme, and the selection processes may have changed since then. The syllabus that the JH are going through now has changed as well, but I'll do my best to recall whatever I can but do take it with a pinch of salt!

AS is not 'open' to JH2 students per se; for my batch, JH2 was sort of choosing a group of students who had the potential to be in AS in JH3/4. We were just issued consent forms after receiving our mid-year progress reports, and had to attend extra lessons in terms 3 and 4. There was a final test at the end of the year, and if i'm not wrong, it was based on that test's results that decided whether or not you were offered to take AS in JH3/4. You could choose to take it or reject it if you were offered. Selection-wise (for the consent form stage), your IS grade had to be pretty decent (I think an A would be good enough, but of course the higher the better!), but they might consider your other academic subjects as well.

The syllabus for AS might be a little iffy because it is such a new programme that the teachers keep tweaking it every year to better suit the class. So once your child has opted to take AS, he/she will be in a class with the other students who opted for AS. They will go through the normal triple science curriculum, and I had extra lessons every week that covered mainly uni-level physics and chemistry. Think quantum mechanics, MO theory-- it's pretty deep, and to be fair we didn't go super in-depth(there's only so much a 15-year-old brain can take!), but it's great because it exposed us to the real rigour of the subject, and it helped me decide what I really like and what I don't. For my batch, they only ventured into advanced physics and chemistry, but for my juniors (current SH1s), they had biology too.

NJ also has heavy emphasis on research so the AS students have plenty of opportunities with local and overseas institutes, but all of these exchanges and attachments are available to all students-- except for one that is only open to the AS students because it has high demands of them. Also, we had many opportunities of participating in olympiads, conferences etc, so AS really is great for a child who is interested in pursuing science in the future. But then again, at the age of 14 or 15, who really knows what they want to do?