Jamesbond:

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Jamesbond:

http://i44.tinypic.com/2u8z2hi.jpg\">

Find the value of angle F.

Pl help.

tri CDE is an isosceles, hence angle D is (180-38)/2 = 71
tri ACD is rt angle tri, hence angle A is (90 - angle D) = 90 - 71 = 19
tri AFB is isosceles tri, therefore angle F is (180 - angle A x 2) = 180 - 19x2 = 142

nficewine:

suku:

Sorry, I had taken an earlier post about GE Branch saying \"...there have been very few dropouts and these were mainly kids who had attention deficit/autism factors...\" literally. Thanks for the clarification. :thankyou:

Out of curiosity, did the GE Branch show the take-up rate for GEP over the years? In my DS original school, 20 were offered GEP only 15 took it up which is the lowest take-up rate historically. Not sure if it's peculiar to just my DS school.

no apologies needed, even a senior forumer misunderstood the post which was factual but somewhat \"condensed\" version that caused the misunderstanding. Fairly, there were no ill intent, and all parties was just clarifying their posn, and the discussions help to provide an \"experience\" of the different routes...tks for the insight nficewine.

there was no discussions of the takeup rate, no one ask for nor was it mentioned. But this year there was 560ish offers out of 42000 students. dont know the figures for the previous years, but does it appear increasing enrollment? perhaps to counter the take up rate (purely speculation)?

nficewine:

Maple leaf:

:thankyou:
I guess my DS will have same problem catching upthe fast pace language teaching. But he wants to \"try\" :xedfingers:

Yes, please support your DS in his decision. As I said, I'm only sample size of 1, and my original intention was to offer an alternative view to what was said during the briefing about dropouts being mainly children with learning difficulties, not that GEP is no good. GEP is not the only way to support the gifted child, however it does take some burden off the parents （with children who suits the GEP）since the GE branch have done the work of putting together the curriculum. We knew all along that my DS has some talents in maths, even before GE picked him up. Without GEP now, we have to do the sourcing ourselves for resources to feed his thirst. If the MOE GEP had worked for him, it would have taken a load off us.

nficewine, just to put in context. In the briefing someone asked for the statistics about the drop out rate in this year. If i remember correctly the panel said there were 4 in P4, 1(?) in P5 and one in P6 (due to some misfortune). The panel just said that in the P4 drop out, one was due to the child being highly autistic, and the GE branch manage to place back to school after several rounds of counselling and tryout. The lady did not offer the reasons for the other children. So it was not insinuated that the dropout are due to learning difficulties. Hope this clarifies...

[/quote]

:thankyou:
I guess my DS will have same problem catching upthe fast pace language teaching. But he wants to \"try\" :xedfingers:[/quote]

In the talk, the panel did mentioned that GEP has strong counselling support, perhaps that is why nficewine has to go through the \"long sessions\" before the pull out, also they did mentioned that they will follow up in case of adjustment problems and in worse case (statistically remote last year) it is comforting to hear that the child can possibly go back to the old school, shd we change our mind later....

Looks like the child need strong support whether to take up or not.

Different strokes for different folks, nficewine, thanks for sharing and nice to know that ds is happy back to school.... like you mentioned, Same parents,same child, and now a happier child so looks like the right choice... :rahrah:

nficewine:

Indeed the various MOE GE exit interviews were to ascertain that it's the child's decision not the parents. I see a thriving child as an inquisitive, eager to learn child, not one who dreads going to school. Same parents,same child, different school now, and child can't wait to go to school every morning so he can indulge in maths projects/activities of his interests, instead of prescribed projects by GEP. I couldn't have asked for more.

yusim_lim:

For nfinewine case, it is the parent's expectation. Not the child's ability. She was expecting her child to thrive right from the start. Which may not be the case for everyone. May be it was not an issue for the child at all. I remember some wrote about the experience of struggling through p4 and began to thrive in P5.
Then again, it all depend on our definition for thriving. Do you define thriving as scored marks?
Or number 1 in class.
The child only stay in the program for 6 months, and to moe, leaving it may seem to be very premature becuase some kids began to do so much better in p5.
I have a friend, her son was strong in maths and science, but not so strong in english, endure through p6, this year, plse, got dsa to nus high and ri, being selected to be trained by nus high to participate in maths and science olympiad...

may I ask if the child went back to the previous school b4 the GEP?

sleepy:

Actually my dd's teachers don't teach basic stuff too, if I interpret that question targeting at RGPS correctly. Geppers are supposed to be independent learners so they are expected to self study basic stuff or teachers skim very quickly & kids are expected to grasp concept quickly. Teachers focus on teaching the higher level stuff. Especially for Maths. Many are very advanced.


If child is particularly weak in Maths, and can't self study then possibly might turn to parents for help? perhaps that's why that parent is concerned and posed that question during briefing this morning

Although quite unlikely need to seek parents help to explain basic concept. I think most kids are good or exceptionally good in maths

Actually for this set of kids, even if they are not in the GEP, they would likely be in the top class of the respective school.. in such class i suppose the teachers will skim very fast too... so whether if the dc in gep or not the parent will still face the same problem in the unlikely event that kid is weak in maths...

phtthp:

ctct61t:

Some girls will move to other classes, most of girls are remain the same.

Why some move to other classes, while others remain ?
Based on what criteria - move to other classes ?

dd is in P3 this year. In P2 the class size is about 30 and P3 onwards abt 40 (number of classes in P3 is reduced).. hence there is a need to reshuffle... unlike other school, RGPS really practise non streaming, or rather.. ensuring mixed abilities in each class.
while there is many theories about how the school splits, including ranking and then 1st go 3A, 2nd to 3B and so on, or perhaps the sort in groups of student, one thing remains certain.. on average the classes are similar, ie got mixture of strong students and weak students. Teachers comments are always \"random with average of classes similar\". This remains a mystery and there has not been any official version.

So whichever your dd goes.. it is ok as it did not indicate anything about her abilities. However, only Chinese are streamed into HCL and CL... hopes that helps... btw quite evenly spread, so it wont be \"most remains in the same class\"

ammonite:

Oic. For a moment I thought it was a deliberate decision to take more boys.

don't think it is deliberate, while statistics shows the girls do very well in general, for eg cut off for RGS and NYGS is higher than RI or the Chinese high, or that anecdotal evidence shows in a mixed class in school, the girls usually perform better than boys, perhaps due to girls more mature esp in primary school, you can see that the statistics favor boys in maths... for example those maths olympiad, where there are much less girls at the top positions

and since maths is major component and of course the general ability may also requires spatial skills, more boys will be naturally expected.

anyone read today's straitimes forum.


http://www.straitstimes.com/premium/forum-letters/story/psle-change-will-create-other-headaches-20130821

quite disturbing impact... with the banding, it may turn out to me more stressful instead, especially if ur dc is just below the next band. And unlike O or A levels, where you can potentially drop a worse performing subject, PSLE doesnt, since there are only 4 subjects.. so the child has to do well in ALL subject, even Chinese(?), since a A* in Chinese must have the same impact as a A* in Maths or Science or English... looks like the \"kan tang\" family will face the greatest hurdle... or perhaps the cash register will start ringing in the Chinese tuition agencies.

Another thing, will those taking higher Chinese has an advantage just like in O level(?).

Sigh... not just transparency reduced.. the gameplan totally changed... the stress level increases... :yikes:

Celynn:

phtthp:

My heart goes out to those, who failed to get balloted into their phase 2c school.


For phase 2c supp -
try to avoid balloting.
Enter a school that has vacancies, < 1 km from yr house. Then fill up transfer form, to more than 1 school, that you like. Try to help yr child do well for p1, do not give up hope. Continue to pray. Cry if you
Must, if tears can help you relief your sadness, disappointment, grief. Is better to let go yr emotion, than bottled up all inside you, ESP. Fathers.

I have been crying whole day yesterday until my eyes are swollen. :gloomy: Not idea why but the tears just keep dropping. Didn't know it will have such a great effect on me. Maybe cos its my daughter's bday today and I felt bad that I couldn't let her enter the school that she wants. Now I really have no idea where to register her in 2CS as my other choices are either filled up or only left with few places. :faint:

Be strong mum, don't let your daughter feels that she will be studying in an unwanted school. This may adversely affects her learning. After all, this is the start of a journey of many years she is embarking...

Perhaps go through the list of remaining schools and choose based on convenience or perhaps other criteria such the school environment.

Meanwhile do waitlist at the school of original choice.

Take care, be strong...