Grudge with current A level curriculum
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Yea well, stressful educations, lots of work... yada yada, thats the old story... What I am really offended by is the fact that the government insisted on the new A level curriculum...
Current A level curriculum is divided into 3 levels, H1, H2, H3. H1 is of an easier standard compared to previous normal papers and H2 is of a higher standard, eg students study deeper into the subject. H3, is of course, a much harder "S" paper.
Now the reason I am whining so much about this is that students are given the option to take either 3h2 and 1 h1/ 2 h1 or 4h2, so there is pretty much no such thing as 5h2 and 1 h1... Fine, no problem... but when it comes to subject combination, I found that I can no longer take computing as one of my subject. Why?
H2 Physics, H2 Chemistry, H2 maths and H1 Geog... (there is no such thing as an H1 computing for me to do, only H2 which I was not approved)
Hence, it is clear that when MOE stated for a more "flexible" curriculum that makes it COMPULSORY for students to take subjects of an opposing subject,
for students who wants to take 4 sciences that include computing are FORCED to drop one of their subject to H1, in which I rather drop computing to H1, but I clearly could not, since there is no H1...
This is rather bugging for me, as I really wanted to take something like H2 Physics, H2 Chemistry, H2 maths and H2 Computing or H2 Physics, H2 Chemistry, H2 maths, H1 Computing and H1 Geog
Isn't it a lot better to not make opposing subjects mandatory for students? But more of attracting them to choose an opposing subject? Studying for the sake of taking A levels is not what education is, isn't it?
Thanks -
Actually, i wish JC's subjects are as varied as uni's or poly's
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I guess, the only guideline that schools follow is the at least X teahcers must be graded "D" for their performance.
FOr ur case, it is actually pretty hard for mixed or rarely combinations. Afterall, limited LTs and classrooms. Do u know the way they churn out timetable. As simple as it may sounds, just feed data into the software, but alot of tedious work is need b4 tt. So, to avoid for troublesome paperwork, the sch often ignore rare combinations and ask the student to reselect ... -
Yea... Moreover, the teacher rejected my subject combinations, only after it was approved with a confirmation slip... in short, I was watching helplessly as my confirmation slip was shredded into a dozen bits....
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did u take pure geo in sec sch?
if not GOOD LUCK
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Originally posted by Artiwizoras:
buay song go poly lor
Yea well, stressful educations, lots of work... yada yada, thats the old story... What I am really offended by is the fact that the government insisted on the new A level curriculum...
Current A level curriculum is divided into 3 levels, H1, H2, H3. H1 is of an easier standard compared to previous normal papers and H2 is of a higher standard, eg students study deeper into the subject. H3, is of course, a much harder "S" paper.
Now the reason I am whining so much about this is that students are given the option to take either 3h2 and 1 h1/ 2 h1 or 4h2, so there is pretty much no such thing as 5h2 and 1 h1... Fine, no problem... but when it comes to subject combination, I found that I can no longer take computing as one of my subject. Why?
H2 Physics, H2 Chemistry, H2 maths and H1 Geog... (there is no such thing as an H1 computing for me to do, only H2 which I was not approved)
Hence, it is clear that when MOE stated for a more [b]"flexible" curriculum that makes it COMPULSORY for students to take subjects of an opposing subject,
for students who wants to take 4 sciences that include computing are FORCED to drop one of their subject to H1, in which I rather drop computing to H1, but I clearly could not, since there is no H1...
This is rather bugging for me, as I really wanted to take something like H2 Physics, H2 Chemistry, H2 maths and H2 Computing or H2 Physics, H2 Chemistry, H2 maths, H1 Computing and H1 Geog
Isn't it a lot better to not make opposing subjects mandatory for students? But more of attracting them to choose an opposing subject? Studying for the sake of taking A levels is not what education is, isn't it?
Thanks[/b] i study till damn stress oso lan lan 
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Originally posted by crossover:
h1 nt h2 geog lah
did u take pure geo in sec sch?
if not [b]GOOD LUCK [/b] ni way ,i tght arts is either u noe or u dont noe -
Heng ah..I finish my A levels liao.
Good luck and enjoy the ride! -
Btw, Artiwizoras, u wat sch. COs some schs, easier to negotiate for a change in subjects ...
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isn't it too late now to change for subject combinations ? its already june and after this "hols" you already have your midyearsOriginally posted by gd4u:Btw, Artiwizoras, u wat sch. COs some schs, easier to negotiate for a change in subjects ... -
Is there greater flexibility in independent schools?Originally posted by Artiwizoras:Yea... Moreover, the teacher rejected my subject combinations, only after it was approved with a confirmation slip... in short, I was watching helplessly as my confirmation slip was shredded into a dozen bits.... -
yea... now june too late for any change le... sigh (p.s i didnt take pure geog in sec =P) Gonna be some wow of a ride... Lmao
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As with all other initiatives by MOE, more flexibility for everyone else but the students...Originally posted by oxford mushroom:Is there greater flexibility in independent schools? -
Nope, the only flexibility with SPA (another initiative) is tt teacher can to choose the qn. Besides tt, omg, it is a hell lot of work for everyone, including teachers themselves ...
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COMPLETE torture summarised it all =P
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Why dey scrape commerce
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I thought MI still got offer commerce ?? I also dunnoe, isiz cos it is too similar to business realted diplomas ??
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Gary Mathews is superintendent of Williamsburg-James City County Public Schools.
A lesson or two on Singapore's school system
June 8, 2006
"For the whole conduct of life is based on this: that what we admire in others we want to do ourselves." - Quintilian, Roman Rhetorician
Socked away between Malaysia and Indonesia in Southeast Asia is the island nation of Singapore, home to approximately 4.4 million people. With a literacy rate of 93 percent, life expectancy of 85 years for women and 79 years for men, and a diverse population of mainly Chinese, Malay and Indian, this diverse nation of Buddhists, Muslims, Taoists, Hindus, and Christians provides international lessons worthy of consideration in the education community and the community-at-large.
With a highly developed and successful free-market economy, Singapore enjoys a remarkably open and corruption-free 
environment, stable prices, and a per capita Gross Domestic Product equal to that of the four largest West European countries. And as I have been consuming current discussion of math and science achievement in the United States, it is apparent that one nation leads in both math and science in the latest round of international comparisons: Singapore.
Known as The Trends in International Mathematics and Science Study, this assessment of fourth- and eighth-graders around the world surfaces Singapore as the world's leader in both subjects at both grade levels.
In fourth-grade math, the topics tested are numbers, geometric shapes and measures, and data display. Eighth-graders are tested on numbers, algebra, geometry, data display, and probability.
In fourth-grade science, the topics tested are life science, physical science, and earth science, whereas eighth-graders grapple with biology, chemistry, physics, and earth science.
So what do educators and citizens of Singapore do that we can think further about here? Try in-depth learning and the courage and wisdom to invest in teachers' pay and professional development.
What are we to take from this international leader in both math and science?
First, consider in-depth learning. From what I can glean from reading accounts in the professional literature, students in Singapore's elementary school math classes do not spend a lot of time working on a lot of problems of the same kind, e.g., adding two three-digit numbers with regrouping 25 times.
Rather, these students work on but a few of these kinds of problems, giving way to oral and written explanation of what "regrouping" means. Reports of Singapore classrooms find students often engaged in "metacognition," i.e., "thinking about thinking," be it in math, science, or other disciplines. Apparently, learning-for-understanding reigns supreme. There's a potential lesson here.
Second, consider Singapore's investment in its teachers. To become a teacher, one must earn a college degree with a major in a recognized discipline such as math, science, history, language, or the like. In doing so, it is accepted that those who teach children must be well-steeped in core knowledge. But it does not stop there. It is also accepted that those who teach children must have knowledge of how to effectively transfer knowledge and skills to their young charges. Thus, a fifth year enrolled in the National Education Institute is required of Singapore's teachers as they learn about and hone their classroom skills.
Not only is this fifth year paid for by the government, these teachers-in-training are also provided with the same salary as a first-year teacher. Talk about respect!
Can it get any better? In Singapore, yes. Indeed, as many have pointed out, first-year teachers are paid more than lawyers, doctors, and engineers. Even with all of our critics, there's a potential lesson here as well.
Finally, despite the need for a strong military, which Singapore does enjoy, it has increased spending for schools every year since the 1960s. Education, in rhetoric and deed, is Number One.
What we admire in others we want to do ourselves, indeed. -
There is a bloody clear and distinct reason why our kids can top international tests and fail as internation researchers ...
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yah take mi 3 yrsOriginally posted by gd4u:I thought MI still got offer commerce ?? I also dunnoe, isiz cos it is too similar to business realted diplomas ??
siao huh 
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Later MI ppl riot outside ur hse, not my business ...
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rationale being?Originally posted by gd4u:Later MI ppl riot outside ur hse, not my business ... -
u call them siao ...
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well dats my perception as i feel dat u can get a diploma in 3 yrsOriginally posted by gd4u:u call them siao ...
AND my siao is directed at e sg educational system nt MI ppl -
Perhaps that is the case, but I am under the impression that foreigners tend to do better after education, education not in Singapore.Originally posted by boy in blues:Gary Mathews is superintendent of Williamsburg-James City County Public Schools.
A lesson or two on Singapore's school system
June 8, 2006
"For the whole conduct of life is based on this: that what we admire in others we want to do ourselves." - Quintilian, Roman Rhetorician
Socked away between Malaysia and Indonesia in Southeast Asia is the island nation of Singapore, home to approximately 4.4 million people. With a literacy rate of 93 percent, life expectancy of 85 years for women and 79 years for men, and a diverse population of mainly Chinese, Malay and Indian, this diverse nation of Buddhists, Muslims, Taoists, Hindus, and Christians provides international lessons worthy of consideration in the education community and the community-at-large.
With a highly developed and successful free-market economy, Singapore enjoys a remarkably open and corruption-free environment, stable prices, and a per capita Gross Domestic Product equal to that of the four largest West European countries. And as I have been consuming current discussion of math and science achievement in the United States, it is apparent that one nation leads in both math and science in the latest round of international comparisons: Singapore.
Known as The Trends in International Mathematics and Science Study, this assessment of fourth- and eighth-graders around the world surfaces Singapore as the world's leader in both subjects at both grade levels.
In fourth-grade math, the topics tested are numbers, geometric shapes and measures, and data display. Eighth-graders are tested on numbers, algebra, geometry, data display, and probability.
In fourth-grade science, the topics tested are life science, physical science, and earth science, whereas eighth-graders grapple with biology, chemistry, physics, and earth science.
So what do educators and citizens of Singapore do that we can think further about here? Try in-depth learning and the courage and wisdom to invest in teachers' pay and professional development.
What are we to take from this international leader in both math and science?
First, consider in-depth learning. From what I can glean from reading accounts in the professional literature, students in Singapore's elementary school math classes do not spend a lot of time working on a lot of problems of the same kind, e.g., adding two three-digit numbers with regrouping 25 times.
Rather, these students work on but a few of these kinds of problems, giving way to oral and written explanation of what "regrouping" means. Reports of Singapore classrooms find students often engaged in "metacognition," i.e., "thinking about thinking," be it in math, science, or other disciplines. Apparently, learning-for-understanding reigns supreme. There's a potential lesson here.
Second, consider Singapore's investment in its teachers. To become a teacher, one must earn a college degree with a major in a recognized discipline such as math, science, history, language, or the like. In doing so, it is accepted that those who teach children must be well-steeped in core knowledge. But it does not stop there. It is also accepted that those who teach children must have knowledge of how to effectively transfer knowledge and skills to their young charges. Thus, a fifth year enrolled in the National Education Institute is required of Singapore's teachers as they learn about and hone their classroom skills.
Not only is this fifth year paid for by the government, these teachers-in-training are also provided with the same salary as a first-year teacher. Talk about respect!
Can it get any better? In Singapore, yes. Indeed, as many have pointed out, first-year teachers are paid more than lawyers, doctors, and engineers. Even with all of our critics, there's a potential lesson here as well.
Finally, despite the need for a strong military, which Singapore does enjoy, it has increased spending for schools every year since the 1960s. Education, in rhetoric and deed, is Number One.
What we admire in others we want to do ourselves, indeed.