Anglo-Chinese School (Independent)
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autolycus\" post_id=\"2005026\" time=\"1606481279\" user_id=\"16143:
@ autolycus
It does depend on what the other CCA is, though. Good to assess each student in terms of their ability to manage time and interactions with other people. Some students find it tough, some don't; some spend a lot of time on their CCA of choice out of enthusiasm and occasionally, overcommitment.zeemimi\" post_id=\"2004950\" time=\"1606468457\" user_id=\"15896:
Regarding the 2 CCA policy, of which one is a uniformed group: the load on the students is equivalent to those taking 1 CCA from other schools. So that is not an issue.
Tell me abt overcommitment!
Met a young chap during open house some years back. He was very enthusiastic sharing tt he took up 3 CCAs of his choice, one of which is astronomy. He scored a perfect 44. Today, he’s with Oxford I heard. My DS wld not be able to do that much as tho he’s always enthu abt most things in school. 😆
So every child is diff in managing time. -
Estéema\" post_id=\"2005090\" time=\"1606487709\" user_id=\"66413:
is that a ACSI trait?
Tell me abt overcommitment!
:lol: The number of commitments seem never to be enough.
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autolycus\" post_id=\"2005026\" time=\"1606481279\" user_id=\"16143:
i heard those who are in band only need to take up 1 cca.
It does depend on what the other CCA is, though. Good to assess each student in terms of their ability to manage time and interactions with other people. Some students find it tough, some don't; some spend a lot of time on their CCA of choice out of enthusiasm and occasionally, overcommitment.zeemimi\" post_id=\"2004950\" time=\"1606468457\" user_id=\"15896:
Regarding the 2 CCA policy, of which one is a uniformed group: the load on the students is equivalent to those taking 1 CCA from other schools. So that is not an issue.
based on DS experience, most of his friends were in 2 CCAs, plus prefects / council, plus other commitments outside school, e.g. music etc. Not that it was easy, but it was manageable and enjoyable on the whole. -
zeemimi\" post_id=\"2005162\" time=\"1606522747\" user_id=\"15896:
I was a student at ACS/ACJC for all 12 years before I eventually returned to teach. In JC2 I had seven ECAs. Almost killed me, but it was fun. I've been a teacher i/c at the BB, water-polo, chess, and even the school NDP committee. You see the immense commitment, dedication, and fun the students have. And then you run the special classes to compensate for those who have a bit too much and need academic rebalancing.
is that a ACSI trait?Estéema\" post_id=\"2005090\" time=\"1606487709\" user_id=\"66413:
Tell me abt overcommitment! :lol: The number of commitments seem never to be enough.
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autolycus\" post_id=\"2005187\" time=\"1606527618\" user_id=\"16143:
😮 Super ASCian!
... In JC2 I had seven ECAs. .... -
@autolycus thanks for sharing!
Very interesting to read all the encouraging comments here. My DS will be joining next year at Sec 3 express. Any advice? Many thanks! -
@autolycus … thanks for answering my queries on the express to IP transfer.
My boy is just 1 point short of 2020 ACS(I) IB program COP. My boy quite likes ACS(I) for its focus on well rounded grooming of its students. As such he wants to put ACS(I) express program as his second choice, regardless of whether he can be promoted to IP program in Sec 2 or not.
But I have certain apprehensions regarding the ACSI(I) express program for which I would like to seek advice. I believe it will strictly follow the MOE O levels curriculum and thus constrained by what it can offer? Will it expose the students as much as IP program both academically and otherwise? I know the students will need to take 2 CCAs. But that apart, will there be equal exposure in other areas like humanities, project works, leadership and critical analysis? Also would the same set of teachers be teaching both IP and express streams? And will equal opportunities be available to all streams to participate in the school activities?
Although my son might get into IP program in other schools, I am quite keen to get him exposed to ACS culture and pedagogy. I am hoping that even after 4 years in ACS(I) express stream and thereafter appearing for O levels he will have the right formative education to come out with a stronger personality to take charge of his life.
Thanks in advance for the advice from everyone. -
@horizons1: you're most welcome!
ACS(I)'s overall curriculum structure is designed to be holistic — academic + CCA + personal development. The leadership development, community service and career guidance components are thus the same across the school. However, the IP/non-IP academic split is unusual amongst IP schools, because in our discussions with Tharman, we raised the issue of parents who actually wanted O-level qualifications for their children. The non-IP course has thus included school-based 'gifted' or 'challenge' classes which still terminate at the O-levels, much as the old GEP used to do.
ACS(I)'s exposure across disciplines for both IP and non-IP courses has always been the same sort of formula: 2x languages, 2x mathematics, 2x sciences, 2x humanities + one or more other subjects (most often an extra science); sometimes students may drop a subject to accommodate something else. However, due to the time constraints (O-level prep period in particular), time spent on breadth and depth is lower in the non-IP course—so less project-based work. The IP course also has additional modules aimed at developing IB-specific approaches to learning. All streams do have equal opportunities for school events and activities, though—and that includes most enrichment activities.
Staffing considerations: the IP classes tend to have a higher concentration of IB-trained teachers simply because the IP has to be aligned with the IB requirements. However, there are many teachers who teach across both IP and non-IP classes. Quality, as in any other school, is uneven, but it cannot be assumed that an IP teacher is somehow more competent than a non-IP one: I personally know some teachers who are very good but are just more comfortable with the regular O-level curriculum.
If you need to know more about curriculum structure etc, do feel free to PM or ask in this thread. -
Thanks Autolycus. Sent you a PM.
autolycus\" post_id=\"2005275\" time=\"1606543887\" user_id=\"16143:
@horizons1: you're most welcome!
ACS(I)'s overall curriculum structure is designed to be holistic — academic + CCA + personal development. The leadership development, community service and career guidance components are thus the same across the school. However, the IP/non-IP academic split is unusual amongst IP schools, because in our discussions with Tharman, we raised the issue of parents who actually wanted O-level qualifications for their children. The non-IP course has thus included school-based 'gifted' or 'challenge' classes which still terminate at the O-levels, much as the old GEP used to do.
ACS(I)'s exposure across disciplines for both IP and non-IP courses has always been the same sort of formula: 2x languages, 2x mathematics, 2x sciences, 2x humanities + one or more other subjects (most often an extra science); sometimes students may drop a subject to accommodate something else. However, due to the time constraints (O-level prep period in particular), time spent on breadth and depth is lower in the non-IP course—so less project-based work. The IP course also has additional modules aimed at developing IB-specific approaches to learning. All streams do have equal opportunities for school events and activities, though—and that includes most enrichment activities.
Staffing considerations: the IP classes tend to have a higher concentration of IB-trained teachers simply because the IP has to be aligned with the IB requirements. However, there are many teachers who teach across both IP and non-IP classes. Quality, as in any other school, is uneven, but it cannot be assumed that an IP teacher is somehow more competent than a non-IP one: I personally know some teachers who are very good but are just more comfortable with the regular O-level curriculum.
If you need to know more about curriculum structure etc, do feel free to PM or ask in this thread. -
Dear Parents,
To understand how the 2020 PSLE cohort performed and therefore have a better perspective of how the COPs of different secondary schools are likely to move (ie. increase or decrease), can parents of this year's cohort kindly help to post the highest T-score (please EXCLUDE the HCL bonus points) in their child's respective primary school by clicking on the below link?
https://www.kiasuparents.com/kiasu/t-scores/
Currently, the table only reflects the t-score information of < 20 schools which makes it difficult for any meaningful analysis. Hence, would like to appeal for more parents to step forward and share the highest t-score data in their child's primary school by clicking on the above link.
Many thanks in advance!
:thankyou:
https://postimg.cc/Z0x1k3KQ
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