New L1R4 system for JC entry
-
@zac-s-mum
Honestly who knows what they want to do at sec 2 when they select their specialisation to pivot to higher education? Even many A level grads today dunno what degree they want to pursue (my kids included) and esp so if u hv so many options to choose from.
And matter of fact, it’s easier to score in sci/maths subjects than humanities due to the subjectivity element involved. -
@doodbug said in New L1R4 system for JC entry:
MOE will probably say A level stress is already alleviated moving from 90RP to 70RP, which in a way, I cannot disagree.
My kids are all under the 90RP system so I am not able to compare if things are easier or lighter or less stressful under the 70RP system.
IMO, the stress isn’t from the A Level content or scoring system itself. It has been said before that the A Level content isn’t “that hard.” Instead, it is that the competition within the A Level is very high, and students know that the results shape what options you have available (unlike secondary school where you just need to hit the promo criteria).
Both of my kids will be under RP 70, so like you I cannot compare (I can tell you that t-score or AL makes no difference though).
Again, RP 70 is fine, I don’t think anyone believes we should allocate all university spots strictly on A level scores.
Still, I think this is a bit like reducing the number of exams. Doing so may make for a better schooling experience with other activities and whatnot. But you still have an EOY where you get a percentage. It still is as stressful or stress-free as any one person makes it out to be.
-
Just as another example, we can look at Western education systems or the Int’l school system here in Singapore. Generally speaking, the curriculum may not be as intense and there usually isn’t as much focus on one’s ranking/standing to determine where you go. Also, there is often more encouragement for exploration and finding one’s interests. Perhaps these are desirable.
However, if you look at the top quarter to top third of those cohorts (perhaps the entire cohort in some schools), most of those kids and parents face the same dilemma and anxiety; all of them are trying to go to the same universities and not all of them can get accepted. And if you are really talking about the most selective stuff, many of those kids will have courseloads/work that is at or above what’s done here.
On the other hand, if you just don’t care or care but are willing to make the most out of whatever is available, you’ll be fine (some stress but hardly unbearable). Regardless, the reasons why (many) people eschew the latter have little to do with the number of exams, scoring system, or curriculum.
-
@Imp75 said in New L1R4 system for JC entry:
@zac-s-mum
Honestly who knows what they want to do at sec 2 when they select their specialisation to pivot to higher education? Even many A level grads today dunno what degree they want to pursue (my kids included) and esp so if u hv so many options to choose from.
And matter of fact, it’s easier to score in sci/maths subjects than humanities due to the subjectivity element involved.Tell me about it. I cringed so hard (probably had to bite my tongue too) when my kids decided to pick Arts subjects in JC. Because I also hold the view it is generally easier and there is more certainty to scoring well in sci/math subjects (even if one is keen and/or good in Arts subjects). Count me old-fashioned. Of course if the child hates Science and Maths and can’t do well in it, and picks Arts subjects, that is understandable. But for some students, they are able to cope with Math and Science or Arts subjects, and being the old-fashioned me, would always prefer kids to pick Math/Sci due to the scoring and also preserving options for university.
The difference is even more stark for the IB HLs - the Math/Sci subjects have a far higher percentage of 7s than the Arts subjects.
-
@SG_KP1 said in New L1R4 system for JC entry:
@doodbug said in New L1R4 system for JC entry:
MOE will probably say A level stress is already alleviated moving from 90RP to 70RP, which in a way, I cannot disagree.
My kids are all under the 90RP system so I am not able to compare if things are easier or lighter or less stressful under the 70RP system.
IMO, the stress isn’t from the A Level content or scoring system itself. It has been said before that the A Level content isn’t “that hard.” Instead, it is that the competition within the A Level is very high, and students know that the results shape what options you have available (unlike secondary school where you just need to hit the promo criteria).
Both of my kids will be under RP 70, so like you I cannot compare (I can tell you that t-score or AL makes no difference though).
Again, RP 70 is fine, I don’t think anyone believes we should allocate all university spots strictly on A level scores.
Still, I think this is a bit like reducing the number of exams. Doing so may make for a better schooling experience with other activities and whatnot. But you still have an EOY where you get a percentage. It still is as stressful or stress-free as any one person makes it out to be.
My take is probably different. The Singapore A level content is very hard and onerous to me.
Between RP70 and RP90, for the top A level kids, this is not going to make any difference to the ambitions and stress levels as they will be doing more than excelling at the A levels.
But this may sound very broad brushed, but I do believe for the middle and weaker performers, RP70 is far less stressful than RP90. Being able to drop one subject and sans burden of PW do make a significant difference.
-
@zac-s-mum said in New L1R4 system for JC entry:
I personally think the stress comes from wrong fit. Many Science students end up taking it not because they looooove Science, but because they want to keep more options open.
It’s better to think more carefully, earlier, about what u want to do in the future, do your own ECG research & planning, be sure what u want or don’t want. Decisions become easier once you are clear.
I am sympathetic to fit and also do agree some degree of stress may come from wrong fit.
However, I also feel that its too early to rule things out at the secondary school stage. Preferences and inclinations and study techniques can change with time. I’m a big proponent of learning broadly at the Secondary School level (lol read as many subjects as possible if one can manage).
Which is probably why I am still old fashioned - if you need to choose and you are not a failing kid, pick a Science stream and A Maths for the greatest options thereafter. Humanities can be picked up later on if one is keen to, and almost always without any prerequisites.
-
@SG_KP1 said in New L1R4 system for JC entry:
For the A Level or kids intending to go to university, they should be able to handle a contrasting subject and have it graded/used in the calculation. University studies and work rarely require you to be singularly focused on just one aspect. IMO, GP and the contrasting subject (especially for science kids) are just as relevant as the 3H2 Science stream subjects. The JCs don’t release A Level results info any longer (which is fine), but if you look back, the 4H2 distinction rate often exceed the GP distinction rate. One could ask whether that’s a good thing and if dropping the contrasting subject from the A Levels / limiting the number of humanities (via the number of total subjects) in upper secondary school is really helping.
IMHO The observation has been Diploma certs are more valued than A level certs by employers. There isn’t a GP or contrasting subjects requirement in Polytechnics’ specialised courses. My take is, the core subjects are the fried rice that filled you. GP and interdisciplinary studies are sauces than enhance the fried rice. A single bottle of sauce is good for enhancing many plates of fried rice. Sauces are the leaders and we don’t need too many of it? Think NUSC’s been highly selective and interdisciplinary?
-
@doodbug said in New L1R4 system for JC entry:
My take is probably different. The Singapore A level content is very hard and onerous to me.
Between RP70 and RP90, for the top A level kids, this is not going to make any difference to the ambitions and stress levels as they will be doing more than excelling at the A levels.
But this may sound very broad brushed, but I do believe for the middle and weaker performers, RP70 is far less stressful than RP90. Being able to drop one subject and sans burden of PW do make a significant difference.
You may be right. I agree with your second paragraph, not as sure on the last paragraph (it will probably depend on the person). I think many are going to find out that the distribution just became more bunched and relative standing is still what matters (not entirely but largely so). Of course, some will be able to do better with three main subjects vs. than they could have done with four main subjects, so they may feel better/less stress.
-
@bbbay said in New L1R4 system for JC entry:
IMHO The observation has been Diploma certs are more valued than A level certs by employers. There isn’t a GP or contrasting subjects requirement in Polytechnics’ specialised courses. My take is, the core subjects are the fried rice that filled you. GP and interdisciplinary studies are sauces than enhance the fried rice. A single bottle of sauce is good for enhancing many plates of fried rice. Sauces are the leaders and we don’t need too many of it? Think NUSC’s been highly selective and interdisciplinary?
I don’t think we can compare (immediate) employment for a diploma and an A level certificate; the former wasn’t designed to seek employment with that certificate itself?
Anyways, I disagree on the core subjects. If we look at PCM/BCM, how many students actually make use of all three of them in their job, or even university for that matter? Medicine? OK. Chemical Engineering? OK. Econ, Business, Law, CS? More than half of the core would never be touched again.
The two subjects/skills you can’t get around? Math and English. There are some things you just can’t do without math, but if I had to be great in one and terrible in the other, I’d pick being great in English.
This is why I think the contrasting subject should have been kept in the calculation. Not for the score itself but for the additional attention/effort a required subject gathers and the underlying skill development. Or, if they wanted to reduce the calculation to three subjects, the contrasting subject should have been one of them (although this would have been a problem for those who take the contrasting at H1 level).
-
CNA Deep Dive (audio) podcast:
Steven Chia & Crispina Roberts interview Chan Chun Sing on the L1R4 changes (and other education issues):
Hello! It looks like you're interested in this conversation, but you don't have an account yet.
Getting fed up of having to scroll through the same posts each visit? When you register for an account, you'll always come back to exactly where you were before, and choose to be notified of new replies (either via email, or push notification). You'll also be able to save bookmarks and upvote posts to show your appreciation to other community members.
With your input, this post could be even better 💗
Register Login