新传媒新闻报道，小六会考成绩放榜，今年(2007)的状元考获294的总积分。教育部告诉记者，这是现有的小六会考制度实行的17年来，最高的总积分。
考到294分的是一名马来女生，来自圣西尔达小学的纳塔莎。她的成绩，远远高出今年全国第二高的积分，288分。
会考期间，因为外公住院，她多数时间在医院温习功课。父亲是技术人员、母亲是家庭主妇的纳塔莎说，成功的秘诀在于喜爱阅读。
纳塔莎表示，“我两岁就开始阅读，我认为这帮助很大，我通过阅读丰富知识。”
这是圣西尔达小学继2000年来，第二次出了全国状元。
除了圣西尔达小学，位于裕廊西72街的伟群小学也有学生考到优异的成绩。在这所邻里学校，状元考到了287的总积分。
中午12点，领取成绩单的时间已到，伟群小学的礼堂也坐满了学生，但就是不见梁凤娉的踪影。到了12点20分，她终于出现，校长王介中也宣布，这名文静的女生的积分，属于全国第三高。梁凤娉紧张的情绪也因此一扫而空。
梁凤娉的父亲梁国强表示，“她的成绩从小一到现在，在班上不是第一就是第二，一路来也是在最好的班。一路来，六年。”
梁凤娉的母亲杨亚叶表示，“多鼓励她，鼓励她，不要给她太多压力，因为她本身的要求已经是很高了，所以我不敢给她压力。”梁凤娉已经在直接收生计划下，获选进入国大附属数理中学。
整体上，(2007)今年的及格率和去年一样，97.7%的考生符合升中学的条件。在EM3源流，有18名学生在所有三个EM3科目中考获一级的最佳成绩。
新动网 [新闻打印] --- 新鲜由你而动!以下这则新闻打印自新动网
日期 ： 22 November 2007
Tuesday, December 2, 2008
97.1%可升中学 状元287分(2008)
新传媒新闻报道，小六会考成绩放榜。在近5万名考生当中，97%的学生可以顺利升上中学，和去年的成绩相差不远。而今年的全国小学生的状元则来自南洋小学。
今年考获全国最高分的15名小学生当中，南洋小学就占了其中四名，当中还包括了全国状元黄彦静。她以287的总积分独占鳌头。
黄彦静表示，“这次真的是很意外，因为平时我不是好像全班最高的分数。可能是因为我平时付出很多努力温习功课，所以才会得到这种成绩。”
他的父亲黄子麟医生表示，“彦静她对这些功课很认真，所以我们时常都要特地带他们去外面看电影，让他们轻松一下。”
南洋小学今年共有44%学生考获超过250的积分，也就是相当于全国最优异的10%的成绩。
南洋小学校长王梅凤表示，“孩子们的努力是从一年级一直下来的努力，他不是在六年级会考的时候才开始用功，才开始努力。”
一些邻里学校的表现也一样亮眼。南山小学几乎所有的学生都能够升上中学，其中75%的学生可以进入快捷源流，是学校历来最好的成绩。其中有三名学生考获278的高分。他们认为在邻里学校就读，一样可以有好成绩。
南山小学状元何蕙敏表示，“就是要用功，不断地努力不要放弃，还有加上家长和老师们的调教，我们也可以一直发展。”
这次的全国小六会考，有63%的学生可以进入快捷源流，21%是普通学术，12%则是进入普通工艺课程。学生可以从即日起，到下个星期三，通过网络或者学校，报读自己心仪的中学。教育部将会在下个月18日，让他们知道是否进入这些学校就读。
以下这则新闻打印
自新动网
日期 ： 20 November 2008
今年考获全国最高分的15名小学生当中，南洋小学就占了其中四名，当中还包括了全国状元黄彦静。她以287的总积分独占鳌头。
黄彦静表示，“这次真的是很意外，因为平时我不是好像全班最高的分数。可能是因为我平时付出很多努力温习功课，所以才会得到这种成绩。”
他的父亲黄子麟医生表示，“彦静她对这些功课很认真，所以我们时常都要特地带他们去外面看电影，让他们轻松一下。”
南洋小学今年共有44%学生考获超过250的积分，也就是相当于全国最优异的10%的成绩。
南洋小学校长王梅凤表示，“孩子们的努力是从一年级一直下来的努力，他不是在六年级会考的时候才开始用功，才开始努力。”
一些邻里学校的表现也一样亮眼。南山小学几乎所有的学生都能够升上中学，其中75%的学生可以进入快捷源流，是学校历来最好的成绩。其中有三名学生考获278的高分。他们认为在邻里学校就读，一样可以有好成绩。
南山小学状元何蕙敏表示，“就是要用功，不断地努力不要放弃，还有加上家长和老师们的调教，我们也可以一直发展。”
这次的全国小六会考，有63%的学生可以进入快捷源流，21%是普通学术，12%则是进入普通工艺课程。学生可以从即日起，到下个星期三，通过网络或者学校，报读自己心仪的中学。教育部将会在下个月18日，让他们知道是否进入这些学校就读。
以下这则新闻打印
自新动网
日期 ： 20 November 2008
Exams should be set in such a way that we can identify the good, the average and the weak
SETTING examination papers is never an easy task.
We would always say that an examination paper should be highly discriminatory. Is this an easy thing to do in reality? Withall schools and teachers in Singapore being highly stressed to produce good passes for their students in themajor examinations like the PSLE, 'O' and 'A' level exams and even in the polytechnics' and universities' examinations,you will find that teachers are drilling the students in all areas where likely questions will appear.
Would parents want a paper where 60 per cent of the students can score 100 marks? In this case, how can we tell whothe very good students are?
We would love a paper where, say, for example, 30 per cent of the questions could be solved by 30 per cent of thetop students and 30 per cent could be solved by every student. Can it be easily done? We could set trial questionsfor different groups of students, analyse the results and use them for future groups of students.
But there are so many variables involved. Teachers could be told to emphasise certain topics, teaching methods forsuch topics have become more superior, students are becoming smarter, etc.
I am not saying that setting very difficult questions is good. On the contrary, if most students obtain 0 mark forthe examinations, you will not be able to know who the very weak students are.
I am sure the Singapore Examinations and Assessment Board is doing the needful, but sometimes weird results canstill occur. If so, moderation will have to come into the picture so that we are able to identify students who are good, whoare average and who are weak.
The second issue that needs to be addressed by teachers, parents and students is the fear of failure. What is important isnot failure, but whether one is able to bounce back from failure. This is something that is not normally taught in schools.
It is always emphasised that one must pass every time and all the time. Hence, all our students are becomingnervous wrecks. Every time there is a difficult paper, a lot of students are going home 'shattered'. As parents, together,we should let our children know that passing is not everything. Doing your best is the thing to strive for.
The earlier schools understand this, the better it is for our students. Currently, the joy of learning is gone and is replacedby the fear of failure. Greater efforts must be placed in schools to inform students that there is nothing wrong with failureand to bring back the joy of learning. Are we going to throw in the towel every time we fail? Do we want our students tohave these attitudes when they go out to work?
Lim Poh Seng
Straits Times, The (Singapore)
Thursday, October 11, 2007
We would always say that an examination paper should be highly discriminatory. Is this an easy thing to do in reality? Withall schools and teachers in Singapore being highly stressed to produce good passes for their students in themajor examinations like the PSLE, 'O' and 'A' level exams and even in the polytechnics' and universities' examinations,you will find that teachers are drilling the students in all areas where likely questions will appear.
Would parents want a paper where 60 per cent of the students can score 100 marks? In this case, how can we tell whothe very good students are?
We would love a paper where, say, for example, 30 per cent of the questions could be solved by 30 per cent of thetop students and 30 per cent could be solved by every student. Can it be easily done? We could set trial questionsfor different groups of students, analyse the results and use them for future groups of students.
But there are so many variables involved. Teachers could be told to emphasise certain topics, teaching methods forsuch topics have become more superior, students are becoming smarter, etc.
I am not saying that setting very difficult questions is good. On the contrary, if most students obtain 0 mark forthe examinations, you will not be able to know who the very weak students are.
I am sure the Singapore Examinations and Assessment Board is doing the needful, but sometimes weird results canstill occur. If so, moderation will have to come into the picture so that we are able to identify students who are good, whoare average and who are weak.
The second issue that needs to be addressed by teachers, parents and students is the fear of failure. What is important isnot failure, but whether one is able to bounce back from failure. This is something that is not normally taught in schools.
It is always emphasised that one must pass every time and all the time. Hence, all our students are becomingnervous wrecks. Every time there is a difficult paper, a lot of students are going home 'shattered'. As parents, together,we should let our children know that passing is not everything. Doing your best is the thing to strive for.
The earlier schools understand this, the better it is for our students. Currently, the joy of learning is gone and is replacedby the fear of failure. Greater efforts must be placed in schools to inform students that there is nothing wrong with failureand to bring back the joy of learning. Are we going to throw in the towel every time we fail? Do we want our students tohave these attitudes when they go out to work?
Lim Poh Seng
Straits Times, The (Singapore)
Thursday, October 11, 2007
Three faces of the China student: EXAM TOPPER - Help! There's a China student in my class.
The presence of these kids in schools has raised the bar forlocal students. Should Singaporeans be worried?
LU YUN, an only child, came to Singapore from Beijing when her engineer mother was posted here six years ago. Her father is a researcher based in China.
Then 12, she joined Yuhua Primary as a Primary 5 pupil but transferred to Grade 8, equivalent to Secondary 2 here, atthe Canadian International School six months later. A year later, she transferred to Secondary 3 at the SingaporeChinese Girls' School because the fees were lower.
The former Raffles Junior College triple science student plays the flute and electone, and was among this year's top Alevelstudents. She was recently awarded a Government of Singapore Investment Corporation (GIC) scholarship and plansto further her studies in the United States.
O levels: 9A1s, A2 for English
A levels: Four As - for Biology, Chemistry, Physics and Maths; Distinctions for 3 'S' papers; A1 for General Paper
Ho Ai Li and Vincent Leow report
Sunday Times, The (Singapore) - Sunday, April 1, 2007
LU YUN, an only child, came to Singapore from Beijing when her engineer mother was posted here six years ago. Her father is a researcher based in China.
Then 12, she joined Yuhua Primary as a Primary 5 pupil but transferred to Grade 8, equivalent to Secondary 2 here, atthe Canadian International School six months later. A year later, she transferred to Secondary 3 at the SingaporeChinese Girls' School because the fees were lower.
The former Raffles Junior College triple science student plays the flute and electone, and was among this year's top Alevelstudents. She was recently awarded a Government of Singapore Investment Corporation (GIC) scholarship and plansto further her studies in the United States.
O levels: 9A1s, A2 for English
A levels: Four As - for Biology, Chemistry, Physics and Maths; Distinctions for 3 'S' papers; A1 for General Paper
Ho Ai Li and Vincent Leow report
Sunday Times, The (Singapore) - Sunday, April 1, 2007
Should kids really be coached for gifted programme?
Should kids really be coached for gifted programme? - There are parents who spend hundreds of dollars on courses to prepare their children for the Gifted Education Programme. But these courses can do more harm than good
Varsha Abdullah spent over $700 when she enrolled her eight-year-old son in a preparation course for theGifted Education Programme (GEP).
To this mother, it is money well spent.
'The only reason I sent him for the course is for him to be challenged,' said the 45-year-old chief operating officer of an insurance company.
'He gets bored with the usual stuff but is excited with new things. And he comes out happy after every class.'
Madam Varsha sees no harm in putting her child through such enrichment courses.
But some parents, such as Madam Teo Wei Ling, 42, would never dream of it.
The stay-at-home mum was going through the papers earlier this month when she came across advertisements byprivate learning centres peddling preparatory classes for the GEP selection test.
Her younger son, Edwin, an Anglo-Chinese School Junior pupil, was among 3,000 Primary 3 pupils shortlisted for this test- which took place two weeks ago. He had already made it through the first round of a screening test in August, which isopen to the entire Primary 3 cohort.
Out of curiosity, she called to inquire. One centre, which claimed that half its pupils make it into the GEP, charged $1,500for an eight-hour preparation course. Another advertiser charged $1,200 for eight hours.
'It's even more expensive than a business course. For that price, they said they would teach them how to tacklethe questions.
'That angered her enough to write to The Straits Times' Forum page questioning whether the naturally talented requiredsuch courses and whether the rich who could afford them had an unfair advantage over those who could not.
'Why push them? If you can make the cut, you can. If not, never mind. There are so many more things in life,' she said.
Her letter drew several responses, all in support of her view.At least three private learning centres and a handful of private tutors offer GEP preparation courses that aim to getthese Primary 3 pupils into the programme in Primary 4.
Experts will say that giftedness cannot be taught and these centres are merely training kids to be 'exam smart' inpreparing for the GEP tests.
Private tutor Kelvin Ong, who said that he was a former GEP teacher, is unapologetic about his coaching courses.
'You expose them to the type of questions they'll be tested on. Then they won't freak out. It's about being exam smart,'said Mr Ong, who gives his pupils past papers to practise on. As a GEP teacher, he used to invigilate the screening tests.
He coaches his pupils - whom he charges between $250 and $400 per two-hour lesson - throughout the year inEnglish Language and Mathematics and is 'very focused in getting them through the tests'.
'If you're willing to pay, that's the objective you'll meet,' he said, adding that he screened the children before deciding ifhe would accept them.
He claimed that all 10 pupils he coached this year got through the first round of the GEP screening.
Each year, all Primary 3 pupils are invited to take a screening test in August, which comprises an English and a Maths paper.
About 3,000 pupils will qualify for a selection test in October, where they will sit for an additional paper, General Ability,which will test their problem-solving and reasoning skills.
Only the top 1 per cent are invited to join the programme in Primary 4. Most pupils take up the offer. Currently, there arenine primary schools that offer the GEP.
The GEP comes with certain privileges, which explains why parents are eager for their children to get in: Class sizesaverage about just 25 compared to the usual 40 in a class. Pupils would also enjoy a more enriched curriculum.
The Education Ministry also specially selects the teachers for the GEP.
But not all parents want their children to be in the programme.
Madam Sharon Lee Sui Yi, 37, whose son just sat for the selection test two weeks ago, is against preparing her childfor these exams.
'Sometimes in our eagerness to give the best to our children, we lose perspective of what education is all about and thespirit of what this GEP is,' said the stay-at-home mum.
Even though her son, Jeremy, is keen to join the programme, she has spent a lot of time moderating his expectations.
'The reality is, it's not going to be easy being in GEP. If you're the last few to squeeze in, you'll have a tough time.
'The Education Ministry and school principals echoed this concern and said that parents should not 'hothouse' their children.
'Giftedness cannot be trained and preparatory classes cannot enable a child to perform at a level beyond his capacity,' saida ministry spokesman.
By sending their children to these prep classes, parents may actually be doing more harm than good, since a child whogains admission into the GEP through intensive coaching may not be able to cope with the programme's demands, she said.
While there have been cases of children who have asked to leave the GEP for various reasons, those who do becausethey cannot cope with the enriched curriculum are 'very few', said the ministry.
The principal of Morris Allen Study Centres readily admits that while he cannot increase his pupils' intelligence, he canmake them more confident and improve their scores.
Mr Morris Allen, who teaches a two-week GEP prep class every June, exposes the kids to all sorts of IQ puzzles -words, pictures, numbers - to prepare them for the General Ability paper, which tests their problem-solving aptitude.
He also teaches them about time management, so that they do not panic and stumble or waste too much time onquestions they cannot answer.
Of the 22 pupils he had last June, almost all got through to the second round. Eleven of them returned three weeks ago fora revision course.
He charges $30 an hour for the 20-hour course.
'It's just familiarising them with the unfamiliar,' said Mr Allen, who sources cognitive ability tests from other countries forhis pupils to practise on. He has been running his centres for 15 years.
But former Raffles Girls' School principal Carmee Lim does not believe in private enrichment programmes because theyare geared towards academic excellence.
'Giftedness applies to many areas, not just in academics. Unfortunately, in Singapore, we define giftedness purelyby academic standards,' she said.
Rather than stretch pupils in every subject in the gifted programme, she prefers that children grow up in a moreholistic manner, exposed to music, art and other such pursuits.
Being labelled a high-flyer at such a tender age may not be a good idea too, said Associate Professor Lee Wei Ling,director of the National Neuroscience Institute, in a letter to this paper.
She wrote: 'Some develop a superiority complex feeling that the non-gifted belong to a lower class of the human race.
'Well-designed IQ tests are fairly accurate in predicting academic success. But success in real life depends on manymore characteristics: determination, resilience, forming healthy interpersonal relationships and ability to notice and seizethe opportunity when it comes.
'Dr Simon Siew, a psychologist in private practice at Mount Elizabeth Medical Centre who has seen several teenagersfor stress-related illnesses, cautions against stressing out children with such enrichment courses.
'Young children are already very stressed by the achievement system and these additional classes might becomeanother source of pressure for them.
Additional reporting by Nur Dianah Suhaimi and Debbie Yong
'
Why push them? If you can make the cut, you can. If not, never mind. There are so many more things in life.' MADAMTEO WEI LING, a parent
'You expose them to the type of questions they'll be tested on. Then they won't freak out. It's about being exam smart.'MR KELVIN ONG, private tutor
Sunday Times, The (Singapore) - Sunday, October 28, 2007
Author: Tan Dawn WeiMADAM
Varsha Abdullah spent over $700 when she enrolled her eight-year-old son in a preparation course for theGifted Education Programme (GEP).
To this mother, it is money well spent.
'The only reason I sent him for the course is for him to be challenged,' said the 45-year-old chief operating officer of an insurance company.
'He gets bored with the usual stuff but is excited with new things. And he comes out happy after every class.'
Madam Varsha sees no harm in putting her child through such enrichment courses.
But some parents, such as Madam Teo Wei Ling, 42, would never dream of it.
The stay-at-home mum was going through the papers earlier this month when she came across advertisements byprivate learning centres peddling preparatory classes for the GEP selection test.
Her younger son, Edwin, an Anglo-Chinese School Junior pupil, was among 3,000 Primary 3 pupils shortlisted for this test- which took place two weeks ago. He had already made it through the first round of a screening test in August, which isopen to the entire Primary 3 cohort.
Out of curiosity, she called to inquire. One centre, which claimed that half its pupils make it into the GEP, charged $1,500for an eight-hour preparation course. Another advertiser charged $1,200 for eight hours.
'It's even more expensive than a business course. For that price, they said they would teach them how to tacklethe questions.
'That angered her enough to write to The Straits Times' Forum page questioning whether the naturally talented requiredsuch courses and whether the rich who could afford them had an unfair advantage over those who could not.
'Why push them? If you can make the cut, you can. If not, never mind. There are so many more things in life,' she said.
Her letter drew several responses, all in support of her view.At least three private learning centres and a handful of private tutors offer GEP preparation courses that aim to getthese Primary 3 pupils into the programme in Primary 4.
Experts will say that giftedness cannot be taught and these centres are merely training kids to be 'exam smart' inpreparing for the GEP tests.
Private tutor Kelvin Ong, who said that he was a former GEP teacher, is unapologetic about his coaching courses.
'You expose them to the type of questions they'll be tested on. Then they won't freak out. It's about being exam smart,'said Mr Ong, who gives his pupils past papers to practise on. As a GEP teacher, he used to invigilate the screening tests.
He coaches his pupils - whom he charges between $250 and $400 per two-hour lesson - throughout the year inEnglish Language and Mathematics and is 'very focused in getting them through the tests'.
'If you're willing to pay, that's the objective you'll meet,' he said, adding that he screened the children before deciding ifhe would accept them.
He claimed that all 10 pupils he coached this year got through the first round of the GEP screening.
Each year, all Primary 3 pupils are invited to take a screening test in August, which comprises an English and a Maths paper.
About 3,000 pupils will qualify for a selection test in October, where they will sit for an additional paper, General Ability,which will test their problem-solving and reasoning skills.
Only the top 1 per cent are invited to join the programme in Primary 4. Most pupils take up the offer. Currently, there arenine primary schools that offer the GEP.
The GEP comes with certain privileges, which explains why parents are eager for their children to get in: Class sizesaverage about just 25 compared to the usual 40 in a class. Pupils would also enjoy a more enriched curriculum.
The Education Ministry also specially selects the teachers for the GEP.
But not all parents want their children to be in the programme.
Madam Sharon Lee Sui Yi, 37, whose son just sat for the selection test two weeks ago, is against preparing her childfor these exams.
'Sometimes in our eagerness to give the best to our children, we lose perspective of what education is all about and thespirit of what this GEP is,' said the stay-at-home mum.
Even though her son, Jeremy, is keen to join the programme, she has spent a lot of time moderating his expectations.
'The reality is, it's not going to be easy being in GEP. If you're the last few to squeeze in, you'll have a tough time.
'The Education Ministry and school principals echoed this concern and said that parents should not 'hothouse' their children.
'Giftedness cannot be trained and preparatory classes cannot enable a child to perform at a level beyond his capacity,' saida ministry spokesman.
By sending their children to these prep classes, parents may actually be doing more harm than good, since a child whogains admission into the GEP through intensive coaching may not be able to cope with the programme's demands, she said.
While there have been cases of children who have asked to leave the GEP for various reasons, those who do becausethey cannot cope with the enriched curriculum are 'very few', said the ministry.
The principal of Morris Allen Study Centres readily admits that while he cannot increase his pupils' intelligence, he canmake them more confident and improve their scores.
Mr Morris Allen, who teaches a two-week GEP prep class every June, exposes the kids to all sorts of IQ puzzles -words, pictures, numbers - to prepare them for the General Ability paper, which tests their problem-solving aptitude.
He also teaches them about time management, so that they do not panic and stumble or waste too much time onquestions they cannot answer.
Of the 22 pupils he had last June, almost all got through to the second round. Eleven of them returned three weeks ago fora revision course.
He charges $30 an hour for the 20-hour course.
'It's just familiarising them with the unfamiliar,' said Mr Allen, who sources cognitive ability tests from other countries forhis pupils to practise on. He has been running his centres for 15 years.
But former Raffles Girls' School principal Carmee Lim does not believe in private enrichment programmes because theyare geared towards academic excellence.
'Giftedness applies to many areas, not just in academics. Unfortunately, in Singapore, we define giftedness purelyby academic standards,' she said.
Rather than stretch pupils in every subject in the gifted programme, she prefers that children grow up in a moreholistic manner, exposed to music, art and other such pursuits.
Being labelled a high-flyer at such a tender age may not be a good idea too, said Associate Professor Lee Wei Ling,director of the National Neuroscience Institute, in a letter to this paper.
She wrote: 'Some develop a superiority complex feeling that the non-gifted belong to a lower class of the human race.
'Well-designed IQ tests are fairly accurate in predicting academic success. But success in real life depends on manymore characteristics: determination, resilience, forming healthy interpersonal relationships and ability to notice and seizethe opportunity when it comes.
'Dr Simon Siew, a psychologist in private practice at Mount Elizabeth Medical Centre who has seen several teenagersfor stress-related illnesses, cautions against stressing out children with such enrichment courses.
'Young children are already very stressed by the achievement system and these additional classes might becomeanother source of pressure for them.
Additional reporting by Nur Dianah Suhaimi and Debbie Yong
'
Why push them? If you can make the cut, you can. If not, never mind. There are so many more things in life.' MADAMTEO WEI LING, a parent
'You expose them to the type of questions they'll be tested on. Then they won't freak out. It's about being exam smart.'MR KELVIN ONG, private tutor
Sunday Times, The (Singapore) - Sunday, October 28, 2007
Author: Tan Dawn WeiMADAM
Exam offers troubling peek into school attitude
I SIGH with resignation as I write this letter. For the past few days, my daughter has been distracted and subdued.The school examinations have just ended and her usual celebratory mood is clearly absent.
I found out that half her classmates in this top, all-girls' school had flunked mathematics. Another class managed fourpasses. I have not seen the paper. Nor do I know if my daughter has passed. All I know is this: She studied veryhard, prepared herself well, especially for maths; she was determined and motivated to excel.
For any parent, that's all that matters: a self-motivated child who is willing, diligent and conscientious.
Regardless of her marks, I am disheartened that the school set an overly challenging paper which bore suchatrocious results, that the matter was raised as an issue during the parent support group meeting.
Please spare me the usual 'it was challenging but we expect the girls to manage it well', or 'this is to make the girls buckup for PSLE'. These garden-variety remarks reflect a school's way of shifting blame onto the pupils and to pressureparents to get additional tutorial help for their children.
Surely if the paper was challenging, the maths teachers should have prepared their pupils better. Such poor results mustalso put the ability of the maths teachers in doubt.
This paper affected my daughter's desire to study hard, her creativity and her self-confidence.
As an active parent who works as a school facilitator to support the parenting programmes of the Ministry ofCommunity Development, Youth and Sports, I believe in reaching out to as many families as possible. But, I findmyself asking now: 'Why bother?'
This is not about a frantic parent who is hurt because her daughter has suffered a setback. It was, after all, only amaths paper.
This is about the attitude of a school, school leadership and teachers. It is about an education system, which, in a bid tofuel an extreme race to excel in academic achievement, douses the spark and enthusiasm of learning.
I appeal to the Ministry of Education to compare the disparity between the simplicity of published primary mathstextbooks and worksheets with the difficulty of exam papers set by schools, if my daughter's school is any yardstick.The disparity is unrealistic, places an unfair burden on pupils and parents, and may end up making a mockery of the education system.
Straits Times, The (Singapore) - Tuesday, May 20, 2008
Author: Jessica Chong (Ms)
I found out that half her classmates in this top, all-girls' school had flunked mathematics. Another class managed fourpasses. I have not seen the paper. Nor do I know if my daughter has passed. All I know is this: She studied veryhard, prepared herself well, especially for maths; she was determined and motivated to excel.
For any parent, that's all that matters: a self-motivated child who is willing, diligent and conscientious.
Regardless of her marks, I am disheartened that the school set an overly challenging paper which bore suchatrocious results, that the matter was raised as an issue during the parent support group meeting.
Please spare me the usual 'it was challenging but we expect the girls to manage it well', or 'this is to make the girls buckup for PSLE'. These garden-variety remarks reflect a school's way of shifting blame onto the pupils and to pressureparents to get additional tutorial help for their children.
Surely if the paper was challenging, the maths teachers should have prepared their pupils better. Such poor results mustalso put the ability of the maths teachers in doubt.
This paper affected my daughter's desire to study hard, her creativity and her self-confidence.
As an active parent who works as a school facilitator to support the parenting programmes of the Ministry ofCommunity Development, Youth and Sports, I believe in reaching out to as many families as possible. But, I findmyself asking now: 'Why bother?'
This is not about a frantic parent who is hurt because her daughter has suffered a setback. It was, after all, only amaths paper.
This is about the attitude of a school, school leadership and teachers. It is about an education system, which, in a bid tofuel an extreme race to excel in academic achievement, douses the spark and enthusiasm of learning.
I appeal to the Ministry of Education to compare the disparity between the simplicity of published primary mathstextbooks and worksheets with the difficulty of exam papers set by schools, if my daughter's school is any yardstick.The disparity is unrealistic, places an unfair burden on pupils and parents, and may end up making a mockery of the education system.
Straits Times, The (Singapore) - Tuesday, May 20, 2008
Author: Jessica Chong (Ms)
Release all exam questions, says tutor
AS A private maths tutor, I wish to share three perspectives with worried parents like Ms Jessica Chong.
First, schools should not be blamed for setting unusual questions, which usually involve challenging maths IQ andOlympiad-style methods. Past questions of this nature are not released for publication in the PSLE question papers soldin bookshops.
When I asked the Ministry of Education last year why these questions were not available publicly, I was told thatthese questions were required for research, benchmarking and re-use.
I am certain schools do not have access to these questions either.
Second, it is prudent for parents to help their children master 'tricky maths questions' by studying additional booksor attending additional classes, instead of relying only on school textbooks or school teachers.
Do not be surprised to find that even some school teachers have difficulty solving some of these tricky questions. Self-helpis better than waiting for miracles to happen.
My estimate is that there are about 10 exam questions, or 20 per cent of a total of 48 each year, which are not releasedeach year.
Finally, rather than endure the annual bouts of complaints, I urge the ministry to release all PSLE questions to the public.
Schools and teachers should be given the chance to find solutions to help their students.
Holding back examination questions is unproductive and creates unnecessary stress among schools, teachers, studentsand parents.
Straits Times, The (Singapore) - Saturday, May 24, 2008
Author: Lim Boon Tong
First, schools should not be blamed for setting unusual questions, which usually involve challenging maths IQ andOlympiad-style methods. Past questions of this nature are not released for publication in the PSLE question papers soldin bookshops.
When I asked the Ministry of Education last year why these questions were not available publicly, I was told thatthese questions were required for research, benchmarking and re-use.
I am certain schools do not have access to these questions either.
Second, it is prudent for parents to help their children master 'tricky maths questions' by studying additional booksor attending additional classes, instead of relying only on school textbooks or school teachers.
Do not be surprised to find that even some school teachers have difficulty solving some of these tricky questions. Self-helpis better than waiting for miracles to happen.
My estimate is that there are about 10 exam questions, or 20 per cent of a total of 48 each year, which are not releasedeach year.
Finally, rather than endure the annual bouts of complaints, I urge the ministry to release all PSLE questions to the public.
Schools and teachers should be given the chance to find solutions to help their students.
Holding back examination questions is unproductive and creates unnecessary stress among schools, teachers, studentsand parents.
Straits Times, The (Singapore) - Saturday, May 24, 2008
Author: Lim Boon Tong
Should schools set exam papers that are too difficult for their students?
PRELIMS STILL A GOOD GAUGE OF O-LEVEL PERFORMANCE
When 19-year-old Nuraisha Quek was in Secondary4, she and her schoolmates fared so badly in their preliminary exams, her school had to moderate their scores.
This was to ease their chances of gaining entry into top-ranking junior colleges between January and March before the O-level results were released in February.
Her teachers shaved off four points from her initial 12. She also jumped from C6 to B3 for one science subject.
'The prelims are not a very good gauge as the standard is not pegged to the O-level one. But I'm very happy for myjuniors now that they don't have to depend on the prelims,' said the former student of a reputable girls' school whoeventually scored six points for her O levels.
From next year, the Education Ministry will scrap the provisional admissions exercise under which students usedtheir preliminary exam results to enter a JC.
There will be one admission in January.
As part of the move towards a single JC intake, exams were brought forward by a week in October, starting last year.
One consequence of this is extra classes during the June holidays at some schools to prepare for the earlier exams.
Will students now take their preliminary exam lightly as they don't depend on the results to enter JC?
As much as 91 per cent of students in a Straits Times poll earlier this year said they still intended to study hard fortheir prelims. Most said the latter would serve as a good dry run and gauge of how they would perform at the national exam.
Singapore Press Holdings Limited
1 June 2008
When 19-year-old Nuraisha Quek was in Secondary4, she and her schoolmates fared so badly in their preliminary exams, her school had to moderate their scores.
This was to ease their chances of gaining entry into top-ranking junior colleges between January and March before the O-level results were released in February.
Her teachers shaved off four points from her initial 12. She also jumped from C6 to B3 for one science subject.
'The prelims are not a very good gauge as the standard is not pegged to the O-level one. But I'm very happy for myjuniors now that they don't have to depend on the prelims,' said the former student of a reputable girls' school whoeventually scored six points for her O levels.
From next year, the Education Ministry will scrap the provisional admissions exercise under which students usedtheir preliminary exam results to enter a JC.
There will be one admission in January.
As part of the move towards a single JC intake, exams were brought forward by a week in October, starting last year.
One consequence of this is extra classes during the June holidays at some schools to prepare for the earlier exams.
Will students now take their preliminary exam lightly as they don't depend on the results to enter JC?
As much as 91 per cent of students in a Straits Times poll earlier this year said they still intended to study hard fortheir prelims. Most said the latter would serve as a good dry run and gauge of how they would perform at the national exam.
Singapore Press Holdings Limited
1 June 2008
Parents up in arms over tough exams
Parents up in arms over tough exams - Overly-difficult mid-year exams see too many students failing and drain their self-esteem, they say
Secondary 4 student Lim Zhong Yi is spending the June school holidays mugging instead of playing his favouritecomputer game, World Of Warcraft, even though his O-level exams are a distant five months away.
He failed five of the eight subjects in his mid-year exams last month, despite having studied for them.
'I feel very demoralised when I look at my grades now. But I've promised myself that I will study hard,' said the 16-year old from an all-boys' school in the east.
He can take some comfort in the fact that others did not fare well too - 40 per cent of his school cohort failed Social Studies and 30 per cent English.
Such significant failure rates have become common in schools here when mid-year or preliminary exams rollaround, especially for those with a big national exam - PSLE, O or A levels - at the year-end.
While students generally go on to do much better at the national exams, the phenomenon has become dire enough forat least two concerned parents to write to The Straits Times Forum recently about what they said are schools'deliberate attempts at making internal exams tougher than national ones.
This is so that schools can stay on top of a competitive ranking game, the theory goes.
One parent said her Primary 6 daughter was 'distracted and subdued' after her recent exams - half her class failed maths.
'Please spare me the usual 'it was challenging but we expect the girls to manage it well' or 'this is to make the girls buckup for PSLE'. These garden-variety remarks reflect a school's way of shifting blame onto pupils and to pressure parentsto get tutorial help,' Ms Jessica Chong argued in her letter.
She is right on at least one count. Tuition centres said they typically see a spike in enrolment after the mid-year andprelim exams.
SmartLab's chief executive Tony Tan, 38, sees about a 10 per cent jump in enrolment after mid-terms every year. Hislargest groups of students come from Primary 6, Secondary 4 and JC 2.
The Learning Lab said the increase is 'discernible' although it doesn't have figures. 'Parents and students knock on thedoor, pale-faced and shell-shocked,' said its manager, Ms Charlene Ong, who is in her 20s.
Educators said schools set tough exams so students can be kept on their toes for the all-important national exams.Some also do it because they want to keep up their reputation for high academic standards.
'There are bragging rights for which school sets the most difficult exam,' said Ms Ong.
Teachers said that with increasing competition among schools, the pressure is on to improve the performance of a graduating cohort every year.
'Papers must be a bit challenging so that they can shake one out of complacency and make one study harder,' said MrLak Pati Singh, 56, principal of St Patrick's School.
A vice-principal at another boys' school, which has been accused by its students of setting tough exams, agrees.
'Students don't take internal exams seriously. They're very complacent and laidback,' she said.
Such tactics used to be employed by elite schools to spur their students on but teachers in neighbourhood schools said they have started getting in on the act too.
And in a bid to prepare students at other levels, tough exams are also being set for those below Primary 6, Secondary 4 and JC 2.
What's more, it is no longer enough for a student to study just what is in the textbook. A primary school teacher saidthat national exams have moved towards questions that hinge on critical thinking.
'The exam format has changed but the syllabus and pedagogy haven't kept up; that's why students keep failing,' she said.
The Education Ministry said the purpose of assessments is to help teachers monitor progress so exams should be pitchedat the right level, taking into account what has been taught.
And while schools are given free rein to set papers, designing a fair paper means having a mix of easy, medium anddifficult problems, which the ministry said schools generally adopt.
It added that it would continue to work with schools 'to help them pitch their assessments correctly'.
But worried parents said tough exams do nothing for self-esteem.
Mrs Lisa Ng-Tay, 50, a full-time mother of four children, had to counsel her son and look out for signs of depression whenhe fared poorly at his JC2 prelim exams at Raffles Junior College last year.
'Exam standards should not be set so high that the bright but not exceptional ones feel dumb,' she said.
Tuition centres, too, said they had to rebuild crushed egos. Said SmartLab's Mr Tan: 'It's good to shake their confidence abit but not to the extent where it collapses. The objective of assessment should be that they can come out of it stronger.
'Students and parents, it seems, aren't the only ones affected.
Said a veteran primary school teacher: 'We try so hard to teach the students but only a handful pass their exams. We'reall suffering from low morale now.
'A paper's level of difficulty is determined by department heads and principals, she added.
But not all schools believe in making their exams tougher. CHIJ St Theresa's Convent principal Pauline Wong, in herlate 40s, said an exam is fruitful only if students can attempt it, and benefit from the experience.
Ultimately, educators point out that a good exam paper should balance stretching the students and offeringmanageable questions.
Psychiatrist Adrian Wang believes putting students through difficult exams is not the only way to motivate them.
Other methods include positive feedback from teachers, engaging parents early in their child's learning andconstant monitoring of grades.
'A demoralising exam paper can affect a child's self-esteem and cause the typical kiasu Singaporean parent to overreact.In this case, the consequences are more negative than positive,' he said.
Sunday Times, The (Singapore) - Sunday, June 1, 2008
Author: Tan Dawn Wei and Samantha Eng
Secondary 4 student Lim Zhong Yi is spending the June school holidays mugging instead of playing his favouritecomputer game, World Of Warcraft, even though his O-level exams are a distant five months away.
He failed five of the eight subjects in his mid-year exams last month, despite having studied for them.
'I feel very demoralised when I look at my grades now. But I've promised myself that I will study hard,' said the 16-year old from an all-boys' school in the east.
He can take some comfort in the fact that others did not fare well too - 40 per cent of his school cohort failed Social Studies and 30 per cent English.
Such significant failure rates have become common in schools here when mid-year or preliminary exams rollaround, especially for those with a big national exam - PSLE, O or A levels - at the year-end.
While students generally go on to do much better at the national exams, the phenomenon has become dire enough forat least two concerned parents to write to The Straits Times Forum recently about what they said are schools'deliberate attempts at making internal exams tougher than national ones.
This is so that schools can stay on top of a competitive ranking game, the theory goes.
One parent said her Primary 6 daughter was 'distracted and subdued' after her recent exams - half her class failed maths.
'Please spare me the usual 'it was challenging but we expect the girls to manage it well' or 'this is to make the girls buckup for PSLE'. These garden-variety remarks reflect a school's way of shifting blame onto pupils and to pressure parentsto get tutorial help,' Ms Jessica Chong argued in her letter.
She is right on at least one count. Tuition centres said they typically see a spike in enrolment after the mid-year andprelim exams.
SmartLab's chief executive Tony Tan, 38, sees about a 10 per cent jump in enrolment after mid-terms every year. Hislargest groups of students come from Primary 6, Secondary 4 and JC 2.
The Learning Lab said the increase is 'discernible' although it doesn't have figures. 'Parents and students knock on thedoor, pale-faced and shell-shocked,' said its manager, Ms Charlene Ong, who is in her 20s.
Educators said schools set tough exams so students can be kept on their toes for the all-important national exams.Some also do it because they want to keep up their reputation for high academic standards.
'There are bragging rights for which school sets the most difficult exam,' said Ms Ong.
Teachers said that with increasing competition among schools, the pressure is on to improve the performance of a graduating cohort every year.
'Papers must be a bit challenging so that they can shake one out of complacency and make one study harder,' said MrLak Pati Singh, 56, principal of St Patrick's School.
A vice-principal at another boys' school, which has been accused by its students of setting tough exams, agrees.
'Students don't take internal exams seriously. They're very complacent and laidback,' she said.
Such tactics used to be employed by elite schools to spur their students on but teachers in neighbourhood schools said they have started getting in on the act too.
And in a bid to prepare students at other levels, tough exams are also being set for those below Primary 6, Secondary 4 and JC 2.
What's more, it is no longer enough for a student to study just what is in the textbook. A primary school teacher saidthat national exams have moved towards questions that hinge on critical thinking.
'The exam format has changed but the syllabus and pedagogy haven't kept up; that's why students keep failing,' she said.
The Education Ministry said the purpose of assessments is to help teachers monitor progress so exams should be pitchedat the right level, taking into account what has been taught.
And while schools are given free rein to set papers, designing a fair paper means having a mix of easy, medium anddifficult problems, which the ministry said schools generally adopt.
It added that it would continue to work with schools 'to help them pitch their assessments correctly'.
But worried parents said tough exams do nothing for self-esteem.
Mrs Lisa Ng-Tay, 50, a full-time mother of four children, had to counsel her son and look out for signs of depression whenhe fared poorly at his JC2 prelim exams at Raffles Junior College last year.
'Exam standards should not be set so high that the bright but not exceptional ones feel dumb,' she said.
Tuition centres, too, said they had to rebuild crushed egos. Said SmartLab's Mr Tan: 'It's good to shake their confidence abit but not to the extent where it collapses. The objective of assessment should be that they can come out of it stronger.
'Students and parents, it seems, aren't the only ones affected.
Said a veteran primary school teacher: 'We try so hard to teach the students but only a handful pass their exams. We'reall suffering from low morale now.
'A paper's level of difficulty is determined by department heads and principals, she added.
But not all schools believe in making their exams tougher. CHIJ St Theresa's Convent principal Pauline Wong, in herlate 40s, said an exam is fruitful only if students can attempt it, and benefit from the experience.
Ultimately, educators point out that a good exam paper should balance stretching the students and offeringmanageable questions.
Psychiatrist Adrian Wang believes putting students through difficult exams is not the only way to motivate them.
Other methods include positive feedback from teachers, engaging parents early in their child's learning andconstant monitoring of grades.
'A demoralising exam paper can affect a child's self-esteem and cause the typical kiasu Singaporean parent to overreact.In this case, the consequences are more negative than positive,' he said.
Sunday Times, The (Singapore) - Sunday, June 1, 2008
Author: Tan Dawn Wei and Samantha Eng
You don't need tuition to be top
Wee Yen Jean did not need tuition to bag her top spot at this year's Primary School Leaving Examinations(PSLE).Instead, her total score of 287 points came from a combination of her consistent hard work - she spends 70 per cent of her time studying - and help from her family.
Yen Jean's mother coaches her in English, Mathematics and Science and her grandmother helps her with Chinese.
"It was probably better without tuition because if my mother was teaching me, she would understand me better and that would help me more," the eloquent 12-year-old told AsiaOne.
However, her parents were no slave-drivers.
"At times when I was feeling really pressurised, my parents will tell me to take a break," shared Singapore'stop student, as she recalled how she bonded and relaxed with her parents and brother, 9, over warm chats and board games during the exam period.
You don't need tuition to be top In fact, so dedicated were her parents to their children's well-being that Yen Jean's mother, Madam Tan PeiFong, 42, decided to quit her job as a lawyer about eight years ago as the long hours were robbing her timeaway from her children.
"It was a painful decision, but we have no regrets as it was the right choice," said the now-homemaker, whorevealed that her move to stay home was a joint decision made between herself and her ophthalmologist husband.
Besides her parents, Yen Jean, who counts English as her strongest subject, credits her success to the longtimesupport she received from her teachers and friends at Nanyang Primary School.
"Last year, after my Term 3 science practical exam, I was quite upset because I did not have enough time tofinish my paper."
But my teacher wrote a note to cheer me up and my friends also encouraged me by telling me 'it's just anexam, work hard for the next one'," said Yen Jean, who has been offered a place at Raffles Girls' School.
She told AsiaOne that she will most likely accept the offer.
Yen Jean, who was part of a team that placed second in an inter-school debate, shared that she would like tobe a lawyer in the future as she loves "arguing her point".
When asked about her thoughts towards her daughter's aspirations, Madam Tan said she would not interferewith Yen Jean's decision."
It's not for us to decide. We'll encourage and give her support all the way," said the former lawyer.
By Geraldine Haruka Ling
Thu, Nov 20, 2008
AsiaOne
Here's a quick look at the top scorers in the PSLE and the best-performing schools.
Top PSLE Pupil
Name/Sex School
Wee Yen Jean / F Nanyang Primary School
Other Top Pupils
Name/Sex School
Wong Hong Zhe Gabriel / M Catholic High School
Yang Yixuan / F Nanyang Primary School
Tee Yan Chyuan / M St. Hilda's Primary School
Foo Jie Min, Jamie / F Yew Tee Primary School
Dee Pei Fang / F Nanyang Primary School
Tan Ming He / M Anglo-Chinese School (Junior)
Ho Jin Yang / M Nan Hua Primary School
Douglas Tan Chang Yang / M Tao Nan School
Heng Yi Xin / F Maha Bodhi School
Ching Hui Qi / F Poi Ching School
Nicole Tan Su Yee / F Rosyth School
Huang Yu Wei, Cheryl / F Nanyang Primary School
Qu Xinyi / F Elias Park Primary School
Oen Qi Xuan, Kellynn / F Ai Tong School
Top Malay Pupils
Name/Sex School
Farah Aqilah Bte Safi'I / F South View Primary School
Nadiah Bte Mohamad Shariff / F Casuarina Primary School
Muhammad Haikal B Abdullah Z / M Rosyth School
Top Indian Pupils
Name/Sex School
Mridula Sairam / F Haig Girls' School
M Hema Prashaad / M Henry Park Primary School
Nikhil Satish Coomaraswamy / M Henry Park Primary School
Top Eurasian Pupil
Name / Sex School
Ahmad Ashraf B Muhammad Johari / M Chongfu Primary School
Top Performing Pupils in EM3 course
Top Pupils with Grade 1 in all EM3 subjects [in alphabetical order]
Name / Sex School
Amirudin B Ja'far / M Yumin Primary School
Andy Koh Yong Shen / M Teck Ghee Primary School
Hasleena Begum D/O Mohamed Y S / F Haig Girls' School
Khor Choon Kiat / M Sembawang Primary School
Lim Jian Hao / M Seng Kang Primary School
Lin Yonglei, Kimmy / M Blangah Rise Primary School
Loo Shu Fen / F Seng Kang Primary School
Nur Amirah Bte Aminudin / F Kranji Primary School
Wong Chee Wee / M Pei Hwa Presbyterian Primary School
Yap Wen Jun, Oliver / M Northland Primary School
Top Pupils who offered a mainstream subject instead of an EM3 subject [MT instead of BMT]Name/Sex School
Adelin Nur Ain Bte Mohd Anis / F Blangah Rise Primary School
Yuan Jing / M Ahmad Ibrahim Primary School
G Premkumar / M South View Primary School
Fu Xinyu / M Woodlands Primary School
Ting Swee Ling / F Corporation Primary School
Muhammad Irfan B Irwan / M Rulang Primary School
Nur Dina Dianah Bte Razali / F Tampines North Primary School
List of primary schools with at least one student with PSLE aggregate score of 275 or more (in alphabetical order of schools)
S/N SCHOOL
1 Ai Tong School
2 Anglo-Chinese School (Junior)
3 Anglo-Chinese School (Primary)
4 Bukit Panjang Primary School
5 Casuarina Primary
6 Catholic High School
7 Chij Primary (Toa Payoh)
8 Chij St. Nicholas Girls' School
9 Chongfu Primary School
10 Chua Chu Kang Primary School
11 Compassvale Primary School
12 East Spring Primary School
13 Edgefield Primary School
14 Elias Park Primary School
15 Fairfield Methodist Primary School
16 Fuchun Primary School
17 Greenwood Primary School
18 Haig Girls' School
19 Henry Park Primary School
20 Hong Wen School
21 Hougang Primary School
22 Keming Primary School
23 Kong Hwa School
24 Kuo Chuan Presbyterian Primary School
25 Maha Bodhi School
26 Maris Stella High School
27 Marymount Convent School
28 Methodist Girls' School (Primary)
29 Nan Chiau Primary School
30 Nan Hua Primary School
31 Nanyang Primary School
32 Ngee Ann Primary School
33 Northland Primary School
34 Paya Lebar Methodist Girls' School (Primary)
35 Pei Chun Public School
36 Pei Hwa Presbyterian Primary School
37 Poi Ching School
38 Princess Elizabeth Primary School
39 Radin Mas Primary School
40 Raffles Girls' Primary School
41 Rivervale Primary School
42 Rosyth School
43 Rulang Primary School
44 Singapore Chinese Girls' Primary School
45 South View Primary School
46 St. Anthony's Primary School
47 St. Hilda's Primary School
48 St. Joseph's Institution Junior
49 St. Stephen's School
50 Tao Nan School
51 Temasek Primary School
52 Townsville Primary School
53 West Grove Primary School
54 White Sands Primary School
55 Woodgrove Primary School
56 Woodlands Ring Primary School
57 Yangzheng Primary School
58 Yew Tee Primary
59 Yu Neng Primary School
60 Yumin Primary School
Schools with good progress in PSLE results (in alphabetical order of schools)
S/N School
1 Bukit View Primary School
2 Catholic High School
3 Kong Hwa School
4 Kuo Chuan Presbyterian Primary School
5 Pei Tong Primary School
6 Peiying Primary School
7 Princess Elizabeth Primary School
8 Qiaonan Primary School
9 St. Andrew's Junior School
10 Townsville Primary School
Name/Sex School
Wee Yen Jean / F Nanyang Primary School
Other Top Pupils
Name/Sex School
Wong Hong Zhe Gabriel / M Catholic High School
Yang Yixuan / F Nanyang Primary School
Tee Yan Chyuan / M St. Hilda's Primary School
Foo Jie Min, Jamie / F Yew Tee Primary School
Dee Pei Fang / F Nanyang Primary School
Tan Ming He / M Anglo-Chinese School (Junior)
Ho Jin Yang / M Nan Hua Primary School
Douglas Tan Chang Yang / M Tao Nan School
Heng Yi Xin / F Maha Bodhi School
Ching Hui Qi / F Poi Ching School
Nicole Tan Su Yee / F Rosyth School
Huang Yu Wei, Cheryl / F Nanyang Primary School
Qu Xinyi / F Elias Park Primary School
Oen Qi Xuan, Kellynn / F Ai Tong School
Top Malay Pupils
Name/Sex School
Farah Aqilah Bte Safi'I / F South View Primary School
Nadiah Bte Mohamad Shariff / F Casuarina Primary School
Muhammad Haikal B Abdullah Z / M Rosyth School
Top Indian Pupils
Name/Sex School
Mridula Sairam / F Haig Girls' School
M Hema Prashaad / M Henry Park Primary School
Nikhil Satish Coomaraswamy / M Henry Park Primary School
Top Eurasian Pupil
Name / Sex School
Ahmad Ashraf B Muhammad Johari / M Chongfu Primary School
Top Performing Pupils in EM3 course
Top Pupils with Grade 1 in all EM3 subjects [in alphabetical order]
Name / Sex School
Amirudin B Ja'far / M Yumin Primary School
Andy Koh Yong Shen / M Teck Ghee Primary School
Hasleena Begum D/O Mohamed Y S / F Haig Girls' School
Khor Choon Kiat / M Sembawang Primary School
Lim Jian Hao / M Seng Kang Primary School
Lin Yonglei, Kimmy / M Blangah Rise Primary School
Loo Shu Fen / F Seng Kang Primary School
Nur Amirah Bte Aminudin / F Kranji Primary School
Wong Chee Wee / M Pei Hwa Presbyterian Primary School
Yap Wen Jun, Oliver / M Northland Primary School
Top Pupils who offered a mainstream subject instead of an EM3 subject [MT instead of BMT]Name/Sex School
Adelin Nur Ain Bte Mohd Anis / F Blangah Rise Primary School
Yuan Jing / M Ahmad Ibrahim Primary School
G Premkumar / M South View Primary School
Fu Xinyu / M Woodlands Primary School
Ting Swee Ling / F Corporation Primary School
Muhammad Irfan B Irwan / M Rulang Primary School
Nur Dina Dianah Bte Razali / F Tampines North Primary School
List of primary schools with at least one student with PSLE aggregate score of 275 or more (in alphabetical order of schools)
S/N SCHOOL
1 Ai Tong School
2 Anglo-Chinese School (Junior)
3 Anglo-Chinese School (Primary)
4 Bukit Panjang Primary School
5 Casuarina Primary
6 Catholic High School
7 Chij Primary (Toa Payoh)
8 Chij St. Nicholas Girls' School
9 Chongfu Primary School
10 Chua Chu Kang Primary School
11 Compassvale Primary School
12 East Spring Primary School
13 Edgefield Primary School
14 Elias Park Primary School
15 Fairfield Methodist Primary School
16 Fuchun Primary School
17 Greenwood Primary School
18 Haig Girls' School
19 Henry Park Primary School
20 Hong Wen School
21 Hougang Primary School
22 Keming Primary School
23 Kong Hwa School
24 Kuo Chuan Presbyterian Primary School
25 Maha Bodhi School
26 Maris Stella High School
27 Marymount Convent School
28 Methodist Girls' School (Primary)
29 Nan Chiau Primary School
30 Nan Hua Primary School
31 Nanyang Primary School
32 Ngee Ann Primary School
33 Northland Primary School
34 Paya Lebar Methodist Girls' School (Primary)
35 Pei Chun Public School
36 Pei Hwa Presbyterian Primary School
37 Poi Ching School
38 Princess Elizabeth Primary School
39 Radin Mas Primary School
40 Raffles Girls' Primary School
41 Rivervale Primary School
42 Rosyth School
43 Rulang Primary School
44 Singapore Chinese Girls' Primary School
45 South View Primary School
46 St. Anthony's Primary School
47 St. Hilda's Primary School
48 St. Joseph's Institution Junior
49 St. Stephen's School
50 Tao Nan School
51 Temasek Primary School
52 Townsville Primary School
53 West Grove Primary School
54 White Sands Primary School
55 Woodgrove Primary School
56 Woodlands Ring Primary School
57 Yangzheng Primary School
58 Yew Tee Primary
59 Yu Neng Primary School
60 Yumin Primary School
Schools with good progress in PSLE results (in alphabetical order of schools)
S/N School
1 Bukit View Primary School
2 Catholic High School
3 Kong Hwa School
4 Kuo Chuan Presbyterian Primary School
5 Pei Tong Primary School
6 Peiying Primary School
7 Princess Elizabeth Primary School
8 Qiaonan Primary School
9 St. Andrew's Junior School
10 Townsville Primary School
Saturday, October 18, 2008
'Confucius, help me score As'
By April Chong & Liaw Wy-Cin THOUSANDS of students and parents flocked to temples yesterday to pay their respects to the Chinesethinker-philosopher Confucius, ahead of his birthday on Friday.
And no time is more apt than now - the current examination period in schools - to make fruit and paperofferings to Kong Zi, as he is known to the Chinese. He is, after all, believed to bestow luck and mental acuityon those sitting for exams.
Petitions typically peak at exam periods, at the start of a new school year or when the devotee believes his or her academic performance is on the wane.
Confucius, born more than 25 centuries ago in China, is also credited with promoting values such as respect for elders and reciprocity. His teachings have since been studied worldwide and translated into many languages.
The 168-year-old Thian Hock Keng Temple on Telok Ayer Street marked his birthday yesterday with traditional court dances, prayer rituals and an exhibition on his life and teachings. Devotees had their foreheads anointed with oil by Buddhist monks. Mini abacuses, symbolising ability with numbers and hopes for As in maths, were given out to them. Confucius is believed to have invented the predecessor to this counting tool by fashioning one out of rope threaded with beads.
The exhibition, targeting the younger crowd, showcases the history behind Confucius and the values he expounded. It will be on till the end of this week.
The temple spokesman explained that although Confucius' statue is sometimes placed among the pantheon of deities in Chinese temples, Confucianism is more often thought of as a way of life than as a religion related to Buddhism or Taoism.
The Singapore Taoist Federation also held a celebration for Confucius at the San Qing Gong Taoist Cultural Centre in Bedok North with prayers.
Mr Chung Kwang Tong, secretary-general of the Taoist Federation Youth Group, said Taoists respect Confucius as a great sage and a contemporary of the Taoist guru, Lao Zi.
At this Bedok temple, devotees made offerings and lighted lanterns called guang ming deng to pray for good exam results. They also waited in line for Taoist priests to daub a red dot on their foreheads, which symbolically 'opens their eyes of wisdom'.
One family postponed an outing to Sentosa to make the trip to the temple to pray for blessings. Mrs Aliceal Lim, 45, her engineer husband Vincent, 48, and their three children aged 13 to 18 will visit Sentosa next month instead.
At this time last year, two of the Lims' children - Lester, now 13, and Cheryl, now 17 - were just weeks awayfrom the Primary School Leaving Examination and the O levels, respectively, when the family went to the temple to mark Confucius' birthday for the first time.
Mrs Lim, an office administrator, said yesterday: 'We're here to ask for extra help and blessings through theyear, we're not expecting a miracle. It's additional psychological help, but in the end, the children must do well and work hard on their own.'
This article was first published in The Straits Times on 22 Sep, 2008.
Pirated past exam papers now sold on CDs
FOR years, there has been a sizeable blackmarket for old school exam papers, often a scholastic lifeline for students cramming for tests.
Now, the middlemen who illegally copy these papers have gone hightech,offering their wares on CD for just a fraction of the hardcopy price.
Even though reproducing the papers amounts to copyright violation, these CDs are available in some bookshops and can also be ordered via e-mail, fax or SMS.
Despite warnings from the Education Ministry, some brazen sellers have even taken to passing out fliers touting these CDs that offer to 'give your child ahead start at school' and help them 'score'.
With competition in schools becoming increasingly fierce, this is a problem that some educators said is not likely to go away.
'It is very difficult to bring these vendors to task as there are so many...outthere,' said Nanyang Primary vice-principal Loh Yuh Por. 'Also, the demand for such papers is high, so there will always be vendors who will come in to fill the gap.
'Covering subjects such as English, Mathematics, Science and Chinese, the CDs contain 10 to 12 papers from prominent schools such as Raffles Girls' Primary,Tao Nan and Ai Tong. Sellers said there was a ready supply of the papers,which usually come from students.
The CDs cost as little as $28 for four subjects, compared to $50 to $70 for the print versions, according to checks by The Straits Times. They are typically hand-delivered to the customer within two to three working days.
Most of the sellers contacted by The Straits Times declined to comment.
However, many parents have been buying the CDs for their children.
Mrs Z. Chong, a secretary in her 40s, ordered a CD for her son - who is inPrimary 4 - after receiving a flier in her mailbox.
Speaking in Mandarin, she said: 'With the CD, we can print the papers again for more practice till he gets all the answers right.
'Another parent, Madam Noraidah S., 37, who received copies from a friend, said the CDs took up less space than the bulky print copies.
'You don't have to keep the whole stack of papers at home and you can print what you want,' added the housewife, who has two daughters aged eight and 10.
A seller, who wanted to be known only as Mr Koh, said the CDs have become popular because an increasing number of Singaporeans were tech-savvy.
'The world has changed, so we have to change,' said Mr Koh.
Declining to reveal details, he said he sells 'a few hundred copies' of the CDs near exam periods.
The Ministry of Education said the sale of illegally copied exam papers was intellectual property theft.
Schools can take the necessary action to assert their copyright over their own exam papers, said the ministry.
However, some schools seem to be taking a hands-off approach.
The principal of Raffles Girls' Primary, Ms Tan Siok Cheng, said pursuing copycats would cost time that was better spent on other things.
'Although it is an infringement of copyright and intellectual property, if other children benefit from it, it's okay,' said Ms Tan. 'I'm happy that our papers are recognised to be of good quality. It stretches our teachers to set better papers.'
Ms Tan said, however, that she was concerned about the authenticity and cost of the illegally copied exam papers.
She added that her school had been exchanging papers with many other schools, but people who photocopy them should seek permission before hawking these tests.
April 15 2008
The straits Time
Now, the middlemen who illegally copy these papers have gone hightech,offering their wares on CD for just a fraction of the hardcopy price.
Even though reproducing the papers amounts to copyright violation, these CDs are available in some bookshops and can also be ordered via e-mail, fax or SMS.
Despite warnings from the Education Ministry, some brazen sellers have even taken to passing out fliers touting these CDs that offer to 'give your child ahead start at school' and help them 'score'.
With competition in schools becoming increasingly fierce, this is a problem that some educators said is not likely to go away.
'It is very difficult to bring these vendors to task as there are so many...outthere,' said Nanyang Primary vice-principal Loh Yuh Por. 'Also, the demand for such papers is high, so there will always be vendors who will come in to fill the gap.
'Covering subjects such as English, Mathematics, Science and Chinese, the CDs contain 10 to 12 papers from prominent schools such as Raffles Girls' Primary,Tao Nan and Ai Tong. Sellers said there was a ready supply of the papers,which usually come from students.
The CDs cost as little as $28 for four subjects, compared to $50 to $70 for the print versions, according to checks by The Straits Times. They are typically hand-delivered to the customer within two to three working days.
Most of the sellers contacted by The Straits Times declined to comment.
However, many parents have been buying the CDs for their children.
Mrs Z. Chong, a secretary in her 40s, ordered a CD for her son - who is inPrimary 4 - after receiving a flier in her mailbox.
Speaking in Mandarin, she said: 'With the CD, we can print the papers again for more practice till he gets all the answers right.
'Another parent, Madam Noraidah S., 37, who received copies from a friend, said the CDs took up less space than the bulky print copies.
'You don't have to keep the whole stack of papers at home and you can print what you want,' added the housewife, who has two daughters aged eight and 10.
A seller, who wanted to be known only as Mr Koh, said the CDs have become popular because an increasing number of Singaporeans were tech-savvy.
'The world has changed, so we have to change,' said Mr Koh.
Declining to reveal details, he said he sells 'a few hundred copies' of the CDs near exam periods.
The Ministry of Education said the sale of illegally copied exam papers was intellectual property theft.
Schools can take the necessary action to assert their copyright over their own exam papers, said the ministry.
However, some schools seem to be taking a hands-off approach.
The principal of Raffles Girls' Primary, Ms Tan Siok Cheng, said pursuing copycats would cost time that was better spent on other things.
'Although it is an infringement of copyright and intellectual property, if other children benefit from it, it's okay,' said Ms Tan. 'I'm happy that our papers are recognised to be of good quality. It stretches our teachers to set better papers.'
Ms Tan said, however, that she was concerned about the authenticity and cost of the illegally copied exam papers.
She added that her school had been exchanging papers with many other schools, but people who photocopy them should seek permission before hawking these tests.
April 15 2008
The straits Time
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