Wednesday, November 26, 2014

RECALL : Frontline 2013 09 13 小六会考成绩等级化 + 回馈社会的盲眼博士

小六会考成绩放榜 总理部长网页留言 纷纷给�

小六成绩放榜 97.6%升中学

PSLE results: 97.6% make it to secondary school

2014 PSLE results match last year's

The Primary 6 class of 2014 maintained last year's record of 66 in every 100 qualifying for the Express stream in secondary school.
This year's 66.4 per cent is close to last year's 66.7 per cent. Previously, the figure was between 62 and 63.6 per cent.
Last year's record result was due to a change in how some Primary School Leaving Examination questions were set. The Ministry of Education (MOE) had tweaked the more "challenging" questions to guide pupils in arriving at answers. Asked if questions were set this way this year, MOE said "the skill sets and knowledge required of candidates to answer the questions remain comparable".
Of the 42,336 pupils who took the PSLE this year, 97.6 per cent did well enough to move on to a secondary school, better than last year's 97.5 per cent.
About 20 per cent qualify for the Normal (Academic) stream, while 11.2 per cent are eligible for the Normal (Technical) stream.

At Kong Hwa School in Guillemard Road, more than 80 per cent of the Primary 6 cohort made it to the Express stream, like last year, principal Cheong Ye Ling said.
Like in the last two years, MOE did not name the top scorer to reduce emphasis on academic results. It also did not reveal the highest and lowest scores achieved by pupils in the cohort - a move that kicked in last year.

In line with this, some schools celebrated their top scorers in groups rather than individually. At Haig Girls' School and CHIJ Our Lady Queen Of Peace, for instance, principals asked pupils with aggregate scores of 250 and above to stand while schoolmates applauded them.
Haig Girls' School gave awards to pupils who did well in their studies and co-curricular activities. One of them, Irdina Maztura, 12, who scored 252 and hopes to join Methodist Girls' School, said: "My score is a reward for all the hard work. I want to join the debate team because it's very good." Non-mainstream schools did well too. In the best showing from the four Islamic schools since 2012, 98.4 per cent of 311 madrasah pupils who took the PSLE qualified for secondary schools, up from 89.3 per cent last year.
In a Facebook post yesterday, Minister-in-charge of Muslim Affairs Yaacob Ibrahim said he was happy over their good performance and proud of Aisyah Nurul Izza for scoring 269, the highest score by a madrasah student.

At Pathlight School, which takes in children with autism, 85 per cent of its cohort are eligible for mainstream secondary schools. Its top pupil scored 245.
Its co-founder, MP for Moulmein-Kallang GRC Denise Phua, said: "The scores are not as important as the fact that these pupils benefited from the school's autism-friendly structures and strategies to do well in their studies."

But at San Yu Adventist School, a pupil who took the PSLE this year did not score better than the bottom third of mainstream school pupils. As the school has failed to meet this benchmark twice, it can no longer recruit Primary 1 pupils from 2016 to 2018.

See more at:

课外练习本一再“闹双包” 出版商“设圈套”抓盗版人

出版商PhD Education获得搜查令,与一支由律师、私家侦探和刑事侦查局知识产权组人员组成的队伍,突击搜查销售商Jeremy Exam Paper的其中两个摊位,发现16份盗版练习本。销售商今年5月同意赔偿3万元、公开道歉和签下承诺书不再侵犯PhD Education的版权。

请人专门出题的课外辅助练习本闹双包,出版商PhD Education赫然发现山寨版的内容一模一样,但它的标志不见了,售价也几乎只有正版的一半。

PhD Education在2012年推出中小学各级的课外辅助练习本才两个月,市面上就出现冒牌货。可是,PhD Education的合伙人没有抓盗版的经验,掌握的证据不足,无法讨回公道。不料,第一次发生闹双包事件未解决,又出现练习本再被盗版。

PhD Education合伙人之一李怡贤(29岁)受访时说,公司聘请在籍大学生和前教师出题,再由现任教师编辑成课外辅助练习本。但心血结晶面市不久,就成了试卷摊贩盗版的目标。
冒牌货去掉PhD Education的公司标志、以几乎正版售价的一半贩卖。PhD Education当时怀疑14个销售商中有人偷偷翻印它的练习本。基于大部分的销售商常补货,唯独一家称销售不佳,因此引起PhD Education的怀疑。

PhD Education于是设圈套试探该销售商,果然发现需求“不佳”的真正原因是销售商私下翻印和销售练习本。
第一次面对这样的问题,PhD Education经验不足,报警后发现没有下文。咨询律师后才获知,合伙人自己假扮顾客捉赃、拍照,证据仍然不足。
在接下来的四个月内,PhD Education向刑事侦查局知识产权组(Intellectual Property Rights Branch)、新加坡知识产权局和议员求助,但得到的都是同样的意见——出版商必须靠自己采取法律行动。

一波未平一波又起,市面上又出现盗版。在经过第一次的教训后,这一次PhD Education的合伙人做足准备。他们在两天内聘请私家侦探,以隐秘摄像机拍摄摊贩助理销售盗版练习本的过程。

去年4月10日,李怡贤与合伙人手持搜查令,与一支由律师、私家侦探和刑事侦查局知识产权组人员组成的队伍,突击搜查销售商Jeremy Exam Paper的其中两个摊位,总共发现16份盗版练习本。

尽管从发现第二次盗版至搜查销售商店铺前后才八天,但PhD Education与Jeremy Exam Paper的老板谈判拉锯了几乎一年。对方今年5月同意赔偿3万元、公开道歉和签下承诺书不再侵犯PhD Education的版权。


在与Jeremy Exam Paper谈判期间,PhD Education的律师也征得总检察署同意,以传票形式私人提控Jeremy Exam Paper的老板之一冯财金(译音,46岁),指他抵触版权法令。

PhD Education在2010年2月成立,当时只在网上销售练习本。由于业绩不理想,于是转为出版练习本,没想到遭盗版。
虽然获赔的3万元不足以抵消PhD Education支付私家侦探和律师的酬劳,但李怡贤认为必须坚持打击盗版。



Jeremy Exam Paper的老板之一冯财金上个月承认侵犯PhD Education课外辅助练习本的版权,被罚8000元。


Sunday, November 9, 2014

Master copy of 2014 Exam Papers

Infringement of Copyright Law by Vendors

Utilisation of Schools’ Exam or Test Papers at Tuition Centres

Parliamentary Replies

July 9, 2012

Utilisation of Schools’ Exam or Test Papers at Tuition Centres

Name and Constituency of Member of Parliament

Dr Intan Azura Mokhtar, Ang Mo Kio GRC


To ask the Minister for Education whether the Ministry will take a stricter approach against tuition centres and tuition teachers who use examination or test papers from schools.


1Instructional and assessment materials that are entirely developed by school teachers are the intellectual property of their respective schools. Should schools or teachers find their copyright being infringed upon, they can consider taking necessary action to assert their copyright.
2Given that instructional and assessment materials given to students could be easily circulated and accessed by members of the public, it is difficult to trace or stop the supply of such materials to members outside the school.
3Within the school, however, teachers and students can be reminded on the need to handle copyrighted materials with care so that materials developed by the school are not accessed easily by other entities for commercial gains. Where appropriate, the school can also mark their materials as copyrighted. To some extent, such measures can make it harder for commercial entities to profit from materials developed by schools

Copyright - Wikipedia, the free encyclopedia

  1. Copyright is a legal right created by the law of a country, that grants the creator of an original work exclusive rights to its use and distribution, usually for a limited time, with the intention of enabling the creator to receive compensation for their intellectual effort.

Exceptionally Gifted Children

The Ministry of Education (MOE) formally identifies the academically gifted and caters to the top 1% of the national cohort through the Gifted Education Programme (GEP), beginning at Primary 4. It also caters for the exceptionally gifted.
In meeting the needs of the exceptionally gifted, MOE is guided by the following principles. First, these children should be in our Singapore school system. Second, they should receive a well-rounded education. Cognitive development should not be achieved at the expense of the development in the moral, social, physical and aesthetic domains. Third, the recommended interventions would be made within the constraints of existing resources.

Target Group

  1. Who is an exceptionally gifted child?
    An exceptionally gifted child is one whose intellectual ability is significantly advanced. Some common characteristics of exceptionally gifted children include:
    (Note: Each statement of the characteristic is followed by an elaboration.)
    Shows exceptional ability in a single domain but not necessarily in others.
    Is able to pursue passion in a single area of interest at an early age. This is done with minimum instruction and more often than not independently.
    Has an ability to relate to a broad range of ideas and synthesise commonalities among them.
    Does not compartmentalise knowledge and searches for patterns and/or relationships between ideas.
    Has a high degree of ability to think abstractly which develops early.
    Is able to reason in abstract terms at a very young age.
    Grasps concepts and sees relationships at an extraordinary speed.
    Is able to understand an abstract concept quickly and is able to demonstrate his/her understanding by explaining it in simple language or by using various examples.
    Displays a keen sense of curiosity/Is highly inquisitive.
    Has an inquiring mind and is always seeking to acquire new knowledge or pick up a new skill.
    Will explore wide-ranging and special interests, frequently at great depth.
    Possesses an unusual capacity for memory.
    Is able to recall information and is observant even from a young age.
    Displays intense concentration when engaged in a task.
    Is able to concentrate on a single activity for a prolonged period of time, and can go on tirelessly, when his/her interest is engaged.
    Has a fascination with ideas and words.
    Is an avid reader since young.
    Uses an extensive vocabulary.
    Is able to use vocabulary that is above his/her age peers both in written and oral forms.
    Expresses himself/herself well.
    Is able to use figurative language and analogies to express feelings and ideas.
    Shows a sensitivity to the feelings of others.
    Has a high capacity for empathy and is able to understand and show sympathy for hurts that others have.
    Shows a strong sense of right and wrong.
    Shows sensitivity and reacts to things causing distress or injustice.
    Shows intolerance for vagueness/ambiguity.
    Has a need for extreme precision and would correct information or generalisations that are not precise.
    Shows a keen awareness of world issues.
    Shows an unusual interest in current affairs such as global warming and would attempt to find answers or solutions to the problem.
    Is acutely aware of his/her own ability.
    Believes that he can excel in whatever he does and is not afraid to take up new challenges.
    If the child has knowledge and ability far beyond those of other children of the same age, it may be an indication that the child is exceptionally gifted.
  2. How many exceptionally gifted children are there in each cohort?
    Among the intellectually gifted, there is a range of abilities. While the majority of gifted children are moderately gifted, there is a very small number among them who are exceptionally gifted. In a normally distributed population, there are about 3 such exceptionally gifted among 100,000 children.
  3. How can I tell if my child is exceptionally gifted? What can I do if he/she demonstrates the ability of an exceptionally gifted child?
    If your child has most of the characteristics listed in Question 1 and has knowledge and ability far beyond those of other children of the same age, it may be an indication that your child is exceptionally gifted. You may wish to send your child to a registered psychologist for assessment.
    Your child will be required to sit an individually administered standardised test of intelligence.
    The tests used should be recognised instruments for assessing giftedness. We recommend only the Stanford-Binet (SB-5) or Wechsler Intelligence Test (WISC IV) be used for this purpose. The assessment should be conducted by a suitably qualified professional who is familiar and experienced in the use of such tests in the context of Singapore. To ensure that a suitable psychologist is engaged, please refer to the list and guidelines provided at the Singapore Psychological Society.


  1. What are the interventions recommended for an exceptionally gifted child?
    The interventions come in many forms. These include:
    • Enrichment
      The student learns topics which are taught in greater depth and breadth.
    • Self-paced instruction
      The student is presented with materials that allow him/her to proceed at a self-selected pace.
    • Online courses
      The student takes higher level courses online.
    • Mentorship
      The student is matched with a mentor who provides advanced training and experiences in a specific content area.
    • Subject acceleration
      The student is placed at a higher grade level in the specific subject while remaining with his/her age cohort for other subjects.
    • Dual enrolment
      The student is formally registered to study a course in a second school/institution.
    • Early school admission
      The student could begin Primary 1 earlier. This provision is available to a child who is at least 5 years old.
    • Level skipping
      The student is moved ahead of his/her age grade. This may be done during the academic year or at the end of the year. The student can be promoted to a maximum of 4 levels.
    In each cohort only a very small number would qualify for early school admission and level skipping.
  2. Since the GEP only starts at Primary 4, what interventions are available for younger children identified to be exceptionally gifted?
    The interventions available are:
    1. For a child who is not of school-going age (i.e. not yet required to attend Primary 1)
      Parents can apply directly to the Gifted Education (GE) Branch, MOE for Early School Admission to Primary 1. This provision is available to a child who is at least 5 years old and intends to attend a MOE school. Note: Only psychological assessments that have been conducted after the child is 5 years of age will be accepted. We suggest that you have your child assessed only after the child’s fifth birthday.
    2. For a child who is already in primary school
      Parents should apply for provisions through the child’s school. The school will then write in to GE Branch with the necessary supporting documents. GE Branch will assess the child to determine if special provisions should be offered on an individualised basis.
    3. For a child who is of school-going age but not in a MOE primary school
      Parents must first enrol the child in a MOE primary school, and then follow the process in (b) above.


  1. What evidence/documents does GE Branch require for a child to be considered for special provisions for the exceptionally gifted?
    GE Branch determines if a child is exceptionally gifted by looking at 4 sets of information. These include a psychological report, achievement and aptitude/ above-level test scores, samples of the child’s work, and teachers’ recommendations.
  2. What documents should the parent/school submit to GE Branch when requesting initial assessment?
    The following documents need to be submitted for initial assessment:
    • A letter of request for special provisions from parent or guardian, if the request is initiated by the parent/guardian. If the request is initiated by the school, the parent’s consent is required.
    • The child’s academic records since admission to the school.
    • Feedback from the relevant subject teachers (both current and previous). The feedback should include an assessment of the child’s ability as well as the child’s social emotional behaviour and interactions with his/her schoolmates and teachers.
    • Psychological report as described in Question 3.
    All documents must be submitted for an application to be processed.
  3. How long does it take to process the documents submitted?
    The processing of documents usually takes between 2 and 3 months. If additional assessment(s) or documents are required, GE Branch will inform the parents.
  4. Which school should my child attend if my application for early school admission is successful?
    Parents can send their child to a school of their choice. Admission to a school is subject to vacancies at the school.
  5. How will GE Branch support the exceptionally gifted child?
    Once a child is identified as exceptionally gifted, a team comprising teacher(s), school leader(s), parents and officers in GE Branch is formed. The team draws up a Personalised Education Plan (PEP) for the child. Each PEP will take into account the child’s readiness for faster academic progression, as well as his/her social emotional development. The PEP is reviewed at the end of every semester.
  6. How will GE Branch support a child who is found to be not in the exceptionally gifted range?
    GE Branch will advise the parents and the school on educational options that they may wish to explore with the child.
  7. What is the role of the school once a student receives an PEP?
    For a student identified as exceptionally gifted, the school will implement the Personalised Education Plan (PEP) and subsequently monitor the student’s progress.
    For subject acceleration, dual enrolment and level skipping, the school will provide GE Branch with a report at the end of each semester.


  1. What if the recommended intervention(s) is/are not a good match?
    Although the vast majority of individuals who are receiving interventions find them beneficial, these interventions may not be a “good match” for every family. In these rare cases, GE Branch, together with the other stakeholders, retains the right to modify or terminate the intervention. Parents may also choose to terminate intervention(s) at any time.
  2. When an exceptionally gifted child who has been receiving special provisions joins a secondary school, what information will GE Branch give to the secondary school?
    The secondary school will receive a letter from GE Branch indicating the type of intervention(s) the student has been receiving. If the secondary school requires additional information, it can contact GE Branch directly.
  3. What happens to an exceptionally gifted student when he/she goes to secondary school?
    The student will continue to be monitored and interventions, if any, will be recommended.

Secondary school and beyond

  1. What are the interventions recommended for an exceptionally gifted student at the secondary level?
    The secondary school can offer all the types of intervention mentioned in Question 4 except level skipping and dual enrolment with a tertiary institution. For these 2 provisions, approval from GE Branch will need to be sought.
  2. How can the secondary school determine if the student would benefit from intervention?
    The school can conduct an assessment of the student in the specific subject. Assessment should include teacher recommendation; achievement testing (record of all the scores on achievement tests); aptitude/above-level testing; and portfolio of student’s work including awards (e.g. Olympiads).
  3. What documents are required to support the application for level skipping?
    All the documents mentioned in Question 7.
  4. Will tertiary institutions accept a secondary or post-secondary/JC student for dual enrolment?
    Both NUS and NTU have agreed to consider all recommendations made by GE Branch and make provisions for the student on a case-by-case basis.
  5. What documents should the secondary school submit to GE Branch when requesting dual enrolment with a tertiary institution?
    All documents mentioned in Question 7, except the psychological report.
  6. Can the students take the ‘O’ and ‘A’ levels before their age peers?
    Students are discouraged from taking these exams earlier if the sole purpose is to reduce the number of subjects they would have to do at a later date.
  7. In the case of male students how will level skipping affect National Service enlistment?
    MINDEF will consider requests for deferment on a case-by-case basis.
  8. Where should I send the information?
    Contact details in GE Branch
    Mailing Address:
    Gifted Education Branch
    1, North Buona Vista Drive
    Office Tower, Level 13
    Singapore 138675
    Fax: 6835 4465

Frequently Asked Questions: GEP Pupils

  1. How are pupils identified for the GEP?
    Pupils are identified for the GEP based on their performance in the selection tests, which are conducted at the end of Primary 3. Pupils selected for the GEPare those with high intellectual ability and potential.
    They join the GEP at Primary 4.

    Selection Process

    1. In August, Primary 3 pupils in Singapore schools have the opportunity to take the GEP Screening Test, comprising 2 papers: English Language and Mathematics
    2. Approximately 4000 pupils are shortlisted to sit the GEP Selection Test in October, comprising 3 papers: English Language, Mathematics and General Ability

    Schedule for 2014

    1. GEP Screening Test: 22 Aug 2014
    2. GEP Selection Test: 14 and 15 Oct 2014
    3. Invitation to join GEP: Early November 2014
  2. How are pupils identified for the GEP?

  1. How many pupils are admitted into the GEP at Primary 4?
    About 500 pupils are admitted into the Programme at Primary 4.
  2. How does the curriculum for GEP pupils differ from the national curriculum?
    GEP pupils are given an enriched curriculum that is pitched to challenge and stretch them. This enriched curriculum is built on the regular curriculum.
    The main advantage of the GEP is the differentiated curriculum that offers individualised enrichment and attention to the gifted pupil.
  3. Do the GEP pupils sit the same examinations across the 9 GEP centres?
    Yes, GEP pupils in all 9 primary GEP centres sit the same tests and assessments which are set specially for them by the GEP teachers. These test their ability in critical and creative thinking rather than just knowledge of content alone. There is also continual assessment based on the pupils’ daily work and assignments.
  4. Do the pupils in the primary GEP sit the same examinations as those in the mainstream?
    No. Pupils in the primary GEP do not sit the same examinations as pupils in the mainstream. However, at the end of Primary 6, they will sit the same school-based Preliminary Examination as the mainstream pupils, as well as the same Primary School Leaving Examination (PSLE).
  5. Will GEP pupils be prepared for the Primary School Leaving Examination (PSLE)?
    Yes. GEP pupils are prepared for all the national examinations that the pupils in the mainstream take.
  6. Can we expect all GEP pupils to be scoring straight A’s in tests and examinations?
    There are some GEP pupils who may indeed excel in all subjects. However, some pupils are particularly strong in one or more areas and less so in others. Scoring straight A’s has not been set as their goal for learning. Rather, they are encouraged to improve their personal best. It is important to note that test performance is influenced by the pupil’s interest and motivation in the subject, his/her skills, work habits and ability to perform in the specific subject area.
    As a group, GEP pupils perform extremely well in the national examinations. However, GEP pupils should not be judged solely on the basis of academic success. What is more important is the overall development of the gifted children.
  7. What happens after the primary GEP?
    After Primary 6, promotion to the next level of gifted education is based on:
    1. performance in the GEP from Primary 4 to 6, including a pass in Social Studies
    2. attitude towards work and the enrichment programme
    3. performance at the PSLE

Post Primary GEP Provisions

GEP pupils can attend Integrated Programmes (IP) schools offering School-based Gifted Education (SBGE) programmes. These are six-year programmes which allow pupils to proceed to junior college (JC) without taking the GCE ‘O’ Levels. These schools incorporate gifted education programmes tailored to the needs of gifted learners in their SBGE.
These are the IP schools that offer SBGE programmes:
SchoolQualification at the end of six years
Anglo-Chinese School (Independent)International Baccalaureate (IB) Diploma
Dunman High SchoolGCE ’A’ Level
Hwa Chong Institution (High School Section)/
Hwa Chong Institution (JC)
Nanyang Girls’ High School/
Hwa Chong Institution (JC)
Raffles Girls’ School (Secondary)/
Raffles Institution (JC)
Raffles Institution (Secondary)/
Raffles Institution (JC)
NUS High School of Mathematics and ScienceNUS High School Diploma

Note that except for Dunman High School and the NUS High School of Mathematics and Science, the other IP schools which offer SBGE take in only male or female pupils in the first four years of their programmes.
The NUS High School of Mathematics and Science is a Specialised School. It caters to pupils who show deep interest in and have high aptitude for Mathematics and the Sciences.
For more information, please visit the Integrated Programmes website.

Gifted Education Programme: Gifted Education Programme Schools

Primary Gifted Education Programme (GEP) (Primary 4 to 6)

SchoolNature of School
Anglo-Chinese School (Primary)Boys
Catholic High School (Primary)*Boys
Henry Park Primary SchoolCo-ed
Nan Hua Primary School*Co-ed
Nanyang Primary School*Co-ed
Raffles Girls' Primary SchoolGirls
Rosyth SchoolCo-ed
St Hilda's Primary SchoolCo-ed
Tao Nan School*Co-ed
Note that Special Assistance Plan (SAP) Schools offer only Chinese Language as Mother Tongue.
From 2008, all 9 primary GEP centres introduced initiatives to promote greater interaction between GEP and non-GEP pupils, allowing them to learn, work and play together on a daily basis.
The integration models generally take one of 2 forms:
  • Integrated form classes comprising GEP and non-GEP pupils. The form class has common lessons for all subjects, except for subjects in the GEP core curriculum (English, Mathematics, Science and Social Studies). This model is implemented in Nan Hua Primary School, Nanyang Primary School and Tao Nan School (Bi-Cultural Elective Programme [BiCEP] classes).
  • Separate form classes for GEP and non-GEP pupils. Classes are integrated for non-core subjects where pupils are pulled out of their form classes for combined lessons in Art and Crafts, Civics and Moral Education, Chinese Language/Higher Chinese Language, Music and Physical Education. This model is implemented in the other 6 GEP schools, as well as the non-BiCEP classes in Tao Nan School.
All 9 schools will continue to provide enhanced opportunities for greater integration through schoolwide activities, CCAs and Community Involvement Programme