CLASS SYLLABUS

Step-By-Step Exam Preparation 

We spend a large amount of resources in creating a syllabus that is both effective and efficient. In fact, the syllabus is the 2nd most important aspect of our pedagogy (the most important being our teachers). 

 

Our exam syllabus focuses on the 4 main areas of the GP paper ― the essay, the SAQ, the summary, and the AQ. In addition, our syllabus also incorporates 'content' as well as 'reading' modules to help students improve their general knowledge in preparation for the 'A' levels. 

COMMENTARY OF THE 2015 'A' LEVEL PAPER

Essay Questions

 

1. ‘There is no such thing as bad publicity.’ To what extent is this true?

2. How far is it possible for one country to forgive another for its past actions?

3. How effective is public health promoted and managed in your society?

4. ‘No cause is ever worth dying for.’ Discuss.

5. Consider the argument that the main purpose of television should be to educate rather than simply to entertain.

6. In your society, how well are the demands of the economy and the environment balanced?

7. ‘Parents have no right to impose their own values and beliefs on their children.’ Discuss.

8. ‘Books serve little purpose in education as technological developments become more sophisticated.’ How far do you agree?

9. To what extent should the arts in your society focus on local rather than foreign talent?

10. Should there be any controls over the production of energy when the need for it is so great?

11. When a government’s finances for social welfare are limited, should they be directed towards the young or the old?

12. ‘Human actions should be based on scientific fact, not religious faith.’ How far do you agree with this statement?

COMMENTARY: Unlike the previous 4 years, this year's GP essay paper deviated from the more usual topics. The past 4 years have questions which always included one question from each of these 5 main themes: 

 

  1. Current Affairs (Economic or Security) 

  2. Gender or Family 

  3. Environment 

  4. Ethics (R&D and Profits) 

  5. Arts or Mathematics 

 

Instead, two environmental questions (Q6 & Q10) came out, one family question (Q7) and one arts question (Q9).

Questions requiring content examples from Singapore were also fairly difficult for average students because of the specific scope of the question ― such as Q1 (cite Amos Yee & Roy Ngerng), Q3 (cite MOH, SARs, SGH Hep C outbreak, Zika Virus), and Q11 (cite MSF policies, Pioneer Gen Pkg, SkillsFuture, ComCare). 

 

Students from GP Tutors Now mostly selected Q3, Q5, Q6, Q10, and Q11 since last year's syllabus had covered content related to these questions. Quite a lot of students that attempted Q7 also performed fairly well, citing examples from both Singapore and abroad. 

Passage 1. Kate Robb sets out the merits of playing and watching sport. 

 

As children we all enjoyed play because it was spontaneous and unconstrained by time and location. Sport develops play and provides structure: sport is codified play, of an agreed duration and in a designated setting. Perhaps this loss of spontaneity causes some youngsters to react against Sport, along with inadequate facilities and the pressures applied by over-zealous parents. This disenchantment is regrettable, as missing out on sport is to miss out on something beneficial to us in so many ways... 

Passage 2. Alfred Benjamin questions the value of sport.


When a prestigious journal publishes an in-depth survey by a reputable academic in the field, it is reasonable to assume its findings have some validity. This survey asked 200 Olympic competitors — men and women of various nationalities across several disciplines – if they would take an imaginary, undetectable drug which would guarantee them improved performance. 95% said they would – which leaves a mere 5% who would decline. Just as revealing as the result itself is that the response of the wider sporting community was resignation: a metaphorical shrug of the shoulders as if to say the result was no surprise at all...

Comprehension comprised a dual-passage paper focused on both the merits and deficiencies of sport.

 

SAQ folowed a fairly standard format whereby approximately one question was allocated to each paragraph, with a total of 11 questions, and 7 of the questions being paraphrase-type questions, and the remaining being a mix of inference-type and use-of-language-type questions. 

 

Summary had approximately 21 points, of which 16 points will be required in order to obtain the full 8 content marks. MOE was also careful to ensure that no SAQ questions overlapped with the summary part of the passage. 

 

AQ was also fairly standard, with the (1) how far do you agree / disagree phrase in addition to the (2) application of examples to your society.

 

Overall, the comprehension was easier than most of the 2015 JC prelim papers, but more difficult than previous 'A' level comprehension papers. Perhaps giving us a hint of the direction MOE seems to be adopting for the foreseeable future. 

PAPER 1 ESSAY

*Syllabus based on the 10-month JC2 class schedule

Paper 1: Question Analysis 

Duration: 6 Classes (3 practice sessions)

 

Never write out-of-scope again! We will show you how to break down the question and define keywords in the question. Also, you will learn to pick the topics which allow you to score the highest, these may not always be the topics you 'like'. 

Paper 1: Essay Planning

Duration: 10 Classes (4 practice sessions)

 

Students learn how to do a mind mapping exercise to hash out issues and ideas for your selected question. Teachers will demonstrate how to develop written arguments to defend your stance, and how to argue from various perspectives. You will also learn proper paragraph planning and journalistic transitional phrasing. With practice, students can perform essay planning within 8-12 minutes.  

 

JC2 Students will do four complete 'A' level compositions under exam conditions. We will correct your grammar, improve your sentence structures, and review your time management. You will learn to write concisely, articulately, and persuasively — all under exam time constraints. 

PRACTICE EXAMS 

PAPER 2 COMPREHENSION 

Paper 2: Understanding the Passage

Duration: 6 Classes (5 practice sessions)

 

Students will learn speed reading, identifying topic sentences, and critical analysis of the passage. The syllabus will cover five previous 'A' level comprehensions papers. Teachers will evaluate a student's reading style, comprehension level, and teach reading techniques to significantly improve the understanding of the text. 

Paper 2: Inference Questions

Duration: 4 Classes (3 practice sessions)

 

We teach you how to recognize the inference being asked, and how to interpret the author's implied meaning. We then demonstrate how to formulate a response "in your own words", and then coach you in writing a grammatically correct answer. 

Paper 2: The Summary

Duration: 4 Classes (3 practice sessions)

 

The summary is not difficult if students know how to approach it correctly. We show you how to recognise the call of the question, identify the relevant points, and write a concise summary of the points.  

Paper 2: The Application Question

Duration: 6 Classes (3 practice sessions)

 

Students dread the AQ. But it is actually a question where you can really score! Learn how to argue against the passage's stance, formulate counterarguments and apply critical commentary to the author's assertions.  

WEEKLY SYLLABUS MEETINGS

 

Our teachers hold weekly meetings to keep abreast of the latest directive from the M.O.E. or to examine the most recent examination papers from JCs. This way, we synergize our academic resources, formulate effective study plans for weakers students, and adjust our syllabus to stay coherent with the best

5-TIER SYLLABUS

So Students Learn At Their Fastest Pace

Top Performing Students

Incorporating the most rigorous elements of our syllabus 

Tier

Tier

Tier

Tier

Tier

For Advanced Students

A challenging syllabus that helps already proficient students

advance to distinction

'B' & 'C' Students

Most students join at this level and are moved to Tiers 1 & 2 as they improve

ESL Students

Primarily for international students

whose first language is not English

Special Need Students

Designed for students who have learning disabilities.  

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