From the Editor’s Desk
8th May 2023

Students taking the International Baccalaureate (IB) Programme will encounter reflections in nearly all aspects of their course. For example, students must write reflections during the entire process of writing their Extended Essay, after undertaking their presentation for Theory of Knowledge, and for their compulsory Creativity, Activity, and Service (CAS) portfolio. Writing reflections is an integral skill which IB students need to score the maximum number of points.

The objective of writing a reflection is not to test a student’s knowledge of a particular subject, but rather to prove that the student has earnestly attempted the activity by allowing the student to share some of the learning points he/she has taken away from his/her attempt.

The following guiding questions or format can be used for writing reflections:

I. What was the activity or project I attempted to undertake?
II. What objective did I have in mind when attempting the task?
III. Did I achieve my objective? Why or why not?
IV. What positive experiences did I have from this activity?
V. What negative experiences did I have from this activity?
VI. After the conclusion of the activity, what are the key learning points I took away?

The above format can be applied generally to all the aforementioned projects which require reflections. Students who are lost or stumped as to what to write can pick several (or all) of the guiding questions and craft their reflection in their own words. Students should remember that writing reflections is highly different from writing an academic essay, and they should draw on their own personal experiences instead of citing sources.

Admittedly, it requires some creativity to write reflections as they are more of a personal anecdote rather than a well-researched essay. However, these guiding questions can help students who lack the time to be creative in their approach to quickly and succinctly write reflection essays which will no doubt impress their respective readers.

From the Editor’s Desk
18th Jan 2023

When studying Mathematics, it is not enough to do practice questions from the textbook or understand the concepts in theory. It is imperative that a student drills with past questions before their examinations, as this will help them identify the pattern which is prevalent in these questions to score well for the subject.

Students should perform these practice exam papers and time themselves so that they are sure that they can finish answering the questions in time. It is important that students simulate the actual examination as much as possible, as they will be used to exam conditions. Students who are more used to examination conditions will be less likely to panic when they sit for their actual exams.

Alternatively, if students want to revise a particular topic, they could obtain a book which sorts the past examination questions by topic. If a student is weak in a certain topic, they should focus on revising that topic and understanding the relevant concepts for the topic. For example, if the student needs help with translating graphs, they could do all the past year questions for the topic and check with their teacher or tutor if they are unsure about their work.

Aside from doing the questions as practice, students should mark the questions according to the answer scheme. It is not enough to merely do the questions; students must find out why the answers they have given are right or wrong. Students must take the initiative to find out the reason for their mistakes and how they can improve themselves. At times, the mistakes made by students are due to their carelessness, and at other times, the mistakes made are due to the student’s lack of understanding. By knowing the cause of the mistake, students will be able to improve themselves.

From the Editorial Team
23rd December 2022

When deciding on a Junior College, students and their parents alike must contemplate the difference between A Levels and the International Baccalaureate (IB) curriculums. This article will hopefully shed some light on the key components of the IB curriculum which are not present in A Levels, so parents can make a meaningful comparison.

In the IB curriculum, students can take subjects at either Higher Level (HL) or Standard Level (SL). In Singapore schools which offer the IB diploma, students typically take 3 HL and 3 SL subjects, so as to not overburden them.

The maximum number of points obtained for each subject is 7 points. Students taking 6 subjects will be able to obtain 42 points from their subjects, with another 3 points obtained from the combination of the grades attained for Theory of Knowledge and the Extended Essay. The highest amount of points obtained is 45, which is considered a perfect score.

There is a greater emphasis on independent research and assignment writing, along with preparing for the major exams at the end of 2 years spent studying the content. Students will undertake their various assignments and essays, all the while studying for the exams, which allows them to have a more holistic perspective of education.

Below are 4 components of the IB diploma which students must consider before choosing to undertake it:

Individual Assessments for Higher and Standard Level Subjects

Both HL and SL subjects have Individual Assessments (IAs) which comprise at least 20% of the subject grade. These Individual Assessments can be externally or internally assessed by the school itself. For example, the Mathematics subject for both HL and SL has a Math Exploration IA where students must choose a topic of interest and write about it, demonstrating how their thesis statement has been proven.

Compulsory Theory of Knowledge Component

The Theory of Knowledge (TOK) component is a quasi-philosophy subject which deals with epistemology. In short, it is about how we think about the way we think. There are 2 graded aspects of this subject which count towards the final IB score – a presentation and a 1600-word essay. The presentation can either be done individually or in pairs, and the essay must be written individually. Students will be allowed to choose their own “Knowledge Question” for their presentation. Every year, the questions are released for the essay and students may choose from the options available.

Extended Essay

The Extended Essay is a 4000-word essay written by the student independently with the guidance of an Extended Essay mentor. This essay must be from one of the student’s Higher Level subjects and it must be independently researched. For example, if the student’s chosen subject is Biology, he/she must undertake the relevant experimentation on his own, designing his methodology. There will be opportunities for the student to check in with the Extended Essay mentor and submit reflections about the process so that the student knows he is going on the right track.

Creativity, Activity, and Service (CAS)

Although the CAS component is not graded, it is compulsory for students to submit a portfolio of the other activities they have undertaken during the IB diploma, showing that they have taken part in a holistic educational experience. Co-curricular Activities (CCA) can be included in this portfolio. Creativity is fulfilled by undertaking artistic endeavours such as dancing, music, art, or photography; Activity is fulfilled by taking part in sporting events, and Service is fulfilled by performing community service for others.

To conclude, students must decide for themselves whether they are willing to undertake these additional components instead of devoting their full time and energy to prepare for a major exam at the end of two years. Students more suited for the IB diploma are creative, unafraid to think outside the box, and good at time management.

From the Editorial Team
18th Jan 2023

In the Singaporean education system, there is a high emphasis on academic excellence. However, in the real world, there are more factors than mere academic prowess which a student requires to succeed.

Clear Communication

The ability to write concisely is important to communicate messages to others. Often, learning how to write proper emails and reports is something that students are not taught in schools. The techniques used to write essays will not always be relevant in preparing documents in the working world. Students should learn the appropriate language, cadence, and tone to use when preparing documents and presentations during their employment.

Critical Thinking

The Singaporean education system often does not train students to question things, emphasising rote memorisation and a systematic application of taught concepts to answer difficult problems. Often, the student who will do best is one with a large memory and the ability to perform complex tasks according to specific directions.

However, students should learn how to question information and reason whether they are true or not. There is a lot of false information swirling around in the media and the truth is not often straightforward. It would be unwise to blindly accept everything a figure of authority says and critical thinking would serve a student well in navigating complex areas of life.

Constructive Collaboration

There is a marked difference between school and real life in group projects. In school, there is sometimes the option of selecting who to work with. However, we are unable to choose the people we work with and the people we answer to when we are employed. An important skill is therefore constructive collaboration.

Students should seek to develop a tolerance for others and a task-focused approach. An awareness of team dynamics and strengths and weaknesses of others is important in working in any organisation or team. Students should be aware that everyone can contribute something in a team, albeit in different ways. Not everyone has the same views and skills, but they are still able to contribute something to achieving a common goal.