IP curriculum, modular programmes

One parent had prompted me to write something about comparisons between IP and Express streams. Indeed, after seeing two parents seeking for IP tutors, I think I can perhaps share some information on this.

Assuming that Express Stream students choose to further their studies in a junior college, then the eventual destination of students from both courses is the same: A-Levels. Essentially, the syllabus is the same, though at individual levels, it differs as IP schools have a free rein on how they run their curriculum. One thing though is that IP schools tend to run a lot of research and project work, to expose students to different facets of learning. That said, students at the end of Sec Two can actually switch to mainstream course, implying that whatever the contents of the syllabus is largely similar. I recalled that in a particular post I saw on social media, an educator mentioned that for English, IP schools do not do editing. While it can be true, the fundamental principle is not because of different curriculum. Rather, students are presumed to have a certain level of competency, hence the schools do not focus on this portion.

In many cases, schools tend to dangle the carrot, clarifying that in the event the child can’t cope, they can always choose to switch back to mainstream programme at the end of Year 2. While this is not false, it only depicts half the story. To clarify further (this is not a hypothetical situation), in an IP-stream dominated school, a class of students wanting (or needing) to switch to mainstream, typically less than 30, will have formed at the end of Year 2, out of the existing cohort of students. In such a scenario, this class of students will have to take a prescribed concoction of subjects without the option to choose among say, Physics, Chemistry or Biology. Parents may also need to consider that there is a criteria for students to meet, in order to stay in the IP stream, by the end of Year 2. In a nutshell, it is not just simply ” if cannot stay in IP, at most drop to Express Stream”.

The case of IP programmes actually mirrors that of schools runnning modular science programmes and customized Maths curriculum, which kicked off about a decade ago. The depth and breadth taught in Maths and Science differs in each school, and I would often advise parents to check with the teachers on the scope coverage, so as to better guide them. Once again, if one were to think carefully, the syllabus is essentially the same, albeit accelerated for certain schools.

I have seen parents seeking so-called “IP-specialised” tutors to teach their children. On an educator standpoint, I am not certain what “IP-specialised” tutors entail. I have personally taught IP students in schools at Year 4, and I do not see the syllabus eating much into A-Levels. This is more so for Years 1 and 2. The main difference could well be the calibre of the students though.

One thing to note is that, not just for IP programmes, it is not possible for tutors(even so-called IP tutors) to know the exact scope to be taught during each term, for schools running modular Science programmes, unless the tutor is a staff of that school(but this is not allowed by the Ministry). Even if parents engage ex-educators who are familiar with a particular school’s curriculum, they will need to perhaps review on whether the intention is really to inculcate learning aptitude, or teaching their children how to score? Or perhaps, merely cashing in on “ex-teacher of ___ school”?

If you are planning to engage assistance for your child, talk to the tutor in detail. A responsible educator will be able to advise on whether he is comfortable and competent to assist your child. The key for parents to help students is to work closely with the educator you engage, regardless of the course.

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