By Joyce Er (15A01A)
Photos courtesy of Gabrielle Jeyaseelan (15S06A)
Considering its proximity to the likes of Habitat Coffee and Old School Delights, I was surprised to realise that we hadn’t already done a review of One Man Coffee. Conveniently located along Upper Thomson Road, it’s a great place to get your coffee fix after school without burning a hole in your pocket.
By Kate Tan (15S03U), Wilson Chan (15A01C), Tan Yi Chern (15S03N) and Yeo Jia Qi (15S03H)
In Part 1 of our interview with Ms Chen Yee Chien, Dean of Systems, Raffles Press learnt more about the details and difficulties of class allocations and timetabling. In Part 2, we ask her about what her role encompasses, as she shares with us her experiences.
After finding out about timetabling and class allocation, we shift our focus, asking Ms Chen what her job scope of Dean of Systems consists of. She ponders briefly, before laughing and commenting, “I always have trouble explaining the word ‘systems’, I hate the word ‘systems’!”
Going on, she details how her job scope covers seemingly all logistical areas of the school, from student data, to scheduling of examinations and classes, results management (i.e. collating the results and comments entered by tutors to print progress reports) and results analysis. Her job also encompasses the duty of registering students for A level exams and submitting applications for access arrangements for students who may be colour-blind or need other special requests.
It’s not easy work; having barely managed to arrange a free timeslot for an interview, we were curious as to how busy Ms Chen was now, given that Term 1 is mostly certainly a peak period for her. Indeed, she confirms, “My peak periods are actually Term 1 and Term 4. I always joke that I should take no-pay leave in Term 1 and Term 4, and come to work only in Term 2 and Term 3!”
Term 1 consists of dealing all the matriculation issues, and by the time they are more or less settled, A-Level results are released, meaning a sudden surge in demand for data analysis. After that, Term 2 tends to be a lull period, and she starts preparing for the matriculation of the next batch of students in Term 3. The beginning of Term 4 is another lull period. Of course, once exams end, results analysis begins, followed by applications for H3s, and then matriculation starts over again in November.
“I’m actually the freest during your exams! Nobody will disturb me!”
She is quick to credit the teams she works with, including two Heads of Systems, two Assistant Department Heads, the IT department, the data management centre, and various committees. Summing up her job, she quips, “It involves a lot of data work. That’s why, after a while, I know a lot of students’ names, and results, and a little bit of everything!”
Her job as Dean of Systems actually covers Years 1-6, though she works more closely with the Years 5-6. After the re-integration of the Junior College and Secondary sides of RI, Ms Chen also worked towards creating the Stamford portal that all RI students are now very familiar with. With an integrated system, Stamford was able to collate the two sets of student data and merge it into one easily accessible set that we now easily take for granted. As for where the data comes from, Ms Chen shares about the MOE-equivalent of Stamford, a system called Cockpit that holds data of all students in the local education system.
When asked about the skills necessary for her job, Ms Chen revealed that she majored in Math and Physics in university, while taking some computing courses. As she was on a PSC Teaching Scholarship, which was then very rigid, the officer questioned her every year why she was taking computing courses. In hindsight, she now comments, “Ironically, like 20, 30 years later, when I took over this job, all those computing lessons come in handy!”
“So I always tell students, ‘Don’t ask why you’re studying this. You’ll never know when it comes in handy.’”
Over the years, she has also learnt the crucial importance of human judgment. “You cannot just work on the system; you have to use a system to do the first cut, but after that the human touch has to come in to help you manage,” she says. She raises an example of the criteria for H3, which is a B for the prerequisite subject and a C for all other subjects, before asking, “But the thing is, what about people who scored AAAD? Technically, they don’t meet the criteria. Should I reject them?”
In such cases, she looks the cases individually and makes a decision. As she advises students, “Don’t worry, apply first, and let the system cut based on the criteria. If you don’t get it, you can appeal, and we will look at it on a case by case basis.” As for appeals, Ms Chen also does a lot of consulting and counselling for students, as those who had a chance to talk to her about subject combinations would know.
“Actually I think it’s quite interesting. I don’t even know these people but they come and talk to me and tell me about everything, like we’re good friends,” she laughs. “It’s like look, I don’t know you! I don’t know whether you should take Physics or Chemistry or Biology; you know it yourself. I can only help you to unravel yourself. But of course I see that as part of my job to help you, and I’ll do my best.”
So when you do get a look at your new timetable, and grumble about the unnecessary three-hour breaks, or why lessons are on the seventh floor, do consider the hard work and effort that goes into managing all the different timetables for various students. After all, Ms Chen does use the “human touch” to eliminate such issues – even if it doesn’t seem like that when you end at 4.10 p.m.
By Kate Tan (15S03U), Wilson Chan (15A01C), Tan Yi Chern (15S03N) and Yeo Jia Qi (15S03H)
Press: What can we do to make your life easier? Ms Chen: Submit the matriculation forms by the deadline. My joke is that everyone should take PCME or BCME.
As the Year 5s transition to a timetabled academic curriculum, Raffles Press sheds some light on the behind-the-scenes work that goes into creating the sheet of paper that will define the majority of your weekday hours for the year to come. In this article, Press interviews Ms Chen Yee Chien, Dean of Systems since 2007, to find out more about the down-and-dirty of timetabling and class allocations.
Starting with a light-hearted and humble disclaimer, Ms Chen emphasises that it is actually her timetabling committee that does most of the work, but that she does know “the big picture of how it’s done”.
The long process of conceptualising and organising the sheet of paper that we often take for granted begins with what everyone would expect: lots of data entry. “All the groupings, all the teachers, who is teaching which class or which group” must be keyed in, after which the software is left to run, and the complex back-and-forth dealings with the computer program begin. Lecture groupings are decided by the HODs; in Year 6 they can even request extra tutorial slots based on individual classes’ needs. The timetabling committee will collate the requests and determine if these classes can be given extra slots.
Past years’ experience has given the committee an idea of “the things that will jam up the system” and make the program unable to produce a solution, allowing them to pre-empt such issues and generate a rough timetable (i.e. the first cut) in as little as 15 minutes. This enables several timetables to be generated and compared to each other manually before the best set is selected for manual adjustments to improve it even further.
Naturally, the first step is to schedule all the lessons. While seemingly straightforward, the process is complicated by basic constraints. As Ms Chen explains, “The general rule we work with is, after 4 periods in a row, you should have a break. After PE, there must be a break. There cannot be more than one science practical a day. Lectures must be strategically placed to maximise the possible slots for science practicals as far as possible […] and there should be at least one short day (ending at about 1.30) besides Wednesday. But it’s not possible for some classes.” Subjects that have students drawn from many classes across the level, such as the H1 subjects in Year 6 or English Language and Linguistics, also need to have their tutorial slots carefully arranged to align nicely with each student’s timetable. After this, the manual adjustment process begins: “It’s like playing a game. Every period, every class is called a tile. Then we shift the tiles to empty slots, and the system tells us if we can’t shift. Say we want to shift a math tutorial to an empty tile, but the system tells us we cannot because the math tutor is teaching another class during that period. So we look at it – we might shift out the other class to make room for this class.”
While the constraints of the normal academic timetable are understandable, some question why the days of H3 subjects are so rigidly fixed. As Ms Chen explains, it is a matter of experience. In the past, where H3 timings were more fluid, it became a “nightmare” trying to sort people into classes. Hence, H3 subjects are now fixed on specific days, and it is “you [who are] in charge of figuring out if the H3 clashes with your CCA and whether you can work around it… you have to settle your own issues”.
It’s not just about the lessons though; even breaks are also taken into consideration. Because of the limited capacity of the canteen, the number of classes on break at any one time period must be monitored. Then, of course, comes the issue of venues. Although most of the time there is no shortage of venues, classrooms are almost always occupied – hence the reason why Year 5 classes (with the exception of HP classes) can’t have homerooms. At any one time, some classes must be scheduled in the LTs, or there simply won’t be enough classrooms for everyone.
For students upset at their many seventh-floor tutorials, the crux of the matter is that the software assigns the venues completely randomly: “The software doesn’t know where the venues are physically, so it might assign one period seventh floor, next period second floor, next period seventh floor again.” This means that consecutive tutorials have to be manually adjusted to be held in classrooms that aren’t too far apart. So the last step in the process, concludes Ms Chen, is manually arranging venues to minimise movement between classes, as well as minimise using the A7 and A6 classrooms.
The Year 6 timetable is settled first, with slots and venues left for the Y5s. Sometimes the Year 6 timetables will be adjusted slightly when the Year 5s come in, especially concerning teachers that teach both levels. But the Year 6 timetable, lacking Project Work and Mother Tongue, ends earlier and generally is simpler to iron out, especially since Year 6 classes have homerooms, making manual adjustment mostly unnecessary. “Normally, all the classes are assigned homerooms randomly by the computers,” Ms Chen explains, excluding “temporary issues” like wheelchair-bound or injured students, who have priority for the lower floors.
Ms Chen is also involved in setting examination timetables. The challenge, she reveals, is to deal with the “big papers”, namely “GP, Econs, Chem, Math, and Biology and Physics (the last two are always scheduled together). If one level is having these five exams, all the venues are used up!” Generally though, the MPH, ISH and Innovation Centre can hold all the candidates, which cuts down the number of invigilators needed, as compared to using classrooms.
The process of class allocation concludes before timetabling begins. Classes are sorted by subject combination and so “the biggest problem is really having too many subject combinations within a class”, especially so in RA classes and Arts classes. As Ms Chen puts it succinctly, “The smaller the candidature, the bigger the problem.” Compared to many universities, which set timetables from the start with students choosing themselves which courses to take, the subject combination is selected during matriculation before timetabling begins. This means if classes contain too many combinations, slots cannot be synchronised, and transferring between classes is necessary.
Here, Press takes the opportunity to ask the age-old question – are classes sorted by ability or GPA? Ms Chen answers frankly, “If there are a few classes left [after sorting by subject combination, H1MT, RA and HP], there is a very loose banding. We don’t go very strictly by GPA only.” She explains that, from experience, having a class of students with similar learning profiles allows teachers to adapt their teaching style and pace to suit the class:
It’s not just by GPA, it’s also by [GPA of] prerequisite subjects, gender mix, racial mix, JAE/RP students mix – and sometimes [the mix of] foreign scholars…
Just like playing a game, the process of allocating classes involves certain rules. On one hand, the Science classes can only have a maximum of 27 students, because that is the maximum capacity of the labs. On the other hand, classes can’t be too small, as there is a set limit of classes per year. If one class has less students, that means another class must have more students, all while staying under the limit of 27 students per class. “It’s a very tight thing, because we try to maximise resources. After all, the more classes we have, the more teachers we need, and the more rooms we need. We don’t have the luxury of having extra teachers waiting to be deployed!” Other considerations also matter, such as Muslim students, who need to be free on Fridays between 12.30 and 2.30 for prayers. So as not to inconvenience other students in the class, “as far as possible, we will usually try to end the day by 12.30p.m. for such classes,” says Ms Chen.
With the criteria for sorting of classes listed out in such a neat order, class allocation might seem like a simple task. However, the very first criteria – that of subject combination – is also the most difficult to accommodate. Reminiscing on past experiences, Ms Chen says, “The old syllabus was very easy. Students took 3 or 4 subjects, and there wasn’t this H1/H2 business. So when the H1/H2 syllabus first came out, the first year was a very painful learning experience.” Now in their 10th year of working with the H1/H2 syllabus, Ms Chen and her committee are far more prepared. “So now we give a disclaimer!” she announces cheerfully, reminiscent of the numerous talks she gives in the MPH. “After Orientation, when we first allocate you into classes, I said this is as far we can as see for now, but I reserve the right to change [your class allocation] 1 week later when the full timetable comes out.” However, she assures students, such cases are few and far between, and will only involve those taking very unique combinations, or subjects with very small candidatures.
But what about those who want to change out of their current class? The Press writers then bring up the ever-familiar subject of Y5 students who wish to change classes and subject combinations after first receiving class allocations. Ms Chen empathises with their situation, but explains her own constraints. “Now (as at the time of the interview), subject combinations are still very fluid. So say I’m sorting the BCMH students, and I have 24. So I find 3 BCM+French students and add them to the class to make 27.” Digressing briefly, she jokes that “third language combinations are my best, like wildcards, can put anywhere! Wherever got vacancy I slot them in!” She continues, “So now, if a BCME student comes and tells me that he or she wants to change to BCMH – too bad! I don’t have space in the class, unless someone moves out. It’s like playing musical chairs.”
When it comes to subject combinations, Ms Chen admits that the committee has not been able to accommodate everyone for the past few years, despite their best efforts:
If you all have a first choice, give me your first choice and don’t change! If you give me at the start, I will definitely give you [the subject combination]. If later then you change, my hands are tied.
Look out for Part 2 of our interview, where we take a step back to consider a broader view about the general logistics of running the school.
Reading Time: 5 minutesBy Lim Jingzhou (15A01B)
Do you believe that a good intention is all it takes to do good?
Do you believe that attempting to do good is unlikely to result in doing harm?
Do you believe in serving to learn, and learning to serve?
If the above three questions have raised some curiosity and interest in you, then read on. If not, ISLE is probably not the right enrichment programme for you.
Now, that was blunt, wasn’t it? It is, however, important that you understand what ISLE aims to achieve. We hope to bring you to explore the world – the reality and, sometimes, harshness of life. We hope to ask you the questions that leave you pondering whether you are happy, sad or angry. We hope to inspire you to learn about serving communities, and for you to grow in the process.
Doing good, as much as we would like to believe it to be, is unfortunately not as simple as it looks. Good intentions, while fundamental to all good acts, are not all it takes to do good. As honorable and admirable our good intentions are, they need to be supported by considerable thought, planning, and competent execution, before they translate into doing good while minimizing the potential harm along the way.
This is what ISLE is about – a service-learning journey to explore how to better serve through a range of questions like:
In summary, ISLE is simply an experience to serve and learn, a place for raw experiences and moral dilemmas, and perhaps most importantly, the discovery of our personal values and beliefs. It is to learn to be a better person to serve better, and to serve as well as possible in the midst of this process.
If all this has struck a chord in you, interested you, and made you feel like you want to be a better person, then I invite you to read on.
The definition of service-learning: “a method under which students or participants learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of a community; is coordinated with an elementary school, secondary school, institution of higher education, or community service program, and with the community; and helps foster civic responsibility; and that is integrated into and enhances the academic curriculum of the students, or the educational components of the community service program in which the participants are enrolled; and provides structured time for the students or participants to reflect on the service experience.”
As formal and serious as it sounds, it is important to consider the proper definition of service-learning, as we are the International Service-Learning Elective, after all. The official description of ISLE is a learning journey that involves critical reflection of local and regional issues, with students looking at topics such as community engagement, active citizenry and cultural diversity. The learning gained will in turn enhance the students’ ability to design, develop and manage effective and meaningful service projects for the communities. It prepares students for a deeper engagement with local communities in Singapore and overseas communities in the ASEAN region. On a more cheerful note, it’s all about serving, learning, trying to do something for the people around us, our community and making using of this opportunity to learn. Combined with the fun and friends along the way, you can certainly expect lots of good times ahead!
Frequently-Asked Questions:
Q: When does it occur?
Q: What are the Course Requirements?
Q: Are there pre-requisites?
No, you just need to have a heart to serve, and an open mind to learn. Good attitude, passion and reasonable commitment together with appropriate responsibility are all you need!
Q: How do I join?
There will be a signup phase for enrichment programmes, during which you will have to answer some questions as part of a written selection test, and subsequently an interview. Don’t fret, it’s not that stressful and difficult, plus your seniors have done it before! (Refer to pre-requisites and commitment)
Q: How is ISLE different from other service programmes?
We focus on not just service, but service-learning. Serving combined with learning, because they complement each other to bring out the best in each. Also, ISLE offers the opportunity for you to go through the entire process of a service-learning project, from the idea generation of what to do (through needs assessment), to the planning process to the final execution; instead of the usual element of service participation. This grants students more freedom, flexibility and autonomy to explore, learn and bring out their potential!
Q: Can I cope?
ISLE is not an extremely heavy commitment; many of your seniors have managed well balancing between academics, double CCAs etcetera. It is all about time management – and where you believe your interests and passions lie. As the cliché goes, ‘If it is important to you, you will find a way to do it.’
Q: What will I do?
Project Planning, Fundraising, Advocacy, Direct Service (Local and Overseas), Finance, Administration, Logistics, Lesson Planning, Welfare (Team-bonding). Of course, this list is not exhaustive and you don’t do all of the above. Just a sneak peek into what’s up, and with the variety of fields – definitely something you will find interest and be comfortable with.
Q: What are my chances of being accepted?
The chances are as high as you make them to be – by ensuring that you’ve made sufficient consideration about the priorities and commitments you want to embark on in your JC life, and the amount of passion you have for service.
Reading Time: 5 minutesBy Kang Yi Xi (15S03N)
Photo by Mani Hemavaathi (15S03N)
You might be one of those who can seamlessly recite zoological nomenclature, one of those who enjoy analyzing the reaction mechanisms of organic compounds, or one of those who feel at home with complex mathematical formulae. If you’re passionate about the sciences and willing to delve deeper into them, consider trying out for these prestigious science competitions: the Singapore Biology, Chemistry and Physics Olympiads. Topping the scoreboards may even grant you the opportunity to participate in the international versions of these competitions.
Biology Olympiad
The scope of this competition is very broad, for it encompasses virtually the entirety of Campbell Biology—the holy book of many a Biology student. Prospective participants will have to undergo a relatively gruelling selection test before being shortlisted for this enrichment programme. According to participant Judy Hong (15S03R), the test in 2014 resembled an International Biology Olympiad (IBO) theory paper; hence, one can potentially prepare for the test by reviewing sample IBO papers available online and by reading Campbell Biology. Last year, a second selection test was also held some time after the commencement of the programme, though no one ended up being cut from the programme.
The competition itself consists of two rounds: the theory round, and the subsequent practical round. The former involves a series of multiple-choice questions, and only those who score well enough to get past this initial gauntlet will be eligible for the practical round. The practical round comprises 4 experiments under the themes: Animals (dissection and classification), Plants, Biochemistry and Molecular Biology. “I went through unique experiences, especially in the practical round. You don’t get to do things such as dissection, plant sectioning, and DNA extraction in your normal Biology classes,” said Judy. Judy also walked away with the impression that the Biology Olympiad is one of the hardest of the Olympiads to get a medal in; she pointed out that only half the participants (16 people) from our school qualified for the second round last year.
During protected time on Mondays, you can expect to engage in a variety of enriching activities. For the 2014 Olympiad, a focus was placed on lectures in the first two Terms, while practical sessions became the emphasis in Terms 3 and 4. Though the trainers change every year, the 2014 participants had the privilege of receiving coaching from IBO Gold Medallist Jin Chentian. Even so, be prepared for a lot of self-study—the lectures and practicals “are insufficient to fully prepare you for the Olympiad”, remarked Judy, who underscored the importance of consistent effort.
Chemistry Olympiad
Like its counterpart above, the Chemistry Olympiad is only open to students who have passed a selection test—in 2014, only 28 people succeeded in qualifying for the enrichment programme, as Brendan Chong (15S03R) said. As the organizers limit the number of participants RI can send every year, further selection processes may also take place, a factor that makes consistent effort all the more imperative. The format of this Olympiad also involves a theory round and a practical round, with participation in the latter similarly being contingent on one’s performance in the former. Only 53 students in Singapore managed to qualify for the practical round last year.
The protected time slot on Mondays will be occupied by theory training sessions, which are mostly delivered as lectures. Short assignments will also be distributed after these sessions for you to hone your skills in the concepts learnt. Training sessions will become more intensive from Term 3 onward, with sessions being held on Wednesday afternoons as well last year. Moreover, you probably won’t get ample opportunities to relax after the Promotional Examinations either, as practical training sessions will be held about five times a week. “We got to do titrations in different contexts, organic and inorganic qualitative analysis and synthesis. Prior to the practical round, we did a practical test with all of these components!” said Brendan regarding the practical training sessions. He also appreciated the trainers’ supportive and helpful nature, citing how they were willing to hold an extra practical session for a few students who had failed to obtain a product of the desired quality.
Physics Olympiad
Unlike the other two Olympiads, the Physics Olympiad is targeted at those in Physics RA. As participant Parthasarathy Sreemathy (15S06J) explained, all Physics RA students will learn the Olympiad’s syllabus during their lessons. However, if you’re a non-Physics RA student willing to put in some extra work, you can still sign up for the Olympiad and be given the relevant notes, though you will have to rely heavily on self-study to master the required content. Though the content departs significantly from the H2 syllabus, Sreemathy still felt that the deeper understanding of the concepts she gained throughout the programme did help her do better in H2 Physics, and concurrently served as a good precursor for H3 Physics. “What we learn in the Physics Olympiad is harder than what is taught in the H3 syllabus!” she remarked.
The competition itself also consists of a theory round followed by a practical round for those who have succeeded in the former. The theory round lasts a taxing 4 hours and contains ten questions, while the practical round requires participants to conduct experiments and gather data. Physics RA students will still have to attend training sessions, which were not held during Monday protected time last year but occurred in the late afternoon. “During these training sessions, we go through Olympiad questions, which we are expected to have attempted in our own time,” said Sreemathy. More intensive training sessions will also be held in the time between the conclusion of the Promotional Examinations and the start of the dreaded Project Work Oral Presentations, as the Olympiad takes place during this interim period. In any case, don’t be demoralized by your perceived incompetence at the subject; as Sreemathy reassured, ”If you face any problems in the beginning, don’t let it dishearten you, because truthfully speaking, it is possible to be one of the best in about a few months’ time if you start studying very early.”
Ultimately, all 3 participants interviewed by Raffles Press clearly valued the extensive learning process they went through more than what took place during the competition itself—as Brendan succinctly put it, “Don’t think too hard about winning a medal or doing well, just enjoy the experience!” So, if you’re a science student eager to meet like-minded peers and to stretch your limits, do think about trying your hand at these highly-acclaimed competitions.
