It is Indigo’s Secondary 2 IP English holiday programme, run as three separate tracks instead of one class. Students are placed in the track that matches the component their own Integrated Programme school assesses that term, so holiday time is spent on the paper they will actually sit.

Because IP schools do not sit a common Secondary 2 English paper. Each Integrated Programme school sets its own assessment, so one school may test functional writing in a term while another tests argumentative essay or Language Arts.

Contact us with the school name and we will send the schedule that applies to it. We hold a mapping of Singapore’s IP schools to the component each one assesses at Secondary 2, so an enrolment officer can confirm the track and the slots that run it.

Because the slots differ by track, and the right track depends on the school. Publishing one full grid invites students to book into the wrong group, so we send the slots that apply once we know the school.

Alternative assessment is coursework-style assessment used in place of exam papers, such as projects, presentations, portfolio pieces and group tasks. Most IP schools lean on it heavily for English in Terms 1 and 2, which is why strong marks in the first half of the year do not reliably predict performance on a full paper.

Often yes, because the first half of the IP year tells you very little. Most IP schools assess English largely through alternative assessment in Terms 1 and 2, which rewards different things and makes it hard to read whether a student can hold up under exam conditions. The year-end assessment is usually a full exam-type paper, and that is what these classes are built for.

It is different rather than simply harder. IP English is not bound to the national syllabus, so each school sets its own components and mark schemes, and analytical writing on unseen text carries more weight than at O-Level. That variation between schools is why one Secondary 2 English class cannot serve every IP student.