Presentation on theme: "Briefing for P2/3 Parents on Class Banding 25 August 2006."— Presentation transcript:
Briefing for P2/3 Parents on Class Banding 25 August 2006
Background In the past, banding of classes applies only to P5 and P6 to allow for more differentiated teaching and learning approach for pupils with different learning ability. Last year, class banding was also introduced at P4 to capitalize on the GEP screening and selection test.
Background With this year’s P2 lot of 30 per class going to P3 next year of 40 per class, some re- arrangement of classes is necessary.. So it is important to have a guideline or policy on how we should re-organise the classes using the banding system.
Rationales for Class Banding Allow smaller class size for weaker class Identify weaker pupils for early intervention Better deployment of teachers Teacher will be able to pitch it at the appropriate level and devise different strategies to engage pupils in their learning Differentiated teaching strategies can be better deployed for more effective engagement of pupils’ learning Better monitoring and feedback from class
Guiding Principles Equal coverage of curriculum for all – matter of pace Equal learning opportunities for all in the areas of enrichment programmes Allow some flexibilities within structure if it benefits pupils as a class (± 1 class)
Considerations taken in the Approach to Class Banding For P5 and P6, based on all the 4 core subjects Equal weighting at PSLE on all 4 core subjects Sample Analysis on last year P2/3 exam results Same Principle applies - Equal Emphasis on all core (eg BiCEP criteria) as fundamental Minimise subjectivity Bigger class size for academically stronger pupils and smaller class size for weaker pupils Stability in class (if possible) – EMSS for P3/4
Sample study on 2005 P2 results To test the hypothesis: Pupils who are good in Math are generally good in all the other subjects (namely EL and CL) and vice versa Method: Using 2005 P2 results on EL, CL and Maths Rank all pupils based on the overall marks of EL, CL and Maths Assign classes by placing top 40 in class A, next 40 in class B etc Now rank all pupils based on Maths result alone. Assign classes by placing top 40 in class A, next 40 in class B etc
Sample study on 2005 P2 results For each pupil, compare if there is any difference in the class assigned based on 2 different rankings. Difference could be 0, 1, 2, 3 or even 4 For eg a difference of 2 could mean: based on overall, the child is in class C but based on Math, the child could be in class A or E. Using overall mark ranking as ‘base-class’, find out the % of pupils with difference of 0, 1, 2 etc. Result of the finding is shown in the next slide
Sample study on 2005 P2 results Result shows a high correlation for both ends (ie strong and weak academic classes) Pupils who are strong in Maths are also strong in all other subjects and pupils who are weak in Maths are also weak in the other subjects.
Class Banding at P3/4 Based on final results in P2/3 P2 – EL, Math & CL P3 – EL, Math, CL & Sc For P3 (depending on pupil performance) 2 to 4 ‘strong’ classes of 42 pupils 2 ‘weak’ classes of 30 pupils 4 to 6 classes of mixed in between For P4 (depending on pupil performance) 2 to 4 ‘strong’ classes of 42 pupils 2 ‘weak’ classes of 25 pupils 4 to 6 classes of mixed in between 1 class of BiCEP (20 to 25 pupils)
Q & A Q: Will there be differentiation between those weak in various subjects? Eg good at EL & Maths but weak in CL or good at Maths & CL but weak in EL? A: At P3/4, not advisable to have many different teachers teaching different subjects. Stability is important especially when comes to class management.
Q & A Q: Will there be different curriculum for different bands? A: No. All classes will be taught the same curriculum and cover the same syllabus. The only difference is the pace, teaching strategies and work. The key here is to engage pupils with different ability differently.
Q & A Q: More able pupils – faster pace? How the school intend to monitor and address this concern? A: It is not about faster pace but maybe more challenging task and learning to stretch the able pupils so that they are engaged and not bored. At the end, the objective here is to maximise all pupils’ potential whether they are from weak or strong academic group. The school formal assessment will be the yardstick in our monitoring system
Q & A Q: During June’s briefing, it was mentioned that banding for P2 will be based on Maths grade only. Why is there a sudden change in criterion? A: As explained in earlier slides Q: How many bands are there? A: Broadly speaking, only 3 – strong, weak and middle.
Q & A Q: Are better band classes with 40 pupils and weaker band classes with 30 pupils? A: See earlier slides. For P4, we hope to have 25 pupils for weaker band classes. Q: Can pupils switch from one band to another within the year? A: No, as the class number will have been filled. Not beneficial to pupils to change class in the middle of year.
Q & A Q: Are better teachers assigned to better classes? A: With banding and good knowledge of the class, all teachers will be able to engage pupils better with more focused strategies. This will make all teachers better teachers. Q: How many weak classes and strong classes are there? A: Estimate 2 weak classes; 2 to 4 strong classes.
Q & A Q: Should give diff weighting for CL and the other subjects. Why is CL mark taken into consideration for banding purpose? Q: Won’t banding based on all core subjects disadvantage pupils weak in CL? A: As explained in earlier slides that, for Tao Nan, we should focus on all core subjects. This is esp so if we want to promote strong bilingual and bicultural among our pupils.
Q & A Q: Will banding be based on SA results or the continuous assessment of whole year performance, including teacher assessment? A: Yes, banding will be based on SA results only. Teachers’ input will be sought during the level meeting at the end of the year to identify special cases for special arrangement if it benefit the child concerned.
Q & A Q: Is banding the same as ‘streaming’? A: No. Streaming here refer to pupils are placed in different class because they are doing different subject combinations. Q: Will there be sufficient buses for the morning session’? A: Yes there will be. With P3 to P6 in the morning session, there is only a slight increase of pupil population.
Q & A - BiCEP Q: Can a pupil be attending both BiCEP and GEP or BiCEP and ordinary programme at the same time? A: 1 class of BiCEP will be selected from P4 mainstream pupils; another class will come from pupils in the GEP. Where possible, there will be opportunities for these 2 BiCEP classes to interact and learn together.
Q & A - BiCEP Q: What are the criteria to be in the BiCEP A: Pupils who obtained band 1 in all the 4 core subjects (ue EL, CL, Maths & Sc) at the end P3 will be considered first. There will be 2 rounds of selection assessment to assess their language ability in both EL and CL: 1) A short written test (CL) 2) Interview (EL & CL)
Q & A - BiCEP Q: Can pupils subsequently opt to go back to the normal programme? A: Yes. However, we would require parents to write in and provide reasons for withdrawal. The school will provide the necessary assistance to help the child to go back to the normal programme.
Q & A - BiCEP Q: Will there be follow-up programme in secondary level – what are the options available? A: At secondary level, IP schools like Dunman High, Hwa Chong family of schools and Rivervalley High are offering Bicultural Studies. We will explore possible collaboration and tie up with the schools in the near future.