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Briefing for P2/3 Parents on Class Banding 25 August 2006.

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Presentation on theme: "Briefing for P2/3 Parents on Class Banding 25 August 2006."— Presentation transcript:

1 Briefing for P2/3 Parents on Class Banding 25 August 2006

2 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.

3 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.

4 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

5 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)

6 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

7 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

8 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

9 Sample Analysis – P2 result 2005

10 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.

11 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)

12 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.

13 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.

14 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

15 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.

16 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.

17 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.

18 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.

19 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.

20 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.

21 Q & A Q: How to motivate children? A: …..

22 Bicultural Chinese Elective Programme (BiCEP) 双文化华文优选课程 双文化华文优选课程

23 开办目的 培养一群精通双语、掌握华文听说 读写四大技能,并了解华族历史文 化的小学生。 培养一群精通双语、掌握华文听说 读写四大技能,并了解华族历史文 化的小学生。 提升本地小学生的华文文化水平。 提升本地小学生的华文文化水平。 在小学开办双文化课程,将来与中 学及高中的双文化课程接轨,形成 一个完整的体系。 在小学开办双文化课程,将来与中 学及高中的双文化课程接轨,形成 一个完整的体系。

24 参与学生 从 2007 年开始,福建会馆属下五间小 学将同时开办这项课程。第一年将从 四年级开始,每班 25 名学生左右。 从 2007 年开始,福建会馆属下五间小 学将同时开办这项课程。第一年将从 四年级开始,每班 25 名学生左右。 道南将为主流与高才四年级各开一班, 每班 25 名学生左右 道南将为主流与高才四年级各开一班, 每班 25 名学生左右

25 课程内容 教育部所规定的核心及深广课程。 教育部所规定的核心及深广课程。 专为这项课程设计的四项内容: 专为这项课程设计的四项内容: 中华文化 中华文化 儿童文学赏析与创作 儿童文学赏析与创作 语言训练 语言训练 中英双语对比 中英双语对比 国内外浸濡活动 国内外浸濡活动 以华语教导其它非核心科目如:小组作业、 美术、音乐、体育等。 以华语教导其它非核心科目如:小组作业、 美术、音乐、体育等。

26 课程内容安排 四个单元在三年课程计划里的分布概况:每个 课时为 2 小时 单元 / 年级 四年级五年级六年级总课时 中华文化 儿童文学赏析与创作88420 语言训练66012 中英双语对比56415 小结

27 考查方式 学习成品展 学习成品展 小组作业 小组作业 学习进展记录 学习进展记录

28 国内外浸濡活动 国内浸濡活动在四年级的年中假期时 进行,这个 5 天 4 夜的学习营将由福建 会馆文化艺术团负责。 国内浸濡活动在四年级的年中假期时 进行,这个 5 天 4 夜的学习营将由福建 会馆文化艺术团负责。 假期国外浸濡活动则计划在五年级的 年中假期进行。六年级由于要举行成 品展,又要准备小六离校考试,因此 没有浸濡活动。 假期国外浸濡活动则计划在五年级的 年中假期进行。六年级由于要举行成 品展,又要准备小六离校考试,因此 没有浸濡活动。

29 师资与教材 由校长委派华文教师参与试教与编写 教材的工作。至于教材则由福建会馆 属下五间小学参与这项课程的老师共 同编撰,并将所有教材上载在南侨小 学的网络平台上,供所有授课老师分 享及使用。 由校长委派华文教师参与试教与编写 教材的工作。至于教材则由福建会馆 属下五间小学参与这项课程的老师共 同编撰,并将所有教材上载在南侨小 学的网络平台上,供所有授课老师分 享及使用。

30 学生遴选标准 从 2006 年开始,学校每年将从现有的 小三学生中遴选出一批在课业上表现 优异,又对这项课程有兴趣的学生参 加。为达到更好的教学效果,班级人 数将维持在 20 至 25 人之间。 从 2006 年开始,学校每年将从现有的 小三学生中遴选出一批在课业上表现 优异,又对这项课程有兴趣的学生参 加。为达到更好的教学效果,班级人 数将维持在 20 至 25 人之间。

31 进行时间表 2007 年 小四开始实行这项课程。 小四开始实行这项课程。 小五将以深广课程的形式进行两个学 段。 小五将以深广课程的形式进行两个学 段。

32 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.

33 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)

34 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.

35 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.


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