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 rearrangement 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
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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
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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
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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:
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Using 2005 P2 results on EL, CL and Maths
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Rank all pupils based on the overall marks of
EL, CL and Maths
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Assign classes by placing top 40 in class A,
next 40 in class B etc
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Now rank all pupils based on Maths result alone.
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Assign classes by placing top 40 in class A,
next 40 in class B etc
Sample study on 2005 P2 results
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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 Analysis – P2 result 2005
Class Banding by Overall vs Maths
100%
90%
80%
70%
5
Number
60%
4
3
50%
2
1
40%
0
30%
20%
10%
0%
A
B
C
D
E
F
Class
G
H
I
J
Sample study on 2005 P2 results
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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
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Based on final results in P2/3
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For P3 (depending on pupil performance)
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P2 – EL, Math & CL
P3 – EL, Math, CL & Sc
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)
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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
Q: How to motivate children?
A: …..
Bicultural Chinese Elective
Programme (BiCEP)
双文化华文优选课程
开办目的
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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。
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。
参与学生
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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
课程内容
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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：
 中华文化
 儿童文学赏析与创作
 语言训练
 中英双语对比
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。
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
四年级
五年级
六年级
总课时
中华文化
11
10
8
29
儿童文学赏析与创作
8
8
4
20
语言训练
6
6
0
12
中英双语对比
5
6
4
15
小结
30
30
16
76
单元/年级
考查方式
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学习成品展
小组作业
学习进展记录
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。
 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。
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师资与教材
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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。
学生遴选标准
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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。
进行时间表
2007年
 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。
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.