Cross Level Subject Setting
Strategy
(跨級編組)
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Cross Level Subject Setting- CLSS
(跨級編組)
1. Understanding of CLSS
2. How CLSS can Enhance Learning and
Teaching
3. Implementation Strategies of CLSS
4. Limitations in CLSS implementation and
Possible Solutions
5. Strengths of CLSS
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Understanding of CLSS
Background
One of the Five Strategies in Catering for
Individual Differences in Academic Abilities
of Primary School Students
 Curriculum Development Institute,
Education and Manpower Bureau
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Rationale of CLSS
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To provide an appropriate curriculum level
to students divided into sets according to
their ability/proficiency level
e.g. P. 3 level English set = P.2 + P.3 + P.4
class students
Different from the usual practice in
normal schools
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Purpose of CLSS
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To develop students’ interest, motivation and
self-learning ability
As remedial and enhancement measure
(拔尖保底)
To cater for learners’ differences
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Belief of CLSS
 Recognize there are individual differences in
students’ learning ability
 Provide students with suitable learning and
teaching materials, i.e. materials that are a
little bit higher than their current level
 Optimize students’ learning efficacy and
effectiveness via provision of suitable
learning and teaching materials
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How CLSS can Enhance Learning
and Teaching
1. Provision of appropriate curriculum
2. Placement of Students
 Identify students’ current ability through placement
tests
 Group students into different levels sets according
to placement results, as complemented with
school/ external assessment, and teachers’
professional judgement
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3. Learning and Teaching
 Identify and select learning and teaching materials
suitable for students
 Develop school-based curriculum (e.g. core content,
thematic approach)
 More lively activities and effective learning
 Greater teacher collaboration
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4. Assessment for Learning
 Assessment of students is an on-going process to
keep track of students’ progress, to provide
feedback on learning and teaching, and to set
targets for the next step
 Continual selection of learning and teaching
materials that best suit students, e.g. use of book
bank
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Implementation Strategies of CLSS
1. Administrative Level
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School time table
Allocation of teachers and resources
2. Operational measures
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Placement of students
Ranking and grouping of students
Naming of sets
Changes in classrooms
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3. Areas of concern in effectively
carrying out CLSS
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Principal and teachers’ readiness and
collaboration
Parents’ concern
Learning and Teaching
Modes of Assessment
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Participating schools of CLSS
School
Sau Mau Ping Catholic P/S
Subject
Level
English
P. 4-6
YL Small Traders New Village P/S English
P. 1-6
Ling To Catholic P/S (PM)
English
P. 4-6
GCEPSA Whampoa P/S
English
P. 3-6
SKH Yat Sau P/S
English
P. 1-6
Tung Tak School
English
P. 5-6
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Limitations in CLSS Implementation
1. Learning/ Teaching/ Assessment
Acceleration elements in CLSS to guarantee
students reach a particular academic year level
within a period of time
Assessment of students may not be compatible
with the Hong Kong public examination system,
e.g HKAT, submission of marks in P.5 and P.6
Lack of placement test samples
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2. Pastoral care of students
 Psychological being of students due to labelling
effect
 Students placed in lowest level sets are usually not
only with lower ability group, but also with
emotional/ psychological/ behavioral problems
with low interest and motivation in learning. They
may have negative influence on each other
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3. Administrative arrangement
Physical change of classrooms
Fairness in teacher allocation and appraisal of
teachers’ performance
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Possible Solutions to Limitations
Possible Solutions
1. Learning/ Teaching/ Assessment
Motivation, more lively activities and effective
strategies
Develop school-based/ set-based curriculum
program
Use of report card
Award system
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2. Pastoral care of students
Rapport between teachers and students
Peer support
Concerted effort of Parents/School/Student
3. Administrative arrangement
Rotation of teachers
Time for teachers’ collaborative lesson preparation
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Strengths of CLSS
1. Minimize individual differences in classroom
2. Appropriate curriculum Level to suit ability and
needs of students
3. Teachers with more autonomy and flexibility in
choosing learning and teaching materials and use
of activities
4. Both lower and higher ability students are given
chance to progress at own pace
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Strengths of CLSS
5. NACs can be placed at classes according to their
current level, and be promoted upon efforts
6. Grouping of students enhance teacher
collaboration
7. Provide a mechanism for faster promotion and
recognition
8. Enhance interpersonal skills as there are more
chances for social interaction among students
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Contact Point:
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Evaluation, Assessment and Projects
Section, CDI, Education and Manpower
Bureau
Tel: 2892 5828; Fax: 2573 5299
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