P4 Parents Briefing on SubjectBased Banding

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P4 Parents Briefing on Subject-Based Banding

• 24 April 2008

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Key Messages

• In line with our philosophy of ADE, SBB will
  allow us to better cater our curriculum for
  pupils to ensure that they stay engaged and are
  encouraged to go as far as they can.
• SBB is meant to move pupils upwards to the best
  of their ability. No pupil would be worse off
  with SBB.

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Key Messages

• ?With SBB our system will have greater fluidity
  to cater for
• Late developers
• Uneven strengths / abilities
• Greater interaction among students
• ?SBB removes the EM1, EM2, EM3 streams and the
  JPS CS2,CS3, CS4, CS5 combinations

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Key Messages

• ?SBB allows pupils to take subjects at different
  levels depending on their proficiency and
  aptitude in these subjects
• ?Levels for E, M, S, MT subjects from P5
• H Higher level (For MT only)
• S Standard level (For E, M, S and MT)
• F Foundation level (FM, FS, FE)
• Basic MT Oral, Aural, Listening

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Key Messages

• Subjects at the F level put focus on mastery of
  core content and skills at a lower level compared
  to subjects at the S level.

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Key Messages

• ?SBB would benefit 2 main groups of pupils
• Pupils who might have specific strengths in one
  to two subjects and are capable of taking these
  subjects at the S level and
• Pupils who have difficulties coping with one or
  more subjects at the S level. These pupils would
  benefit from taking some subjects at the F level.

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Key Messages

• Pupils should offer F subjects only if they face
  difficulties in two or more subjects
• Pupils who offer a subject at F level, would have
  reduced chances of pursuing the Express course at
  secondary school .
• Reason He/she would have substantial bridging to
  do in secondary school.
• (different content/demand)

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Key Messages

• Parents retain the discretion to opt for the
  course of study for their child at P4. However
  schools are in the best position to decide the
  best option for students at the end of P5.
• Non-examination subjects (PE, Social Studies)
  remain important and the period allocations
  prescribed by MOE would not be compromised.

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Selection Criteria

• School-based Examinations
• Most would be offering 4S / 4S1H
• Focus on identifying students who would benefit
  from offering Foundation subjects
• School-Based Recommendations
• Parental Option at End of P4
• Parents discretion to decide whether to accept
  schools recommendations
• Soft option affects Express/N(A) chances
• Progression from P5 to P6
• Final Decision by Schools at the end of P5

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Selection Criteria

• Students to offer subjects at the highest level
  possible
• Students who do badly in only one subject out of
  4 subjects (E,M,S,MT) should offer all subjects
  at the Standard Level
• Students would only offer Foundation level
  subjects if they do badly (band 4) in two or more
  subjects at P4 and after due consideration given
  to the total score obtained by the student
• - School would look at P1 P4 results to
  make
• recommendation

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Bands Subject Proficiency
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Guidelines for Subject Combinations

• Refer to SBB Table 1 (Printed)

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Parental Option Class Allocation

• School would still look at total for E, M, S for
  class allocation.
• SHAPE classes, MA classes, ABLE
• Not true all 4S1H will be in one class. Opt in
  cases will be in their recommended class. Combine
  only for HMT.

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What about Science?

• From 2009, P5 cohort may offer F. Sc as PSLE exam
  subject new Pr Sc syllabus
• Currently PSLE covers P3 P6 work
• Weakest pupils continue with non-exam F. Sc
• Same FSc curriculum for those taking exam/
  non-exam
• Consider transition to Science in Sec sch and
  beyond

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Curriculum Time Allocation

• Flexibility given to schools to adjust curriculum
  time allocation
• There should be a balanced curriculum for
  holistic outcomes
• Curriculum time should meet the needs of the
  students and
• Curriculum time should be allocated according to
  the demand of the subject at the given level
• more time could be given for a subject to help
  students who are weak in that subject

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Movement after P5

• 1 Pass at end P5
• All FAIL
• 3F

Same combination at P6 or Offer change S to F
subject
Switch to less demanding subject combination at
P6
Go to P6 regardless of performance
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Movement after P5

• Pupils who take foundation subjects and DO VERY
  WELL
• Re-take P5 with upgrade 3 or 4 Foundationn
  subjects to standard level
• Proceed to P6 with upgrade of 1 or 2 foundation
  subjects to Standard level

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Student Transfers and Readmissions

• Transfer subject combination at new school will
  be decided by receiving school parents
• Readmission school will also decide subject
  combination

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After failing PSLE

• Need not take all subjects as foundation levels
  as per current practice
• Can take same subject combination or a different
  one, based on PSLE results must consider time
  factor

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Some Key Considerations

• Understanding putting pupils needs and
  abilities first
• Parents expectations and behaviour
• - To each his own from each his best
• - Dont compare siblings
• - Dont realise own dreams through child
• - Have Face / Lose Face

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PSLE T Score

• Assessment based on
• Content demands of subjects
• Number of subjects taken
• 3F not likely to be offered N(A) / N(T) option
• 4F or 3F1S more chances of N(A) / N(T) option

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PSLE T Score

• Formula applied to each subject
• T 50 10 (X - Y)
• Z
• Where X is pupils mark for subject
• Y is average mark (mean) of all
• 
  pupils
• Z is the spread of marks around the
  
• average mark (standard
  deviation)

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PSLE T Score

• Subject Q Pupil A
  Pupil B
• Mark in Exam 80
  50
• T-Score 50 10 (80-68.0) 50
  10 (50-68.0)
• 14.0
  14.0
• 58.57
  37.14
• Mean (Y) is 68.0 SD (Z) is 14.0

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2008 Results of Primary 5 pupils
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P4 Papers are not returned

• School must maintain rigour of SBB exams
• Need to set up questions bank
• Parents should look at daily work, worksheets
• Teachers will go through, explain after marking
• Pupils will do corrections unlearn / relearn