Pei Hwa Presbyterian Primary

[comfy]

Hi mummies & daddies (P4),


Can you pl share with me the format for CA1, SA1 and SA2?
(Just wondering whether it is the same as P3)
TIA

[markfch]

php:

\"Cottage\" class is a new pilot project and I don't think it will come to PHPPS soon.

I was kpo-ing at the NYPS thread and read that the sch gave parents a choice whether to participate in this about-to-be-launched collage programme or not. Apparently most parents there were not in favour of this initiative so they opted out.

If PH decides to implement this, wonder if PH will give students the flexibility to opt out? Personally I'm also not in favour of this programme as I prefer ds to be in a group that is of similiar standard so that teachers can focus on teaching at a level that's most beneficial to all. I mean I put myself in the shoes of those teachers. In a mixed ability class, I'll naturally focus my attention on the weakest students so that they don't fail. But the end result may be that the faster kids will feel bored and unchallenged. If they focused on the faster students, the slower ones may become demoralized.

Actually I'm quite confused with the mixed signals that MOE is sending. On one hand, there is this banding scheme to group students of similiar stds together. On the other, they're trying to experiment with this. :? Obviously I do not have the full picture so I may mis-judge the effectiveness of this new initiative. But I know I'll take some convincing it's for the better.

[dyh]

Today evening there was a briefing for those P3 parents whose children are going for the JB experiential trip. my wife was there. Mrs foo informed the parents that she is contemplating changing the class names from the present CH, FA etc to the names of the school moral names like Integrity, Respect… + resilience. Example, P1 may be Integrity 1/1, 1/2 etc, P2 may be Respect 2/1, 2/2 etc. Furthermore, the classes will not be arranged according to ability meaning 3/1, 4/1 etc may not be the best classes. They will not tell which is the best class. Banding would only start from P2 to P3. So P1 pupils will have the same classmates in P2. All these are considered because the principal is concerned about students in weaker classes feeling inferior at present, based on her conversation with them. She plans to issue a formal note about this to all parents soon to seek their opinion.

[kohhweelin.010441gmail.010441com]

Dyh, thanks for the info. What I am going to share could be unrelated but just my opinions. In my formal school, the Ps also changed the naming of the classes many times to using values like 5-integrity, or 4-diligence etc to simply 1-1, 1-2…6-1,6-2. Like you had mentioned, the top classes are somewhere in between. However, with all good intentions by the different Ps, they were underestimating the children. Within a week, everyone knew which were the best classes and which were the worst. Unless, we don’t bother to even attempt to differentiate, then the problem of the weaker kids feeling inferior in weaker classes can be less apparent. This will be a big risk for the school cos the consistent excellent results achieved by the school could only be sustained by the students scoring from the better classes, and thus earning the school its popularity. I guess one way to lessen the weaker kids inferiority complex is to focus less on their academic weaknesses but bring out their strengths in other areas like Aesthetics or Sports.


As for not banding the P1s, I am for it cos lower primary kids can have more time to adjust, adapt and enjoy the school life.

[Jennifer]

dyh:

They will not tell which is the best class. Banding would only start from P2 to P3. So P1 pupils will have the same classmates in P2. All these are considered because the principal is concerned about students in weaker classes feeling inferior at present, based on her conversation with them.

I doubt any difference will be felt for the present classes. Everyone already knows which class has the better students. Sch can change the class name, one needs only to look at who are the pupils in the class, one will know the std of the class.

At present, P1 pupils are not streamed at the start of the year. If no streaming at end of P2, then cant tell. Come P3 still cant tell. But which class is the old CH is likely to be out in P4 since the sch has this year end prize giving scheme for top pupils in each subj (cant remember is it top 10 pupils?) in addition to top 3 class positions. The name and the class are announced when the pupil gets onto the stage to receive the trophy. From past observations, almost all prize holders for top subj come from CH. Then based on who is in the next year P5, again which old CH can be deduced.

Maybe it will be more difficult to tell apart which is old FA, GR, etc. But old CH can be derived at fairly accurately. JMHO

[Jennifer]

Btw, I believe at present the weaker classes hv a smaller class size. Changing the names of the classes is quite pointless as we need only to look at the class photos for the cohort to deduce which are the weaker classes.


And any classes that has E3's, dyh's, IJJ's n php's kid must be one of the top classes Who else did I miss out? My apologies

[Trapwithin]

E3:

Dyh, thanks for the info. What I am going to share could be unrelated but just my opinions. In my formal school, the Ps also changed the naming of the classes many times to using values like 5-integrity, or 4-diligence etc to simply 1-1, 1-2....6-1,6-2. Like you had mentioned, the top classes are somewhere in between. However, with all good intentions by the different Ps, they were underestimating the children. Within a week, everyone knew which were the best classes and which were the worst. Unless, we don't bother to even attempt to differentiate, then the problem of the weaker kids feeling inferior in weaker classes can be less apparent. This will be a big risk for the school cos the consistent excellent results achieved by the school could only be sustained by the students scoring from the better classes, and thus earning the school its popularity. I guess one way to lessen the weaker kids inferiority complex is to focus less on their academic weaknesses but bring out their strengths in other areas like Aesthetics or Sports.


As for not banding the P1s, I am for it cos lower primary kids can have more time to adjust, adapt and enjoy the school life.

Agreed. In fact, that's why PH uses CH, FA, etc instead of A, B C.
But kids are smart, in some schools, the last numeric class is the top class, and the kids will find out very quickly. It just doesn't work by changing name.

Teachers should play a part in managing expectation as well. My dd dream of going to CH2 because the teachers talk about it .. like if you do well you will go to CH2.

As for Banding, agree that they should keep P1/P2 out of it but for P3 onwards without banding, teaching will be challenging, considering the spectrum of abilities from the kids.

PERI is good but will be challenging to implement considering that ultimately Singapore whole education system is based on \"elitism\". Best result gets best choice. That's the REAL world I guess

Wow :!: just discovered that I just give one statement feedback

[Trapwithin]

Jennifer:

dyh:

They will not tell which is the best class. Banding would only start from P2 to P3. So P1 pupils will have the same classmates in P2. All these are considered because the principal is concerned about students in weaker classes feeling inferior at present, based on her conversation with them.

I doubt any difference will be felt for the present classes. Everyone already knows which class has the better students. Sch can change the class name, one needs only to look at who are the pupils in the class, one will know the std of the class.

At present, P1 pupils are not streamed at the start of the year. If no streaming at end of P2, then cant tell. Come P3 still cant tell. But which class is the old CH is likely to be out in P4 since the sch has this year end prize giving scheme for top pupils in each subj (cant remember is it top 10 pupils?) in addition to top 3 class positions. The name and the class are announced when the pupil gets onto the stage to receive the trophy. From past observations, almost all prize holders for top subj come from CH. Then based on who is in the next year P5, again which old CH can be deduced.

Maybe it will be more difficult to tell apart which is old FA, GR, etc. But old CH can be derived at fairly accurately. JMHO

One parent once said, \" it doesn't take a genius to know that CH is the top class. All the top in cohort prizes go to them.\"

[php]

markfch:

php:

\"Cottage\" class is a new pilot project and I don't think it will come to PHPPS soon.

I was kpo-ing at the NYPS thread and read that the sch gave parents a choice whether to participate in this about-to-be-launched collage programme or not. Apparently most parents there were not in favour of this initiative so they opted out.

If PH decides to implement this, wonder if PH will give students the flexibility to opt out? Personally I'm also not in favour of this programme as I prefer ds to be in a group that is of similiar standard so that teachers can focus on teaching at a level that's most beneficial to all. I mean I put myself in the shoes of those teachers. In a mixed ability class, I'll naturally focus my attention on the weakest students so that they don't fail. But the end result may be that the faster kids will feel bored and unchallenged. If they focused on the faster students, the slower ones may become demoralized.

Actually I'm quite confused with the mixed signals that MOE is sending. On one hand, there is this banding scheme to group students of similiar stds together. On the other, they're trying to experiment with this. :? Obviously I do not have the full picture so I may mis-judge the effectiveness of this new initiative. But I know I'll take some convincing it's for the better.

Basically, i think it is a good programme. Implementation will be difficult because it will definitely face with parent's resistance. From my point of view, NYPS has taken the wrong step. It must be implemented across the entire cohort and parent's must not have the option to opt so that all kids will benefit from the programme.

The \"collage\" class will be the form class and the kids with be together for certain subjects mainly non-exam subjects such as CME, PE and etc. For example if there is a project for CME, the brighter kid will be appointed as the group leader and those with less abilities will be as members of the group. In this case, kids will learn from each others and they will be exposed to skills such leadership skills, interpersonal communication skills and etc...

Apart from that, they can do subject banding for the entire cohort for subjects such as Maths and CL. The kids will go to different classes based on their subject abilities. This will not affect their pace of learning.

The school may go to the extend of creating different level of worksheet, maybe L1, L2 and L3. Kids with less abilities will have to compulsory attempt L1 worksheet but they are allow to skip the L3 worksheet. If your kid is of high abilities, then he will have to attempt up to L3 worksheets.

As i mentioned earlier, the implementation will be difficult. It will be up to the individual school how they carry out this programme. On the whole, i think it is a good programme as kids are given the chance to mix around with other kids with different background. Just treat it as a NS preview for your kids or like in your workplace where you will meet and interact with all sort of people.

[Jennifer]

php:

Apart from that, they can do subject banding for the entire cohort for subjects such as Maths and CL. The kids will go to different classes based on their subject abilities. This will not affect their pace of learning.


The school may go to the extend of creating different level of worksheet, maybe L1, L2 and L3. Kids with less abilities will have to compulsory attempt L1 worksheet but they are allow to skip the L3 worksheet. If your kid is of high abilities, then he will have to attempt up to L3 worksheets.

I agree with this.

Parents also hv to learn to manage the feelings of their child and affirms other non-academic attributes of their child.

Most importantly, the sch must hv good committed teachers across the levels. No point having a good system but non-committed teachers to execute the work. O/wise only ended up with dissatisfied parents like me who feels that it is impt to go to a better class.