This is not her score but I am citing an eg. If 4 subjects prelims total score is 350/400 then tscore is 0.745 x 350

My girl was previously from the highly competitive amethyst class in p3&4 and after mixing 2 top classes in p5&6 she was in happier and she did better even though the environment became less competitive. My girl took PSLE last year and her tscore was about 0.745 x total 4 subjects score of prelims. But PSLE score really depends on how the child perform during the actual exam itself. Some ended up doing exceptionally well and some under performed in the end. I think it’s also important to ensure that the child peak at the right time and is not burn out during PSLE. It’s common that about Half a class would be sick during PSLE and it was highly stressful.

kchairenn:

peasants:

Anyone know which P6 class likely to have most top pupils this year?

Hi! Usually, it will be Amethyst who has the most number of pupils scoring 250 marks and above. Other classes (Diamond and Emerald) do have pupils achieving \"cream of the crop\" results but the percentile might not be as high as Amethyst.

Actually from 2017, Amethyst was no longer the only TOP class. Last year’s p6 batch they mixed TOP 2 classes kids so 6 amethyst and 6 diamond class were equally strong.

All the above bad feedbacks shocked me. My girl had very encouraging and patient teachers in Pats last time. Infact, they were a lot more patient than me! She had very wonderful learn through play experiences although I must agree that the teachers did instilled more discipline as the kids progressed to higher level. As for pri sch, her teachers are also very nice.

I just remembered that I used to receive weekly update (via a piece of A4 size printed paper) on what was taught. The teacher even provided tips to parents on what to follow up to enhance the learning for the week. But I did not bother to do anything though. Is it still in practice?

empressplace:

That's good. It means that you have strong faith and confidence in your child's teachers.


However, a good working system should not be dependent on individuals.

At first when I transfered my girl to Pat's, I was not used to it. I asked the teachers if they need me to do anything. They said leave the teaching to them. If there is any issue, they will highlight to me. We did work hand in hand to help my girl to improve. However, most of the issues were behavioural in nature, e.g. she did not know how to share with friends, eating problem etc. For academic devt, there was nothing to follow up.

I believe in \"employing the right people and trust that they will do the right job\". I went through 3 other schools before Pat's. My girl's Pat's teachers were so professional that I really trusted them. I did not ask them to show me worksheets, spelling booklets etc. It was just genuine trust. My girl is still doing very well in Pri sch. I am glad I choose the right pre school with very passionate teachers. I am not sure if the sch standard is still the same, especially now that Mrs Koh has left Pat's. But back then, my girl really had good teachers from Pat's Jubilee Park.

Maybe I am a lazy parent. So I was happy I did not need to reinforce anything at home. The teachers did alert me immediately when there were other problems.

For chinese, they did not use colour code last year. There were 3 enrichment classes, 2 core classes and 1 bridging class. I understand that enrichment classes are the top classes.

My girl did make some mistakes here and there by using phonics to spell when she did her casual writing, e.g. tor vs ter, te vs ti etc when in K2. But for pri sch spelling, since the list is given in advance, she will usually look through the list and she can remember almost immediately. Maybe its also because she loves reading and reads widely. As she hardly reads chinese books, she needs to put in more effort and time to learn Chinese spelling. P1 term 2 onwards was bad, every week the spelling list had 30-40 chinese characters. Those were the days whereby I really had to depend on the "you can do it" spirit. Now in P2, she is used to it already.

empressplace:

applemum, thanks for the information.


However I thought this system is not efficient/ideal. Why should the parents not be kept aware of the learning progress and participate in it or at least reinforce teaching at home? For example, if the child is not spelling words properly, an accurate assessment should be given to parents and remedial action should be suggested to parents. Perhaps some simple correction exercises over the weekend would help. Why wait till P1 to struggle?

In my own memory of spelling ....ahem..decades ago, spelling means learning a list of words, being tested on a specified date and doing some corrections if needed. What's wrong with this simple method?

I understand your concerns. Actually, my girl's teachers did feedback her progress to me. She said my girl was good in spelling. I liked my girl's K1 and K2 teachers very much as they were very professional and often feedback to me when there were any issues. Infact, Chinese teacher did highlight to me that my girl was not too good in Chinese compared to peers. I would say I have faith in them and trusted that my girl was in good hands. I hated spelling as a kid. The list just got longer over the years. I learnt via memory method. So when I choose Pat's, I was looking for a sch that teaches the kids via learn through play. The teachers taught my girl the way to spell using phonics, which I thought was good. Infact, she did better than those kids who were given weekly spelling list because she was taught the tool to spell instead of how to spell a few hundred words bef P1. The list of words keeps expanding now but she just could do it without much effort. Looking back, I was glad I was not given spelling list to monitor and teach. She had a lot of playtime at home last time.