I&E events/activities in 2001

School Management System

The school embarks on a new school management structure in 2001 i.e. Consortium Structure

The rationale for the Consortium Structure is provide a flexible system where the teachers can provide a holistic education to the pupils more effectively. Under this structure, respective level teachers is managed by a Consortium Head who is either an HOD or Subject Head. The Consortium Head together with the teachers is responsible for the pupils' academic and character development, and decides on programmes for the pupils in consultation with the subject HODs. It allows for better integration of the different subjects taught in the level.

This is a flatter organization structure which gives teachers in the level more autonomy and flexibility to make decisions in a much shorter time. It also expands the capacity of the Consortium Heads beyond the confines of individual subjects.

Current organisation chart of the school that exemplifies the consortium structure : Click Here!

Combined EM2/EM3 non-core subjects

1. Background

In 2001, the school decided to combine EM2 and EM3 pupils where the pupils have non-core subject lessons such as PE, Music, Art & Craft, Health Education and Moral Education at P5 and P6 levels.

The rationale for the combined lessons is that the school wants to maximize resources given that the number of EM3 pupils is fewer than 30, and combining the 2 different streams allows for that. In addition the learning of these non-core subjects does not require specific academic ability streaming unlike English or Foundation English. Furthermore such combined lessons provide opportunities for the pupils to integrate and allow them to interact meaningfully with each other.

2. Implementation Details

The school then worked on the implementation details.

A form teacher is assigned to the combined EM2 and EM3 class. This teacher is assigned to either teach EM2 or EM3 core subjects such as English or Foundation English. Besides the core subjects, this teacher also teaches the non-core subjects and he or she gets to interact with the pupils as a class through these periods. However Music lessons may be taught by another teacher who is music trained.

Time-tabling is looked into such that the EM2 and EM3 pupils can meet together for the combined lessons. A sample for a day's lessons is shown below :

Note : 6I3 denotes only EM3 pupils and 6I denotes combined lesson

The total number of periods for English, Mathematics, Mother Tongue and Science (EM2) is the same for EM3 Foundation English, Foundation Mathematics, Basic Mother Tongue and Science. The allocation of non-core subjects does not pose a problem when planning the time-table.

3. Benefits

The combined non-core subject lessons have yielded the following benefits :

• Resources are maximized

• Less distinction made on EM2/EM3 status

4. Challenges

The challenge for teachers is finding ways to engage the pupils meaningfully given that these pupils do not meet as a class daily. The school has to identify teachers who have the patience, understanding and the conviction that every pupil can learn and succeed. Pupils also need help in building their self-esteem and opportunities to work on their strengths.