Cross Level Subject Setting Strategy ( 跨級編組 )

1. Cross Level Subject SettingStrategy(跨級編組)

2. Cross Level Subject Setting- CLSS(跨級編組) • Understanding of CLSS • How CLSS can Enhance Learning and Teaching • Implementation Strategies of CLSS • Limitations in CLSS implementation and Possible Solutions • Strengths of CLSS

3. 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

4. Rationale of CLSS • 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

5. Purpose of CLSS • To develop students’ interest, motivation and self-learning ability • As remedial and enhancement measure (拔尖保底) • To cater for learners’ differences

6. 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

7. How CLSS can Enhance Learning and Teaching • Provision of appropriate curriculum • 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

8. 3.Learning and Teaching • Identify and select learning and teaching materialssuitable for students • Develop school-based curriculum (e.g. core content, thematic approach) • More lively activities and effective learning • Greater teacher collaboration

9. 4.Assessment for Learning • Assessment of students is an on-going process tokeep 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

10. Implementation Strategies of CLSS 1. Administrative Level • School time table • Allocation of teachers and resources 2. Operational measures • Placement of students • Ranking and grouping of students • Naming of sets • Changes in classrooms

11. 3. Areas of concern in effectively carrying out CLSS • Principal and teachers’ readiness and collaboration • Parents’ concern • Learning and Teaching • Modes of Assessment

12. Participating schools of CLSS

13. 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

14. 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

15. Administrative arrangement • Physical change of classrooms • Fairness in teacher allocation and appraisal of teachers’ performance

16. 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

17. 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

18. Strengths of CLSS • Minimize individual differences in classroom • Appropriate curriculum Level to suit ability and needs of students • Teachers with more autonomy and flexibility in choosing learning and teaching materials and use of activities • Both lower and higher ability students are given chance to progress at own pace

19. Strengths of CLSS • NACs can be placed at classes according to their current level, and be promoted upon efforts • Grouping of students enhance teacher collaboration • Provide a mechanism for faster promotion and recognition • Enhance interpersonal skills as there are more chances for social interaction among students

20. Contact Point: • Evaluation, Assessment and Projects Section, CDI, Education and Manpower Bureau • Tel: 2892 5828; Fax: 2573 5299