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Remind students that when their classmates ask them the meaning of a word, they should try their best to explain it cos not everyone has the same words in their brain. Students whose vocabulary is significantly less than others will find difficulty in  following a Live lesson, for example.

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Meaningful PC time.  Time to get to know each other, allow time for interaction

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For ECG at upper sec, we may need to split them into a different banding system, consisting of the band G1, G2, G3 which contains most of their subjects.  I can imagine the G3 students smacking their foreheads when their sec 3 classmate asks "what is a scholarship" cos the concept of getting money for good grades in studies is foreign to NT(G1) students.

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FIS groups can be tasked to include 2 people who they don't normally talk to, so that everyone needs to mix around at least a little bit.

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Teachers who may not have taught NT students may need more coaching

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Students take initiative to help each other and perform class duties

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Differentiated teachers is going to be a key pedagogical skill for teachers - lots of time needs to be protected and given for staff to build competencies and resources for DI

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Counselling skills (especially pertaining to girls)

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Facilitation skills (there's always room to strengthen this skill)

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ST can mentor the FT’s  so that the FT can approach for Check in of pedagogues, conflict resolution etc.

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I agree with the above post on using cca to group as they get bonded very well in such activities

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Good to know from Pri sch the students from the same classes there, and break up the groups in sec 1. Cannot assume that students in different streams came from different classes.

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Adopt a place in school to maintain cleanliness.

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How does Project Rose look like now? It will not be run on one single class anymore. And will look somewhat like Step-Up programme.

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Peer lites from Sec 3 classes need to be mixed so that they understand the struggles of Sec 1s

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Support to teachers means:
- providing good resources and clear instructions (already in placed)
- having trust in your FTs that they're putting in effort to guide their class well

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Don’t need to mention about the streams where they came from regularly except the subject banding.

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Equity vs equality (To identify areas the NA and NT students potentially need help in and have in place additional support system and resources for them)
E.g. Closer partnership with parents, having senior/teacher mentors to guide them in learning goals and chart progress, differentiated worksheets and group consultations

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If similar situation to Covid-19 happens (we hope there won't be), and intermingling of classes are not allowed, will the classes still be grouped in this manner?

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Interactive activities in the LiVE lessons are very critical to get students to talk, ponder and empathize

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Live lesson and PC lesson need to be streamline to include more class bonding activities via value learning

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CCE lessons with workshops, FIs, talks and PC time are important for platforms to create bonding amongst students in their form class.

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Maybe in terms of sharing ( classroom management strategies) as the class students will be very diverse

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Monitors chosen need to be a mix of streams so that they be a voice

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Will the NA NT students be sidelined for leadership posts as it becomes clear that the Express students can handle their studies better? How can we groom leaders from every class, even students who normally will be followers?

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With the streams mixed within a class, opportunities given to students must be even more intentionally given to ensure that students across the different SES also get the opportunities to shine. For instance, currently students can be a student leader in the different platforms despite their streams/classes they are from. However when the lines are blurred in mixed form classes, if left to the natural forces- for the selection of student leaders It might become very skewed towards the “express students” Unintentionally and this is more hidden, less obvious now at the cohort/school level.

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With SBB timetabling etc, will we have longer days? If so, is there anything tt we can consider reviewing to ensure that days are not too long?

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Teachers need customized learning to help students manage their friends with SEN needs.

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How to handle name calling/ bullying cases if students are not prepared to welcome diversities?

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Possible to have smaller class size instead of 2 fts fo a class of 40? Instead 1FT to 20, but the smaller size (still have social mixing) can be Still actually Be 1 cockpit class, but from stakeholders’ view, they follow/look for the FT That’s assigned to that broken down class Size

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Maybe all sec 1 FTs should be equipped with SEN knowledge or be trained in SEN since most classes will have students with SEN.

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Arranging students tables that are inviting and in learning groups not military single or double files.

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It will be clear who the NT and NA students are in the class as thebstudents split to go to the different classes.  Eg CPA is taken by NT stream only, student takes any NA subjects means they are NA or NT.  So cannot hide the stream from their classmates.

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Good to support classes with those high SN with more resources and teachers.

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teaching students how to express themselves and how to ask questions respectfully (eg NT students may not know to express themselves & the Exp students may get impatient)

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Having some mini competition / games to increase the fun and class identity

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To build tsr and psr

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Value each's other worth and talents, and talents need not be in academic result. So FT must consciously affirm the other talent of students

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More time for conferencing?

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Will the NT students have a longer timetable due to the many SBB subjects? As their attention span is shorter, longer days for them means they will tend to switch off especially during the afternoons.

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Being able to teach empathy to students from all backgrounds.

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good to mix them up. But what about student's choice and preference? Can students indicate their preferred choice based on some generic overview of class profile.?

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Teachers to understand the needs of very different and dynamic students

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How does the Teaching Groups work? Is it like current banded classes? Are teachers within the group expected to cover another teacher’s class if this teacher is frequently on medical leave?

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Banding according to Cca will help facilitate closer bonding even in class.

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Allowing for common and regular time for discussion for sec 1 teachers ( FTs and subject teachers)

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Good idea to get input from PL Primary to spread out the students they consider difficult to handle.

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Classroom seating arrangement must be intentionally arranged such that all the students from different streams are mixed but there shouldn't be for example all express, then 1 NT student, the NT student will feel awkward or feel that she can't fit in.

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Lots of bonding time. Need to build teacher competency in handling variety of class dynamics

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FTs must be able to get students to empathise with each other.

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Project based Lessons helps to mix up the class, and facilitate better movement!

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Nil

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Training of FTs to manage students of different support needs

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Allow more class bonding time

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How to engage students during pc n live lessons

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Timetabling is still 35 mins? Cos we need to consider DI, get to know the kids and many other considerations etc, is 35 mins too short?

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What will movement be like. Will it be messy with many students having to constantly change classrooms?

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Large form class size

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True sense of belonging in spite of different learning needs. Eg like playground setting., good mixing .

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Teacher competencies to handle students of all sorts of backgrounds, unlike in the past deployment of FTs could tap on teachers’ inclination and strengths in handling different profiles of students. With that, there are also many changes - such as CCE curriculum, greater emphasis on mental health issues, PDLP, Blended learning...it can be overwhelming with all the changes happening at the same time, just for teachers

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The students should not know which stream the students are from.

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The students should not know which stream the students are from.

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Teachers may need support especially if students come from varied backgrounds.

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Teacher's table in the front as well as at the back (extra tables / chairs). Students who need help / have other issues can have the option to go to the back for time-off before they are ready to join the class, e.g.

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Lack of support for high and low level  learners.

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FT 1 might be overtaxed. It’s natural that students will approach FT1 since he/she teaches all the students.

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FT 1 might be overtaxed. It’s natural that students will approach FT1 since he/she teaches all the students.

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That every student is cared for.
That equal attention given to all students.

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How about using their CCA as criteria for putting them in the classes? This will help them interact better.

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Racial profiling plus personality test sounds like a good way to mix students.

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With only 5 'NT' students in a class, will they be ostricised?

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Yes, we may need strong team of FTs

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Lack of support for students with high support needs, esp in terms of emotional support.

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Good to mix them up, being in a new environment with many different profiles and backgrounds, they can learn from one another, hopefully more positively. Spread out the Sources of negative influences - open students’ worldview