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Students are now able to take all the subjects based on their readiness level. Full SBB will mean they are able to take subjects beyond the math and sci.

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Having talks with our stakeholders about the rationale of having full SBB.  These includes students, parents and teachers. This is so that stakeholders understand taking the respective levels (G1, G2 and G3) is not fixed. Students are able to take the subject at a higher level once they are ready.

Also, having sufficient resources (manpower and venues ) is very important.

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We believe that SBB classes requires a lot of experience in teaching them. Especially when there is new intake of students - bridging has to be done properly. Teachers must be experienced teaching the different levels syllabus. For example, teaching NA students taking Express Level Subjects is different from Express students taking Express. (Pitching to them will be different )Hence, for subjects who have not done SBB before, teachers will require more time to adapt to the SBB classes.

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Bridging for teachers in terms of pitching lessons according to the right level might be needed in order to ensure that students benefit fully from SBB classes.

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Bridging for teachers in terms of pitching lessons according to the right level might be needed in order to ensure that students benefit fully from SBB classes.

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Timetabling is now a major concern for teachers. Having sufficient manpower might be another issue.

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Students will be able to mix around with different family background. This will help students to understand someone who are different from themselves, and giving tehm the opportunities to make friends with the,m. 

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Students will be able to mix around with different family background. This will help students to understand someone who are different from themselves, and giving tehm the opportunities to make friends with the,m. 

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The teachers have to equip with skills how to teach in a diverse students' profile classroom setting

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The teachers have to equip with skills how to teach in a diverse students' profile classroom setting

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Students will be able to develop their strengths and will also be able to learn in a more diverse environment. We can also minimise the ill effects of labeling. As a community, we will grow more cognizant of the fact that people have strengths and weaknesses and learn to play and address the gaps. There can also be a mindset shift in here is little truth to the theory that some students are just not academically inclined and cannot learn.

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Logistical strains and woes will be expected and should be considered and planned for. In terms of teaching, as long as we continue to be humble and eager to learn, we should be able to adjust quickly. A more diverse learner's profile and environment make for richer and more exciting learning.

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Yes we are. The stigmatisation of labeling and streaming has been allowed to progress for far too long. The issue of pitching to different "streams" within the class is not too relevant since students are differentiated still by their strengths and academic ability in the subjects. They also come from a primary school education that has not streamed them. In fact now, we could have an even more uniformed group of learners, in terms of their readiness levels in the subjects.

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Perhaps this will erase the stigma faced by NA and NT students while also allowing them to see and realize their potential in subjects that they are stronger in. Hopefully this will help motivate lower ability students and allow them to see that they too may have strengths that they can capitalise on.

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Timetabling and movement of students from one class to another will be something that needs to be worked out, as students will no longer attend lessons mostly in their form class.

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There will be more opportunities for students' interaction, thus improving their connectedness/ people/ social skills.

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1. Banding for SBB subjects as priority, the rest of bandings are "good to have" or "good to go".
2. Need for more special rooms
3. Need for internal standardisation: Cap to the number of bands for full SBB for e.g. 1NA SBB Subject x (G1, G2 and G3 capped at 3 bands only and not to become 9 bands: G1/HA, G1/MA, G1/LA & repeat for G2 and G3) then this is impossible as we will require additional resource (in this case 6 other teachers and venues) .

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To a certain extent, our team is mentally ready but infrastructure-ly not. We will try small steps but currently we will need to prioritise our programmes to make SBB workable. Currently, there are massive blocking for non-SBB/ non-IP programmes in place in our timetable. We must have an open mindset that we will need to support each other's programmes/ search for alternatives, to ensure the smooth implementation of full

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It will more easily allow students to feel proud of things that they are good at. Pride at something academic is important, no matter how small.

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Lecture-style (like JCs and maybe universities) might need to be implemented, if we really want to give chances to everyone who makes the cut for each subject.

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It will probably be a change for the better. We will do our best

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Students are able to customize the syllabus to their learning pace and aptitude. Allow for form class to be banded differently (

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It puts every child at the core of education through strengths-based and personalised educational pathways because we believe that every child wants to and can learn.

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FSBB presents a great challenge to resource management, both in terms of physical and human resource. Would a homeroom system help?

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If we truly believe in our answers for Q1, then the answer should be a resounding YES!

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Question: Will FSBB allow for students who come in at G3/Express level to opt to take G2/NA subjects if they find they cannot cope with the subjects at the higher level? We often talk about students being allowed to offer subjects at a higher level, but will we have the flexibility to recommend students to take subjects at lower levels as well?

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Students will be able to customize their learning in a way that supports both their strengths and their weaknesses. In doing so, teachers will be able to pitch their lessons to the different abilities rather than having to deal with multiple abilities and level of readiness in a class that is formed as a result of streaming which is what we are practicing currently

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I have had the opportunity of teaching some SBB classes. I would suggest that we also find out what is being covered in the primary school syllabus as this will greatly help us understand the profile of students we will be teaching. E.g NT students who took Foundation Malay at PSLE but currently offering NA Malay struggle with writing compositions etc as Foundation Malay does not have a writing component per se. Hence having an insight of the Pri sch syllabus will help us to tailor the lesson and bridge the gaps for these students.

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Customised learning according to strengths & weaknesses of individuals.

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Staff need to be well-equipped to handle varied learning abilities. Careful deployment of manpower resources.

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As educators, we need to believe in the positive outcome that full SBB will bring out; may take time to see the fruition. With careful planning of T&L, manpower, we should be ready

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As we prepare ourselves for full SBB, our students should also be encouraged to come on board and take ownership of their learning in the Gs they are qualified for or emplaced into.

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students has the option to study at the pace most suited for them (assumption: lateral G1,G2, G3 up and/ or down)

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start with more subjects and more subjects on board SBB so that tranisition is more gradual. Need to change the mindset of stakeholders (students/ parents/ ourselves)

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Yes. we have a few years to adjust and get ready (mindsel changes, infrastructure, skills training, etc)

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The opportunity to learn better from each other's strengths and weaknesses. This will build character as they learn humility, cooperation, and conflict-management.

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Start early. The school can start to encourage the structure of SBB through form classes. Start mixing the students across the streams so that mentally, teachers, students and parents can prepare themselves for both the strengths and weaknesses of the system. Practically, the implementing of such a system for the form classes will allow us to note down more accurately the pros and cons.

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Teacher-wise, yes. System-wise and mindset-wise, we need time to shift accordingly.

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SBB will not restrict each student to a particular stream, thus giving them the opportunity to take subjects at different levels, which acknowledged different strengths of the students.

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Planning of timetable and manpower resources need to be structured. Teachers need to adapt the new system quicker so to lead the students.

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In my viewpoint, I'm mentally prepared for Full SBB. I believe with all the hardwork of the school and teachers, we will be able to adapt well.

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SBB will allow students to find and spot their strengths and weaknesses. Likewise for teachers, they are able to identify areas of potential for each student. In addition, it allows much more flexibility in their academic curriculum.

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I think besides the administrative portion (manpower, timetabling and classroom allocation etc), we could cater dialogue conversations/ talks to cater for parents who are not in view of Full SBB. This is to allow parents to have a better understanding and view of SBB.

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Like any change, it will take some time for everyone to adjust, especially when we have been at the same process (Streaming) for 40 years. At this juncture, I think not. However, at 2024, I believe that we will be ready.

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Students are no longer bounded by labels and restrictive red tapes. They have the opportunity now to deepen their mastery on the subject based on their strength and interest, not based on the stream that they are in. This inadvertently gave rise to the space for them to explore their own learning and their self-awareness in terms of where their strength lies and where would they be able to work on for growth.

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To progress, change is the only constant. Furthermore, this change is for the better!

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This reduces the undesirable effects of labelling and confining students to streams based on their overall results. Even within the same stream and class, students are so diverse in their strengths and talents so placing them in a stream where they are subjected to certain expectations and judgement is definitely unfair to them. This is not just in the case of NA/NT students - some students in Express classes, even the supposedly top ones, are known to struggle with the demands of some of their subjects which results in them facing additional pressure to perform as well as their peers. If given the opportunity to offer different subjects at the levels they are comfortable with, students may experience a greater sense of ownership in terms of their own learning as they are no longer 'forced' to take subjects at the levels they do not feel they have the aptitude for.

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While the effects of labelling from streaming will be reduced, it will not be totally eliminated as students and parents may still engage in some form of comparison (e.g. how many subjects a student is offering at G3 level). In addition, while students with differing strengths and abilities are placed within the same classroom, they may still form cliques based on the number of common-level subjects they are offering. It is important for teachers to uphold the value and good intention of the Full SBB approach in the way they address their students and actively promote cohesion within the class.