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There would be more papers to invigilate during Exams and WAs. I wonder how chaotic that would be!

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Dropping of subjects vs change of G level

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Dropping of subjects vs change of G level

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Students that cant cope with a certain subjects are traditionally encouraged to drop the subject. With the FSBB, they can now simply be asked to switch from G3 to G2 without having to change school. This is good for the student as they dont have to face the trauma of adapting to a new school environment.

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Will the students taking subjects at mainly G2 level likely be DSA students? If so, will the school allocate the DSA students into the same class (e.g. sports DSA students are put in 1 class, while music related DSA students are put into another class)?

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With this, will MOE take away mid year O level Paper for MTL?

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More teachers to support the department as the levels of prep work will increase even if our teaching periods don’t. How will Teachers be supported? It’s an increase of an entire class size. It cannot be the same number of Teachers teaching the same subject at that level.

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A lot of this labelling has been entrenched for decades. It will take us all some time to adapt especially the more ‘senior’ ones. 😬

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Would the school be considering to offer g3 econs to g2 students?

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What will be the new AL for incoming P6 intake for G1 and G2?

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Enhance sch identity through CCA, student development and common sch experience.

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While seeking to use education as a social leveller, how do will the school retain its  academic excellence?

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There may be a thinking by students, alumni, teachers and parent  that the quality of TKGS has 'gone down'. We need to work together as a whole school to address this and shift this mindset.

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So, does it mean a G3 student cannot take G2 subject? And G2 subject cannot take G3?

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If my child is a G3 student, what will the school be doing to ensure that lessons are not thumbed down to meet the needs of G2 students?

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Will there be smaller class size since now that there is this differentiation?

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With the banding of core curriculum (languages, maths and sci) and Teachers teaching them, the common curriculum subjects may have to explore single period lesson and timetabling solutions.

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Are we going to have Sec 5 in the future?

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What about SAP schools? Will these schools have Full SBB?

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What about SAP schools? Will these schools have Full SBB?

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Possible to have form class by CCA groupings? Can help strengthen CCA bonds amongst students which is one of the key pillars in school.

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FSBB is a national direction so all schools have to try it out for the sake of students, and make the best of it with what resources we have

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With this new certificate, does this mean our local teachers will be marking the papers ? 

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With this new certificate, does this mean our local teachers will be marking the papers ? 

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Some schools can start later and end earlier on some days due to the different students...

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Some schools can start later and end earlier on some days due to the different students...

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Slightly messier, but with a tap-in system for attendance maybe this could work?

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Will support n guidance be given? Some of us are not familar with G2 requirements n standard

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Will support n guidance be given? Some of us are not familar with G2 requirements n standard

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Timetabling: if we use home room / civics group system, at current student teacher ratio, no way we can have one teacher in the classroom at all times for the whole school day. There will be free periods amidst a longer school day. How can we adapt to this?

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With a variety of different student profile, there should be a smaller class size (max 35 students) so that form teachers will be able to have ample time and opportunity to get to know your form class students.

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Is this new certificate recognised by overseas university? 

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Is this new certificate recognised by overseas university? 

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Based on our learning from plmgs, the classes have to be further broken down into groups such that more than one timetable can run concurrently. ( to prevent too many connecting parts)

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Does this affect our autonomous status?

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Really curious how assessment would look for Sec 1 Humanities since they will all be taking the same assessment as there is no differentiation yet?

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In lower sec, students have 6 common curriculum subjects that bond the class together. With upper secondary class, they will only have 2 common curriculum (pe and legacy). How then will we cultivate the sense of togetherness and class spirit among the students?

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Students can opt to take exam at their preferred G level?

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The biggest takeaway from the Temasek sharing

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The biggest takeaway from the Temasek sharing

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...was that the FTs played an integral role in the FSBB classroom. I didn't get to ask them how they chose the FTs for the task, but I suppose experience, rapport and charisma play a part.

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Would MOE still dedicate a few schools that only take in G3 students?

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More collaboration between teachers  needed, within dept & cross dept, as teachers will have multiple lesson preps

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Being optimistic about it as we are already applying DI strategies in our teaching.  Keep open mind about this. 

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Being optimistic about it as we are already applying DI strategies in our teaching.  Keep open mind about this. 

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FTs will likely not teach the whole class at Sec 1 with FSBB. FTs will need to find other ways to nurture TSR  with the whole class.

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Teachers will need to tweak their teaching pedagogies to suit a diverse class. Some teachers may be too used to teaching G3-standard students and may not realise that the same teaching approaches would not suit G2 students.

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Can teachers specialise in a specific G1 or G2 subjects ? 

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Can teachers specialise in a specific G1 or G2 subjects ? 

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We have colleagues from three stream schools. We can learn strategies from them in engaging the students in class.
With more students in school, may mean more Teachers in school in time to come.
What is the difference in syllabus content in G2 and G3 science? Is science (Chem/Bio) considered a G2 level subject?

When and how do we assign the students to G2 or G3 levels when they are beyond sec 1?

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Focus on cohort activities to strengthen identity. 

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Focus on cohort activities to strengthen identity. 

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Challenge us as teachers to be more accepting, understanding and opening our minds to a changing TKGS student landscape.

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Is it our mission to get capable G2 students take SEC exams at G3 level ?

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Form Teachers plays a critical role in SBB classes

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I wonder how the alumni feel about this. Will an ex-tkgian still feel a sense of belonging to a school system that they may no longer resonate to?

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Will there be more prep for teachers?

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Will there be any schools that won’t implement FSBB?

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Will sch day end late? Then after school programmes?

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Will sch day end late? Then after school programmes?

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With SBB, would there be allowances for more teachers for each subjects ?

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Some of us are used to be teaching single/express stream and may need time to adjust our pitching. Nevertheless, with exposure to DI strategies, we are generally prepared to support the G2 students - provide them with more scaffolding et .

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Some of us are used to be teaching single/express stream and may need time to adjust our pitching. Nevertheless, with exposure to DI strategies, we are generally prepared to support the G2 students - provide them with more scaffolding et .

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Will there be an increase in workload for teachers?

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Keeping an open mind will help greatly in this journey. As a community, we can do it together!

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I think parents will probably think TKGS has gone down in terms of the standards because we are accepting other ‘streams’ and no longer single stream.

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Timetabling concerns; ending school day later as teachers will have more student grps

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More manpower coming?

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How might parents respond to this?
How can we engage parents on this matter?
What might be some implications that we need to consider?

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How might this impact on school structures (e.g. timetabling, resource allocation) and deployment?
What might be some implications that we need to consider?
What are current strengths that we can tap on?

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How would this impact class , level and school identity?
What might be some implications that we need to consider?
What are current strengths that we can tap on?

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How would this impact on you and your colleagues?
What might be some implications that we need to consider?
What are current strengths  that we can leverage on?
What would be some support that you and your colleagues would need?