Friday 1 February 2013

8Y1M 6Y4M SCIPSの宿題 Homework at SCIPS








Takara's second term at primary year 1 has started. As he went to a Japanese kindergarten till recently, he joined the school without any English literacy, but he's been gradually getting better.

His homework is usually only reading. Children bring back one reading book every day. Each book is labelled  in different colour according to the level of the difficulty. Takara is quite keen to move up and often says, "I want to have XX colour soon."

Arata's, at year 3, homework is also one reading book, and writing (essay or sentences etc). At weekends, they are usually given a small project to research on and submit it in a presentable format, such as in power point. It's like the project for summer holiday in Japan, but it's for every week!

What confuses me most is I can't really get how and what I should help them, because they never have drilling worksheets or questions and answers type paper.

In Japan, there is a solid guideline to follow at each school year, and the class is focusing on achieving the standards all together. As the objectives are clear, it's easy for us to support our children.

At the same time, Japanese system fails to encourage very good students to move further up, and also makes the underachievers realise their standing too clearly. Whether the child has any help from tuitions or parents directly affects their scores.

I was bred  in such an environment, and it's the one I feel familiar with and I get very confused about British system. I know it won't pressure much on the underachievers and will give more chance to go further to those who are brilliant. They are assessed based on each child's achievement, which means they are always praised as long as they move forward even slowly.

Children at SCIPS don't bring their textbooks back home and we have nearly nothing to do about their study. It's all up to their actual abilities. Compared to the Japanese students, who get into a good university with lots of stressful trainings of  memorising everything, those from the British system are probably more real?

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