Primary Gymnasium Preparation Course

Does Your Child Have Equal Opportunity at the Gymi Examination?

It is beco­ming incre­asing­ly clear that preli­mi­na­ry gra­des deter­mi­ne suc­cess at the ent­rance exami­na­ti­on for the long-term gym­na­si­um. A top result on the exami­na­ti­on is no lon­ger suf­fi­ci­ent if the preli­mi­na­ry gra­des are not excel­lent. This rai­ses the ques­ti­on of whe­ther all pri­ma­ry school stu­dents in the can­ton have the same chan­ce of pas­sing the Cen­tral Ent­rance Exami­na­ti­on (ZAP) in the Can­ton of Zurich. 

The very idea of the Cen­tral Ent­rance Exami­na­ti­on is that all child­ren should be trea­ted equal­ly. Howe­ver, this is under­mi­ned by the strong rele­van­ce of preli­mi­na­ry gra­des. Pri­ma­ry school tea­chers can­not pos­si­bly gra­de in exact­ly the same way, becau­se school clas­ses are far too hete­ro­ge­neous. Gra­ding ine­vi­ta­b­ly reli­es at least par­ti­al­ly on a com­pa­ri­son with class­ma­tes rather than on defi­ned cri­te­ria, com­pe­ten­ci­es, or abili­ties, so that the gra­ding of one and the same per­for­mance will turn out bet­ter or worse depen­ding on how good or poor the other stu­dents are. Fur­ther­mo­re, each tea­cher sets dif­fe­rent requirements—if a par­ti­cu­lar tea­cher has high expec­ta­ti­ons of their stu­dents, they gra­de more strict­ly, and the exami­na­ti­on can­di­da­te must take the exami­na­ti­on with poorer preli­mi­na­ry gra­des than they would have recei­ved from ano­ther tea­cher. The­re is also the addi­tio­nal pro­blem that in low-per­forming school clas­ses, the exami­na­ti­on-rele­vant topics some­ti­mes can­not be lear­ned and prac­ti­ced at all, becau­se the avera­ge class level does not per­mit this and tea­chers often find it dif­fi­cult to pro­vi­de indi­vi­dua­li­zed sup­port. Here too, affec­ted stu­dents face a dis­ad­van­ta­ge for the Cen­tral Ent­rance Exami­na­ti­on for which they bear litt­le responsibility. 

A tho­rough pre­pa­ra­ti­on cour­se is the best opti­on to coun­ter­act both of the­se fac­tors of une­qual oppor­tu­ni­ty. On the one hand, it enables the essen­ti­al opti­miza­ti­on of preli­mi­na­ry gra­des throug­hout the enti­re 6th school year; fur­ther­mo­re, it ensu­res that the stu­dent is fami­li­ar with all exami­na­ti­on-rele­vant topics and has had suf­fi­ci­ent time to prac­ti­ce them.