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Integrity, the Foundation . People, our Focus . Learning, our Passion . Excellence, our Pursuit
Copyright © Ministry of Education, Singapore.
A WARM WELCOME TO ALL OUR
PARENTS
Teaching English
in Bukit Panjang Primary SchoolA Strong Foundation for Rich
Language & Life
Overview
Why change?
What we want for our children
Competencies for a world in flux
What is changing for the better?
New ways to teach and learn
A revised syllabus & curriculum
How will we move to a new level?
Aligning the teaching and
assessment
Education for Life
WHY change?
The Child
&
The World
What we want …
All children should enjoy learning
English, develop good language skills, be
effective communicators and lifelong
learners.
New skills for a changing world
Need to prepare our children for life and work in
the 21st century
Develop students to be
Effective communicators
Confident, self-directed learners
Key Messages April 2012
STELLAR Centre
21st Century Competencies Framework
CoreR3ICH values
• Respect
• Responsibility
• Resilience
• Integrity
• Care
• HarmonyCh
ara
cte
r a
nd
Cit
ize
ns
hip
Ed
uc
ati
on
21st Century Competencies
The outer ring of the framework represents the 21st Century Competencies necessary for the globalised world we live in.
Civic literacy, global awareness and cross-cultural skills
Contribute to society and nation Develop a broader worldview and ability to deal with diversity (culture, ideas and perspectives).
Critical and inventive thinkingThink critically, assess options and make sound decisionsExplore and think out of the box
Information and communication skills Know what questions to ask and extract what is relevant and useful. Be discerning and adopt ethical practices in cyberspace.
WHAT i s chang ing fo r the bet te r?
New Ways to Teach
&
New Ways to Learn
Emphasis on
• Strengthening the foundation of language learning
•Enriching the EL curriculum in our schools
EL Syllabus 2010
Copyright © Ministry of Education, Singapore.
The revised 2010 English Language (EL) Syllabus is implemented at Primary Four from 2013.
It has been implemented from 2010 at Primary 1 and 2 for primary schools.
The key influences in the revision process:
More systematic and effective way of learning language
Digital technology
Changing profile of our learners
Globalisation of language in an increasingly complex world.
The EL Syllabus 2010
Copyright © Ministry of Education, Singapore.
The new syllabus is an evolution of the former 2001 EL syllabus.
It will continue to emphasize on ‘effective communication’ such that our pupils will be able to communicate effectively and confidently and be well prepared for the next stage of learning.
Teachers will continue to emphasize the teaching of internationally acceptable English (Standard English) to our pupils.
Students who are taught the new syllabus will sit for the revised Primary School Leaving Examination (PSLE) EL papers in 2015.
The EL Syllabus 2010
Copyright © Ministry of Education, Singapore.
A key feature of the new EL Syllabus is a systematic approach to teaching language skills, using rich texts and a variety of language resources to enable students to appreciate the language beyond the classroom.
This approach is delivered through the Strategies for English Language Learning and Reading (STELLAR) programme in primary schools.
The EL Syllabus 2010
Copyright © Ministry of Education, Singapore.
The revised PSLE English Language (EL) and Foundation English Language (FEL) examination papers will be introduced from 2015, in line with thechanges to the teaching syllabus.
The language skills tested in the revised PSLE are the same as those tested in the current PSLE.
The EL Syllabus 2010
Copyright © Ministry of Education, Singapore.
The EL revised examination papers beginning in 2013 will give greater emphasis to the 21st century competencies in the teaching syllabus by:
a. Giving students greater scope for providing personal response in speaking and writing;
b. Greater emphasis on viewing skills integrated with listening and reading.
The EL Syllabus 2010
Strategies for English Language Learning and
Reading
Aims to move EL learners towards independence using authentic texts and
learning activities that motivate and engage different learners
STELLAR
The STELLAR Vision
Children who love reading and have a strong
foundation in the English Language
Language Skills
Listening & ViewingSpeaking & RepresentingReading & ViewingWriting & Representing
STELLAR lessons develop …
STELLAR Lessons
Copyright © Ministry of Education, Singapore.
Listening, Reading and Viewing
Teach pupils to listen, read, view, speak, write and represent to demonstrate their language competence.
The STELLAR Strategies:
Copyright © Ministry of Education, Singapore.
Speaking, Writing and Representing
Teach pupils how to use English effectively, in a sustained manner and with increasing ease to suit purpose, audience, context and culture as well as in both formal and informal situations.
Teach pupils knowledge about language so that they can use the language effectively for creative, personal, academic and functional purposes.
The STELLAR Strategies:
STELLAR Lessons
Social Skillsoral interaction among peers in
non-threatening situationsworking in partnership with
other childrenturn-taking & respect for
others during class discussions
STELLAR lessons develop …
What is a lower primary STELLAR lesson like?
22
1.Shared Reading Experiences
2. Shared Writing
Experiences3. Language Use
Activities in Learning Centres
Children read a storybook with the teacher and
engage in discussion with teacher and peers.
The teacher prepares mini-lessons based on specific needs of children to prepare them for reading & writing activities, e.g. grammar, vocabulary, word recognition, decoding skills & spelling.
The teacher models writing using children’s language. Children engage in writing together and writing independently.
Making the Transition
P1 - 3a P3b, 4-6
Learning to Read Reading to
Learn
Shared Reading Silent Reading
Big Books Range of Text
Types
From Lower to Upper Primary
What is an upper primary STELLAR lesson like?
24
Reading To Learn
Writing
As ProcessDifferentiated
InstructionThe teacher modifies her teaching to cater to the specific needs of children to build their language skills.
The teacher models the writing processes for different text types. Children engage in writing together and writing independently.
Teacher uses different strategies to help children
read and understand different types of texts.
W h a t i s g e t t i n g b e t t e r ?
Children will have more opportunities
to develop their listening, speaking,
reading and writing skills using a
wide variety of different types of texts.
Rich Texts
P4: Explanation
P5: Information Report
P6: Information Report
P6: Narrative
P6 EL: Argument
Teaching Strategies
Wa y s t o Te a c h R e a d i n g f o r U n d e r s t a n d i n g
33
Supported
Reading
Re te l l i n g
K-W-L K = what I Know
W = what I Want to know
L = what I have Learnt
a strategy where a passage is chunked into smaller parts to help children to read
opportunities to make predictions, read silently, discuss ideas and difficult words
Adapted from Guided Reading (Fountas & Pinnell) 34
Reading for Understanding: Supported Reading
K = what I Know
W= what I Want to know
L = what I have Learnt
Ogle, Donna M. (1986). The Reading Teacher
Reading for Understanding :
K- W- L
A way to teach children how to read information
texts. Children brainstorm, ask questions and read a
text on their own to find out more about a topic.
Brown, H. & Cambourne, B. (1987). Read and Retell. Australia: Methuen Australia
Reading for Understanding: R e t e l l i n g
A reading comprehension strategy using thinking skills.
Children actively read to confirm their predictions and are given opportunity to share their ideas about a passage.
Read silently Retell the story to a friend
Adapted from work by Robert Graves, and Flower and Hayes
A step-by-step process where children learn to write as a class, in groups and
then independently.
P l a n n i n g - W r i t i n g - R e v i e w i n g
Teaching Writi ng: Writi ng Process Cycle
Reading Passage Class Group
Canoe Diary
Diary entry about a class trip
Journal Diary of my trip
Example:
Individual
Different Ways to Teach
passagesAmount of
support given
tasks
Tomlinson, Carol A. (2001). How To Differentiate Instruction In Mixed-Ability Classrooms
Differentiated Instruction:
Ways to cater to the different learning needs of children.
W h a t i s g e t t i n g b e t t e r ?
Children will enjoy learning and
learn better with the new EL curriculum that was implemented at P1 in 2010.
HOW will we move to a new level?
Aligning Teaching
and
Assessment
HOW will we move to a new level?
Assessment is part of learning and
teaching. Children will be assessed
on what they have been taught.
Assessment is part of the learning process, and must be closely aligned with learning objectives, content and teaching.
Both school-based assessment and national examinations play important and different roles in our education system.
A balanced assessment system should have both Assessment ‘for’ Learning as well as Assessment ‘of’ Learning.
Our Assessment Philosophy
Aligning Teaching and Assessment
Giving children greater scope for their own interpretation and personal response in speaking and writing
Greater attention paid to viewing skills with listening and reading
Copyright © Ministry of Education, Singapore.
identify pupils’ strengths and weaknesses.
adjust the instructional programme to meet pupils’ needs.
monitor pupils’ progress.
give feedback to parents on their child’s learning at the appropriate stages of development.
provide information on pupils’ readiness for the next level of education or course of study.
How assessment helps :
Assessment for
Primary 4 from 2013
P4 Assessment
EL Guided Writing
EL Visual Text Comprehension
EL Listening Comprehension
EL Oral Communication
These are examples of changes in assessment to give students greater scope for interpretation and personal response.
New Format
Part 1Picture MatchingPicture SequencingPart 2Note-takingListening Comprehension
Listening ComprehensionOld Format
Part 1Picture MatchingPart 2
Note-takingDictation
Increase in the number of questions with graphic representation.
P4 Listening Comprehension:
• Show understanding by using listening and viewing skills
More Examples
New Format
Part 1Reading AloudPart 2Stimulus-based Conversation(refer to sample practice papers given to pupils)
Oral Communication
Old Format
Part 1Reading AloudPart 2
Picture DiscussionPart 3
Conversation
New Stimulus-based Conversation component will feature a context familiar to students that will provide a springboard for conversation.
P4 Oral Communication:
• Use of a visual to focus on a familiar topic
• To be
engaged in a conversation
New Format
Question 1Picture series (three pictures with one question mark)Question 2Guided Writing (based on a topic with picture prompts and helping words)
Writing
Old Format
Question 1Picture series (three pictures with one question mark)
Greater scope for writing from different perspectives, and flexibility for candidates to choose any text type such as narrative or exposition.
P4 Guided Writing:
Picture Series• Format similar to
the 4-picture composition but with the last frame left blank
• Scope for different ways to end the story
• Questions and helping words provided
Write a story of at least 120 words based on the pictures below. Give the story your own ending. You may use the words and phrases in the box. You are encouraged to include other relevant points to make your composition interesting.
Helping words: mobile phone attractive recess time tempted reported the
matter ordered a
search culprit
Consider the following points when you plan your composition:
- When and where did the incident take place?
- What happened before the incident?
- Who was the victim?
- Why did the culprit decide to carry out the act?
- How was it done?
- What happened in the end?
P4 Guided Writing:
• Scope for different ways to sequence ideas and develop a storyline
• Questions and helping words provided
• Option for students to base their writing on one, two or all three pictures.
•
Paper 2
New Format
Visual Text Comprehension (Similar to Graphic Stimulus)
Old Format
Graphic Stimulus
New Visual Text Comprehension section will features a multi-modal print text which will include visuals such as pictures, diagrams, charts, graphs and tables together with the written texts.
P4 Visual Text Comprehension:
• Text which includes visuals
• Viewing skills used when reading
• Multiple-choice questions
Timeframe
Teachers will have adequate time to prepare children.
First year of revised P6 examination: 2015
In Summary:
Your child will benefit from changes to
the way English is taught.
Assessment changes are aligned with
teaching.
Teachers will have ample time to prepare
your child for these changes.
Copyright © Ministry of Education, Singapore.
STELLAR strategies – daily lessons in EL curriculum
Teacher-prepared exercises to supplement resources
ICT-infused lessons
Revision practices
EL activities in and around school
‘Ask n Learn’ portal –
http://www.bukitpanjangpri.moe.edu.sg/
http://lms.asknlearn.com/BPPS/web/startpage/Index.aspx
How are we preparing our pupils?
Enr iched
Education
For Life
21st CC
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