- Briefing for Parents Monday 8 April 2013. The revised 2010 English Language (EL) Syllabus is implemented at Primary Four from 2013. It has been implemented.

- Briefing for ParentsMonday 8 April 2013

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 technologyChanging profile of our learnersGlobalisation of language in an

increasingly complex world.

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.

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 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 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.

English Language Foundation EnglishLanguage

Giving studentsgreater scope forproviding personalresponse in speakingand writing

Paper 1 (Continuous Writing):Greater scope for writing fromdifferent perspectives, andflexibility for candidates tochoose any text type such asnarrative or exposition.

Paper 4 (Oral Communication):New Stimulus-basedConversation component willfeature a context familiar tostudents that will provide aspringboard for conversation.

Paper 1 (Continuous Writing):The picture series ends with aframe with a question mark toallow candidates the flexibilityto give their own endings totheir compositions.

Paper 4 (Oral Communication):New Stimulus-basedConversation component willfeature a context familiar tostudents that will provide aspringboard for conversation.

English Language

Foundation EnglishLanguage

Greater emphasis on viewing skills integrated with listening and reading

Paper 2 (Language Use andComprehension): New VisualText Comprehension sectionthat features a multi-modal printtext which will include visualssuch as pictures, diagrams,charts, graphs and tablestogether with the written texts.

Paper 3 (ListeningComprehension): Increase inthe number of questions withgraphic representation.

Paper 2 (Language Use andComprehension): Picturesmay be featured together withthe Comprehension passages,where appropriate, to helpstudents comprehend thetexts.

Paper 3 (ListeningComprehension): Increase inthe number of questions withgraphic representation.

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.

Listening, Reading and Viewing

Teach pupils to listen, read, view, speak, write and represent to demonstrate their language competence.

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.

Grammar and Vocabulary

Teach pupils knowledge about language so that they can use the language effectively for creative, personal, academic and functional purposes.

New Format

Part 1Picture MatchingPicture SequencingPart 2Note-takingListening Comprehension

Old Format

Part 1Picture MatchingPart 2Note-takingDictation

Increase in the number of questions with graphic representation.

New Format

Part 1Reading AloudPart 2Stimulus-based Conversation(refer to sample practice papers given to pupils)

Old Format

Part 1Reading AloudPart 2Picture DiscussionPart 3Conversation

New Stimulus-based Conversation component will feature a context familiar to students that will provide a springboard for 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)

Old Format

Question 1Picture series (three pictures with one question mark)Question 2Situational Writing

Greater scope for writing from different perspectives, and flexibility for candidates to choose any text type such as narrative or exposition.

New Format

Section EVisual Text Comprehension (Similar to Graphic Stimulus)

Old Format

Section EGraphic 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.

STELLAR strategies – daily lessons in EL curriculum

Teacher-prepared exercises to supplement resources

ICT-infused lessons ‘Ask n Learn’ portal – http://www.bukitpanjangpri.moe.edu.sg/ http://lms.asknlearn.com/BPPS/web/

startpage/Index.aspx

Revision practices EL activities in and around school