a warm welcome to all our parents

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Integrity, the Foundation . People, our Focus . Learning, our Passion . Excellence, our Pursuit


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


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


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.


http://www.stellarliteracy.sg/


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.


http://www.moe.gov.sg/education/syllabuses

http://www.moe.gov.sg/education/syllabuses


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.


http://www.moe.gov.sg/media/press/2010/03/moe-to-enhance-learning-of-21s.php

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


Listening, Reading and Viewing

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

The STELLAR Strategies:


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


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.


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?


http://www.bukitpanjangpri.moe.edu.sg/




Enr iched

Education

For Life

21st CC


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a warm welcome to all our parents

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