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A WARM WELCOME TO ALL OUR PARENTS

A WARM WELCOME TO ALL OUR PARENTS. Teaching English in Bukit Panjang Primary School. A 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

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A WARM WELCOME TO ALL OUR PARENTS

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  1. A WARM WELCOME TO ALL OUR PARENTS

  2. Teaching English in Bukit Panjang Primary School A Strong Foundation for Rich Language & Life

  3. 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

  4. WHY change? The Child & The World

  5. What we want … All children should enjoy learning English, develop good language skills, be effective communicators and lifelong learners.

  6. 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

  7. 21st Century Competencies Framework • Core • R3ICH values • Respect • Responsibility • Resilience • Integrity • Care • Harmony Key Messages April 2012 STELLAR Centre Character and Citizenship Education

  8. 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 thinking • Think critically, assess options and make sound decisions • Explore 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.

  9. WHAT is changing for the better? New Ways to Teach & New Ways to Learn

  10. Rich Language For All A Strong Foundation EL Syllabus 2010 • Emphasis on • Strengthening the foundation of language learning • Enriching the EL curriculum in our schools

  11. The 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.

  12. 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.

  13. The EL Syllabus 2010 • 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.

  14. The EL Syllabus 2010 • 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.

  15. The EL Syllabus 2010 • The EL revised examination papers beginning in 2013 will give greater emphasis to the 21st century competencies in the teaching syllabus by: • Giving students greater scope for providing personal response in speaking and writing; • Greater emphasis on viewing skills integrated with listening and reading.

  16. STELLAR 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

  17. The STELLAR Vision • Children who • love reading and • have a strong foundation in the English Language

  18. STELLAR Lessons Language Skills • Listening & Viewing • Speaking & Representing • Reading & Viewing • Writing & Representing STELLAR lessons develop …

  19. The STELLAR Strategies: • Listening, Reading and Viewing Teach pupils to listen, read, view, speak, write and represent to demonstrate their language competence.

  20. 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.

  21. STELLAR Lessons STELLAR lessons develop … • Social Skills • oral interaction among peers in non-threatening situations • working in partnership with other children • turn-taking & respect for others during class discussions

  22. 1.Shared Reading Experiences Children read a storybook with the teacher and engage in discussion with teacher and peers. 2. Shared Writing Experiences 3. Language Use Activities in Learning Centres The teacher models writing using children’s language. Children engage in writing together and writing independently. 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. What is a lower primary STELLAR lesson like?

  23. Making the Transition From Lower to Upper Primary P1 - 3a  P3b, 4-6 Learning to Read  Reading to Learn Shared Reading  Silent Reading Big Books  Range of Text Types

  24. Reading To Learn Writing As Process Differentiated Instruction The 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. What is an upper primary STELLAR lesson like? Teacher uses different strategies to help children read and understand different types of texts.

  25. What is getting better? Children will have more opportunities to develop their listening, speaking, reading and writing skills using a wide variety of different types of texts.

  26. Rich Language For All A Strong Foundation Rich Texts

  27. P4: Explanation

  28. P5: Information Report

  29. P6: Information Report

  30. P6: Narrative

  31. P6 EL: Argument

  32. Rich Language For All A Strong Foundation Teaching Strategies

  33. Ways to Teach Reading for Understanding Supported Reading K-W-L K = what I Know W = what I Want to know L = what I have Learnt Retelling 33

  34. Reading for Understanding: Supported Reading • 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 34

  35. Reading for Understanding: K-W-L K = what I Know W = what I Want to know L = what I have Learnt 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. Ogle, Donna M. (1986). The Reading Teacher

  36. Reading for Understanding: Retelling • Read silently • Retell the story to a friend 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. Brown, H. & Cambourne, B. (1987). Read and Retell. Australia: Methuen Australia

  37. Teaching Writing: Writing Process Cycle A step-by-step process where children learn to write as a class, in groups and then independently. Example: Individual Planning - Writing - Reviewing

  38. Differentiated Instruction: Different Ways to Teach Ways to cater to the different learning needs of children. tasks passages Amount of support given Tomlinson, Carol A. (2001). How To Differentiate Instruction In Mixed-Ability Classrooms

  39. What is getting better? Children will enjoy learning and learn better with the new EL curriculum that was implemented at P1 in 2010.

  40. HOW will we move to a new level? Aligning Teaching and Assessment

  41. 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.

  42. Our Assessment Philosophy • 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.

  43. 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

  44. How assessment helps : • 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.

  45. Assessment for Primary 4 from2013

  46. P4 Assessment These are examples of changes in assessment to give students greater scope for interpretation and personal response. • EL Guided Writing • EL Visual Text Comprehension • EL Listening Comprehension • EL Oral Communication

  47. Listening Comprehension Old Format Part 1 • Picture Matching Part 2 • Note-taking • Dictation New Format Part 1 • Picture Matching • Picture Sequencing Part 2 • Note-taking • Listening Comprehension Increase in the number of questions with graphic representation.

  48. P4 Listening Comprehension: • Show understanding by using listening and viewing skills More Examples ( )

  49. Oral Communication Old Format Part 1 • Reading Aloud Part 2 • Picture Discussion Part 3 • Conversation New Format Part 1 • Reading Aloud Part 2 • Stimulus-based Conversation(refer to sample practice papers given to pupils) New Stimulus-based Conversation component will feature a context familiar to students that will provide a springboard for conversation.

  50. P4 Oral Communication: • Use of a visual to focus on a familiar topic • To be engaged in a conversation

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