Microsoft Word - 1. (Public Syll - Primary) Typesetter_Handover_CC_241219_1120am.docx

. . . . . MINISTRY OF EDUCATION. SINGAPORE. ENGLISH LANGUAGE.

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. . 3. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. CONTENTS.

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. . 5. SECTION 1. INTRODUCTION:. 21ST CENTURY COMPETENCIES.

. . 6. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. 1. INTRODUCTION: 21ST CENTURY COMPETENCIES.

. . 7. Self-Awareness Civic Self-Management i Responsible Decision- Making 00 Core Values Relationship Management Social Awareness Cal and Inventive.

. 8 who possess the values, dispositions and skills to listen actively to different perspectives; communicate confidently, effectively and sensitively while collaborating with others to work towards shared goals; and balance an appreciation of the Singapore spirit with multi-ethnic and multicultural sensitivities. who possess broad worldviews by staying well informed and self- directed in the use of information, and are able to distinguish fact from falsehood by processing and evaluating information, critically and with discernment according to purpose, audience, context and culture. Discerning readers Empathetic communicators who explore and evaluate real-world issues and multiple perspectives as well as gather and synthesise information from diverse print, non-print and digital networked sources, so as to co- create knowledge and solutions in familiar or new contexts. Creative inquirers ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY Given the importance of 21st century competencies, our desired outcomes for our learners will also include opportunities to develop the following core values: through seeking out accurate, credible and current information to make informed decisions decisions Responsibility through self-appraising and self-regulated learning, and persevering in the pursuit of knowledge, understanding and personal growth Resilience through articulating ethical principles in the use and exchange of information and expression of ideas and expression of ideas Integrity through expressing empathy in communication and using language purposefully to contribute to the community Care through interacting and collaborating meaningfully and respectfully with others to achieve shared goals Harmony Respect through appreciating diverse views and adopting appropriate social conventions Learner Outcomes and Values Taking reference from the Framework for 21st Century Competencies and Student Outcomes, the EL Syllabus 2020 seeks to develop these competencies in our learners through the teaching and learning of EL to enable them to be:.

. . 9. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. Specific Aims of EL Syllabus 2020 The overarching aim of the EL Syllabus 2020 is to develop effective and affective6 language use in students in the following areas:.

. . 10. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY.

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. . 12. SECTION 2 CONTENT:. TEACHING AND LEARNING ENGLISH.

. . 13. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY.

. . 14. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY.

. . 15. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY.

. . 16. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. ◦ texts that contain more than one type and form of texts (hybrid texts).22.

. . 17. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. discuss topics of relevance and interest to them as well as apply their knowledge in other subject areas. Students learn to create a broad range of cohesive and coherent texts appropriate to purpose, audience, context and culture, utilising print, non-print and digital resources to meaningfully engage readers by communicating with effect, impact and attention to affect. At the primary level, students also have the opportunity to convey their personal and critical responses to texts, experiences/situations, and popular topics/issues, so as to develop personal and critical points of view, strengthen elaboration and persuasion skills, and develop their voice and style in writing and representing. Knowledge of grammar and vocabulary is integral to acquiring a strong foundation in the language to enable effective communication. Students are to regard grammar and vocabulary as resources23 to help them effectively express themselves and convey their ideas. The study of grammar and vocabulary also includes the metalanguage for students to talk about the features of words and language, both everyday and academic, and their associative meanings. Teachers will focus on grammar and vocabulary both explicitly and in the context of language use. At the primary level, greater focus is placed on developing grammatical knowledge and rich vocabulary for the purposeful use of language. More complex language use and purposes will be taught in tandem with development in all other areas of language learning. The skills of viewing and representing are integrated with listening, reading, speaking and writing, so as to connect conventional literacies to multiliteracies and the different semiotic modes24 in language learning and development. Infusing viewing and representing into the areas of language learning allows teachers to integrate linguistic with non-linguistic skills, the use of print with non-print sources, as well as incorporate information, media and visual literacy skills to help students achieve 21st century competencies..

. . 18. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. Summary Features of EL Syllabus 2020 The following diagram presents the key features of the EL Syllabus 2020 undergirded by the principles of EL teaching and learning (CLLIPS) and EL teaching processes (ACoLADE). A pedagogical emphasis on Multiliteracies, Metacognition, and Inquiry through Dialogue in the EL classroom helps to develop knowledge of language and ensures effective and affective language use for all EL learners. The approach to language teaching and learning ensures a firm and rich foundation for all for future learning..

. 19 ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY LISTENING AND VIEWING Overview Diagram LISTENING AND VIEWING Develop appropriate listening and viewing attitudes and behaviour, and apply skills and strategies in a variety of contexts for effective communication and collaboration, strengthened by exposure to a wide range of listening and viewing texts. FOCUS AREA FOCUS AREA FOCUS AREA Listening and Viewing Closely with a Positive Disposition Listening and Viewing Critically Listening and Viewing Extensively LO1 LO2 LO3 LO4 Develop auditory discrimination skills and positive listening and viewing attitudes and behaviour Develop listening and viewing skills for understanding by focusing on literal and inferential meaning Develop critical listening and viewing by focusing on implied meaning, higher-order thinking and evaluation Listen to, view and respond to a variety of texts Listening and Viewing to Recognise Sounds and Words in Context Listening and Viewing Attitudes and Behaviour Listening and Viewing Extensively for Understanding and Enjoyment Listening and Viewing for Understanding Listening and Viewing for Critical Evaluation SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR.

. . 20. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. AREA OF.

. 21 ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY READING AND VIEWING Overview Diagram READING & VIEWING Develop beginning, close and critical reading and viewing skills, strategies, attitudes and behaviour to comprehend a variety of texts meaningfully, strengthened with wide and extensive reading and viewing. FOCUS AREA FOCUS AREA FOCUS AREA Reading and Viewing Widely and Extensively for Different Purposes Reading and Viewing Critically Reading and Viewing Closely LO1 LO2 LO3 LO4 Develop reading and viewing readiness, word recognition skills, accuracy, fluency and positive reading and viewing attitudes and behaviour Process and comprehend age-/year level- appropriate texts by focusing on literal and inferential meaning Analyse, evaluate and appreciate age- /year level- appropriate texts by focusing on implied meaning, higher- order thinking and judgement Respond to a wide and extensive range of texts for enjoyment and understanding how grammatical/lexical items and semiotic modes are used in diverse contexts Extensive Reading and Viewing Critical Reading, Viewing and Appreciation Beginning Reading and Viewing Close Reading and Viewing Wide Reading and Viewing SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR.

. . 22. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. Close Reading and Viewing.

. . 23. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. SPEAKING AND REPRESENTING.

. 24 ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY Progression of Skills from Primary 1 to Secondary 4E/5N FOR USE BY MEMBERS OF THE PUBLIC 53 AREA OF LANGUAGE LEARNING FOCUS AREAS PRIMARY SECONDARY LOWER PRIMARY MIDDLE PRIMARY UPPER PRIMARY LOWER SECONDARY UPPER SECONDARY P1 P2 P3 P4 P5 P6 S1N S2N/1E S3N/2E S4N/3E S5N/4E Speaking and Represen Knowledge Base for Speaking and Representing Develop knowledge of the basic features of spoken language and recognise that language is used to fulfil different purposes. Attain deeper knowledge of the features of spoken language, including variation in register according to situation. Recognise the conventions of speech and the roles of speakers in different situations. Develop fluency and accuracy in pronunciation with use of appropriate prosodic features. Speaking and Representing Confidently and Effectively for a Variety of Purposes, Audiences, Contexts and Cultures, both Individually and Plan and set goals. Explore, gather and develop ideas from a variety of texts combining linguistic and other semiotic modes. Plan and set goals. Gather, select and evaluate information. Develop and organise ideas from a variety of texts combining linguistic and other semiotic modes. Participate respectfully in discussion by upholding agreed- upon rules of exchange. Participate respectfully in discussion to develop, articulate and represent ideas in real time in response to the listener(s). Speak and represent with confidence, coherence and cohesion using different semiotic modes appropriately to fulfil different purposes. Pay increasing attention to producing texts that recount, entertain, instruct and respond. Pay increasing attention to producing texts that recount, entertain, instruct, describe, inform, respond and evaluate. Pay increasing attention to producing texts that recount, entertain, instruct, describe, inform, explain and evaluate. Pay increasing attention to producing texts that respond, argue, evaluate and/or persuade. Monitor self and others in order to correct mispronounced words and adjust inappropriate use of prosodic features. Self-adjust planned speech, monitor and revise speech to adjust and improve communication based on intended purposes and response of the listener immediately after and upon reflection..

. . 25. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. WRITING AND REPRESENTING.

. 26 ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY Progression of Skills from Primary 1 to Secondary 4E/5N *Support also the use of keyboarding and word processing skills to create texts. AREA OF LANGUAGE LEARNING FOCUS AREAS PRIMARY SECONDARY LOWER PRIMARY MIDDLE PRIMARY UPPER PRIMARY LOWER SECONDARY UPPER SECONDARY P1 P2 P3 P4 P5 P6 S1N S2N/1E S3N/2E S4N/3E S5N/4E W and Represen Develop a positive disposition towards writing and representing. Acquiring the Mechanics of Writing* Develop writing readiness and write in print script. Apply spelling skills and strategies accurately for writing age-/year level- appropriate words. Write neatly, legibly and fluently. Apply spelling skills and learner strategies accurately for writing frequently misspelled and multisyllabic words. Apply spelling skills and learner strategies for writing accurately and consistently in internationally acceptable English (standard English). Writing and Representing Creatively and Critically for a Variety of Purposes, Audiences, Contexts and Cultures, both Individually and Learn to write and represent by generating, selecting, organising, developing, expressing and revising ideas. Apply skills for idea generation, selection, organisation, development, expression and revision so as to address the writer’s purpose, needs of the audience, context and culture in writing and representing. Pay increasing attention to the use of semiotic modes in text creation. Apply increasingly sophisticated and higher-order skills for idea generation, selection, organisation, development, expression and revision so as to achieve intended effects and precision of expression in writing and representing. Consider and evaluate how various semiotic modes work together to convey with impact the text’s intended message. Create a variety of texts for different purposes, using an appropriate tone and register. Understand how the skills and knowledge of writing and representing specific types of texts can inform and be applied to the creation of other increasingly sophisticated texts of different types and/or forms. Learn to write and represent with some attention to the appropriate organisational structures and language features of texts for different purposes. Write and represent with an explicit awareness of the appropriate organisational structures and language features of texts for different purposes. Apply knowledge of appropriate organisational structures and language features to create a variety of increasingly sophisticated texts for different purposes. Pay increasing attention to writing and representing texts that respond, argue, evaluate and/or persuade. Apply knowledge of the relevant types and forms of texts to create hybrid texts..

. . 27. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. GRAMMAR.

. . 28. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. Progression of Skills from Primary 1 to Secondary 4E/5N.

. . 29. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. VOCABULARY.

. . 30. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. Progression of Skills from Primary 1 to Secondary 4E/5N.

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. . 32. SECTION 3. PEDAGOGY:. TEACHING AND LEARNING.

. . 33. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY.

. . 34. Provision of Rich Language for All To further strengthen lifelong learning and the integration and application of knowledge across all areas of language learning, the EL curriculum will be enriched through a focus on: • encouraging students’ own selection of a wide variety of multimodal texts for their rich language for independent listening, reading and viewing;.

. 35 ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY L L C Contextualisation involves designing learning tasks and activities for students to learn language in authentic and meaningful contexts. For example, lessons will be planned around learning outcomes, a theme or a type of text to help students use related linguistic and non-linguistic skills, grammatical items, structures and vocabulary appropriately in spoken and written language using different semiotic modes to suit purpose, audience, context and culture. Learner-centredness means putting learners at the heart of the teaching and learning process and empowering them. It involves differentiating teaching according to students’ readiness, interests and learning profiles. It also requires employing effective pedagogies to engage students, strengthen their language development and stretch their potential. L Learning-focused Interaction entails providing a rich and responsive learning environment for communication. It explicitly fosters oral communication skills and focuses on achieving learner and learning outcomes. It actively engages students by encouraging participation, interaction and boosting their confidence in the use of language. It promotes collaboration and rapport among learners from different socio-cultural backgrounds by fostering positive relationships among students. This can be accomplished by creating a positive classroom culture, for example, through building trust among students, establishing clear expectations and routines, and maintaining positive discipline by encouraging fair and appropriate behaviour in EL lessons. L I Integration involves teaching the receptive skills, productive skills, grammar and vocabulary in an integrated way, with one set of skills building on another, using texts from relevant print, non-print and digital networked sources, to provide different perspectives and meaningful connections, including to the wider contexts of language use. Process Orientation sees the teacher modelling, scaffolding and differentiating the learning processes for the development of language skills and knowledge about language, while guiding students to put together their final spoken, written and/or multimodal products. P To achieve Spiral Progression, the teacher instructs, revises and revisits skills, grammatical items, structures and various types and forms of texts, including multimodal and hybrid texts, at increasing levels of difficulty and sophistication. S.

. 36 ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY A Co A D E L Instructing Explicitly Explain and clarify a skill, strategy or process directly and systematically, in addition to teaching it in contexts of meaningful use. Guiding Discovery Facilitate discovery by prompting, posing questions and supporting the process by which students can learn about a skill, strategy, process or rule without prior or explicit instruction. Enabling Application Teach language in authentic contexts of use and model its use. Let students learn through working collaboratively with the teacher and other students. Facilitating Assessment for Learning (AfL) Identify students’ readiness for learning, interests and learning profiles. Monitor their learning and provide timely and useful feedback for improving learning and self- assessment. Structuring Consolidation Revisit and reinforce what has been learnt. Raising Awareness Motivate learning and help students pay attention to what is to be learnt. Help them make connections with what they already know by activating prior knowledge. A.

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. . 38. SECTION 4:. ASSESSMENT. Responsive Teaching, Responsive Assessment.

. . 39. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. 4. ASSESSMENT Responsive Teaching, Responsive Assessment Implementing a responsive assessment policy is an integral part of the teaching and learning cycle. Assessment that is responsive helps teachers and students know where the students are, where they are going and how to get there. It uses information from different assessment tasks to provide evidence of student learning and progress, and hence shapes reflection, instructional planning and adaptations to instruction. It also helps to address learning gaps, improve teaching practices, provide clarity of purpose for instruction and consequently helps students to progressively become self-directed learners. Why Assess For teaching and learning to be effective, teachers will identify and monitor students’ changing needs, proficiencies and interests so that they can plan or adapt their teaching methods and approaches to help students. Teachers will help students know and recognise the attainment targets and the criteria against which they can monitor and assess their own progress. Teachers will also give timely and useful feedback to students and provide them with opportunities to act on the feedback to improve their learning. These responsive learner- centred processes help students reflect on how well they have learnt, making them self- directed learners. Aims of Assessment in School EL teachers will practise responsive assessment to: • promote and improve students’ learning25 through regular progress monitoring;.

. . 40. While assessment at upper primary may converge on a narrower range of specific learning outcomes, assessment at lower and mid-primary, which can be formal as well as informal, could cover a more varied range of learning outcomes..

. . 41. 01 Refer to the EL Syllabus 2020. 04 Craft a balanced assessment plan that assesses language skills and knowledge in a valid, reliable and holistic manner. Consider: 02 Decide on the Learning Outcomes to be attained for each year level and in the areas Of language learning as presented in EL Syllabus 2020. • the purpose of the assessment; a wide range Of assessment modes and tasks that will appropriately match student learning needs, specifically their readiness, interests and learning profiles; the length of time needed for students to acquire and practice the skills and learner strategies before being assessed; the quality and use of feedback to facilitate student learning and progress; specifications to guide assessment at different year levels in order to closely align assessment with teaching; and the use Of holistic or analytic scoring where most appropriate, to facilitate formative and summative assessment. 03 Draw up an Instructional Programme that helps students attain the Learning Outcomes and lea rning goals by identifying the: SSAB and to be taught and assessed; strategies to teach the SSAB and I&S; and print and non-print resources based on different semiotic modes that will enhance teaching and learning. Formative and summative assessment are not separate constructs. Teachers are encouraged to use both the formative and summative purposes of assessment to inform and support teaching and learning.

. . 42. SECTION 5:. GLOSSARY OF TERMS.

. . 43. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. GLOSSARY OF TERMS The key terms in this syllabus are listed here in alphabetical order as a source of quick reference. Terms in Alphabetical Order Assessment for Learning.

. . 44. know and be able to do as a result of instruction? To determine if outcomes have been attained or achieved, students are expected to demonstrate mastery of basic language skills, learner strategies, attitudes and behaviour, and items and structures, which can be measured through informal or formal assessment tasks..

. . 45. meaning in a text.. Task Within the classroom, an activity that is designed to help students acquire or develop a specific skill, learner strategy, attitude, behaviour, item and/or structure or, specifically, a learning outcome..

. . 46. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. References for the Glossary Abrams, M.H. (1999). A glossary of literary terms (7th ed.). Florida: Harcourt Brace & Company. Alsagoff, L. (2007). A visual grammar of English. Singapore: Pearson Education South Asia Pte Ltd. Alsagoff, L. (2015). Grammar for secondary 1–5. London: Hodder Education. Archer, A.L., & Hughes C. A. (2011). Explicit instruction: Effective and efficient teaching. New York:.

. . 47. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. Crystal, D. (2004). Making sense of grammar. Harlow: Pearson Longman. Crystal, D. (2008). A dictionary of linguistics and phonetics (6th ed.). Malden, USA: Blackwell.

. . 48. Paynter, D.E., Bodrova, E., & Doty, J.K. (2005). For the love of words: Vocabulary instruction that.

. . 49. SECTION 6:. REFERENCES AND. ACKNOWLEDGEMENTS.

. . 50. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY. REFERENCES.