new chinese language curriculum 2007 primary three meet-the-parents session the singapore education...
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New Chinese Language New Chinese Language Curriculum Curriculum
2007 Primary ThreeMeet-the-Parents Session
The Singapore Education Service - Moulding the Future of Our Nation
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Chinese Language Curriculum and Pedagogy Review Committee set up in Feb 2004 in response to changing home background of students
BackgroundBackground
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Generational Shifts in Use of CL in HomesGenerational Shifts in Use of CL in Homes
Dominant Home Language for P1 Chinese students
0
10
20
30
40
50
60
70
80
1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006
English Chinese Chinese Dialects
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Differentiated Objectives Differentiated Objectives for Range of CL Studentsfor Range of CL Students
All CL students: enthuse them to learn CL Majority of students: focus on oral
communication and reading; writing to reinforce language skills
Students with ability and interest: develop fluency in all four language skills and good understanding of Chinese culture
An essential group of students: achieve both high proficiency in four language skills and an intuitive understanding of culture and contemporary developments in China
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The Pedagogical The Pedagogical ApproachApproach
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多听多说Listen and Speak More
读写跟上Follow on with
Reading and Writing
有效识字Recognise Characters
Effectively快乐学习
Enjoy Chinese Language
Learning
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Listen and Speak MoreListen and Speak More
Language learning begins with ability to converse in the language
Engaged participation in classroom activities to encouraged students to express themselves using the language
Build a strong foundation in oral communication
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Recognise Characters Recognise Characters EffectivelyEffectively
A range of character recognition strategies will be taught explicitly to students
No “one-size-fits-all” strategy Teachers and students will be
encouraged to adapt strategies to suit their needs
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Teaching of ReadingTeaching of Reading
Early reading helps students acquire the language faster
It helps students consolidate characters learnt
Teach students reading strategies explicitly
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Teaching of ReadingTeaching of Reading
Structured framework to teach reading throughout the 6 years.
P1 to P2: Focus on nurturing the intuitive grasp of the language(培养语感)
P3 to P6: Specific reading skills
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Teaching of WritingTeaching of Writing
Essay writing skills will be taught systematically
At lower primary, students will be taught to compose simple sentences (写话 )
As they move up the levels:Sentences→Paragraphs→Short Essays
(写段 ) (写篇 ) Aid of hanyu pinyin writing software
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sound
音
form
形Listen and speak more
Recognise characters effectively
Early ReadingWriting
meaning
义汉字汉字
Incorporate learner’s experience
Enjoy
learning
CL
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Modular ApproachModular Approach
Greater Customisation and Flexibility
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Students who need more support in learning CL 70-80%
Core Module
20-30%
Reinforcement
Module
Core Module
70-80%
Students with interest and ability
20-30%
Enrichment module
70-80%
Core ModuleMajority of
students
Modular Approach (P3-4)Modular Approach (P3-4)
School-based
Curriculum20-30%
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B
R
R
B
PSLE
C
C
C
C
C
C
E
E
E
E
E
E
P1
P2
P3
P4
P5
P6
PSLE - only Core ModulesPSLE - only Core ModulesLegendB: BridgingR: ReinforcementC: CoreE: Enrichment
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Student GroupingStudent Grouping
Students will be organised into R/C/E groups based largely on: teacher’s evaluation of students’
language competency, e.g. through classroom performance
their results in the previous year Students may move laterally across
the various module combinations at appropriate times of the year
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Instructional Materials Instructional Materials for New CL Curriculumfor New CL Curriculum
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Categories of CharactersCategories of Characters
Characters for Writing 识写字 Required to read and write these
characters Characters for Reading 识读字
Required to read these characters only
“Meet-Once” Characters 见面字 To retain authenticity of the passages Only required to read these
characters in context
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New Textbook FormatNew Textbook Format
Core Module Reading Passage Language Garden (语文园地 ) Listening and Speaking (听听说说 ) or
Character Recognition (识字课 ) Learning Treasure (学习宝藏 )
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Core Module:Core Module:Reading PassageReading Passage
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Core Module: Core Module: Language ActivitesLanguage Activites
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Core Module:Core Module:Listening and SpeakingListening and Speaking
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Core Module: Core Module: Learning TreasureLearning Treasure
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Reinforcement ModuleReinforcement Module
To provide support for character recognition in Core Module
To reinforce recognition of characters learnt previously
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Reinforcement ModuleReinforcement Module
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Enrichment ModuleEnrichment Module
Encourage independent learning
Promote reading Further enhance
reading and writing skills
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Curriculum TransitionCurriculum Transition
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P3 Connecting PackageP3 Connecting Package
For Primary Three students in 2007, MOE has provided them with a “Connecting Package”.
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P3 Connecting PackageP3 Connecting Package
The “Connecting Package” consists of modified chapters from the new curriculum.
Objectives: Advance benefits of new CL
curriculum and pedagogy; Facilitate students’ transition to new
CL curriculum in 2008.
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Parent SupportParent Support
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Parent SupportParent Support
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Parent SupportParent Support
Encourage children to speak to family members in Mandarin
Encourage your child to read good Chinese books Public libraries Books with attractive illustrations to
start the child Audio books, electronic books
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Parent SupportParent Support
Expose your child to good Chinese television programmes, e.g. cartoons
Tap on the environment such as road signs and advertisements to engage your child in Chinese conversations during outings
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Parent SupportParent Support
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Parent SupportParent Support
Do not excessively correct children’s mistakes Build up their confidence Children are more willing to use the
language, thus, will acquire it better Allow the children to learn through
meaningful games
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Thank You