our journey from p3 to p6 - swt3.vatitude.comswt3.vatitude.com/qql/slot/u240/our...

A briefing by the English Department

For P3 & 4 Parents

Our Journey from P3 to P6

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The Objective of this briefing:

-  To give an overview of the expectations of the new PSLE exam syllabus

-  How the expectations are aligned to the 21st Century Competencies (21st CC)

-  To share the plans and programmes HGS has in place to develop your child on this journey.

-  Striking a balance between achievement in high-stake assessments and developing the 21st CC

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21st Century Competencies

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•  The role of the EL curriculum in developing the 21st CC

•  The HGS EL curriculum aims to: – develop pupils to be confident persons

• With effecCve informaCon and communicaCon skills (listening, reading, speaking and wriCng)

• With criCcal and invenCve thinking skills (discerning in judgment, able to think independently)

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•  In the new exam syllabus, our pupils will do well if they are equipped with the 21st CC.

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Revised PSLE Components -‐ Highlights Paper 1: Con0nuous Wri0ng

Old: 2 choices of quesCons (Picture or Scenario-‐based)

New A given topic with 3 supporCng pictures to offer different angles of interpretaCon

Paper 2: Comprehension OE

Old: A text with 10 open-‐ended Qns to be answered in complete sentences

New A text, 10 OE Qns (in tables and sentences – To test: sequencing, true/false jusCficaCon, comparison making etc.)

Paper 4: Oral Communica0on

Old: Reading Aloud, Picture Discussion and ConversaCon

New Reading Aloud and SCmulus-‐based ConversaCon

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Revised ConCnuous WriCng

•  Paper 1: Con0nuous Wri0ng

•  Old syllabus: – 2 choices of quesCons (Picture or Scenario-‐based)

•  Revised – A given topic with 3 supporCng pictures to offer different angles of interpretaCon

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Revised ConCnuous WriCng – The ImplicaCons

•  How would the composiCon look like? – Old syllabus : the storyline is almost predetermined – Old syllabus : pupils produce pieces that are formulaic and predictable

–  Revised syllabus : No predetermined storyline to follow; the pupil has to cra` a storyline based on a topic and the picture sCmuli

–  Revised syllabus : more room for the child to tap on their personal experience

–  Revised syllabus : more room for originality and “voice”

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•  What remains unchanged the standards of good wriCng: – a well-‐developed storyline, – vivid characterisaCon, – effecCve use of literary techniques, – good grammar and – wide & appropriate vocabulary

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•  What qualiCes are needed to excel? – Old syllabus: It benefits pupils who have been “hot-‐housed”, and armed with a memory bank of “model composiCons” and impressive vocabulary.

– Revised syllabus: It benefits pupils who can see connecCons and be flexible in their thinking.

– Revised syllabus : It benefits pupils who have a wealth of experience (reading, movies) and o`en engage in lively discussions.

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•  ImplicaCons for teachers – Old syllabus: teachers will prescribe the winning formula so that pupils will produce polished wriCng pieces.

– Revised syllabus: teachers will engage pupils in lively discussions, share interesCng anecdotes so as to broaden their perspecCves.

– Revised syllabus: teachers will encourage pupils to read not only avidly but also WIDELY.

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•  How parents can support the child – Monitoring the child’s reading habits to ensure that she is reading WIDELY

– Engaging the child in meaningful talk •  Having shared experiences and talking about them

–  Young adult movies, board games, children’s literature

•  Introducing teachable moments into the conversaCons subtly

– Using language creaCvely •  Being wily / humorous •  Introducing idiomaCc expressions in your conversaCons

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Revised Comprehension •  Old syllabus:

– A text with 10 open-‐ended quesCons to be answered in complete sentences

– Requires interpretaCon of the finer points in the text •  Revised

– A text, with 10 OE Qns, but need not be answered in complete sentences; no penalty for grammar errors

– QuesCons require reasoning and criCcal thinking ( It does not mean that the quesCons will be more difficult.)

– CriCcal thinking quesCons require pupils to compare & contrast, jusCfy true / false statements, sequence the events, and make a judgment.

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Revised Comprehension

•  What has not changed:

– Pupils are expected to understand the text at literal and inferenCal level •  Understanding at the literal level: to locate the obvious informaCon

•  Understanding at the inferenCal level: to understand the hidden ideas / less obvious ideas

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Revised Comprehension •  What has not changed:

– Skills needed: •  To map out the storyline (literal understanding) •  To piece up the evidence in the text to form an interpretaCon (inferenCal understanding)

•  Comprehension answers need to be –  RELEVANT (must know what the quesCon is asking for and fulfil its demands)

–  ACCURATE (must interpret the text according to the evidence and clues in the text)

–  CLEAR (must not be ambiguous and cause the examiner to interpret otherwise)

•  All answers can be found in the text, and they must be based on the evidence in the text.

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Revised Comprehension -‐ the implicaCons

•  The old syllabus benefits pupils who read widely •  The new syllabus benefits pupils who read widely and ques0on and reflect on what they read. – What will happen next in the story?

– Have I got similar experiences before? – Would I make the same choices as the characters in the story?

– How is this story similar to, or different from other stories?

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Revised Comprehension -‐ the implicaCons

•  ImplicaCons for teachers – Teachers will engage in a lively class discussion when teaching comprehension •  Geong pupils to predict the story

•  Geong pupils to connect with the stories •  Geong pupils to make value judgment on the acCons of the characters in the story

– Teachers will focus on the comprehension process rather than merely complete the quesCons, mark them and do correcCons.

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Revised Oral CommunicaCon -‐ the implicaCons

•  ImplicaCons for teachers – SelecCon of the text

•  Teachers will no longer select a text based on the length or difficulty level of the vocabulary, but based on the interest level of the text.

•  Teachers will select texts that provide opportuniCes for the class to think criCcally and make connecCons to their own experience.

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Revised Comprehension

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•  How parents can support the child – Engaging the child in meaningful talk (similar to that for the conCnuous wriCng)

– Using language creaCvely to introduce opportuniCes for inference •  Being wily / humorous – Reader’s Digest jokes

•  Introducing idiomaCc expressions in your conversaCons

Revised Oral CommunicaCon Paper

•  Old syllabus: – Reading Aloud, Picture Discussion and ConversaCon

•  Revised Syllabus – Reading Aloud and SCmulus-‐based ConversaCon – E.g. Pupils are shown a travel brochure. They may be invited to talk about why they would be interested to visit the desCnaCon. They would then be led to talk about related topics such as a memorable holiday.

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Revised Oral CommunicaCon -‐ the implicaCons

•  The old syllabus benefits pupils who have been given a prescribed formula to tackle the picture discussion.

•  The new syllabus benefits pupils who are spontaneous, and able to think on their feet.

•  The new syllabus also benefits pupils who can project a confident image. – Having the appropriate body language – Armed with a set of tools to buy Cme and quickly think of what to say next

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Revised PSLE – What it means for P3 / P4

•  Introducing the new items progressively into P3 & P4 assessments – Few changes in P3 compared to previous years

•  introducing “Comprehension Cloze “ – cloze passage with no helping words

•  Replacing “Picture Discussion” with “SCmulus-‐based ConversaCon”

– More changes in P4 compared to previous years •  introducing “Comprehension Cloze” – cloze passage with no helping words

•  Replacing “Picture Discussion” with “SCmulus-‐based ConversaCon”

•  Introducing new types of quesCon in one of the two comprehension secCons

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Revised PSLE – What it means for P3 / P4

•  Teachers deliberately providing opportuniCes for the pupils to develop the 21st CC

•  Teachers providing sufficient pracCce for the pupils so that they can understand the expectaCons of the new test components

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P3 SA1 / SA2

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Component Content Item Type No of items Marks

Oral Reading Aloud

Stimulus-based conversation (NEW)

Open-ended

Open-ended

1 passage

1 item

5

10

Listening Comprehension

Picture-matching

Note-taking + Dictation

MCQ Discrete

Blank-filling Open-ended

4 items

6 blanks + 1 Dictation

4

6 5

Language Use & Comprehension

Please see the next slide

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Composition Guided writing- picture series with helping words (4 pictures + 10 helping words)

Open-ended 1 20

P3 SA1 / SA2

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Component Content Item Type No of items Marks Language Use Vocabulary

Vocabulary

Grammar

Grammar

MCQ Discrete

Cloze with helping words

MCQ Discrete

Cloze with helping words

5 items

5 blanks

5 items

10 blanks

5

5

5

10

Comprehension Cloze (NEW)

Cloze with no helping words

5 items 5

Comprehension 1 passage

1 passage

MCQ

Open-ended

5 questions

5 questions

10

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Cloze with no helping words – A sample for P3

Bill was overjoyed. It was his birthday. That morning, he (1)___________ a huge cardboard box containing his birthday (2)___________. In the box was a beauCful cage and in the cage was the cutest rabbit that he had ever (3)___________.

It was a white rabbit with pink eyes and a pair of long ears. Tied around its neck was a red ribbon with a (4)___________ which read, “Happy birthday, Son. Take good (5)___________ of your pet. Love, Daddy.”

Bill was so happy that he jumped around in excitement.

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P3 / 4 SCmulus-‐based ConversaCon Gift Ideas

P3 / 4 SCmulus-‐based ConversaCon Prompts for SCmulus-‐Based ConversaCon •  Look at the picture. Which one of the items would you

choose to buy as a present for your classmate’s birthday? Tell me why. –  Which item would you like to receive as a present? Why?

•  Do you have a special birthday present that you have given to someone? Tell me about it. –  In what way is the present special?

•  SomeCmes a present can be meaningful, yet inexpensive, especially when the giver has put in much effort. What are some meaningful gi`s you have received?

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P4 SA1 / SA2 Component Content Item Type No of items Marks Oral Reading Aloud

Stimulus-based Conversation (NEW)

Open-ended

Open-ended

1 passage

1 item

6

10

Listening Comprehension

Picture-matching MCQ Discrete

4 items 4

Note-taking

Dictation

Blank-filling

Open-ended

5 blanks

1 Dictation

4

6 Language Use & Comprehension

Please see the next slide.

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Composition Guided writing- picture series (3 pictures + 8 helping words)

Open-ended 1 20

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P4 SA1 / SA2

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Language Use Vocabulary MCQ Discrete 6 items 6 Comprehension Cloze (NEW)

Cloze with no helping words

8 items 8

Grammar MCQ discrete 8 items 8 Grammar 2 Cloze passages

with 5 helping words each

(2 X 4) items = 8 items

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Comprehension 1 passage (NEW)

4 MCQs, 1 sequencing/True-False/ Note-taking table

6 items 5

5

1 passage Open-ended 5 items 10

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Cloze with no helping words – A sample for P4

Here are some ways we can save electricity in our homes. Switch off the lights when you are leaving the room, even (1)__________ it is for a short while.

Do not overload the refrigerator as it will use more (2)__________. Ensure that the door of your refrigerator is (3)__________ Cghtly, and open it only when necessary.

A`er shuong down the computer, (4)__________ sure you switch it off. Do not leave any plugs in the wall sockets. Instead, the plugs should be removed (5)__________ the wall sockets as some appliances conCnue to use electricity even a`er they have been (6)__________ off.

Also, (7)__________ your lamps at the corners of your rooms as the walls can reflect the light. This will make your rooms look even (8)__________, and you will then need fewer lamps to light up your rooms. What a wonderful way to save energy!

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New items in P4 comprehension -‐ sequencing

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New items in P4 comprehension -‐ True / False Statements

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The Haig Girls’ Journey

Our Goals at Primary 6 •  The PSLE Goals

•  Realising the HGS Vision: Every girl a confident, and and effec0ve communicator

Primary 1 Programmes to build: •  A love for the

language •  Strong founda0on

for the development of core language skills

Primary 2 to 6 •  Well-‐designed curriculum and and programmes that enable a

focused and progressive mastery of the core skills •  PlaUorms for our pupils to present their views cri0cally and

express themselves crea0vely through the language arts

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Developing Oral Competence:

P1-‐2: Show and Tell, Retelling of a story, SCmulus-‐based ConversaCon

P3-‐4: Oral presentaCons on a given topic, SCmulus-‐based ConversaCon

P5-‐6: Oral presentaCon on a personal stand made (Pupils argue for and against a simple case and respond to rebulals) , SCmulus-‐based ConversaCon

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Developing Wri0ng Competence:

P2: A progression from 1 to 4 pictures -‐ Introducing the structure of a narraCve

P3/4: ConCnuing with 4 pictures -‐ developing a credible storyline

-‐ adding the element of interest through vivid characterisaCon

P5/6: ThemaCc – using the pictures as a sCmulus to write on a topic (PSLE style)

-‐ characterisaCon – contrasCng characters, anC-‐hero, “sympatheCc villains”

-‐ introducing literary techniques e.g. suspense building, pacing, dilemma

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Developing Reading and Comprehension:

Comprehension Packages designed at every level to ensure progressive development over the years:

P1-‐2: InferenCal Skills

P3-‐6: Geong pupils to see beyond the obvious, to read between the lines

Strategies (e.g. quesConing, the use of drawings , dramaCsaCon etc.) to enable the pupils to ask criCcal quesCons and visualise the intenCon of the writer and the depth of the wriCng

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A Uniquely Haig Girls’ Approach to realise our Vision : )

Pupils •  Respond to authenCc sCmulus (contemporary

artworks) •  Examine and discuss real life social issues •  Become comfortable with ambiguiCes argue for

both sides and examine grey areas •  Express themselves through creaCve wriCng and oral

presentaCons of their artworks

(TIMEOUT_Think! Contemporary) Our Integrated Project Work @P4 -‐  Place-‐based Learning at the Singapore Art Museum

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Integrated Project Work at Every Level

Level Descrip0on Value Crea0on P6 USE! (Understand, Solve and

Educate) Community Based Problems

Research and advocacy: creaCve soluCons to community based problems

P5 Science Innofair -‐ Everyday Science! (Science in our Daily Lives)

InnovaCve products that solve everyday problems

P4 The Inspired Museum Explorers, Our Unique Travels (TIMEOUT) -‐ Think! Contemporary

CreaCve wriCng and contemporary art installaCons that address the following issues: immigraCon and idenCty, heritage, naConhood and globalisaCon

P3 ACT! Joo Chiat Research and advocacy: design of brochures to promote the heritage and culture of Joo Chiat

P2 We Are One! CreaCve wriCng that promotes the appreciaCon of tradiCons in Singapore

P1 Walking through the Jungle CreaCve wriCng that promotes animal conservaCon

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In Conclusion,

An invita0on to All Parents:

To join us on this very special journey together to develop your daughter to become:

A confident, crea0ve and effec0ve communicator.

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Contact: Mr Bryan Ong (HOD-‐English) ([email protected]) Mrs Esther Tan (Level Head – English) ([email protected])

our journey from p3 to p6 - swt3.vatitude.comswt3.vatitude.com/qql/slot/u240/our...

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