ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
CONTENTS
1.INTRODUCTION: 21st Century Competencies
• Changing Context of Language Use
• Desired Outcomes for 21st Century EL Learners in Singapore
• Specific Aims of EL Syllabus 2020
• Drawing on the Singapore Teaching Practice to Develop 21st Century EL Learners
Page
6
7
9
10
2.CONTENT: Teaching and Learning English in Singapore
• General Beliefs and Principles Underpinning the EL Curriculum
• Developing 21st Century Competencies through EL
• Areas of Language Learning in EL Syllabus 2020
• Summary Features of EL Syllabus 2020
• Overview Charts: Progression of Skills from Primary 1 to Secondary 4E/5N
• Areas of Language Learning Charts
◦ Listening and Viewing
◦ Reading and Viewing
◦ Speaking and Representing
◦ Writing and Representing
◦ Grammar
◦ Vocabulary
30
39
53
64
80
106
3.PEDAGOGY: Teaching and Learning English
• Approach to EL Teaching and Learning
• Applying the Singapore Teaching Practice in the EL classroom
• Pedagogical Practices through Applying Differentiated Instruction
118
120
126
4.ASSESSMENT
• Responsive Teaching, Responsive Assessment
• Why Assess
• Aims of Assessment in School
• How to Assess
• What to Assess
• Types of Assessment Tasks
• Planning a Balanced Assessment
130
130
130
131
131
133
134
5.GLOSSARY OF TERMS
136
6. REFERENCES AND ACKNOWLEDGEMENTS
148
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
14
16
19
23
24
3
Section 1
Introduction:
21st Century Competencies
Changing Context of Language Use
Desired Outcomes for 21st Century EL Learners in Singapore
Specific Aims of EL Syllabus 2020
Drawing on the Singapore Teaching Practice to Develop 21st Century EL Learners
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1.INTRODUCTION: 21st CENTURY COMPETENCIES
The English Language Syllabus 2020 for the Primary level focuses on the development, reinforcement
and extension of language skills in the primary years through an enjoyment of the language and the
promotion of extensive reading; and leveraging oracy, reading and writing skills to develop knowledge
and independent use of the language.
Changing Context of Language Use
The context of language use in Singapore is influenced by many factors, one of which is bilingualism, a
cornerstone of our education system. Most students learn both English and one of the Mother Tongue
languages in school. English is the medium of instruction in our schools as well as a subject of study for
all primary and secondary school students.
At the local level, English is the common language that facilitates bonding among the different ethnic and
cultural groups. At the global level, English allows Singaporeans to tap into a knowledge-based economy
where English is the main lingua franca of the Internet, of science and technology, and of world trade.
Today, many changing socio-economic factors make proficiency in English even more necessary for
our students. With the generational shift in home language among an increasing number who have
adopted English as their mother tongue, learning English in the classroom occurs in a linguistically
diverse context.1 The increasingly competitive international environment calls for an even greater need
for linguistic and communicative competence, adaptability and flexibility, to make sense of the massive
rate of disruptions in every sphere of life2 as a consequence of globalisation and the spread of English
as an international language.3 Economic and employment trends are also changing the way English is
used.4 In recent years, the rapid development in information technology5 has shaped our understanding
of literacy6 and linguistic skills in English to include multiliteracies.7 The inclusion of multiliteracies is
particularly important given the context of future workplace readiness with the rising emphasis on
interpersonal skills, higher-order cognitive skills and information systems skills.8
1
2
3
4
5
6
7
8
6
Kubota & Mckay (2009).
Quah (2016).
Warschauer (2000).
Committee on the Future Economy (CFE) Report, 10 February 2017; Bakhshi, Downing, Osborne & Schneider (2017).
The 2016 ICT Baseline Standards includes the basic competencies of creating, curating and connecting anchored on values at the core of the Framework
for 21st Century Competencies and Standard Outcomes. These competencies are the minimum required of students to operate in the new media rich
environment for learning and working in the 21st century.
UNESCO (2005), which has played a leading role in defining literacy and global initiatives to expand literacy and adult education, presented literacy as
an autonomous set of skills; literacy as applied, practised and situated within everyday, social and economic contexts; literacy as a learning process; and
in recent years, literacy as text with reference to “subject”, “genre”, “complexity of language”, “ideological content” and “modes of communication”
(2005, pp. 147–159). Increasingly, literacy is conceived as multi-dimensional in nature, involving linguistic, cognitive, socio-cultural and developmental
dimensions.
The term “multiliteracies” was first introduced by the New London Group (1996) in a paper entitled A pedagogy of multiliteracies: Designing social
futures where “multiliteracies” is as much about pedagogy as it is about literacy. More recent writings on multiliteracies, for example, Anstey & Bull
(2006) and Chia & Chan (2015), have expanded our understanding of a multiliterate person as one who is literate in responding to and using multiple
modes of communication, such as print and visual text, over paper, live or electronic platforms, and with the knowledge of the social context and
situation when communicating or using language. A response to multiliteracies also calls for knowledge of “intertextual links” within texts and the
exercise of “critical literacy” when experiencing the impact of texts.
Kullman (2011).
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
All these socio-economic developments point to the importance of encouraging and fostering social
and communicative skills, flexibility in problem-solving, collaboration, adaptability, and the ability to
monitor and have ownership of one’s own learning.9 Given the impact of change on literacy and literate
practices, language learning and use in the 21st century must thus go beyond the basic notion of literacy
to include multiple competencies.10 The development of multiple competencies will enable our young
to capitalise on the rich opportunities of the digital age, while maintaining a strong foundation in the
language. It will allow our students to engage meaningfully and confidently with the wider and more
diverse communities both in and out of Singapore.
Given the increased communication demands expected of students in the 21st century, EL teaching and
learning is re-examined to strengthen EL teaching practices. This revised syllabus is based on the above
considerations and the needs of our students and teachers identified in the course of consultations
with schools and stakeholders.
Desired Outcomes for 21st Century EL Learners in Singapore
Framework for 21st Century Competencies and Student Outcomes11
© Ministry of Education, 2014
9
10
11
akhshi, Downing, Osborne & Schneider (2017) examined and ranked a range of some 120 skills in occupations likely to be highly valued in 2030 in
B
America and the United Kingdom. The findings from the extensive study could provide proxy indicators for education, training and employability for
Singapore. The top 20 of such skills in US occupations, for example, included among other things, learning strategies, social perceptiveness, originality,
fluency of ideas, active learning, speaking, active listening, complex problem solving, speech clarity, judgement and decision-making (2017, p. 62–63),
all of which are pertinent to our EL learners in the 21st century.
Mahboob (2017) outlined his multiple competencies model where an effective communicator goes beyond linguistic knowledge to also acquire flexibility,
adaptability, resourcefulness and empathy.
For more information on the Framework for 21st Century Competencies and Student Outcomes, access https://www.moe.gov.sg/docs/default-source/
document/education/21cc/files/annex-21cc-framework.pdf
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
7
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
The Framework for 21st Century Competencies and Student Outcomes identifies three categories of
competencies to enable our learners to take advantage of the opportunities in the digital age while
staying connected to the Singapore heartbeat:
•
•
•
core values as the moral compass, with character as the foundation of learning and behavior
social and emotional competencies
21st century competencies for the globalised world
Taking reference from the above, EL Syllabus 2020 seeks to develop these competencies in our learners
through the teaching and learning of EL to enable them to be:
Empathetic
communicators
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.
Discerning readers
Creative inquirers
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.
who explore and evaluate
real-world issues and multiple
perspectives as well as gather
and synthesise information
from diverse print, nonprint and digital networked
sources, so as to co-create
knowledge and solutions in
familiar or new contexts.
Given the importance of 21st century competencies, our desired outcomes for our learners will also
include opportunities to develop the following core values:
8
Respect
through appreciating diverse views and adopting appropriate social conventions
Responsibility
through seeking out accurate, credible and current information to make informed
decisions
Resilience
through self-appraising and self-regulated learning, and persevering in the pursuit
of knowledge, understanding and personal growth
Integrity
through articulating ethical principles in the use and exchange of information
and expression of ideas
Care
through expressing empathy in communication and using language purposefully
to contribute to the community
Harmony
through interacting and collaborating meaningfully and respectfully with others
to achieve shared goals
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Specific Aims of EL Syllabus 2020
The overarching aim12 of the EL Syllabus 2020 is to develop effective13 and affective14 language use in
students in the following areas:
1. Listen to, read and view critically and with accuracy, understanding and appreciation a wide
array of literary and informational texts in standard English15 from print, non-print and digital
networked sources.
In the course of listening to, reading and viewing a wide range of texts and text forms, including multimodal
and hybrid texts, on a diverse range of Singaporean, Asian, contemporary and international themes/
topics and perspectives, students will gain a better understanding of cross-cultural values and diversity
in 21st century Singapore and the world, and engage in social and emotional learning, where applicable.
2. Speak, write and represent in standard English that is grammatical, fluent, intelligible and
appropriate for different purposes, audiences, contexts and cultures.
Students will speak, write and represent appropriately, with positive attitudes and for different purposes
by using language to create spoken discourses/texts appropriately and to represent their ideas using
different types and forms of texts. Students will build knowledge and make meaning as individuals and
through collaboration. Our most proficient students will do so with ease and inventiveness at higher
levels of proficiency.
3. U
se standard English grammar and vocabulary accurately and appropriately, and understand
how speakers/writers put words together and use language to communicate meaning and
achieve impact.
Students will use grammar and vocabulary accurately and purposefully to represent meaning and ideas
with impact. They will reinforce such understanding in the course of listening to, reading, viewing,
speaking, writing and representing different types of texts.
4. Use English with impact, effect and affect.
In terms of the affective use of language, students will communicate with confidence, empathy, persuasive
self-expression, sense of social responsibility, socio-cultural sensitivity and with positive attitudes and
behaviour, according to purpose, audience, context and culture. At the same time, students will also
demonstrate a creative and critical appreciation of the English Language as well as a keen and joyful
interest in learning and using it, resulting in their progressive development in the language.
12
13
14
15
T he aims of the syllabus are adapted from the EL Syllabus 2001 (Curriculum Planning and Development Division, 2001a, p. 3) and EL Syllabus 2010
(Curriculum Planning and Development Division, 2008, p. 10).
The EL syllabus has been characterised as a “Language Use” syllabus since 2001 when the language use model was first introduced in EL Syllabus 2001
(p. 6).
Andres (1999) and Aoki (1999) highlighted the importance of affect in language learning which empowers learners. Reference is made to “self-esteem”
and “learner autonomy” which build on social relations, decision making and negotiation within a psychologically secure environment. On the other
hand, Dörnyei & Otto (1998) drew out the complexity of “motivation” and how it can propel constructive action for learners.
Internationally acceptable English that is grammatical, fluent and appropriate for purpose, audience, context and culture refers to the formal register
of English used in different parts of the world, that is, standard English.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
9
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Drawing on the Singapore Teaching Practice to Develop 21st Century EL Learners16
The Singapore Teaching Practice (STP) is a model that makes explicit how effective teaching and learning
is achieved in the Singapore classroom. It encompasses the Singapore Curriculum Philosophy, Knowledge
Bases and Pedagogical Practices that guide Singapore educators to design and enact effective teaching
experiences for our students. Besides the Framework for 21st Century Competencies and Student
Outcomes, the EL Syllabus 2020 draws from the STP to facilitate effective teaching and learning of EL
in Singapore.
The Knowledge Bases strengthen the
theory-practice connection in our daily
teaching practice. They provide teachers
with an understanding of:
1. Subject Matter and Goals;
2. Students and Learning; and
3. Teaching.
The Pedagogical Practices comprise four
fundamental Teaching Processes that lie
at the heart of good teaching. These are:
1. Positive Classroom Culture;
2. Lesson Preparation;
3. Lesson Enactment; and
4. Assessment and Feedback.
The Singapore Curriculum Philosophy
describes our core beliefs about teaching
and learning, and our students’ role
as learners. These beliefs anchor our
practices, and guide our design and
enactment of learning experiences so
that every student is an engaged learner.
Effective pedagogical practices are
underpinned by our curricular beliefs
and professional knowledge bases.
© Ministry of Education, 2017
16
10
For more information on the Singapore Teaching Practice, access https://opal.moe.edu.sg/stp
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
The Singapore Curriculum Philosophy
The Singapore Curriculum Philosophy describes the teaching fraternity’s belief that students want and
are able to learn, and that quality teaching-learning is based on student-centric teaching approaches.
This core belief undergirds the aims of EL Syllabus 2020, which takes into consideration our vision of
21st century EL learners, as well as the nature of language and language learning.
The general beliefs underlying the EL curriculum are outlined in Section 2.
Knowledge Bases
The Knowledge Bases of “Subject Matter and Goals”, and theories of “Students and Learning” and
“Teaching” strengthen the theory-practice connection in our daily teaching practice. Teachers must have
strong knowledge bases of subject content, pedagogy, learners, educational context and curriculum to
effectively enact the Pedagogical Practices in the STP.
In the EL Syllabus 2020, the principles of EL teaching and learning, together with learning outcomes and
areas of language learning, draw on the beliefs about teaching and learning described in the Singapore
Curriculum Philosophy and the understanding about teaching and learning articulated through the
Knowledge Bases in the STP. The areas of language learning are explained in Section 2. The principles
of EL teaching and learning, as encapsulated in CLLIPS17, are explained in Section 3.
Pedagogical Practices
The Pedagogical Practices comprise the fundamental teaching processes which lie at the heart of good
teaching. These pedagogical practices are underpinned by our beliefs about teaching and learning
and professional knowledge bases. In the EL Syllabus 2020, ACoLADE18 draws from the Teaching Areas
under Pedagogical Practices to guide teachers in the design and enactment of instruction and learning
experiences differentiated for the 21st century EL classroom. These EL teaching processes are described
in Section 3.
17
18
LLIPS refers to the six principles of EL teaching and learning – Contextualisation, Learner-centredness, Learning-focused Interaction, Integration,
C
Process Orientation, Spiral Progression.
ACoLADE refers to teaching processes to be employed during the pre-, main and post phases of EL lessons – Raising Awareness, Structuring Consolidation,
Facilitating Assessment for Learning, Enabling Application, Guiding Discovery, Instructing Explicitly.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
11
Section 2
Content:
Teaching and Learning
English in Singapore
General Beliefs and Principles Underpinning the EL Curriculum
Developing 21st Century Competencies through EL
Areas of Language Learning in EL Syllabus 2020
Summary Features of EL Syllabus 2020
Overview Charts: Progression of Skills from Primary 1 to Secondary 4E/5N
Areas of Language Learning Charts
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
2.CONTENT: TEACHING AND LEARNING ENGLISH IN SINGAPORE
General Beliefs and Principles Underpinning the EL Curriculum
The EL Syllabus 2020 is based on the following beliefs about language, and effective teaching and
learning in the Singapore context.
Importance of Language and Literacy in the Curriculum
The key learning goal of the EL Syllabus 2020 at the primary level is for students to build a strong
foundation in English and apply their knowledge, skills and strategies in order to use the language to
good effect and at an increasingly sophisticated level to demonstrate learning and mastery. To help
students become successful, effective, affective and independent language learners and users, the EL
Syllabus 2020 continues to underscore the teaching of internationally acceptable English (standard
English) as a common standard for every student in the classroom.
•Language is a means of making and generating meaning, and of communication that entails an
integration of skills.
The English curriculum focuses on developing the knowledge, skills, attitudes and behaviour that
will enable students to become effective and empathetic communicators who will use language
to make, create and represent meaning in familiar and new situations, using different modes of
representation.
Because language is interwoven with meaning, the learning of skills, though taught systematically
and explicitly, does not occur in a linear manner. Often, the learning of skills overlaps with an interplay
of meaning. For instance, grammar and vocabulary are learnt in the context of speaking and writing
while speaking occurs with active listening. Receptive skills are also connected to productive skills,
and vice versa. After speaking and viewing, for example, a task can culminate in students reading
and writing in response to the task or texts. Teachers will draw attention to the integration of skills
across all areas of language learning to provide the coherence and multiple contexts for making
and creating meaning.
•Language is a system with rules, patterns and conventions which can be used to create various
discourses or types and forms of texts, both print and non-print, for different purposes, audiences,
contexts and cultures.
In the EL Syllabus 2020, “texts” refers broadly to monomodal, bimodal and multimodal texts1 from
diverse sources, such as print, non-print and digital networked sources, with rich, relevant content,
hyperlinks and language exemplifying good and grammatical use of English.
Teachers will use authentic texts of different types and forms to explore the features of language,
and immerse students in the rich and diverse patterns of language use.
Teachers will also regard grammar and vocabulary as resources in language development and use.
1
14
Kress & Leeuwen (2001) recognised that communication in different modes could occur as monomodal texts, (e.g., an audio book), bimodal texts (e.g.,
a visual text with voice over) or multimodal texts (e.g., storytelling with visual aids, facial expressions and body language).
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
•Language learning builds on positive attitudes and behaviour, affective engagement, interaction
and creative self-expression.
Language enables students to interact with others in different contexts for different purposes and to
respond to others by representing meaning in different semiotic modes (i.e., linguistic, visual, gestural,
audio and spatial) to engage the listener, reader, speaker and writer in a meaningful exchange of
thoughts and feelings. Teachers will encourage students’ direct involvement in their own learning
within a safe and caring environment. Teachers will also facilitate personal and/or critical responses
to what is heard in the moment, read or viewed, including complex and ambiguous issues, to promote
exploratory talk. Such social engagement will encourage respectful, confident exchanges as well as
a love and enjoyment of the language that will greatly enhance the motivation to learn it.
•Language use is guided by our awareness and understanding of the purpose, audience, context
and culture2 in which communication takes place.
Both language learning and use are situated in social contexts to serve different purposes – for
instance, for personal and creative self-expression; for informational and academic purposes; for
the enjoyment of learning and for learning in the subject areas.
In all instructional decisions, teachers will be directed by how these purposes help shape language
functions in a variety of contexts, such as in daily life, in the school environment and in the wider
community. Context determines the purpose of communication, choice of subject matter, nature of
the relationship among language participants (audience) and the semiotic modes of communication.
The context also determines the roles adopted by the language users – as decoders, text participants
or meaning makers, text users of information and/or text analysts or critics.3 Culture shapes the
beliefs, values, perceptions and dispositions of the language learner and user towards language.
•Learning English in a multilingual context, like Singapore, is different from learning it in a monolingual
or first language context.
Within the context of a linguistically diverse and increasingly multiliterate learning environment in
the Singapore classroom, teachers are encouraged to adopt a principled blend of first language (L1)
and second language (L2)4 methods to achieve a balance between systematic and explicit instruction,
and a contextualised and holistic approach to teaching English. Such a blended approach to teaching
and learning EL provides a rich environment for developing language skills, learner strategies and
acquiring the knowledge of grammar and vocabulary.
2
3
4
Halliday (1975, 1985); Halliday & Hassan (1985); Derewianka (1990); Derewianka & Jones (2012, 2016).
Freebody & Luke (1990).
A blend of different teaching approaches are used in the Singapore classroom to cater to students from various language backgrounds. These strategies
involve active teaching of the structural/linguistic and functional/communicative aspects of language (Lightbrown & Spada, 2013), and also those that
encourage acquisition through the exploration of and exposure to meaningful use of language in various contexts.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
15
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
A linguistically diverse and increasingly multiliterate learning environment also challenges teachers
to differentiate instruction to better cater to variations in profiles of learners with different needs
and progress levels in their learning of language. For instance, teachers may have observed students
entering primary school having a range of skills and strategies they can use to process and use
language, while some may have a less developed grasp of the language. At the same time, some
students have developed the ability to generate ideas, write and revise their work to improve their
language, while some others may have yet to learn to read and write longer and/or cognitively
more demanding texts. Not all students will have cultivated a reading habit. To shape curriculum
directions and help every student succeed, it is important for teachers to understand the learning
profiles of their students.
Developing 21st Century Competencies through EL
In line with the fast changing EL teaching-learning landscape, teachers are encouraged to pay increased
attention to multiliteracies, metacognitive skills and exploratory talk in order to help students achieve
21st century competencies across all areas of language learning.
•
Language learning in the 21st century is enhanced by multiliteracies.
The expanded notion of “literacy” to incorporate multiliteracies takes into account the multidimensional nature of literacy, involving linguistic, cognitive, socio-cultural and developmental
dimensions. Renewed emphasis is given to viewing and representing even as the making and creation
of meaning are strengthened by rich multimodal perspectives related to different semiotic modes
in all areas of language learning.5
Teachers teach multiliteracies by drawing attention to the changing nature of texts, their corresponding
text functions and their different semiotic modes. Rather than to regard texts simply as products
or things, texts are used to serve diverse purposes.6 These purposes are shaped by how language
functions to make meaning in daily life, in school and in the wider community according to different
socio-cultural contexts in which the language is used.
In the Areas of Language Learning (AoLL) Charts, teachers are directed to the information, media
and visual literacy skills appropriate to the teaching of listening, reading, viewing, speaking, writing
and representing. These skills will strengthen students’ ability to use a range of semiotic modes to
create texts, including multimodal and hybrid texts, which are coherent and cohesive, shaping the
flow of information and guiding the listener, reader and/or viewer through explicitly stated or implicit
lines of thought in tandem with the intended purposes for text creation.
5
6
16
F reebody & Luke (1990), Luke (1995), Gee (1996), New London Group (1996), Kress (2003, 2010), Anstey & Bull (2006), Kucer (2009), Bull & Anstey
(2010) and Chia & Chan (2015) provided comprehensive studies of the meaning and implications of multiliteracies.
Derewianka & Jones, (2012, 2016).
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
•Language learning involves cognitive information processing7 and the use of metacognitive
strategies before, during and after learning.
In order to be discerning readers, students need to acquire and use information critically and with
awareness of linguistic and non-linguistic cues, the intent of the writer, the veracity of the information
presented, and to ponder on and monitor their own response to the cognitive load and demand of
the information. Teachers will guide students on the use of bottom-up and top-down information
processing strategies and on the interaction of both in all language learning situations.8
Students become self-directed learners when they exercise control over their learning and deploy
strategies and resources in processing and responding to information. When teachers demonstrate
how good learners actively apply their use of learner strategies and modulate their thought processes
before, during and after learning in response to information, students are guided in acquiring the
habits of self-directed, independent learning as they learn and manage new learning. In facilitating
cognitive information processing, teachers will direct students to apply metacognitive strategies to
strengthen and regulate their own learning.9
•Language learning is deepened through exploratory talk in a variety of ways, including inquiry
through dialogue.
When students are involved in inquiry,10 they learn first-hand as they co-construct and use language
purposefully to explore thematic ideas, language features and multiple perspectives. Such an approach
foregrounds the development of oral communication skills, mutual respect, exploratory talk, peer
engagement and constructive feedback.
As part of exploratory talk, teachers will facilitate student collaborative learning, either in pairs or in
groups, and engage learners through a diverse range of strategies, including the use of questioning
techniques and thinking routines. Collaboration can strengthen both receptive and productive skills
during active knowledge construction when appropriate classroom behaviour and supportive team
roles and peer support become part and parcel of classroom routines.11
7
8
9
10
11
oh & Silver (2006, pp. 89–106) and Arnold, Kaiser, Kahn & Kim (2013) highlighted how information structures represented in the mind affects the
G
linguistic and cognitive processing of information, and hence, how language is formulated, learnt, comprehended and produced.
Bottom-up information processing focuses on the sub-skills of listening, reading and viewing when making sense of incoming information (i.e., the
component skills that make up a text such as words and sentences). On the other hand, top-down information processing is meaning-based and contextdriven. It focuses on learners’ ability to predict the content of the text based on their background knowledge and available textual and contextual
clues. Learners can also bring their expectations to the texts. A balanced approach that takes into account both bottom-up and top-down processing is
advocated in the Singapore classroom. It is now widely recognised that language learning and development involve complex linguistic and non-linguistic
skills and processes.
Flavell introduced the concept of “metacognition” (1976, p. 232) to refer to, among other things, active monitoring and self-regulation. Extending
the research to what good readers do, Pressley & Gaskins (2006, pp. 99–113) put forward a case for metacognitive processes and how achievement,
learning and reading could be enhanced, even among struggling readers, through metacognitive experiences.
Inquiry is a process of knowledge construction (Dewey, 1938) and can support the development of literacy (Hillocks, 1999). Wilhelm (2016) defined
inquiry as “the process of addressing problems expressed by guiding questions” and explained how, through language, it can also strengthen accessing,
building, extending, and using knowledge in a discipline. Inquiry-based learning is associated with meaning-making, authentic learning, problem-based
learning and questioning, among other things. See, for example, Wiggins & McTighe (2005).
In his experiential learning model, Kohonen (1992) linked collaboration to developments in language learning.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
17
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
•Language teaching will connect themes and texts meaningfully and appropriately to talk, task
and technology in the classroom.
Teachers will make judicious selection of texts with a variety of themes on Singaporean, Asian,
contemporary and international topics and perspectives which will broaden students’ worldviews
and enable them to make connections to real-world issues. Issues of culture can also be examined
through texts.
In selecting instructional resources and texts, teachers will be guided to achieve a balance of literary
and informational types of texts that develop close and critical understanding, excite the imagination,
and provide a sense of aesthetic appreciation. These texts should introduce a range of perspectives
and models of language use for listening, reading, viewing, speaking, writing and representing. Texts
designed to support and challenge students will enhance the benefit of appropriately scaffolded
instruction.
In the selection and use of texts, teachers need to bear in mind the text purposes that differentiate
them. The suggested range of texts to be used across all areas of language learning and year levels
include:12
◦
◦
◦
◦
◦
◦
◦
texts that entertain;
texts that recount what happened;
texts that instruct;
texts that describe and inform;
texts that explain;
texts that respond, argue, evaluate and/or persuade; and
texts that contain more than one type or form of texts (hybrid texts).13
The range of texts should be sufficiently wide so that students could apply a variety of strategies
to understand and analyse them. Teachers are to expose students to materials for instruction and
provide access to a wide range of multiple, diverse and progressively complex texts that are ageappropriate and engaging, promoting enjoyment as well as learning.
Students should also be guided to appropriately and independently choose texts to listen to, read
or interact with. Consistent exposure to quality texts helps students develop an appreciation of the
power of the spoken and written word and visual representations.
Students can construct and create meaning from these texts through purposeful exploratory talk,
facilitated through a combination of differentiated tasks. These tasks could provide the authentic and
experiential opportunities for students to apply their understanding and knowledge of the semiotic
modes in the course of listening, reading and viewing in order to represent meaning or incubate
ideas for speaking and writing.
12
13
18
The range of texts is identified and organised with reference to the work of Derewianka (1990) and Derewianka & Jones (2012, 2016) on genres, texts
and text forms.
Derewianka & Jones (2012, 2016) defined mixed or hybrid texts as “texts comprising a number of elemental, shorter genres that are organised and
related in particular ways. Macro genres are commonly found in textbooks and on websites”. Freedman & Medway (1994) termed it as “hybrid cultural
forms”. The Australian curriculum uses the term “hybrid texts” and defines it as composite texts resulting from a mixing of elements from different
sources or genres. Infotainment is given as an example.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
For the 21st century, technology will be a key resource in providing equitable access to digital networked
sources of information to develop, complement and augment language learning both within and
outside the classroom. By leveraging on the affordances of information and media technology,
students are provided with rich avenues to examine, explore, analyse and evaluate texts deeply to
assess the usefulness and reliability of information and appreciate the interplay between semiotic
modes which create rich, as well as contrastive layers of meaning for the observant text user.
Areas of Language Learning (AoLL) in EL Syllabus 2020
Overview of the AoLL
The EL Syllabus 2020 outlines the following AoLL for the development of literacy:
•
•
•
•
•
•
Listening and Viewing
Reading and Viewing
Speaking and Representing
Writing and Representing
Grammar
Vocabulary
Integration of Skills and Emphases in the AoLL
Listening, reading and viewing are receptive skills which are required for the making and generation of
meaning from ideas or information. Speaking, writing and representing are productive skills that enable
the creation and communication of meaning.
The integration of receptive and productive skills (e.g., listening-speaking) provides the context for
both oral and written communication and facilitates the incorporation of different semiotic features
for effective and impactful text creation.
Listening and speaking place attention on the power of the spoken word and encourage students to
respond actively (e.g., by giving verbal or non-verbal responses), develop empathy and participate with
respect, conviction and sensitivity (e.g., in conversations and debates). For this to happen, they have
to be threaded intentionally throughout all areas of language learning, bearing in mind that much of
listening and speaking, unlike reading and writing, occur in real time and the utterances, once articulated,
sometimes cannot be retracted or repeated as easily. At the primary level, greater attention is paid to the
development of positive dispositions in listening and viewing, to enable students to engage effectively
when communicating or collaborating with others.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
19
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
At the primary level, students build their foundation in literacy skills, including developing a positive
disposition towards reading and viewing. They will read a variety of texts of increasing difficulty, in order
to explore a range of issues and perspectives. To develop such skills, teachers will encourage students
to read, listen to and view texts widely and for enjoyment, knowledge and learning, both in and out
of the classroom, so that they can write about and 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 (e.g., discussion, comparative report, hybrid text, investigation report), 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 resources14 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 modes15 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.
The emphasis on developing metacognitive skills and attention to purpose, audience, context and
culture serve to connect the different areas of language learning. Students’ proficiency in language is
assessed by the attainment of the learning outcomes which are measured in terms of success criteria.
The principles of assessment and feedback are outlined in Section 4.
14
15
20
Halliday & Hassan (1985) presented the idea of language as resource in a meaning making system and as a social process.
ew London Group (1996), Anstey & Bull (2006), Bull & Anstey (2010) and Chia & Chan (2015) drew attention to the importance of critical literacies.
N
As pioneers in the field, the New London Group first outlined five semiotic modes (i.e., linguistic, visual, gestural, audio and spatial). These are used
in EL Syllabus 2020 as resources employed in the learning, expression and production of multimodal texts. To respond to multimodal texts, students
need to go beyond the linguistic and visual aspects of a text to examine or decipher meaning.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Organisation of the AoLL Charts
The AoLL Charts spell out what the areas of language learning entail and why they are important. For
these reasons, the AoLL Charts are organised by Focus Areas and Learning Outcomes, followed by the
Language Components comprising the Skills, Learner Strategies, Attitudes and Behaviour (SSAB) or
Items and Structures (I&S).
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Legend
The Focus Areas
explain the
different aspects
of learning the
language skills –
from knowing the
basic literacy skills
to using language
critically and for
different purposes.
At the Primary level, shading indicates when the skills, learner strategies,
attitudes and behaviour (SSAB), items and structures (I&S) will be formally
introduced and taught at increasing levels of sophistication.
16
Italicised SSAB and I&S are for exposure, depending on the readiness,
interests and learning profiles of the students. Italicised SSAB and I&S
will not be assessed in the national examinations.
In planning the instructional programme and lessons, teachers decide on the scope and combination of SSAB and I&S for each year level, taking into account the readiness, interests and learning
profiles of students, the focus of instruction, the principles of EL teaching and learning (CLLIPS) and the EL teaching processes (ACoLADE), while also situating these within the context of the Singapore
Teaching Practice. The SSAB and I&S also help teachers to decide on the areas for formative and summative assessment in school.
LISTENING AND VIEWING
FOCUS AREAS
LISTENING
AND VIEWING
CLOSELY WITH
A POSITIVE
DISPOSITION
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
LISTENING AND VIEWING ATTITUDES AND BEHAVIOUR
LO1:
Develop auditory
discrimination skills
and positive listening
and viewing attitudes
and behaviour
•
Establish a purpose for listening and viewing (e.g., for information, for enjoyment)
•
Listen and view attentively and for a sustained period (e.g., the entire duration of a text)
•
•
The Learning
Outcomes establish
a direct link
between skills and
expected outcomes
of student learning.
They outline what
students should
know and be able
to do across year
levels as a result
of instruction,
and contribute
to meeting the
syllabus aims.
Italics
•
•
1
PRIMARY
2
3
4
5
6
Listen and view with empathy and respect
◦
look at the person speaking and maintain eye contact, appropriate posture and facial expression
◦
keep an open mind to ideas expressed
◦
withhold comment until an appropriate time to respond
◦
display socio-cultural awareness and sensitivity to ideas expressed
◦
observe the listening behaviour of the audience (e.g., gestures, facial expressions) to
decide on an appropriate response according to purpose, context and culture
Indicate response appropriately while listening and viewing, e.g.,
◦
nod in agreement to indicate understanding
◦
provide back-channelling to confirm comprehension and encourage speaker (e.g., “Mmm”,
“Yes”, “I see”)
◦
carry out instructions
Listen and respond with appropriate conversational repair strategies
◦
seek repetition (e.g., “Sorry, could you please say that again?”)
◦
seek clarification (e.g., “What do you mean by…?”)
◦
seek elaboration (e.g., “Could you explain further?”)
◦
seek confirmation (e.g., “Do you mean to say…?”)
Listen and view attentively to participate effectively in a variety of contexts
◦
work in a respectful manner with others in a group setting with awareness of purpose,
audience, context and culture
turn-taking (e.g., inof
one-to-one
whole classIor
ngroup
thediscussions)
charts, the learning
SSAB and I&S delineate the scopeengage
andin sequence
skillsconversations,
in
progression is shaded
all areas of language learning. Where appropriate, the SSAB
according to when the SSAB
and I&S are clustered to illustrate the range of skills
under the
RESTRICTED
and I&S will be formally
different components of language. FOR USE BY EDUCATION OFFICERS ONLY
introduced, taught, revisited
and subsequently reinforced
SSAB and I&S intended for exposure and to cater to the
at increasing levels of
readiness, interests and learning profiles of high progress
sophistication and mastery
learners will be italicised. These SSAB and I&S will not be
until the end of Primary 6.16
assessed in the national examinations.
◦
•
Given the recursive nature of language learning, teachers will begin teaching the SSAB and I&S from Primary 1, then revisit and
reinforce them at progressive levels of difficulty until students have mastery of them, in most instances, by the end of upper
secondary. The explicitness of the SSAB and I&S as well as the non-exhaustive exemplifications direct teachers as they plan and
decide on the scope, combination and sequence of SSAB and I&S for instruction and assessment at each year level.
•
here appropriate, teachers will pay greater attention to real-world uses of language to facilitate greater integration and
W
application of skills.
•
T o determine if learning outcomes have been achieved, students are expected to demonstrate mastery of the SSAB and I&S
on an ongoing basis, which can be measured through formative or summative assessment tasks.
33
T he scoping of the syllabus content across year levels provides suggested guidelines for teaching and learning for the curriculum. The delineation of the
learning progression is based on findings that emerged from the Focus Group Discussions on the Revised English Language Syllabus (Primary). Input
came from experienced instructional leaders. Expert views on the progression of learning were also gathered from NIE language consultants.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
21
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
How to Use the AoLL Charts
Teachers are advised to consider the following when using the AoLL Charts:
Student Learning Needs
• Begin with understanding student learning needs in terms of their:17
◦ readiness to learn new themes, topics, SSAB and I&S, which is linked to how close students
are to meeting class learning goals. In determining student readiness, it is also appropriate to
consider students’ levels of progress and readiness to take on challenges intended to stretch
their learning or provide them with added exposure to language learning.
◦ interests related to their affinity or inclination to what is listened to, read, viewed, spoken, written
or represented. Interest serves to motivate students to learn and to connect their new skills to
their cumulative learning.
◦ learning profiles based on students’ preferred approaches to or modes of learning, including
multimodal ways of expression.
Learning Outcomes
• What students need to know and be able to do in terms of outcomes which can be demostrated holistically
and concretely as evidence of learning by year levels or at the end of Primary 4 or Primary 6.
Clustering of SSAB and I&S
• Not all the SSAB and I&S are to be taught to every student in a discrete fashion. In planning
instruction, select the SSAB and I&S from across all areas of language learning. To facilitate students’
development, plan to incorporate more challenging SSAB and I&S as students progress up the year
levels.
• Select and infuse the italicised SSAB and I&S into teaching to enrich the curriculum and challenge
students’ thinking.
• The SSAB and I&S in each area of language learning are not organised in a prescriptive and linear
manner. They can be introduced earlier or taught simultaneously. However, if the students have
not mastered the different sets of skills in the different areas of language learning, the SSAB and
I&S are to be revisited to ensure understanding and accurate and appropriate use.
17
22
Tomlinson (2017, pp. 83–156).
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Summary Features of EL Syllabus 202018
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). Drawing on the model of effective
teaching in the Singapore Teaching Practice, a pedagogical emphasis on Multiliteracies, Metacognition,
and Inquiry through Dialogue in the EL classroom 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.
CLLIPS and ACoLADE will be described in Section 3.
Approach to
EL Teaching and Learning
EL Teaching Processes
(ACoLADE)
Principles of
EL Teaching and Learning
(CLLIPS)
Pedagogical Emphases
(Multiliteracies,
Metacognition, Inquiry
through Dialogue)
Knowledge about
Language
Receptive and
Productive Skills
18
The syllabus diagram, depicting the relationship among the key features of the syllabus, was first introduced in EL Syllabus 2001.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
23
AREA OF
LANGUAGE
LEARNING
Listening
and
Viewing
Extensively
Listening
and
Viewing
Critically
Listening
and
Viewing
Closely
with a
Positive
Disposition
FOCUS
AREAS
P2
P3
P4
MIDDLE PRIMARY
P5
P6
S1N
S2N/1E
S3N/2E
LOWER SECONDARY
SECONDARY
S4N/3E
S5N/4E
UPPER SECONDARY
Listen and view critically by applying
the full range of critical listening
and viewing skills and strategies,
including evaluating the relevance
and soundness of arguments and
comparing and contrasting different
texts, and using comprehension
monitoring strategies while listening
and viewing.
Apply knowledge from listening to, viewing and responding to texts for different purposes
(including arguments and discussions) in a variety of contexts for enjoyment and
understanding to other areas of language learning
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Listen to, view and respond to texts for different
purposes in a variety of contexts for enjoyment
and understanding.
Listen and view critically by analysing different
semiotic features in texts, determining
the credibility of sources and relevance
of information, and using comprehension
monitoring strategies while listening and viewing.
Listen and view for understanding increasingly more complex
information, including abstract ideas from diverse texts, by
applying the full range of listening and viewing skills and learner
strategies.
Listen and view for understanding by drawing on prior knowledge and
contextual clues, including semiotic features, and applying a range of
listening and viewing skills and learner strategies to interpret texts.
Listen and view
critically by making
connections between
parts of texts.
Strengthen perception and recognition of words in context
through identification of key words, prosodic features and nonfluency features of spoken language.
Develop perception and recognition of sounds and words in context
through phonological awareness and identification of key words, prosodic
features and non-fluency features of spoken language.
Develop a positive disposition by listening and viewing attentively for a sustained period, with empathy and respect, and by indicating
response appropriately in a range of communicative contexts and interactions.
P1
LOWER PRIMARY
PRIMARY
UPPER PRIMARY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Progression of Skills from Primary 1 to Secondary 4E/5N
Overview Charts
Listening and Viewing
24
AREA OF
LANGUAGE
LEARNING
P2
P3
P5
P6
S1N
S2N/1E
S3N/2E
LOWER SECONDARY
SECONDARY
S4N/3E
S5N/4E
UPPER SECONDARY
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Respond to a wide and extensive range of high-interest and age-appropriate
texts, including selections of multimodal and hybrid texts, for different
purposes – to examine the impact of different semiotic modes on text and
meaning, to facilitate application of skills to other areas of language learning
and subject areas, and for enjoyment.
Reading
and
Viewing
Widely and
Extensively
For
Different
Purposes
Respond critically to and appreciate implied
meaning in a variety of texts by applying analysis,
judgement and metacognitive strategies, making
the connections to integrate meaning in texts, and
demonstrating awareness of how writers’ style
can influence meaning.
Respond to implied
meaning and make
personal connections
with texts read and/or
viewed using higherorder thinking and
metacognitive
strategies.
Respond to a wide and extensive range of exemplary works
appealing to adolescent readers and viewers, including
combinations of multimodal and hybrid texts, for different
purposes – to analyse and evaluate the impact of different
semiotic modes on text, meaning and language use, to
facilitate application of skills to other areas of language
learning and subject areas, and for enjoyment and personal
development.
Respond critically to and more deeply appreciate implied
and ambiguous meaning in more complex texts by actively
applying analysis, judgement and metacognitive strategies in
the reading and viewing process, connecting such knowledge
to the texts and beyond, and demonstrating understanding of
how writers’ style can create impact and appeal.
Apply close reading and viewing skills and strategies, including
Strengthen close reading and
representing the ideas in texts, to demonstrate comprehension
viewing by using a range of
comprehension, and information and of texts with more complex and ambiguous meaning.
media literacy skills and strategies to
construct meaning from diverse and
multiple texts.
P4
MIDDLE PRIMARY
Develop close reading and viewing
at literal and inferential levels by
using prior knowledge, contextual
clues and comprehension skills and
strategies.
Develop beginning
reading and viewing
to achieve accuracy
and fluency through
word recognition and
acquiring a positive
disposition.
P1
LOWER PRIMARY
PRIMARY
Reading
and
Viewing
Critically
Reading
and
Viewing
Closely
FOCUS
AREAS
UPPER PRIMARY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Progression of Skills from Primary 1 to Secondary 4E/5N
Reading and Viewing
25
AREA OF
LANGUAGE
LEARNING
Speaking and
Representing
Confidently
and
Effectively
for a Variety
of Purposes,
Audiences,
Contexts and
Cultures, Both
Individually
and
Collaboratively
Knowledge
Base for
Speaking and
Representing
FOCUS
AREAS
P2
P3
P5
P6
S1N
S2N/1E
S3N/2E
LOWER SECONDARY
SECONDARY
S4N/3E
S5N/4E
UPPER SECONDARY
Gather, select and evaluate information.
Explore, gather and develop ideas
from a variety of texts combining
linguistic and other semiotic modes.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
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.
Monitor self and others in order to correct
mispronounced words and adjust inappropriate
use of prosodic features.
26
Pay increasing attention to
producing texts that respond, argue,
evaluate and/or persuade.
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 and respond.
Pay increasing
attention to producing
texts that recount,
entertain, instruct,
describe, inform,
explain and evaluate.
Speak and represent with confidence, coherence and cohesion using different semiotic modes appropriately to fulfil different purposes.
Participate respectfully in discussion Participate respectfully in discussion to develop, articulate and represent ideas in real time in
by upholding agreed-upon rules of
response to the listener(s).
exchange.
Develop and organise ideas from a variety of texts combining linguistic and other semiotic modes.
Plan and set goals.
Plan and set goals.
Develop fluency and accuracy in pronunciation with use of appropriate prosodic features.
Recognise the conventions of speech and the roles of speakers in different situations.
Attain deeper knowledge of the features of spoken language, including variation in register according
to situation.
P4
MIDDLE PRIMARY
Develop knowledge of the basic
features of spoken language and
recognise that language is used to
fulfil different purposes.
P1
LOWER PRIMARY
PRIMARY
UPPER PRIMARY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Progression of Skills from Primary 1 to Secondary 4E/5N
Speaking and Representing
AREA OF
LANGUAGE
LEARNING
P2
P3
P4
MIDDLE PRIMARY
P5
Develop a positive disposition towards writing and representing.
P1
LOWER PRIMARY
PRIMARY
P6
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.
S2N/1E
S3N/2E
S4N/3E
S5N/4E
UPPER SECONDARY
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.
Apply spelling skills and learner strategies for writing
accurately and consistently in internationally acceptable
English (standard English).
S1N
LOWER SECONDARY
SECONDARY
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.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
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.
Apply knowledge of appropriate organisational structures and language features to
create a variety of increasingly sophisticated texts for different purposes.
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 by
generating, selecting,
organising, developing,
expressing and revising
ideas.
*Support also the use of keyboarding and word processing skills to create texts.
Writing and
Representing
Creatively
and Critically
for a Variety
of Purposes,
Audiences,
Contexts and
Cultures,
Both
Individually
and
Collaboratively
Acquiring the Develop writing
Write neatly, legibly and fluently. Apply spelling
Mechanics of readiness and write
skills and learner strategies accurately for writing
Writing*
in print script. Apply
frequently misspelled and multisyllabic words.
spelling skills and
strategies accurately for
writing age-/year levelappropriate words.
FOCUS
AREAS
UPPER PRIMARY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Progression of Skills from Primary 1 to Secondary 4E/5N
Writing and Representing
27
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Progression of Skills from Primary 1 to Secondary 4E/5N
Grammar
AREA OF
LANGUAGE
LEARNING
FOCUS
AREAS
PRIMARY
LOWER PRIMARY
P1
P2
MIDDLE PRIMARY
P3
P4
SECONDARY
UPPER PRIMARY
P5
P6
LOWER SECONDARY
S1N
S2N/1E
S3N/2E
UPPER SECONDARY
S4N/3E
S5N/4E
Use of
Terms
Learn metalanguage
Use metalanguage to talk about how language
Develop and strengthen grammatical metalanguage learnt
explicitly to talk about
works at the text level and during editing and self- previously.
how language works at correction.
word and phrase levels
and for identification
of simple sentence
functions in meaningful
contexts.
Grammar
at Word,
Phrase and
Sentence
Levels
Apply grammatical knowledge at the word, phrase and sentence levels
to convey ideas accurately in different social contexts. Understand that
by varying the forms of construction, different meanings are conveyed in
different contexts.
Grammar at
Text Level
Use cohesive devices and grammatical structures
to create links across different
clauses, sentences and paragraphs. Identify and
apply knowledge of language features in different
types of texts during speaking, writing and
representing. Recognise how the purposeful use
of language shapes meaning in texts.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Revisit and strengthen grammatical knowledge learnt
previously. Identify and address recurring language errors to
develop greater control in the use of language for speaking,
writing and representing. Use appropriate language structures
learnt previously to convey thoughts and opinions in
interactions with others.
Apply knowledge of cohesive devices and grammatical
structures to create links across different
clauses, sentences and paragraphs. Apply knowledge of
language features of texts and reproduce them in a full range
of texts, including hybrid texts. Recognise how the purposeful
use of language shapes meaning in texts.
28
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Progression of Skills from Primary 1 to Secondary 4E/5N
AREA OF
LANGUAGE
LEARNING
FOCUS
AREAS
PRIMARY
LOWER PRIMARY
P1
Developing
Rich
Vocabulary
Knowledge
P2
Focus on learning
words through
experience and
enjoyment.
SECONDARY
MIDDLE PRIMARY
P3
P4
UPPER PRIMARY
P5
P6
Develop and strengthen vocabulary knowledge,
and take an active role in learning new
vocabulary items.
LOWER SECONDARY
S1N
S2N/1E
S3N/2E
UPPER SECONDARY
S4N/3E
S5N/4E
Continue to develop and strengthen vocabulary knowledge
and take an active role in studying word meaning and learning
new vocabulary items.
Vocabulary
Develop vocabulary
knowledge and take an
active role in learning
new vocabulary items.
Develop rich vocabulary knowledge by examining how words are formed, how words relate to one another and how words are used in
context.
Use various learner strategies to develop rich vocabulary.
Using
Vocabulary
Use words suitable for purpose, audience, context and culture.
Use fixed expressions accurately and appropriately.
Recognise, appreciate and use words for literary effect meaningfully.
Use words meaningfully in conjunction with semiotic modes.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
29
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 for
Understanding
Listening and
Viewing for Critical
Evaluation
Listening
and
Viewing
Attitudes
and
Behaviour
Listening
and
Viewing
to
Recognise
Sounds
and
Words in
Context
SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
30
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Listening and
Viewing Extensively
for Understanding
and Enjoyment
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
INTRODUCTION
The acquisition and development of listening and viewing skills, along with those of speaking and
representing, are especially necessary in building a strong foundation in English at the start of language
learning. These skills will enable students to interact and collaborate meaningfully in and outside of the
classroom, with their peers and teachers, as they develop their competencies in other areas of language
learning and subject content.
As students learn to be effective and empathetic communicators, they will understand the importance
of displaying a positive disposition while listening, and at the same time, develop the skills to listen
closely and critically. In addition, students will develop viewing skills in conjunction with listening skills.
Providing opportunities for students to listen to and view rich, diverse linguistic input from a variety
of spoken and multimodal texts is integral to the development of their listening and viewing skills, as
these opportunities will expose students to the use of language for various communicative purposes.
Concurrently, students will be guided to develop metacognitive skills to approach and manage their
listening and viewing effectively.
LISTENING AND VIEWING CLOSELY WITH A POSITIVE DISPOSITION
At the primary level, there is emphasis on the development of behavioural
qualities of students who are engaged. These are students who listen and view
attentively and with empathy, and indicate responses that are appropriate to
the purpose, audience, context and culture. Positive dispositions in listening
and viewing involve recognising that one’s listening behaviour affects how an
interaction will progress and develop. These dispositions include turn-taking,
determining their own purpose(s) for listening and/or viewing, and displaying
positive listening attitudes and appropriate behaviour in any listening and/or
viewing activity. Once inculcated, students will develop the necessary dispositions
for active listening and viewing, and enhance their ability to communicate and collaborate with others
in various contexts.
At the primary level, this component focuses on developing students’ auditory
discrimination skills that will help support students’ literacy development. It entails
discriminating and recognising the sounds of English and applying knowledge of
letter-sound correspondence to identify words and phrases in order to process
what is heard. It also requires students to recognise that prosodic features (e.g.,
intonation, volume and stress) and their variations can convey nuances in a
message. Noticing such variations can help students understand how the same
utterance can have different meanings in different listening contexts.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
31
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Listening and viewing for understanding provides students with the context to use
a range of skills and strategies to make meaning of texts. These skills and strategies
include drawing on their prior knowledge as well as using linguistic and nonlinguistic (i.e., visual, gestural, audio, spatial) cues to arrive at a comprehensive
understanding of texts they encounter in various contexts, both in the classroom
and beyond. These skills and strategies will be developed through various types of
purposeful listening1 and/or viewing activities to provide students opportunities
for both discrete and comprehensive listening and viewing in context. It is only
when students have understood the message of a text that they will be able to
use critical listening and viewing skills to evaluate the message. As students progress up the year levels,
they will be able to listen, view and respond to longer texts from multiple sources of input.
LISTENING AND VIEWING CRITICALLY
Critical listening and viewing skills and strategies build on those of listening
and viewing for understanding. This component equips the listener or viewer
with the skills to comprehend and subsequently, evaluate messages that are
conveyed through various semiotic modes (e.g., audio, visual). Students will
analyse how different elements of a text integrate to achieve a specific effect
according to purpose, audience, context and culture. As students are provided
with many opportunities to listen to and view a range of texts critically, they
will need to discern the credibility of their sources and the relevance of the
information presented. This is done, for example, by making connections to
their own personal experiences, to other texts, and to their knowledge of the world.2 They will continue
to strengthen their critical listening and viewing skills as they apply metacognitive strategies to check
on the accuracy of their comprehension and shift between the literal, inferential and evaluative levels
of understanding texts. Through these practices, students will become more proficient in interpreting
and evaluating messages and in responding appropriately.
LISTENING AND VIEWING EXTENSIVELY
This component involves students in listening to and viewing a wide variety of
spoken and multimodal texts of varying content, complexity and purposes. As they
listen to and view these texts for enjoyment, they are simultaneously building
knowledge and developing the skills of listening and viewing for understanding.
In addition, students will grow to become culturally sensitive individuals through
multiple opportunities to listen to and appreciate a range of the varieties of
English spoken around the world.
At the initial stages, students will be guided to listen to, view and appreciate
more accessible texts, such as personal recounts, narratives and procedures. As they progress up the
year levels, they will be exposed to other types of spoken and multimodal texts.
NOTES AND IN-TEXT REFERENCES
1
2
32
Wolvin & Coakley (1996) outlined five types of purposeful listening - discriminative, comprehensive, therapeutic, critical and appreciative listening.
Harvey & Goudvis (2007).
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Italics
Italicised SSAB and I&S are for exposure, depending on the readiness,
interests and learning profiles of the students. Italicised SSAB and I&S
will not be assessed in the national examinations. LISTENING
AND VIEWING
CLOSELY WITH
A POSITIVE
DISPOSITION
FOCUS AREAS
Develop auditory
discrimination skills
and positive listening
and viewing attitudes
and behaviour
•
•
•
withhold comment until an appropriate time to respond
display socio-cultural awareness and sensitivity to ideas expressed
bserve the listening behaviour of the audience (e.g., gestures, facial expressions) to
o
decide on an appropriate response according to purpose, context and culture
◦
◦
◦
provide back-channelling to confirm comprehension and encourage speaker (e.g., “Mmm”,
“Yes”, “I see”)
carry out instructions
◦
◦
seek elaboration (e.g., “Could you explain further?”)
seek confirmation (e.g., “Do you mean to say…?”)
◦
◦
◦
engage in turn-taking (e.g., in one-to-one conversations, whole class or group discussions)
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ork in a respectful manner with others in a group setting with awareness of purpose,
w
audience, context and culture
◦
Listen and view attentively to participate effectively in a variety of contexts
seek repetition (e.g., “Sorry, could you please say that again?”)
seek clarification (e.g., “What do you mean by…?”)
◦
Listen and respond with appropriate conversational repair strategies
nod in agreement to indicate understanding
◦
Indicate response appropriately while listening and viewing, e.g.,
look at the person speaking and maintain eye contact, appropriate posture and facial expression
keep an open mind to ideas expressed
Listen and view with empathy and respect
•
◦
Listen and view attentively and for a sustained period (e.g., the entire duration of a text)
•
◦
Establish a purpose for listening and viewing (e.g., for information, for enjoyment)
•
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
LISTENING AND VIEWING ATTITUDES AND BEHAVIOUR
LO1:
LISTENING AND VIEWING
1
2
3
4
5
PRIMARY
6
33
In planning the instructional programme and lessons, teachers decide on the scope and combination of SSAB and I&S for each year level, taking into account the readiness, interests and learning
profiles of students, the focus of instruction, the principles of EL teaching and learning (CLLIPS) and the EL teaching processes (ACoLADE), while also situating these within the context of the Singapore
Teaching Practice. The SSAB and I&S also help teachers to decide on the areas for formative and summative assessment in school.
At the Primary level, shading indicates when the skills, learner strategies,
attitudes and behaviour (SSAB), items and structures (I&S) will be formally
introduced and taught at increasing levels of sophistication. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
LISTENING
AND VIEWING
CLOSELY WITH
A POSITIVE
DISPOSITION
FOCUS AREAS
Develop listening
and viewing skills for
understanding by
focusing on literal and
inferential meaning
LO2:
Develop auditory
discrimination skills
and positive listening
and viewing attitudes
and behaviour
listen and respond to ideas ethically and responsibly when using communication tools (e.g.,
online collaboration platforms)
◦
develop awareness of stress patterns in words and sentences
◦
words may sound different when pronounced individually and when strung in a phrase
or sentence, such as contractions (e.g., we’ll, couldn’t) and linking (e.g., at all)
e llipsis (i.e., some words can be left out in speech)
(Context: a phone conversation)
Speaker A: Can I speak to Linda, please?
Speaker B (Linda): (This is Linda) speaking.
discourse markers to signal specific purposes, e.g.,
“Anyway, let’s get back to the task.” (to change the subject)
“Well, that’s what he said.” (to express doubt or to hedge)
question tags (e.g., “It’s a hot day, isn’t it?”)
rhetorical questions (e.g., “Why do I still hear talking?”)
◦
◦
◦
◦
Recognise the features of spoken language, e.g.,
◦
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
personal and real life experiences
•Draw on prior knowledge and contextual clues to facilitate comprehension of texts (e.g.,
how semiotic modes convey meaning), such as,
•Recognise that non-fluency features of spoken language (e.g., hesitations, pauses, fillers)
contribute to the meaning of an utterance
•Recognise that prosodic features (e.g., intonation, volume, stress) and their variations
contribute to the meaning of an utterance
LISTENING AND VIEWING FOR UNDERSTANDING
•
•Develop awareness of non-fluency features of spoken language (e.g., hesitations, pauses, fillers)
Identify the prosodic features (e.g., intonation, volume, stress) of an utterance
develop phonemic awareness through blending, segmentation, deletion and substitution
◦
•
develop awareness of syllables and rhyming words in spoken language
◦
Identify key words and phrases
identify initial, medial and final sounds
Develop phonological awareness
◦
•
•
LISTENING AND VIEWING TO RECOGNISE SOUNDS AND WORDS IN CONTEXT
t hink through the different perspectives and solutions that others have mentioned before
raising an opinion or offering an alternative viewpoint
◦
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
◦ interact with others to explore and assess information and ideas
LO1:
LISTENING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
34
LISTENING
AND VIEWING
CRITICALLY
LISTENING
AND VIEWING
CLOSELY WITH
A POSITIVE
DISPOSITION
FOCUS AREAS
Develop critical
listening and viewing
by focusing on implied
meaning, higherorder thinking and
evaluation
LO3:
Develop listening
and viewing skills for
understanding by
focusing on literal and
inferential meaning
visual cues (e.g., colour, still and moving images, variation in fonts)
gestural cues (e.g., facial expression, posture, body language)
audio cues (e.g., volume, sound effects, music)
spatial cues (e.g., proximity, direction, position)
◦
◦
◦
◦
listen selectively according to a specific purpose
make inferences (e.g., about purpose, intention, message)
make predictions (about subsequent content) and refine predictions as listening and viewing
progresses
form questions at the literal level of the text (e.g., What is the character looking for?)
form questions at the inferential level of the text (e.g., What did the character actually
mean when he said that?)
identify main ideas (e.g., key points of a story or an argument)
identify purpose and audience of text listened to and/or viewed
comprehend text at the global level (e.g., theme, topic, speaker’s overall view)
create mental images that reflect or represent the ideas in the text
recall and organise key content (e.g., ideas, details) in texts by:
◦
◦
◦
◦
◦
◦
◦
◦
◦
◦
- summarising
- using graphic organisers
- note-taking
identify details to extract specific information (e.g., sequence of events or ideas)
◦
Listen and view actively to interpret texts, e.g.,
linguistic cues (e.g., grammatical features, vocabulary, organisational patterns and structures)
◦
cause and effect in a text
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
problem(s) and solution(s) in a text
Identify and make connections between:
•
◦
Distinguish fact from opinion
•
◦
Identify different points of view
•
The ability to listen and view critically is contingent upon the student’s ability to first listen and view for understanding
of texts.
LISTENING AND VIEWING FOR CRITICAL EVALUATION
•
registers
◦
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
◦ socio-cultural knowledge
LO2:
LISTENING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
35
LISTENING
AND VIEWING
CRITICALLY
FOCUS AREAS
Develop critical
listening and viewing
by focusing on implied
meaning, higherorder thinking and
evaluation
prior knowledge
contextual clues
◦
◦
Make generalisations by identifying patterns from more than one source
main ideas, key details and specific examples from a text
◦
Draw conclusions from:
topics or themes across texts
◦
determining the sufficiency of information and ideas in texts
v erifying the accuracy, credibility and currency of information and ideas in a single source
or across multiple sources
◦
◦
Evaluate the relevance of the information by:
identifying the source or speaker’s authority on the topic (e.g., experience, qualifications)
identifying the points of view or assumptions made
◦
detecting the speaker’s attitudes (e.g., confidence) and feelings (e.g., happiness, anger,
confusion, enthusiasm)
◦
◦
identifying the intent/ purpose of the message (e.g., to instruct, to inform, to persuade)
Determine the credibility of the speaker or source by:
◦
monitor the use of selected strategies during and after listening and/or viewing, e.g.,
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
- check current interpretation with prior knowledge
- check current interpretation against the context of the message
- identify words or ideas that are not understood
plan, identify and select a combination of listening and viewing strategies to suit text,
purpose, task and context
◦
•Use metacognitive strategies to actively regulate listening and viewing, e.g.,
•Make text-to-self, text-to-text and text-to-world connections (e.g., How is what I am listening
to and/or viewing different from or similar to what I know/ other texts/ what is happening
in the world?)
•
•
•Form questions to evaluate the text (e.g., How effective is the speaker’s voice in persuading
the audience to take action?)
•Identify and analyse how semiotic modes work together to achieve a variety of purposes (e.g.,
a speaker’s choice of words and gestures to convince and inspire, choice of music and sound
effects to create humour, suspense or fear)
•
•
two or more ideas
◦
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
•
Compare and contrast information between:
LO3:
LISTENING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
36
LISTENING
AND VIEWING
EXTENSIVELY
FOCUS AREAS
Listen to, view and
respond to a variety of
texts
LO4:
reflect, revise and adjust the use of selected strategies for future listening and viewing
activities
◦
- narratives (e.g., audio and digital stories, plays, radio dramas, movies)
texts that entertain, e.g.,
- factual recounts (e.g., digital news bulletins, eye-witness accounts, biopics)
- personal recounts (e.g., oral anecdotes of past experiences or interesting encounters,
video diaries)
texts that recount what happened, e.g.,
◦
◦
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
- causal and/or consequential explanations (e.g., interactive website on causes and effects
of a phenomenon)
- sequential explanations (e.g., documentary on how a natural disaster unfolds)
texts that explain, e.g.,
- comparative reports (e.g., oral descriptions of similarities or differences of objects/
animals)
- classifying reports (e.g., documentaries on different types of phenomena such as weather)
- descriptive reports (e.g., news reports, documentaries, show-and-tell)
texts that describe and inform, e.g.,
- rules (e.g., spoken list of safety precautions)
- directions (e.g., digital maps, audio tours, travel video guides)
- procedures (e.g., spoken list of instructions for games or scientific experiments, online
recipes)
texts that instruct, e.g.,
- poetry (e.g., rhymes, haikus, limericks)
◦
◦
•Listen to, view and respond to a variety of texts for understanding and enjoyment (e.g.,
appreciation of imagery, rhythm, humour)
LISTENING AND VIEWING EXTENSIVELY FOR UNDERSTANDING AND ENJOYMENT
evaluate the effectiveness of the use of strategies based on self-appraisal or feedback
from others
◦
- listen and/or view the whole text or part of text again to check for understanding, where
applicable or necessary (e.g., for a multimodal text, check how different semiotic features
provide complementary or different information)
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
LISTENING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
37
LISTENING
AND VIEWING
EXTENSIVELY
FOCUS AREAS
Listen to, view and
respond to a variety of
texts
t exts that contain more than one type or form of texts (e.g., infotainment, other forms
of hybrid texts)
- discussions (e.g., current affairs programme on topical issues of the day)
use the information from text(s) to create new information according to purpose, audience,
context and culture
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
reflect on the information from text(s) to use or share the information with others
◦
•Apply the knowledge from listening and viewing in reading, speaking, writing and representing
to demonstrate the meaningful use of language, e.g.,
•Appreciate the diverse varieties of English spoken in the world and recognise that these
represent cultural identity
◦
- arguments (e.g., advertisements promoting a product/ event, campaign speech of student
councillor)
- personal responses (e.g., verbal recommendations, reflection on favourite characters in
stories, video on reactions to an event)
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
◦ texts that respond, argue, evaluate and/or persuade, e.g.,
LO4:
LISTENING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
38
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 Closely
Reading and Viewing
Critically
Reading and Viewing
Widely and Extensively
for Different Purposes
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 levelappropriate texts by
focusing on literal
and inferential
meaning
Analyse, evaluate
and appreciate
age-/year levelappropriate texts by
focusing on implied
meaning, higherorder 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
Beginning
Reading and Viewing
Close
Reading and Viewing
Critical Reading,
Viewing and
Appreciation
Wide
Reading
and
Viewing
Extensive
Reading
and
Viewing
SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
39
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
INTRODUCTION
Reading and viewing at the primary level focuses on building students’ foundation in literacy skills,
and developing in them a positive disposition towards reading and viewing. These involve supporting
students in learning to read, view, comprehend, analyse critically and make connections across a variety
of texts. The mastery of these literacy skills will help build students’ love for the language and develop
their word and world knowledge. It will also help them to progressively achieve fluency in reading and
viewing and to read with discernment a rich array of texts on diverse topics.
READING AND VIEWING CLOSELY
Beginning reading and viewing is critical at the lower primary levels to develop
accuracy, fluency and automaticity ‒ important precursors to close reading
and viewing. Early literacy skills include alphabet knowledge, concepts about
print, phonological awareness, graphophonic knowledge and word recognition
strategies. Beginning reading and viewing also entails the development of positive
reading and viewing attitudes and behaviour. These are the building blocks that
students need for the development of subsequent, higher-level skills to become
proficient readers and viewers. As our society moves from a print-based to a
multimodal one, students will also need to learn viewing skills and knowledge1
to successfully navigate this changing literacy landscape. Students are introduced to early viewing skills
such as placement, spacing, font size and distinguishing print from other visual elements.2
Close reading and viewing provides the context for students to read and view at
literal and inferential levels and, progressively, to explore how language is used
in texts. During close reading and viewing, students make meaning of a text by
simultaneously drawing on their prior knowledge and the contextual clues in
the text. They rely on both linguistic (i.e., graphophonic, syntactic, semantic,
pragmatic) and non-linguistic (i.e., visual, gestural, audio and spatial) cues in the
text to make sense of what they read and view by relating what is new to what
they already know. Close reading and viewing also requires students to possess
a range of comprehension skills and strategies to read and view different levels
of text difficulty.3 At the same time, students are also required to master new information and media
literacy skills to process multimodal and digital texts. The mastery of these skills and strategies in close
reading and viewing is essential in order for students to read and view an array of texts and to provide
them with the examples they could adapt in their creation of texts.
40
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
READING AND VIEWING CRITICALLY
Critical reading, viewing and appreciation takes place when students are
encouraged to analyse the underlying meaning, offer personal responses and
interpretations of texts, as well as evaluate writers’ intentions and the soundness
of argument in order to become discerning readers.4 Students are also encouraged
to connect what they read and view to their personal and world knowledge, as
well as to other texts.5 In addition, students examine the elements of style and
writers’ choice of semiotic modes to understand how they are used by the writer
to achieve impact. During the process of critical reading and viewing, students
are also encouraged to reflect on what they read and view. This application of
metacognitive strategies allows students to monitor, evaluate and adjust their use of comprehension
skills and strategies.
READING AND VIEWING WIDELY AND EXTENSIVELY FOR DIFFERENT PURPOSES
Reading and viewing widely encourages sustained reading and viewing in context
as well as reading and viewing intensively for different purposes – for creative
and personal expression, and for informational and academic purposes.6 As
students progress up the year levels, they are likely to read and view a variety
of types of texts constructed for different purposes and produced in different
modes and hybridity. By reading and viewing widely, students progressively gain
greater understanding of the organisational structure, rhetorical conventions
and semiotic modes that make texts unique. The process of reading and viewing
widely also creates new understandings for the students, allowing them to apply
the knowledge from reading and viewing to other areas of language learning and other subject areas.
In the process, students’ repertoire of vocabulary across subject matter is also strengthened.
viewing materials.
One of the strongest predictors of reading comprehension in general and of
vocabulary development in particular is the amount of time students spend
reading individually and recreationally.7 Extensive reading and viewing involves
reading and viewing more, reading and viewing widely and with enjoyment.
Extensive reading and viewing is carried out with the aim of encouraging students
to engage in independent reading and viewing of a wide array of texts on
Singaporean, Asian and contemporary themes. During the process of extensive
reading and viewing, students are encouraged to set and regulate personal
reading goals and guided to refine and broaden their choice of reading and
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
41
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
NOTES AND IN-TEXT REFERENCES
Walsh (2010).
Callow (2013).
3
Text difficulty, relative to students’ ability, refers to:
The frustration reading level – the level of reading material a student can read successfully with an accuracy rate of 89 per cent or less. At this level,
“reading skills break down, fluency disappears, errors in word recognition are numerous, comprehension is faulty, recall is sketchy, and signs of emotional
tension and discomfort become evident” (Harris & Sipay, 1975, p. 213);
The instructional reading level – the level of reading material a student can read easily and successfully with instruction and support from the teacher
and at an accuracy rate of 90–94 per cent; and
The independent reading level – the level of reading material a student can read easily, independently and with high comprehension, with few problems
with word identification and an accuracy rate of 95–100 per cent.
4
Goh & Yio (2002, p. 10).
5
Both Keene & Zimmerman (1997) and Harvey & Goudvis (2007) proposed three types of connections between text and other background knowledge:
text-to-self, text-to-world and text-to-text connections.
6
Students of all ages have been observed to read for two broad reasons – reading for pleasure and personal interest, and reading for learning and
participation in society (Mullis, Martin & Sainsbury, 2015). While the purpose for reading is usually associated with the types of texts, there may not
be alignment. Some texts (e.g., biographies) can be primarily informational or literary but serve both purposes for reading.
7
Krashen (1993) and Renandya (2007).
1
2
42
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Italics
Italicised SSAB and I&S are for exposure, depending on the readiness,
interests and learning profiles of the students. Italicised SSAB and I&S
will not be assessed in the national examinations.
READING
AND VIEWING
CLOSELY
FOCUS AREAS
distinguish between letters, words and sentences
◦
Recognise that reading and viewing can be linear/ non-linear, sequential/ non-sequential, e.g.,
•
Develop awareness of syllables and rhyming words
•
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Identify initial, medial and final sounds
•
Phonological Awareness
•Show awareness of how texts can be constructed to direct the viewer’s attention to the
intended message
•Show awareness of the design (e.g., webpage layout, transitions between scenes) and
presentation elements used in a text (e.g., colours, font types, speech balloons)
•Show awareness of navigating and interacting with texts (e.g., scrolling sidebar, clicking on
hyperlinks and icons)
multiple reading paths in hypertexts
Adopt appropriate posture and book position while reading and/or viewing silently
◦
Stay on the correct line while reading orally
•
◦
recognise how sentences are written (e.g., begin with capital letters, end with full stops
and are separated with punctuation marks)
recognise the use of word spacing as separating two words
◦
◦
adjust directionality (e.g., from left to right, top to bottom, foreground to background) in
accordance with the reading and/or viewing of texts
◦
identify common terms relating to books (e.g., title page, author, illustrator, front/ back
cover, table of contents)
Develop knowledge of the concepts about print
Identify upper and lower case letters
Recognise and name the letters of the alphabet
•
Develop reading and
•
viewing readiness,
•
word recognition skills,
•
accuracy, fluency and
positive reading and
viewing attitudes and
behaviour
Readiness for Reading and Viewing
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
BEGINNING READING AND VIEWING
LO1:
READING AND VIEWING
1
2
3
4
5
PRIMARY
6
43
In planning the instructional programme and lessons, teachers decide on the scope and combination of SSAB and I&S for each year level, taking into account the readiness, interests and learning
profiles of students, the focus of instruction, the principles of EL teaching and learning (CLLIPS) and the EL teaching processes (ACoLADE), while also situating these within the context of the Singapore
Teaching Practice. The SSAB and I&S also help teachers to decide on the areas for formative and summative assessment in school.
At the Primary level, shading indicates when the skills, learner strategies,
attitudes and behaviour (SSAB), items and structures (I&S) will be formally
introduced and taught at increasing levels of sophistication. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
READING
AND VIEWING
CLOSELY
FOCUS AREAS
vowel graphs (i.e., a, e, i, o, u)
Vowel-Consonant-e (VCe) (i.e., a-e, e-e, i-e, y-e, o-e, u-e)
initial consonant digraphs (i.e., sh-, ch-, wh-, th- [voiced and unvoiced])
consonant digraphs in final position (i.e., -ch, -ng, -ff, -ll, -ss, -zz, -ck)
final consonant trigraphs (i.e., -tch, -dge)
◦
◦
◦
◦
◦
vowel digraphs (e.g., oo, ee, ea, oa, aw, ai, ay)
r-controlled vowel (e.g., ar, ir, ur, or)
l-controlled vowel (e.g., al)
diphthongs (e.g., ou, ow, oi, oy)
inflectional suffixes (e.g., -s, -es, -ing, -ed)
◦
◦
◦
◦
◦
◦
silent letters, e.g.,
◦
syllable types (i.e., closed, open, Vowel-Consonant-e (VCe) syllable, vowel team/ diphthong,
r-controlled, consonant-le)
final consonant blends (e.g., -ft, -nd, -nk, -nt, -mp, -st, -sk)
◦
◦
initial consonant blends (e.g., fr, fl, sl, gl, bl, br, cl, sm, sn, sw, sk, cr, dr, pl, pr, sp, st, tr, shr,
thr, spl, spr, str, scr)
initial and final consonant graphs (i.e., s, t, p, n, c, k, h, r, m, d, g, l, f, b, j, w, v, y, z, q)
◦
Match sounds to their corresponding letters/ letter patterns:
•
high-frequency words
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
multisyllabic words (e.g., Singapore, crocodile)
◦
◦
common, regularly spelt (e.g., is, can, be) and irregularly spelt (e.g., the, you, have)
monosyllabic words
Recognise and read with accuracy and fluency
Recognition of Words
- g (e.g., gnaw, gnarl, gnat, gnash, gnome)
- t (e.g., often, bristle, castle, bustle, fasten)
- w (e.g., wrap, wreck, wreath, wren, wrist, sword, write, wrote)
- k (e.g., knock, knot, knit, knew, knee, knife)
- b (e.g., comb, thumb, climb, plumber, limb)
- e (e.g., because, have, some, mouse)
Develop reading and
•
viewing readiness,
word recognition skills,
accuracy, fluency and
positive reading and
viewing attitudes and
behaviour
Graphophonic Knowledge
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
•
Develop phonemic awareness through blending, segmentation, deletion and substitution
LO1:
READING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
44
1
contractions (e.g., couldn’t, mustn’t)
Process and
comprehend age-/
year level-appropriate
texts by focusing on
literal and inferential
meaning
LO2:
participate actively in reading and viewing activities (e.g., during shared book reading)
engage in reading and viewing voluntarily
◦
◦
◦
read and view attentively and for a sustained period (e.g., for the entire duration when a
text is shared in class)
Show interest in reading and viewing, e.g.,
linguistic cues1
gestural cues (e.g., facial expression, posture, body language)
audio cues (e.g., intonation, volume, stress, sound effects, music, variation in pace )
◦
◦
•Make predictions about what might be presented next in the text and refine predictions as
the text is read and/or viewed (e.g., look at illustrations and captions on page or screen)
Construction of Meaning Using Comprehension Skills and Strategies
◦
spatial cues (e.g., proximity, direction and/or position of text and objects, organisation
and layout of image and text on screen or page)
visual cues (e.g., colour, still and moving images, variation in fonts)
◦
- pragmatic cues (e.g., purpose of text, text organisational structures and patterns, language
features)
- semantic cues (e.g., vocabulary, knowledge of topic/ concept, socio-cultural knowledge)
- syntactic cues (e.g., grammatical features, cohesive devices)
- graphophonic cues (e.g., knowledge of letters and sounds, knowledge about spelling of words)
◦
•Draw on prior knowledge and contextual clues to facilitate comprehension of texts (e.g.,
how semiotic modes convey meaning), such as,
Construction of Meaning Using Prior Knowledge and Contextual Clues
CLOSE READING AND VIEWING
•
Develop reading and
•
Use word recognition strategies, e.g.,
viewing readiness,
◦ visual cues (e.g., recognise the word “STOP” on the red octagonal “stop” sign)
word recognition skills,
◦ word attack (e.g., phonics, onsets and rimes, contextual clues, structural analysis)
accuracy, fluency and
•Read aloud year level-appropriate texts with accuracy, fluency, comprehension and appropriate
positive reading and
expression, pacing and intonation
viewing attitudes and
Positive
Disposition towards Reading and Viewing
behaviour
◦
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
◦ compound words (e.g., classroom, playground)
LO1:
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
See the Grammar and Vocabulary Charts for grammatical and vocabulary items specific to the various year levels.
READING
AND VIEWING
CLOSELY
FOCUS AREAS
READING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
45
2
information, speed up to scan for key words)
Process and
comprehend age-/
year level-appropriate
texts by focusing on
literal and inferential
meaning
identifying links between textual and visual information
◦
scan for specific details (e.g., dates, names)
Categorise and classify given details
Integrate ideas from different parts and different multimodal elements of the text
Make inferences to draw conclusions
Identify the purpose and audience of texts read and/or viewed
•
•
•
◦
formulate questions to guide research (e.g., stating topic as question, identifying keywords
in question)
•Navigate and gather information from a range of print, non-print and digital networked
sources (e.g., URLs, embedded hyperlinks, application tools) to, e.g.,
Information and Media Literacy
•Achieve common reading and viewing goals through effective collaboration with peers (e.g.,
by sharing ideas and information)
Sequence details and/or events (e.g., arrange a series of events in chronological order)
•
note and recall main ideas and key details
•
◦
◦
skim for the gist/ main idea (e.g., read and/or view titles, subheadings, images in the
texts)
◦
Determine main ideas and supporting details, e.g.,
using reference materials (e.g., dictionaries, websites, glossaries)
◦
•
c reating annotations (e.g., make notes/ comments, underline topic sentences, highlight
key ideas)
◦
Create mental images that reflect or represent the ideas in the text
rereading and/or viewing whole text or part of text again
Ask questions at different levels (e.g., literal, inferential) about the texts read and/or viewed
formulating questions to seek clarification from others
◦
◦
•
reading to the end of a sentence, paragraph or page
◦
Clarify or enhance meaning of unfamiliar words or ideas by:2
•
•
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
•Adjust reading and viewing rate according to purpose (e.g., slow down to understand new
LO2:
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
See the Vocabulary Chart for vocabulary items specific to the various year levels.
READING
AND VIEWING
CLOSELY
FOCUS AREAS
READING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
46
READING
AND VIEWING
CRITICALLY
FOCUS AREAS
Analyse, evaluate and
appreciate age-/ year
level-appropriate texts
by focusing on implied
meaning, higherorder thinking and
judgement
LO3:
refine search for defined information needs
verifying the accuracy, credibility and currency of information and ideas across multiple sources
◦
Select and cite the relevant sources based on defined information needs
determining the sufficiency of information and ideas in texts
◦
Deduce the relevance of the information found across various sources by:
◦
comparison-contrast
cause-effect
problem-solution
◦
◦
◦
credibility and accuracy of ideas
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
reasons and evidence
◦
Evaluate given information, recommendation or line of thought based on, e.g.,
•
◦
Justify personal responses with descriptions, reasons and evidence
•
•Offer personal responses to and interpretations of texts (e.g., I like the story. I think she likes
animals very much.)
Evaluative Response
Make generalisations by identifying patterns from more than one source
textual and visual information in a text
◦
•
topics or themes across texts
◦
Distinguish fact from opinion (e.g., based on reasons, claims, assumptions)
two or more ideas in a text
◦
Compare and contrast:
list/ sequence of ideas/ events
◦
Analyse organisational patterns in a text for flow of ideas, e.g.,
•
•
•
•Examine a text, break ideas/ topic into smaller parts and consider how they relate together
(e.g., topic: sports day → the occasion, participants’ feelings, what went well)
•Interpret a text from various points of view (e.g., consider writer’s perspective, recognise
the characters’ feelings, reflect on peers’ understanding)
Analytical Response
CRITICAL READING, VIEWING AND APPRECIATION
•
•
◦
locate information from a wide range of sources (e.g., library catalogue systems, search
engines, search function within a device)
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
READING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
47
READING
AND VIEWING
CRITICALLY
FOCUS AREAS
Analyse, evaluate and
appreciate age-/ year
level-appropriate texts
by focusing on implied
meaning, higherorder thinking and
judgement
Make text-to-text connections by linking texts of similar or different topics/ themes/ ideas
recognise how the linguistic (e.g., organisational structures, language features) and
non-linguistic (e.g., still and moving images, colours, fonts) features work together to
communicate meaning (e.g., use of varied sentence structures and visual effects in a
graphic novel)
demonstrate awareness of how the use of linguistic (e.g., organisational structures, language
features) and non-linguistic (e.g., visual representations) features varies according to the
intended purpose and audience for impact
identify and analyse how the use of non-linguistic features (e.g., music, visual effects,
images) complements, enhances, or contradicts the meaning of the written and/or spoken
text
compare and contrast texts that use different linguistic and non-linguistic modes to
represent similar information, ideas and/or events
◦
◦
◦
◦
Examine how writers use different semiotic modes to achieve a variety of purposes, e.g.,
•
monitor and adjust the use of selected skills and strategies accordingly to suit text, purpose
and context
valuate the effective use of reading and viewing skills and strategies (e.g., based on
e
feedback from others, self-appraisal)
reflect on the use of selected skills and strategies for future reading and viewing activities
◦
◦
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
lan, identify and select a combination of reading and viewing skills and strategies to suit
p
a range of reading and viewing needs and purposes
◦
Apply metacognitive strategies to actively regulate reading and viewing, e.g.,
Metacognition
•
•Demonstrate awareness of how a writer’s style (e.g., choice of words, sentence variation,
use of organisational structures and patterns) can enhance the effectiveness of a text to
achieve impact
Elements of Style in a Variety of Texts
•Make text-to-world connections by linking events represented in the text to real-world
events
•
•Make text-to-self connections by linking personal experiences to events/ ideas represented
in the text
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
Making Connections
LO3:
READING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
48
3
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
◦
◦
◦
◦
◦
◦
- personal responses (e.g., opinion piece on favourite characters in stories, video on
reactions to an event)
texts that respond, argue, evaluate and/or persuade, e.g.,
- causal and/or consequential explanations (e.g., interactive websites on impact and
consequences of forest fires, pamphlets on cause and effect of tooth decay)
- sequential explanations (e.g., timeline diagrams about chocolate-making process,
pamphlets on how an aluminium can is recycled)
texts that explain, e.g.,
- comparative reports (e.g., visual representations of the differences between circulatory
and respiratory systems, documentaries on houses in the 19th and 20th centuries)
- classifying reports (e.g., online encyclopaedia entries on different kinds of species in the
animal kingdom, multimedia texts on types of natural disasters)
- descriptive reports (e.g., magazine reports on electric cars, documentaries on Singapore,
diorama)
texts that describe and inform , e.g.,
- rules (e.g., safety precautions in pamphlets accompanying electronic gadgets, rules of games)
- directions (e.g., digital maps, travel guides on how to get to places of interest )
- procedures (e.g., recipes, online instruction manuals, tips on time management)
texts that instruct, e.g.,
- poetry (e.g., nursery rhymes, haiku)
- narratives (e.g., fairy tales, interactive fables, playscripts)
texts that entertain, e.g.,
- factual recounts (e.g., digital school bulletins, news video, biographies of historical figures)
- personal recounts (e.g., diary entries, weblog about class excursion, memoirs)
texts that recount what happened, e.g.,
•Read and view a variety of texts, including multimodal and hybrid texts of suitable complexity
and length on a diverse range of Singaporean, Asian, contemporary and international themes/
topics for different purposes, e.g.,
Types of Texts3
Reading and viewing widely moves students from learning to read and view to reading and viewing intensively to
learn. Students are encouraged to read a wide array of texts from diverse sources, including multimodal and hybrid
texts for different purposes.
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
WIDE READING AND VIEWING
LO4:
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
See the Writing and Representing Chart for the organisational structure and language features of each type of texts.
READING
AND VIEWING
WIDELY AND
EXTENSIVELY
FOR
DIFFERENT
PURPOSES
FOCUS AREAS
READING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
49
READING
AND VIEWING
WIDELY AND
EXTENSIVELY
FOR
DIFFERENT
PURPOSES
FOCUS AREAS
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
texts that contain more than one type of text and form (e.g., graphic novels, infotainment,
other forms of hybrid texts)
◦
c ompare and contrast two or more characters, settings, or events in a story or drama
(e.g., differences in the personalities of the characters)
◦
•
•
identify and analyse how the use of non-linguistic features (e.g., background music,
placement of written word and illustration) develops and/or extends the plot
◦
facial expression and body language
impact of characters (e.g., on other characters, plot development, final resolution)
◦
◦
identify the points of view of different characters in the text
compare and contrast the points of view from which different stories are narrated/
dramatised including the difference between first and third-person narrations
◦
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
identify the speaker/ narrator of the text (e.g., first person, third person)
◦
Interpret texts from different points of view, e.g.,
qualities/ traits (e.g., positive, negative)
◦
Examine how characterisation is achieved through, e.g.,
r ecognise how specific aspects of a text’s illustrations and/or images complement or
contradict what is conveyed by the words in a story (e.g., by creating mood, highlighting
feelings of a character)
◦
•Examine how the use of semiotic modes in the writer’s craft serves to enhance the response
to and appreciation of the text, e.g.,
recognise and identify plot structure (e.g., initiating events, complications, climax, resolution)
identify and study characters and their actions
◦
compare themes in stories/ text selections and apply this knowledge to interpret texts
identify and recall sequence of main events
◦
◦
identify simple elements of fiction (e.g., main characters and setting)
◦
◦
identify themes as big ideas in stories/ text selections
◦
•Identify and analyse ideas presented in the different semiotic modes to demonstrate
understanding of the themes, characters, setting and plot in literary texts, e.g.,
Reading and Viewing for Creative and Personal Expression
- discussions (e.g., presentation on climate change, discursive essay on the pros and cons
of fast food)
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
- arguments (e.g., campaign speech of student councillor, persuasive email to magazine editor)
LO4:
READING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
50
4
to achieve impact,4 e.g.,
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
r ecognise how language choices (e.g., sentence variation, direct speech, connectors) are
used to achieve particular meaning, style, and reader interest
examine how the effective use of literal and figurative language (e.g., similes, metaphors)
helps to achieve the intended purpose and impact
identify rhyme and rhythm, repetition, similes, and sensory images in poems
◦
◦
◦
identify key information (e.g., who, what, where, when, why) about the topic
identify the main topic of a text (e.g., animals) as well as the focus of specific paragraphs
within the text (e.g., appearance, habitat)
etermine two or more key ideas of a text and examine how their supporting details are
d
related (e.g., main idea – devastating effects of natural disasters; supporting details –
psychological effects, physical effects)
◦
◦
Use information presented in different semiotic modes to deconstruct the line of thought, e.g.,
◦
recognise the meaning of vocabulary used for specific subject areas (e.g., mass vs. weight
in Science)
examine how key concepts, ideas, and events are represented through the use of grammatical
resources (e.g., noun phrases, verb phrases, prepositional phrases)
◦
◦
•Show awareness of how the writer’s use of language varies according to purpose and audience
to achieve impact,4 e.g.,
•Examine how specific visual representations (e.g., a diagram showing how the water cycle
works in a Science text, a timeline in a Social Studies text) contribute to and clarify the
meaning in the written text
•
recognise that text features contribute to meaning (e.g., captions, main and sub-headings)
identify the organisational patterns (e.g., chronology, comparison-contrast, cause-effect,
problem-solution) of events, ideas, concepts, or information in a text or part of a text
◦
identify typographical and visual features (e.g., font types, font sizes, illustrations)
◦
◦
•Recognise how text layout and the ideas presented in different semiotic modes enhance
understanding of the text, e.g.,
Reading and Viewing for Informational and Academic Purposes
r ecognise how details of characters, settings, or events are enriched through the use of
grammatical features (e.g., noun phrases, verb phrases, prepositional phrases)
◦
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
•Show awareness of how the writer’s use of language varies according to purpose and audience
LO4:
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
See the Grammar Chart for the language features of each type of texts and the Vocabulary Chart for the use of appropriate vocabulary.
READING
AND VIEWING
WIDELY AND
EXTENSIVELY
FOR
DIFFERENT
PURPOSES
FOCUS AREAS
READING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
51
READING
AND VIEWING
WIDELY AND
EXTENSIVELY
FOR
DIFFERENT
PURPOSES
FOCUS AREAS
logical sequencing of ideas within and across paragraphs)
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
e xamine how persuasive language is used (e.g., choice of words to appeal to authority,
rhetorical questions to provoke thought)
◦
use information from a variety of texts to create new information according to purpose,
audience, context, and culture (e.g., create a travel brochure for a particular audience
using information from various sources)
transform a text from one medium to another (e.g., print → role play or digital storytelling)
◦
◦
works of Singaporean writers
children’s literature, including graphic novels, wordless picture books
magazines and newspapers
anthologies
films, documentaries
◦
◦
◦
◦
◦
•
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Self-regulate the reading and viewing process by setting relevant goals
•Present an affective response to texts (e.g., retelling the story, rating the book, sharing
opinions/ reflections by drawing pictures)
•Recognise that there are various purposes for reading and viewing (e.g., for pleasure,
understanding, knowledge building)
Text Response
•Select texts that contain more than one type of text and form, i.e., hybrid texts (e.g., a
personal recount in an exposition, infotainment, press releases) for reading and viewing
works reflecting different cultures
◦
•Select from various print, non-print and digital networked sources a range of high-interest,
age-appropriate multicultural texts that achieve different purposes for reading and viewing,
including:
EXTENSIVE READING AND VIEWING
se information from texts for personal and creative expression as well as informational
u
and academic purposes
◦
•Apply the knowledge from reading and viewing widely and intensively to listening, speaking,
writing and representing in order to demonstrate the meaningful use of language, e.g.,
•Make relevant connections to ideas and information beyond texts read and/or viewed and
apply knowledge across language and subject areas
Making Applications
compare and contrast the varied use of registers according to different types of situation
◦
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
◦ r ecognise how cohesion and coherence is created (e.g., lexical cohesion, connectors,
LO4:
READING AND VIEWING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIMARY
6
52
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
SPEAKING AND REPRESENTING
Overview Diagram
SPEAKING AND REPRESENTING
Develop knowledge of the features of spoken language and use speaking and representing
skills, strategies, attitudes and behaviour to communicate appropriately according to purpose,
audience, context and culture.
FOCUS AREA
FOCUS AREA
Knowledge Base for
Speaking and Representing
Speaking and Representing Confidently and Effectively
for a Variety of Purposes, Audiences, Contexts and
Cultures, Both Individually and Collaboratively
LO1
LO2
LO3
LO4
LO5
Develop
knowledge
and
awareness
of the
features of
speaking and
representing
Develop
accuracy and
fluency in
speaking and
representing
Explore,
generate,
develop and
organise ideas
respectfully as
individuals and
collaboratively
in planned
and/or
spontaneous
situations
for a variety
of purposes,
audiences,
contexts and
cultures
Speak and
represent
confidently,
coherently
and
cohesively
for a variety
of purposes,
audiences,
contexts and
cultures
Monitor,
review, revise
and refine
responsibly
before, during
and after
speaking and
representing
Planning
Processes:
Individual,
Collaborative
Speaking and
Representing to
Fulfil Different
Purposes
Features
of Spoken
Language
Accuracy and
Fluency
SelfMonitoring
SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
53
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
INTRODUCTION
Speaking is a highly complex skill that involves the use of several simultaneous processes.1 Speaking
competence involves the use of communication strategies that draw from speakers’ linguistic, physical,
cognitive and social-emotional skills.2 When speaking in real time, in planned or spontaneous situations,
speakers negotiate what they mean with others in order to fulfil different purposes. This interaction
among speakers is instrumental in generating ideas and strengthening understanding. As speakers strive
to improve their skills, the act of speaking itself serves as “a tool for collective sense-making or ‘thinking
together’”,3 and for language development. Even from an early age these cognitive skills can combine
with metacognitive skills of self-regulation of learning through review and reflection.
Oral language skills need to be fostered from the primary years when students learn how to communicate
effectively in different social situations. To ensure effective oral communication, speaking is often
multimodal, combining spoken language with other semiotic modes, namely, the visual, gestural, audio
and spatial modes. It involves self-monitoring, and the receiving of and acting on feedback from the
listener(s). With communication and collaboration identified as key competencies for the 21st century,4
it is important that students learn to be confident, empathetic speakers, and are open to and respectful
of other people’s ideas.5 These positive dispositions in students will enable them to become skilful
communicators who can deftly adjust their spoken interaction to suit various purposes, audiences,
contexts and cultures.
KNOWLEDGE BASE FOR SPEAKING AND REPRESENTING
Features of
Spoken Language
Accuracy and
Fluency
54
As students learn to express their ideas through speaking and/or representing,
they build an awareness of how language works in various situations. Developing
knowledge of grammatical features and structures of spoken language will
provide the foundation for students to speak and interact with their peers who
may come from different language backgrounds. Students then learn to be
effective communicators who are able to value their peers’ ideas and respond
appropriately.
Students need to be provided with multiple opportunities to develop accuracy and
fluency through explicit and contextualised instruction. They learn pronunciation,
articulation and aspects of expression (e.g., volume, stress and intonation) to
enable them to convey their ideas clearly and appropriately. To meet their
communication needs, students learn to select appropriate semiotic modes6
to deliver their intended message.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
SPEAKING AND REPRESENTING CONFIDENTLY AND EFFECTIVELY FOR A VARIETY OF PURPOSES,
AUDIENCES, CONTEXTS AND CULTURES, BOTH INDIVIDUALLY AND COLLABORATIVELY
Speaking is an essential part of communicating, thinking and learning. It
connects the social and cognitive functions of group talk.7 Students at the
Planning
primary level can progressively learn how to plan and set goals as they explore,
Processes:
generate, develop and organise their thoughts. In order to be able to fulfil
Individual,
various purposes of speaking, students gather, select and evaluate information
Collaborative
from various print, non-print and multimodal texts. Students learn how to
speak in both planned and spontaneous situations. This may be done through
collaboration and interaction where constructive feedback and alternative
viewpoints are offered. Positive speaking attitudes are developed when students learn how to turntake, ask questions and give feedback with respect and socio-cultural sensitivity.
Speaking and
Representing to
Fulfil Different
Purposes
Students need to be confident speakers in a variety of situations while taking into
account appropriate social conventions. As they progress from lower to upper
primary levels, students speak and represent their points of view coherently
as they learn how to maintain focus on the topic. Their delivery is enhanced
through the use of cohesive devices such as repetition and adverbial phrases.
As confident speakers, students display creative use of language that combines
other semiotic modes (i.e., visual, gestural, audio and spatial).
When students become aware of their thought processes, they develop
metacognitive skills. This will help them gain control over how they speak and
reflect on how well they think they are conveying their thoughts to their listeners.
Students at the primary level learn to adjust their spoken discourse as they
respond responsibly to their listeners. They learn to use revision strategies (e.g.,
repeating mispronounced words) and refine their content (e.g., by replacing or
deleting inappropriate words) in spontaneous speaking tasks or after any planned
delivery. Formative assessment plays an important role where students learn
how to monitor and review their own performance and that of their peers in a safe environment. In
this way, students learn to be responsible for what they say. They are encouraged to self-regulate their
learning through monitoring and evaluating what they have learnt.8
SelfMonitoring
NOTES AND IN-TEXT REFERENCES
1
2
3
4
5
6
7
8
Goh & Burns (2012).
Faculty of Education, University of Cambridge (n.d.).
Mercer et al. (2003).
Bakhshi, Downing, Osborne & Schneider (2017).
Ministry of Education, Singapore (2011).
Bull & Anstey (2010).
Mercer (2000).
Goh & Burns (2012).
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
55
Italics
Italicised SSAB and I&S are for exposure, depending on the readiness,
interests and learning profiles of the students. Italicised SSAB and I&S
will not be assessed in the national examinations.
KNOWLEDGE
BASE FOR
SPEAKING AND
REPRESENTING
FOCUS AREAS
Develop knowledge
and awareness of
features of speaking
and representing
•
sentence fragments (e.g., for completion, “Your name is ...”)
prefabricated chunking
◦
◦
discourse markers
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
variations in register according to situations
- to express tentativeness (e.g., perhaps, maybe, actually)
- for coherence and cohesion (e.g., well, so, finally)
ellipsis, e.g.,
Speaker A: How have you been?
Speaker B: (I’m) fine.
◦
- holophrases (e.g., “food” for “Give me some food.”)
- phrasal verbs (e.g., wake up)
- collocations (e.g., “a quick meal” instead of “a fast meal”)
- idioms (e.g., a piece of cake)
- formulaic expressions (e.g., “by the way”, “sure”)
abbreviated forms (e.g., air-con, comp lab)
◦
- linking (e.g., at all)
- contractions (e.g., couldn’t, we’ll)
elision, e.g.,
- time (e.g., “I will visit the dentist tomorrow.”)
- space (e.g., “This is where it is!”)
orienting features of:
◦
◦
◦
Recognise features of spoken language
Language Features
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
FEATURES OF SPOKEN LANGUAGE
LO1:
SPEAKING AND REPRESENTING
1
2
3
4
5
PRIM ARY
6
56
In planning the instructional programme and lessons, teachers decide on the scope and combination of SSAB and I&S for each year level, taking into account the readiness, interests and learning
profiles of students, the focus of instruction, the principles of EL teaching and learning (CLLIPS) and the EL teaching processes (ACoLADE), while also situating these within the context of the Singapore
Teaching Practice. The SSAB and I&S also help teachers to decide on the areas for formative and summative assessment in school.
At the Primary level, shading indicates when the skills, learner strategies,
attitudes and behaviour (SSAB), items and structures (I&S) will be formally
introduced and taught at increasing levels of sophistication. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
Develop accuracy and
fluency in speaking
and representing
LO2:
Develop knowledge
and awareness of
features of speaking
and representing
use of rhetorical questions (e.g., “Who knows?”)
ifference in vocabulary used (e.g., choice, density) when speaking and when writing (e.g.
d
“We disagree on this matter!”/ “There has been a difference of opinion between us.”)
◦
◦
Recognise the conventions of speech and the roles of speakers in different situations
•
•
vowels (e.g., vowel “a”, pronounced “ah” in “car”)
diphthongs (e.g., diphthong “ee-er” in “ear” and “cheer”)
◦
◦
stressed and unstressed syllables in a multisyllabic word (e.g., one primary stress in each
word as in “hippoPOtamus”)
differences due to affixes (e.g., the use of “yee” in “emploYEE” from root word “emPLOY”)
differences determined by word class (e.g., PREsent [noun], preSENT [verb])
◦
◦
◦
Recognise and apply word stress patterns accurately, for e.g.,
c onsonants and consonant clusters, e.g.,
consonants “t” in “tip” and “r” in “rip”
consonant clusters “tr” in “trip” and “str” in “strip”
◦
Develop and use clear and accurate pronunciation for:1
ACCURACY AND FLUENCY
•Recognise and appreciate diverse varieties of English spoken in the world and that these reflect
cultural identity (e.g., accents, dialects)
•
•Recognise that speaking involves the use of language in combination with other semiotic modes
(i.e., visual, gestural, audio and spatial)
•Recognise that language is used to fulfil different purposes (e.g., to show empathy, confirmation,
exemplification)
•Show an awareness that spoken language can allow for incorrectness and repair (e.g., hesitations,
false starts), and is primarily produced to communicate meaning
•Show an awareness that spoken language is cooperative in many situations where it enables
co-construction by more than one speaker
•Recognise that varying one’s language structure can be understood in different ways and convey
different meanings (e.g., “May I have a drink?” [request]/ “Get me a drink!” [command])
Social Features
use of question tags (e.g., “It’s very sunny today, isn’t it?”)
◦
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
◦ u
se of more/ fewer first person references
LO1:
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Teachers can guide students to use the International Phonetic Alphabet (IPA) and online dictionaries to check the accuracy of, and self-correct, their pronunciation.
KNOWLEDGE
BASE FOR
SPEAKING AND
REPRESENTING
FOCUS AREAS
SPEAKING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
57
SPEAKING AND
REPRESENTING
CONFIDENTLY
AND EFFECTIVELY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
KNOWLEDGE
BASE FOR
SPEAKING AND
REPRESENTING
FOCUS AREAS
intonation (e.g., rise-fall)
pace
stress
◦
◦
◦
visual (e.g., picture stimuli)
gestural (e.g., gaze, eye-contact, facial expressions)
audio (e.g., use of rhyme, music, prosodic features)
spatial (e.g., speaking distance, body movement)
◦
◦
◦
◦
Plan and Set Goals
PLANNING AND DEVELOPMENT PROCESSES: INDIVIDUAL, COLLABORATIVE
linguistic (e.g., oral language)
◦
•Demonstrate how meaning is conveyed with expression and fluency using a combination of
semiotic modes
- at sentence level (e.g., emphasis of word(s) to convey meaning in context), e.g.,
A: Victor wants this now. (focus on subject)
B: Victor wants this now. (focus on verb)
volume
◦
exploring new possibilities (e.g., imagined scenarios)
eliciting suggestions and alternative viewpoints
◦
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
free association of ideas (e.g., brainstorming)
◦
•Generate ideas and details appropriate to purpose, audience, context and culture in the
following ways:
Explore, generate,
•Identify and set goals for the purpose of speaking and representing according to situations
develop and organise
which may be personal, academic, creative and imagined taking into account the increasing
ideas respectfully
complexity of tasks and texts
as individuals and
•
Draw on prior knowledge, including that of:
collaboratively in
◦ subject matter (e.g., background knowledge on how a device works)
planned and/or
◦ rules of engagement with listeners (e.g., principle of politeness)
spontaneous
◦ text organisational structures (e.g., how an information text is structured)
situations for a variety
◦ text organisational patterns (e.g., cause-effect, problem-solution)
of purposes, audiences
contexts and cultures
Explore and Generate Ideas
LO3:
Develop accuracy and
fluency in speaking
and representing
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
•
Recognise and use appropriate prosodic features for expression and fluency
LO2:
SPEAKING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
58
SPEAKING AND
REPRESENTING
CONFIDENTLY
AND EFFECTIVELY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
(e.g., video blogs, application tools) according to the speaker's purpose and needs of the
audience, context and culture
highlighting similarities and differences to explain different perspectives
paraphrasing information for verification, clarification or confirmation
summarising ideas
◦
◦
◦
extent of speaking and/or other semiotic features to be used, given the purpose and audience
of the text created (e.g., use of diagrammatic representations to explain a process)
◦
agreeing and/or disagreeing at appropriate times and with sensitivity to build understanding
r ecognising and managing ambiguity sometimes (e.g., accepting unresolved issues and
unanswered questions)
providing feedback and offering evaluative comments tactfully (e.g., commenting on peer
performance)
◦
◦
framing and asking questions politely to seek clarification and understanding
◦
◦
upholding agreed-upon rules of exchange (e.g., turn-taking and interjecting appropriately)
◦
Participate respectfully in discussion by:
role-play (e.g., hot-seating)
debates (e.g., persuasion, rebuttal of issues)
◦
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
discussions, conversations (e.g., self-selected topics)
◦
•Develop, articulate and represent ideas in real time through speaking and representing according
to the response of listener(s) in the course of, e.g.,
•
Discuss with Appropriate Skills and Attitudes
specific semiotic modes to be applied in multimodal text creation
◦
•Consider how various semiotic modes work together to convey the intended message, through
determining the:
explaining cause and effect
◦
Explore, generate,
•Select and evaluate information and ideas from a variety of print, non-print and digital networked
develop and organise
sources (e.g., video blogs, application tools) according to the speaker’s purpose and needs of
ideas respectfully
the audience, context and culture
as individuals and
Develop
and Organise Ideas
collaboratively in
planned and/or
•
Develop and organise ideas for speaking and representing by:
spontaneous
◦ elaborating on topics (e.g., people, places, time)
situations for a variety
◦ giving details, anecdotes and concrete examples to illustrate a point
of purposes, audiences
◦ supporting opinions/ ideas with reasons
contexts and cultures
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
•Gather information and ideas from a variety of print, non-print and digital networked sources
LO3:
SPEAKING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
59
SPEAKING AND
REPRESENTING
CONFIDENTLY
AND EFFECTIVELY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
varied vocabulary (e.g., idiomatic phrases, synonyms)
specific vocabulary (e.g., scientific or mathematical terms)
emotive language and emphasis
◦
◦
Confidence
SPEAKING AND REPRESENTING TO FULFIL DIFFERENT PURPOSES
literary language (e.g., similes, proverbs/ sayings)
◦
Speak to enhance meaning through the appropriate choice of words and phrases by using:
◦
using appropriate prosodic features (e.g., volume, intonation, pace, stress)
◦
anticipating the reaction of the listener(s) and responding to it respectfully (e.g., reading
non-verbal cues of live audience and acknowledging them in speech)
responding appropriately with empathy to questions and feedback
e laborating on points through the use of details, anecdotes, concrete examples, experiences
and feelings
◦
◦
◦
Speak to engage the listener(s) by:
using appropriate features of spoken language (e.g., elision, collocation)
◦
Speak and represent with clarity and fluency by:
stating opinions and thoughts
•
maintaining focus through the use of themes and topics
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
elaborating on points by varied means
◦
Speak and represent to achieve coherence through:
Coherence
•
•
◦
Speak and represent
•Speak and represent clearly and appropriately according to social conventions for specific
confidently, coherently
purposes, audiences, contexts amd cultures when:
and cohesively for a
◦ introducing self/ others
variety of purposes,
◦ making different types of requests
audiences, contexts
◦ expressing appreciation and gratitude
and cultures
LO4:
•
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
SPEAKING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
60
SPEAKING AND
REPRESENTING
CONFIDENTLY
AND EFFECTIVELY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
positioning appropriately new and given information (e.g., explaining an idea at the start
- signalling intentions, marking boundaries and closing interactions
- using adverbial phrases (e.g., for the next part, for example, to sum up, in the end)
- using parallel structures (e.g., Sally likes reading, trekking and watching movies.)
- using pronoun references
using grammar
- providing additional explanation of terms
linguistic (e.g., choice of words and sentence structure)
visual (e.g., pictorial representations, graphs, charts, video clips)
gestural (e.g., gaze, facial expressions, body language)
audio (e.g., prosodic features, music, sound effects, pauses of silence)
spatial (e.g., proximity, position)
◦
◦
◦
◦
◦
Speak and represent with cohesion and coherence by combining different semiotic modes
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
At the primary levels, teachers will continue to explicitly teach the organisational structures and language features of
texts. Refer to LO4 Writing and Representing Charts for skills relating to organisational structures and generation of ideas
needed to produce types of text for each purpose. Other Speaking and Representing skills which involve production of
speech (e.g., accuracy, fluency, choice of semiotic modes) as well as real-time speech have been addressed in earlier SSAB.
The texts for various purposes listed below are meant to help teachers identify texts students can create. They are not
meant to be exhaustive or prescriptive. The examples of text forms listed against each type of text are not necessarily
exclusive to the type of text. Students should be engaged in the creation of authentic texts, including multimodal texts
where appropriate.
Texts for Different Purposes
•
Multimodality
◦
- using repetition at word and phrase level
- using synonyms and antonyms
and referring to it at specific points of a spoken delivery)
Speak and represent
confidently, coherently Cohesion
and cohesively for a
•
Speak and represent to achieve cohesion through:
variety of purposes,
◦ using vocabulary
audiences, contexts
- using prefabricated chunks (e.g., by the way, of course)
and cultures
◦
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
◦ using a logical structure
LO4:
SPEAKING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
61
SPEAKING AND
REPRESENTING
CONFIDENTLY
AND EFFECTIVELY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
various purposes
to achieve specific purposes through hybrid texts (e.g., persuasive speech with recount
excerpts, information report with anecdotes/ personal experiences)
- discussion (e.g., the benefits and difficulties of keeping a pet)
- arguments (e.g., Should cyclists be allowed on main roads? What do you think?)
- personal responses (e.g., responses to a book/ online resource)
to respond, argue, evaluate and/or persuade, e.g.,
- sequential explanations (e.g., explanations on how something works), causal and/or
consequential explanations (e.g., how a tsunami happens)
to explain, e.g.,
- comparative reports (e.g., oral reports on different types of transportation)
- classifying reports (e.g., oral reports on types of endangered species),
- descriptive reports (e.g., oral reports, school events, incidents),
to describe and inform, e.g.,
The classroom should be a safe environment for the process of learning in order for students to be able to responsibly
monitor, review, revise and refine their speech.
◦
◦
◦
◦
- procedures (e.g., instructions for playing a game, recipes), directions (e.g., oral instructions),
rules (e.g., road safety rules )
to instruct, e.g.,
- dramatic performance (e.g., plays, skits)
◦
- poetry (e.g., performance poetry, choral reading)
- narratives (e.g., anecdotes)
to entertain, e.g.,
- factual recounts (e.g., news reports, eye-witness accounts, biographies)
- personal recounts (e.g., informal conversations)
to recount what happened, e.g.,
◦
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Monitor, review, revise SELF-MONITORING
and refine responsibly Before Speaking
before, during and
•
Self-adjust planned speech by reviewing intended:
after speaking and
◦ purposes of speech
representing
◦ audience
LO5:
Speak and represent
confidently, coherently
and cohesively for a
variety of purposes,
audiences, contexts
and cultures
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
•Speak and represent with confidence using different semiotic modes appropriately to fulfil
LO4:
SPEAKING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
62
SPEAKING AND
REPRESENTING
CONFIDENTLY
AND EFFECTIVELY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
organisation and flow of speech (i.e., coherence and cohesion, e.g., replacing, adding,
prosodic features (e.g., volume, intonation, pace, stress)
◦
Modify content of speech to ensure message is accurate and clear
- mode of delivery (e.g., combination of semiotic modes)
- coherence and cohesion (e.g., replacing, adding, deleting and/or reordering words and
phrases to improve sequence and overall meaning of message)
- relationship with listener(s)
- social conventions (e.g., cultural practices)
e valuate and identify language and/or content (e.g., ideas, points of view) that is inappropriate
to the situation taking into account purpose, audience, context and culture
Monitor and adjust spoken discourse/ presentations responsibly for effective delivery
◦
clarification (e.g., “This is what I mean…”)
elaboration (e.g., “I would like to explain further that…”)
confirmation (e.g., “I would like to confirm that…”)
◦
◦
◦
c ohesion (e.g., using repetition at word and phrase level, providing additional explanation of
terms)
semiotic features (e.g., using pictures, eye contact, sound effects, speaking distance)
◦
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
coherence (e.g., reordering of ideas, maintaining focus through the use of themes and topics)
◦
•Revise speech upon further reflection after speaking to adjust and improve communication
based on response/ feedback from listener(s) considering
repetition (e.g., “Let me say that again, please.”)
◦
•Revise speech immediately after speaking to adjust and improve communication based on
response/ feedback from listener(s) through:
After Speaking
•
•
deleting and/or reordering words and phrases)
Monitor, review, revise
and refine responsibly During Speaking
before, during and
•Monitor self and others in order to correct mispronounced words, and adjust inappropriate
after speaking and
use of prosodic features
representing
◦ pronunciation (e.g., “Please have a sit[seat].”)
◦
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
◦ content of speech
LO5:
SPEAKING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
63
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
WRITING AND REPRESENTING
Overview Diagram
WRITING AND REPRESENTING
Develop a positive disposition towards writing and representing, writing readiness and
handwriting, spelling accuracy, and apply skills and strategies for idea generation, selection,
organisation, development, expression and revision in creating a variety of texts, to address
different purposes, audiences, contexts and cultures.
FOCUS AREA
FOCUS AREA
Acquiring the Mechanics of Writing
Writing and Representing Creatively and Critically for a
Variety of Purposes, Audiences, Contexts and Cultures,
Both Individually and Collaboratively
LO1
LO2
LO3
LO4
LO5
Develop
writing
readiness and
handwriting
to write
accurately and
fluently
Use accurate
and consistent
spelling
Generate,
select and
organise ideas
for writing and
representing
creatively
and critically
for a variety
of purposes,
audiences,
contexts and
cultures
Develop,
organise and
express ideas
coherently,
cohesively,
creatively and
critically in
writing and
representing to
produce texts
for a variety
of purposes,
audiences,
contexts and
cultures
Review,
revise, edit
and proofread
to improve
writing and
representing
Generation,
Selection
and Organisation
of Ideas
Development,
Organisation
and Expression
of Ideas
Handwriting
Spelling
SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
64
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Review,
Revision and
Editing
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
INTRODUCTION
Writing and representing at the primary level will help students to develop a positive disposition towards
writing and representing, express themselves, communicate effectively with others and learn in school.
Accurate and appropriate writing and representing involve the expression of intention, formulation
of a message, choice and use of language features and an understanding of a variety of texts created
for different purposes, so as to generate, select, develop, organise and express ideas in writing and
representing. Students will draw on their interests and real-world experiences in writing and representing,
so as to bridge the gap between students’ in-class and out-of-school learning.1
ACQUIRING THE MECHANICS OF WRITING
Learning to write involves developing and acquiring skills for complex physical, cognitive,2 linguistic
and social processes.3 Achieving accuracy and automaticity in handwriting and spelling gives students
the cognitive space to pay more attention to other aspects of writing and representing,4 including the
processes of idea generation, selection, organisation, development, expression and revision. Grammar
(including punctuation) is also an important aspect to address when teaching the mechanics of writing.
Handwriting
Students’ psycho-motor skills and hand-eye coordination are developed with
handwriting instruction as they are taught to hold and write with a pencil,
making the appropriate hand movements from left to right, and top to bottom
of the page. Students are encouraged to adopt the correct posture, hand grip
and taught how to position the paper appropriately in order to reduce stress
and fatigue, and improve legibility when writing.5
Lower primary students will be taught letter formation, placement, sizing and
spacing. They will practise handwriting in order to achieve automaticity in alphabet writing. At the
upper primary levels, students will revisit, where appropriate, skills for writing accurately, neatly, legibly,
consistently6 and fluently when creating texts. They will also be supported in the use of keyboarding to
form words and sentences. Once students have acquired the ability to write competently with a pencil,
they will learn to use writing instruments for which errors are not so easily erasable (e.g., a pen) and
where appropriate, use word processing skills when creating different texts for different purposes.
It is important that students learn accurate and consistent spelling and become
fluent writers so that they expend less physical and mental effort writing and have
Spelling
greater mental capacity to focus on composing. To improve spelling accuracy and
consistency, students become familiar with the English spelling system, patterns
and conventions, and learn to apply spelling rules and conventions appropriately.
Students learn to spell by being immersed in meaningful writing experiences
and reading a wide range of texts. They are also given opportunities for word
study. Students are encouraged to use print, non-print and digital resources to
independently check the accuracy of their spelling.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
65
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
WRITING AND REPRESENTING CREATIVELY AND CRITICALLY FOR A VARIETY OF PURPOSES, AUDIENCES,
CONTEXTS AND CULTURES, BOTH INDIVIDUALLY AND COLLABORATIVELY
Generation,
Selection and
Organisation of
Ideas
In the generation, selection and organisation of ideas, students apply a range of
learner strategies. Students engage in the relevant selection of ideas generated and
recognise the connections between these ideas so as to ensure that the text created
can fulfil its specific purpose and meet the reader’s expectations. Students are to be
taught how to identify the reader’s needs and expectations, set goals7 for the texts
they are creating (e.g., to create a desired effect on the reader) and to consider the
context of the writing and/or representing task, so that they can use their goals and
understanding of the context to guide them in selecting relevant content.
The deliberate selection of ideas and their organisation will enable students to move from a mere re-telling
of ideas/facts found in print, non-print and digital networked sources to more creative ways of writing and
representing, including the use of different semiotic modes in a text. In addition, students need to evaluate
the accuracy of information and the credibility of sources of information when selecting facts and ideas from
a variety of print, non-print and digital networked sources.
The skills of developing, organising and expressing ideas are applied at both text
and paragraph levels, and are largely dependent on the chosen type of text.
Development,
Students make decisions about a text’s overall key message and how it is to be
Organisation and
conveyed to readers by being aware of the text’s intended purpose, audience,
Expression of
context and culture as well as the semiotic mode(s) through which the meaning
Ideas
can be conveyed. These text-level decisions then guide the writer’s planning
at the paragraph level, ensuring that the choice and organisation of ideas and
language in each paragraph contribute to the coherence and cohesion of the text.8
When students skilfully use appropriate language and text features to create different texts for different
purposes, they are then also able to communicate their intended message effectively and affectively,
and generate the desired reader response. When creating texts with peers, students can deepen their
learning and thinking through knowledge co-construction as well as develop oral communication skills,
in particular, interpersonal and social negotiation skills.9
At the higher levels, students create a greater variety of texts of increasing complexity and are more
aware of the effects of their writing and representation on readers. Even as students write and represent
different types of texts, they will also engage in freewriting at all levels, so as to express their feelings
and thoughts freely on self-selected topics, and to use language spontaneously without worrying about
spelling and grammatical accuracy.
66
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Review, Revision
and Editing
In reviewing, revising and editing of texts, students are to understand that the
revision of drafts is not limited to identifying and correcting language errors.
In reviewing and revising texts, students are in fact examining whether initially
selected ideas, facts and details have been developed, organised and expressed
to effectively address the purpose, the needs of the audience and context.
Developing metacognitive skills will enable students to reflect on, self-monitor
and adjust the choice and organisation of ideas, facts and details in their drafts.
At the primary level, students engage in the collaborative review and revision process with the teacher
and/or peers, even as they are given opportunities to revise and edit their writing independently.
Opportunities are also provided for students to share, publish and/or display10 their work, so that they
can develop their motivation, confidence and awareness of audience in writing and representing.
NOTES AND IN-TEXT REFERENCES
1
2
3
4
5
6
7
8
9
10
Teo (2008).
Flower & Hayes (1981) and Hayes (2006, p. 29).
Graham, Harris & Santangelo (2015) and Hyland (2016).
Kinmont (1990).
Sassoon (1990, pp.29, 34–37).
Alston & Taylor (1987, pp. 57–58).
Graham, Harris & Santangelo (2015).
When a text is coherent, the reader is able to see the logical relation between various ideas/information, sentences and paragraphs (Chandrasegaran,
2001). Cohesion, on the other hand, operates at the surface level of a text and indicates a text’s inherent connectedness. Cohesive devices are words
and grammatical structures that link ideas in different clauses, sentences and paragraphs. The use of cohesive devices in itself does not necessarily
result in coherence, especially if the connection between various ideas/information in the writer’s mind is not clear or established (Chandrasegaran &
Schaetzel, 2004, pp. 146, 156).
Roberts & Wibbens (2010).
Graves (1983, p. 54; 1994, pp. 131–146).
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
67
Italics
Italicised SSAB and I&S are for exposure, depending on the readiness,
interests and learning profiles of the students. Italicised SSAB and I&S
will not be assessed in the national examinations.
3
2
1
Develop writing
readiness and
handwriting to write
accurately and fluently
LO1:
•
•
match letters to their corresponding sounds (i.e., the alphabetic principle)
identify upper and lower-case letters
apply concepts about print (e.g., directionality, left to right, top to bottom of the page)2
adopt appropriate writing posture and hand grip
position paper appropriately
◦
◦
◦
◦
◦
letter formation (e.g., direction of strokes and differences in letter orientation)
letter placement (e.g., position print on a line)
letter sizing (e.g., consistent in letter size and height when writing lower and upper case letters)
letter spacing (e.g., use regular and appropriate spacing between letters, words, sentences and/
or paragraphs)
write in cursive script to increase speed and fluency
◦
◦
◦
◦
◦
Develop handwriting3
recognise and name the letters of the alphabet
◦
Develop writing readiness
HANDWRITING
Students are encouraged to develop and adopt a positive disposition towards writing and representing. Students who are globally
and cross-culturally aware, collaborative, curious, creative, reflective and critical in their approach to writing and representing
are thus also well-placed in their development of the 21CC.
A POSITIVE DISPOSITION TOWARDS WRITING AND REPRESENTING
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Grammar (including punctuation) should be addressed when teaching the mechanics of writing.
See Component, Beginning Reading and Viewing in the Reading and Viewing Chart for concepts about print.
Teachers will also support students in the use of keyboarding and word processing skills to create texts.
ACQUIRING
THE
MECHANICS
OF WRITING1
FOCUS AREAS
WRITING AND REPRESENTING
1
2
3
4
5
PRIM ARY
6
68
In planning the instructional programme and lessons, teachers decide on the scope and combination of SSAB and I&S for each year level, taking into account the readiness, interests and learning
profiles of students, the focus of instruction, the principles of EL teaching and learning (CLLIPS) and the EL teaching processes (ACoLADE), while also situating these within the context of the Singapore
Teaching Practice. The SSAB and I&S also help teachers to decide on the areas for formative and summative assessment in school.
At the Primary level, shading indicates when the skills, learner strategies,
attitudes and behaviour (SSAB), items and structures (I&S) will be formally
introduced and taught at increasing levels of sophistication. ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
4
Use accurate and
consistent spelling
•
•
•
•
using word meaning (e.g., of root words, and how adding prefixes and suffixes to a word affects
its meaning)
- visual cues
- visual patterns in words (e.g., down, town, gown)
using visual strategies, e.g.,
- multisyllabic words
- silent letters in words (e.g., -e in cake, home, give)
- short vowel, long vowel (e.g., gold), r-controlled vowel (e.g., part), diphthongs (e.g., ow, ou)
- single consonant graph (e.g., s, t, p, n), initial consonant blend (e.g., st in stop) and consonant
digraph (e.g., sh, ch)
- three- and four-letter words with short vowels (e.g., consonant-vowel-consonant words, such
as box, cat and tick)
matching sound to letter(s) using knowledge of phonic elements, e.g.,
frequently misspelled words (e.g., their, they’re, there)
multisyllabic words
◦
◦
looking up words in an age-appropriate dictionary (e.g., using an online dictionary or the spellcheck function in a word processing software)
◦
spelling patterns (e.g., doubling of consonants f, l, s and z at the end of a short word after a short
vowel, changing –y at the end of a word to –ies when forming the plural)
word derivatives (e.g., changing the class of a word by adding a prefix or suffix) and inflection
patterns (e.g., tense and plural markers)
American or British spelling (e.g., color – colour)
◦
◦
◦
Apply spelling rules and conventions consistently, e.g.,
applying dictionary skills (e.g., constructing and using alphabetical lists and alphabet books,
looking up glossaries in texts)
◦
Check spelling accuracy, using print, non-print and digital resources by, e.g.,
age-/ year level-appropriate high-frequency words, including non-decodable words and function
words
◦
Write accurately using knowledge of grammar and vocabulary, e.g.,
◦
◦
◦
Write accurately by applying spelling strategies, e.g.,
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
SPELLING4
LO2:
1
2
3
4
5
PRIM ARY
6
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
69
S ee Component, Beginning Reading and Viewing in the Reading and Viewing Chart for the sounds and corresponding letters or letter patterns. Students revisit and reinforce their knowledge of spelling rules and
conventions during reading and viewing, and when learning the grammar and vocabulary applicable to these different texts.
ACQUIRING
THE
MECHANICS
OF WRITING
FOCUS AREAS
WRITING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
WRITING AND
REPRESENTING
CREATIVELY
AND CRITICALLY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
topics of increasing complexity
◦
reflecting on past experiences or events and ideas (e.g., through journalling)
reflecting on information from text(s) for sharing with others and use in writing and
representing
uestioning ideas in rich texts (e.g., considering alternatives to ideas or points of view
q
presented in texts and the different ways in which the semiotic modes, i.e., linguistic, visual,
gestural, audio and/or spatial mode, relate to one another in a text)
r ecognising connections between ideas (e.g., within or across texts, such as conflicting
information on the same topic)
◦
◦
◦
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
using visual techniques (e.g., timeline, flow chart, storyboard, concept map, table, diagram)
rainstorming and describing personal feelings, thoughts, attitudes, past experiences or
b
events, points of view and ideas (e.g., individually or face-to-face peer discussion; emailing;
participation in an online community, such as sharing via blogs and/or other online posts)
◦
taking notes
studying ideas in rich texts (e.g., imitating language patterns and noticing how semiotic
features such as images, graphics, sound effects and/or body movements are used in texts)
◦
◦
asking different types of questions (e.g., literal, inferential, evaluative) about the topic and context
◦
◦
illustrating, drawing and freewriting using visuals and realia as stimuli
◦
•Stimulate imagination, generate and/or gather ideas appropriate to the writing and representing
tasks, topics and goals, both individually and collaboratively, using learner strategies, e.g.,
•Write and represent to develop self-awareness and monitor learning strategies (e.g., through
reflection, journalling)
personal or familiar topics (e.g., about self, familiar persons and objects, and personal
experiences)
◦
or topics, e.g.,
to be regarded as separate from the skills in the other two categories. The application of these skills by students, both
Generate, select
individually and collaboratively, in the creation of a text is also not linear. Planning (i.e., idea generation, selection,
and organise ideas
development, organisation and expression), reviewing and revision are recurrent processes throughout the act of writing
and representing.
for writing and
representing creatively
Students should be encouraged to apply metacognitive strategies to regulate writing and representing. They should be
and critically for a
taught to self-monitor, check and adjust the use of writing and representing skills where appropriate and in particular,
when reviewing, revising and editing their writing and representations (see LO5).
variety of purposes,
audiences, contexts
•Plan by identifying the purpose, audience, context and culture (which determine register
and cultures
and tone), and by setting goals for assigned or self-selected writing and representing tasks
Although the skills for writing and representing are organised into three categories, the skills in one category are not
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
GENERATION, SELECTION AND ORGANISATION OF IDEAS
LO3:
WRITING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
70
5
networked sources, appropriate to the writer’s purpose, needs of the audience, context and
culture (e.g., at lower primary: generating and selecting ideas from a shared experience)
Develop, organise
and express ideas
coherently, cohesively,
creatively and
critically in writing
and representing to
produce texts for a
variety of purposes,
audiences, contexts
and cultures
LO4:
Generate, select
and organise ideas
for writing and
representing creatively
and critically for a
variety of purposes,
audiences, contexts
and cultures
v erifying the accuracy, credibility, currency and relevance of information and ideas across
multiple sources
determining the sufficiency of information and ideas in text(s)
◦
◦
•Express feelings and thoughts through freewriting on self-selected topics, using emotive or
sensory details
Note: When the term “reader” is mentioned, it should be understood that the term “viewer” is also intended.
At higher levels, writing and representing tasks become more sophisticated in terms of the different and higher-order
skills for idea generation, selection, development, organisation, expression and revision, including the choice and use of
various semiotic modes in the text(s) created, the topics addressed, language use and the purpose and context awareness
expected of students. Students should be engaged in the creation of authentic texts, where appropriate.
Students will be guided to 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 (e.g.,
the writing and representing of Personal Responses can help students develop personal points of view, strengthen
elaboration and persuasion skills when creating Arguments).
The different types of texts listed below are meant to help teachers identify texts students can create. They are not
meant to be exhaustive or prescriptive. The examples of text forms listed against each type of text are not necessarily
exclusive to the type of text.
DEVELOPMENT, ORGANISATION AND EXPRESSION OF IDEAS5
refining search results (e.g., with the help of key words)
◦
•Evaluate and synthesise information, ideas and/or multimedia elements (e.g., for integration
into a text) from a variety of print, non-print and digital networked sources, appropriate to the
writer’s purpose, needs of the audience, context and culture, using learner strategies, e.g.,
•Organise facts, ideas and/or points of view in a way appropriate to the mode of delivery,
purpose and audience (e.g., using graphics for succinct presentation of information)
•Consider how the various semiotic modes work together to convey the intended message of
a text (e.g., determine the specific semiotic mode(s) to be applied in text creation)
•Use and/or combine information from texts to create new understandings and ideas, according
to purpose, audience, context and culture
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
•Gather and select information and ideas from one or multiple print, non-print and digital
LO3:
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
See the Grammar and Vocabulary Charts for the grammatical and vocabulary items specific to the various year levels.
WRITING AND
REPRESENTING
CREATIVELY
AND CRITICALLY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
WRITING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
71
WRITING AND
REPRESENTING
CREATIVELY
AND CRITICALLY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
depending on the purpose and the impact on the audience, e.g.,
Develop, organise
and express ideas
coherently, cohesively,
creatively and
critically in writing
and representing to
produce texts for a
variety of purposes,
audiences, contexts
and cultures
plan and produce texts using online applications to represent information and/or ideas
(e.g., blog posts with images and videos, responding to shared documents)
◦
◦
◦
selecting and using a combination of semiotic features such that they contribute to the
overall meaning of the text
- compare and contrast
- cause and effect
- categorise and classify
- sequence in order of priority or importance (e.g., steps in a process)
- sequence in chronological order
selecting organisational patterns appropriate to purpose, audience, context and culture
Ensure coherence and cohesion in a text by, e.g.,
main ideas of different paragraphs and the key message of a text
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
•Select and use appropriate semiotic features to complement the intended message in a text,
for effect (e.g., in an infographic)
•Select and use appropriate language features (e.g., sentence lengths and structures, vocabulary
choice) to address the purpose, audience, context and culture of the text created and to adopt
a desired register and tone
sentences in a paragraph
◦
•Use appropriate cohesive devices (e.g., connectors, pronouns, repetition of vocabulary or
grammatical structures) to indicate relationships between the:
•Support ideas and points of view in a text, by integrating selected print, non-print and digital
resources that enhance the clarity and impact of the intended meaning (e.g., create hyperlink
of text to other websites, videos, music and documents)
•Introduce the main idea in a paragraph using key words, phrases and clauses or a topic
sentence, where appropriate
•Elaborate on, explain, support and/or justify the key points, events or plot of a text by providing
relevant descriptive, factual, emotive or sensory details and/or examples, where appropriate
•
•Plan how to convey and support the key message of a text with factual or descriptive details
and/or examples appropriate to purpose, audience, context and culture
plan and produce texts using offline applications or devices to represent information and/
or ideas (e.g., a poster or infographics using word processing software)
◦
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
•Choose and/or use appropriate way(s) and mode(s) of writing and representing ideas,
LO4:
WRITING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
72
6
different purposes in writing and representing, through the appropriate and varied use of
language and/or other semiotic modes
Develop, organise
and express ideas
coherently, cohesively,
creatively and
critically in writing
and representing to
produce texts for a
variety of purposes,
audiences, contexts
and cultures
describing with selected factual or sensory details the setting, experiences or series of events
describing in the first person the writer’s feelings and thoughts
reflecting why the experiences or events described are memorable or worth recounting
using appropriate language features, e.g.,
◦
◦
◦
◦
◦
orientating the reader to the context (e.g., background or setting)
◦
sing appropriate text features (e.g., salutation in letters or emails, signing off in letters,
u
captions or labels for visuals, bullets or numbering) to aid comprehension of reader
- connectors to indicate time and sequence actions or events (e.g., previously, for two
weeks, finally)
- past tense to locate actions or events in the past
- noun phrases, adjectives and verbs to describe the persons (e.g., actions, thoughts,
emotions), places and setting involved
using the appropriate organisational structure in the text (e.g., orientation, record of events
in chronological order, comment)
Recount incidents involving personal experience by:
◦
•
using the appropriate organisational structure in the text (e.g., orientation, record of events
in chronological order, comment)
escribing background information or facts regarding the persons involved (e.g., location, date
d
and time of events) to orientate the reader
◦
◦
Recount the factual details of an event and/or explain how and why it happened by:
e.g., news bulletins for the class or school;
letters or emails to a teacher reporting an incident in school as an eye-witness
Factual Recounts
•
e.g., paragraphs or journal or blog entries describing and reflecting on self, a recent experience/
incident or past events;
letters or emails to a friend about a holiday
Personal Recounts
TEXTS THAT RECOUNT WHAT HAPPENED
TEXTS FOR DIFFERENT PURPOSES6
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
•Develop a personal voice and style for intended effect (e.g., humour, suspense) when addressing
LO4:
1
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
2
3
4
5
PRIM ARY
See Component, Language Features of Types of Texts (Primary), in the Grammar Chart for the grammatical items specific to the various types of texts to be created and their year levels.
WRITING AND
REPRESENTING
CREATIVELY
AND CRITICALLY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
WRITING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
6
73
WRITING AND
REPRESENTING
CREATIVELY
AND CRITICALLY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
Develop, organise
and express ideas
coherently, cohesively,
creatively and
critically in writing
and representing to
produce texts for a
variety of purposes,
audiences, contexts
and cultures
sing appropriate text features (e.g., salutation in letters or emails, signing off in letters,
u
captions or labels for visuals, bullets or numbering) to aid comprehension of reader
- connectors to sequence actions or events (e.g., then, previously, lastly), clarify ideas (e.g., for
example) and indicate cause and/or effect (e.g., therefore, because of this, consequently)
- past tense to locate actions or events in the past
- noun phrases, adjectives and verbs to describe the persons and places involved
using appropriate language features, e.g.,
•
choosing and maintaining a point of view as narrator (e.g., first person, third person)
describing characters with elaboration to convey, e.g.,
◦
◦
using appropriate language features, e.g.,
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
- sound devices to convey meaning (e.g., onomatopoeia, alliteration)
- literary language to convey information or details (e.g., similes, metaphors)
- connectors to sequence actions or events and ideas (e.g., then, at this point, finally)
- verbs to convey actions, thoughts and emotions
- past tense to locate actions or events in the past
indicating relations between the character(s); between character(s), event(s) and character(s)’
reflections; and the overall purpose of the text
- vary plot structures (e.g., flashback, twist-in-the-tale, withholding information for suspense)
- enliven the characters and to create vivid scenes (e.g., direct speech, description using
the five senses)
using literary techniques to:
- action (e.g., body movements)
- physical appearance
◦
◦
describing the setting
◦
- feelings and thoughts
sing the appropriate organisational structure in the text (e.g., orientation, series of events
u
building towards the complication and resolution)
◦
Entertain the reader and represent experiences of the world by:
e.g., stories about characters in various situations, written in prose or as playscripts;
digital storytelling
Narratives
TEXTS THAT ENTERTAIN
◦
◦
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
◦ reflecting on how and why the incident happened
LO4:
WRITING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
74
7
add stage directions, use direct speech)
Develop, organise
and express ideas
coherently, cohesively,
creatively and
critically in writing
and representing to
produce texts for a
variety of purposes,
audiences, contexts
and cultures
- literary language to convey information or details (e.g., similes, metaphors)
- sound devices to convey meaning (e.g., rhyme, rhythm, alliteration)
using appropriate language features, e.g.,
◦
◦
stating the aim of the text
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
using appropriate text features (e.g., main heading, bullets or numbering, captions or labels
for visuals) to aid comprehension of reader
- connectors to indicate sequence (e.g., to begin, next, finally)
- verbs for describing specific actions
- premodifiers (e.g., quantifiers, adjectives, nouns) to provide specific and detailed descriptions
using the appropriate organisational structure in the text (e.g., aim, list of materials or
equipment, series of steps or list of rules)
◦
•Indicate the steps to do or make something, directions to a place or measures to encourage
or discourage certain types of behaviour by:
e.g., recipes;
class rules;
directions to the neighbourhood library
Instructions (e.g., procedures, rules, directions)
TEXTS THAT INSTRUCT
◦using appropriate typographical and visual features (e.g., positioning of letters to spell out
the poem’s subject, as in an acrostic poem; font type, colour and size)
- punctuation marks to convey meaning
using appropriate language features, e.g.,
- repetition of sentence patterns to convey rhythm and reinforce ideas (e.g., short sentences,
parallel sentence structures)
◦
◦describing and expressing feelings and thoughts about persons, objects, experiences or
events with selected emotive or sensory details
Entertain the reader and/or reflect on experiences by:
•
e.g., rhymes7;
acrostic poems;
haiku
Poetry
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
◦using appropriate text features in a playscript (e.g., list characters, outline acts and scenes,
LO4:
At lower primary, students write simple rhymes.
WRITING AND
REPRESENTING
CREATIVELY
AND CRITICALLY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
WRITING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
75
WRITING AND
REPRESENTING
CREATIVELY
AND CRITICALLY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
Develop, organise
and express ideas
coherently, cohesively,
creatively and
critically in writing
and representing to
produce texts for a
variety of purposes,
audiences, contexts
and cultures
describing information in the text as required by the purpose
restating key points in the concluding paragraph, where appropriate
using appropriate language features, e.g.,
◦
◦
◦
◦
introducing the topic (e.g., presenting the definition or classification)
◦
using appropriate text features (e.g., salutation in letters or emails, signing off in letters,
title or headline, main headings and sub-headings, captions or labels for visuals) to aid
comprehension of reader
- postmodifiers (e.g., preposition phrases, relative clauses, non-finite clauses) to provide
factual and precise descriptions about people, places or things
- connectors to sequence and clarify ideas, give reasons and add information to support a
point of view (e.g., firstly, for example, also)
- simple present for conveying facts and/or the currency of the information conveyed
sing the appropriate organisational structure in the text (e.g., identification of subject,
u
description of particular characteristics and behaviours)
Provide information by:
◦
roviding and elaborating on a definition or statement of the phenomenon, process or
p
system, or its respective causes and/or effects
indicating relations between the phenomenon, process or system and examples provided,
or between the causes and effects of such a phenomenon, process or system
◦
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
sing the appropriate organisational structure in the text (e.g., definition or statement,
u
sequence or relationship between cause and effect)
◦
•Explain a phenomenon, process or system that has a linear sequence, or the causes and/or
effects of such a phenomenon, process or system by:
e.g., sequential explanations of how a bean plant grows;
causal explanations of how a tsunami happens;
consequential explanations of the effects of over-eating
Explanations (e.g., sequential explanations, causal and/or consequential explanations)
TEXTS THAT EXPLAIN
•
e.g., notices to neighbours about a lost pet;
letters or emails to a cousin about an upcoming event;
reports for project work
Descriptive Reports
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
TEXTS THAT DESCRIBE AND INFORM
LO4:
WRITING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
76
8
Develop, organise
and express ideas
coherently, cohesively,
creatively and
critically in writing
and representing to
produce texts for a
variety of purposes,
audiences, contexts
and cultures
using appropriate text features (e.g., title, bullets or numbering, captions or labels for
visuals) to aid comprehension of reader
describing in the first person the writer's feelings and thoughts (e.g., expressing personal
preferences, likes or dislikes in relation to the topic)
e valuating the persons or characters, behaviours, places, events or experiences, thoughts
or emotions, points of view and/or topics or suggestions presented
using appropriate language features, e.g.,
◦
◦
◦
- connectors to give reasons and add information to support a point of view (e.g., for
example, I mean, similarly)
- evaluative language, e.g.,
The story bored me.
The main character is kind.
- verbs to convey thoughts and emotions, and to elaborate on and support a point of view
sing the appropriate organisational structure in the text (e.g., summary or description
u
[optional], comment)
Respond to an event or experience(s) or text(s) in a personal way by:
◦
e.g., paragraphs on an online forum, persuading the class or school to do something;
advertisements persuading the class or school to buy something;
letters or emails to a teacher proposing a new co-curricular activity, providing reasons
Arguments
•
e.g., thank you notes, birthday cards or electronic greeting cards;
personal responses to books or online articles read, photographs or videos viewed, or popular
topics
Personal Responses8
TEXTS THAT RESPOND, ARGUE, EVALUATE AND/OR PERSUADE
◦
- postmodifiers (e.g., preposition phrases, relative clauses, non-finite clauses) to highlight
relationships and/or reasons
- connectors to indicate sequence (e.g., firstly, at this point, lastly) or cause and/or effect
(e.g., therefore, because of this, as a result)
- simple present for conveying facts
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
◦ using appropriate language features, e.g.,
LO4:
1
2
3
4
5
PRIM ARY
6
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
77
T eachers help students build the skills for writing and representing Arguments at the lower levels in the teaching of the other types of texts (e.g., Personal Responses, Personal Recounts, Descriptive Reports and
Explanations).
WRITING AND
REPRESENTING
CREATIVELY
AND CRITICALLY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
WRITING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Review, revise, edit
and proofread to
improve writing and
representing
LO5:
Develop, organise
and express ideas
coherently, cohesively,
creatively and
critically in writing
and representing to
produce texts for a
variety of purposes,
audiences, contexts
and cultures
e laborating on or explaining the writer’s point of view or proposed action with relevant
and persuasive examples (e.g., anecdotes, evidence such as factual descriptions)
restating the writer’s position or proposed action and/or key points in the concluding
paragraph, where appropriate
indicating relations between the writer’s point of view or proposed action, between reasons
and examples or evidence provided, and the overall purpose of the text
using appropriate language features, e.g.,
◦
◦
◦
◦
sing appropriate text features (e.g., salutation in letters or emails, signing off in letters,
u
title or headline, bullets or numbering, captions or labels for visuals) to aid comprehension
of reader
- commands to exhort the reader to action (e.g., Start now and save the environment!)
- rhetorical questions to interact with readers (e.g., Do you want to live in a neighbourhood
full of litter?)
improving the sequencing, progression and coherence of facts, ideas and/or details
changing, adding, deleting and/or reordering:
◦
◦
- facts, ideas, descriptions, emotive or sensory details, points of view
- words, phrases and/or sentences
identifying language and/or content (e.g., facts, ideas, details, points of view) inappropriate
to audience, context and culture
◦
•Review and revise drafts to enhance relevance, focus and clarity in expression of meaning
(e.g., through self-monitoring, checking, adjustment, reflection and critique, teacher or peer
conferencing) by:
REVIEW, REVISION AND EDITING9
◦
stating the writer’s position or proposed action in the opening to orientate the reader
◦
- connectors to give reasons and support a point of view, explain cause and/or effect and
state conditions (e.g., otherwise, if not, instead)
using the appropriate organisational structure in the text (e.g., position, point, elaboration)
◦
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
•
Persuade others to hold a particular point of view or act in a particular way by:
LO4:
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
9See the Grammar and Vocabulary Charts for the grammatical and vocabulary items specific to the various year levels.
WRITING AND
REPRESENTING
CREATIVELY
AND CRITICALLY
FOR A VARIETY
OF PURPOSES,
AUDIENCES,
CONTEXTS AND
CULTURES, BOTH
INDIVIDUALLY
AND
COLLABORATIVELY
FOCUS AREAS
WRITING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
78
FOCUS AREAS
the intended message)
Review, revise, edit
and proofread to
improve writing and
representing
correcting language features (e.g., spelling, punctuation, grammar, expression errors) for
grammatical accuracy and clarity of meaning
improving the layout of a text for ease of reading and viewing, e.g.,
◦
◦
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
- adjust spacing between text (e.g., words, sentences, paragraphs) and visuals (e.g., images,
charts)
- add and/or align bullets, numbering, headings, sub-headings in texts, where appropriate
- add indentation where appropriate (e.g., at the beginning of a paragraph)
making simple corrections (e.g., spelling, punctuation and grammar errors)
◦
•Edit and proofread drafts (e.g., through class-editing, peer-editing, self-monitoring, checking,
adjustment and reflection, referring to a word wall, word bank or online dictionary) by:
- multimedia elements (e.g., check that links to hypertext are relevant and active)
- typographical and visual features of a text (e.g., letter or word position, line length, font
type, colour, size)
LEARNING OUTCOMES SKILLS, STRATEGIES, ATTITUDES AND BEHAVIOUR
- semiotic features in a text (e.g., sizing, removing, adding, placement of images to enhance
LO5:
WRITING AND REPRESENTING
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
6
79
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
Overview Diagram
GRAMMAR
Develop knowledge of grammar for the purposeful use of language at the word, phrase,
sentence and text levels.
FOCUS AREA
FOCUS AREA
FOCUS AREA
Use of Terms
Grammar at Word, Phrase and
Sentence Levels
Grammar at
Text Level
LO1
LO2
LO3
LO4
Use metalanguage
for learning and
talking about
language structures
and language in use
Apply knowledge of
grammatical rules
at word and phrase
levels
Apply knowledge of
grammatical rules at
sentence level
Show understanding
of how the
purposeful use of
language shapes
meaning in texts
Metalanguage
At Word and Phrase
Levels
At Sentence Level
ITEMS AND STRUCTURES
80
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
Cohesion
in Texts
Language
Features
of Types
of Texts
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
INTRODUCTION
Establishing connections between form, meaning and function is a fundamental aspect of language
acquisition. Learning grammatical forms, items and structures offers students choices in how they wish
to realise meanings and communicate their thoughts and ideas.1 Students need to know about the use
of grammatical forms, items and structures so that they can make deliberate choices to convey their
intended message.
At the primary level, the learning of grammar focuses on developing grammatical knowledge for the
purposeful use of language through a whole-part-whole approach. Texts are the students’ first encounter
with the items and structures. Through the listening, reading and viewing of continuous texts, students
gain their initial understanding of how meanings can be derived from the use of various grammatical
forms, items and structures. Their receptive skills of listening, reading and viewing deepen as they
recognise how meaning is made and the purpose of the text is achieved through the ways in which
words and structures are connected at the text level. As the teacher scaffolds the students’ learning
through explicit instruction, students learn various aspects of grammar. They learn the metalanguage
to communicate their learning, grammatical rules at word, phrase, sentence and text levels and how
purposeful use of language shapes meaning in text. Finally, opportunities are created to allow the
students to have meaningful practice to speak, write and represent their ideas in different contexts
and apply the knowledge of grammatical rules at word, phrase, sentence and text levels within and
beyond the classroom.
USE OF TERMS
Students will develop awareness of and sensitivity to the forms and functions of language through
the deliberate introduction of metalanguage from lower primary.
Metalanguage
Opportunities to revisit and use the metalanguage will provide students with
the vocabulary they need to participate actively in discussions about texts. As
they progress in their learning, students will continue to use the metalanguage
in meaningful contexts as they learn to use English accurately, meaningfully
and appropriately.2
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
81
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR AT WORD, PHRASE AND SENTENCE LEVELS
The items in the Grammar Chart are arranged in an order that reflects the accepted view that the structure
of language is hierarchical. Students will learn how words can be combined to become meaningful
phrases, clauses and sentences before they move on to learn how grammar works at the text level.3
While the items are arranged in such a manner, the teaching of these items should be contextualised.4
To develop grammatical knowledge, students should explore patterns in form and meaning, study
the interplay between forms and meanings and develop sensitivity towards meaning in context when
listening to, reading and viewing texts for various purposes.
Grammar at
Word and Phrase
Levels
Grammar at
Sentence Level
82
At the primary level, students gain knowledge of the different word classes and
how words can be combined with other words to form larger units to convey
particular meaning. This knowledge helps them learn new words, structures,
phrases and sentences and lays the foundation for students to use the new
words accurately. The concept of word classes is also useful when students are
explaining errors during editing.
With knowledge of the various verb forms, students construct different
sentence types. This fundamental knowledge is critical as students move
on to explore the forms of the sentences and how their functions change
according to the intended purpose. With the knowledge that form can
be varied for different purposes, students create sentence variations to
connect ideas together in different ways to emphasise certain elements
in their sentences.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR AT TEXT LEVEL
With knowledge of grammar at word, phrase and sentence levels, students will be able to use language
to meet their communication needs or interpret meaning from a given discourse. They will be able to
use the grammatical knowledge acquired to enable them to achieve different purposes across a variety
of contexts.
Cohesion in Texts
To achieve cohesion when developing texts for particular purposes, students will
employ the use of cohesive devices such as substitution, ellipsis and reference
to help unify ideas within texts.
Language
Features of
Types of Texts
Salient and dominant language features of the various types of texts are introduced
to students. With knowledge of their own available language resources, students
will be encouraged and be in a better position to select appropriate language
items and structures when developing texts of their own for different purposes.5
Students will become aware of different grammatical forms and meanings
through exposure to their use in texts. Through repeated exposure and noticing
of patterns, students will attempt to apply these patterns to their own language
use across a range of contexts. They will also do regular editing of their writing and representation for
meaning and clarity.
NOTES AND IN-TEXT REFERENCES
1
2
3
4
5
Larsen-Freeman (2002).
Ellis (2006).
Comrie (1989).
Derewianka (2011, p. 9).
Derewianka (2011, p. 5).
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
83
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
At the Primary level, shading indicates when the skills, learner strategies,
attitudes and behaviour (SSAB), items and structures (I&S) will be formally
introduced and taught at increasing levels of sophistication. Italics
Italicised SSAB and I&S are for exposure, depending on the readiness,
interests and learning profiles of the students. Italicised SSAB and I&S
will not be assessed in the national examinations.
In planning the instructional programme and lessons, teachers decide on the scope and combination of SSAB and I&S for each year level, taking into account the readiness, interests and learning
profiles of students, the focus of instruction, the principles of EL teaching and learning (CLLIPS) and the EL teaching processes (ACoLADE), while also situating these within the context of the Singapore
Teaching Practice. The SSAB and I&S also help teachers to decide on the areas for formative and summative assessment in school.
GRAMMAR
FOCUS AREAS
USE OF TERMS
LEARNING OUTCOMES ITEMS AND STRUCTURES
METALANGUAGE
LO1:
Use metalanguage for
learning and talking
about language
structures and
language in use
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LO2:
1
PRIM ARY
2
3
4
5
6
Students will learn the metalanguage in meaningful contexts starting from Lower Primary. Students will acquire at least the
following grammatical terms listed here because they will require these terms to talk about how language works at the word,
phrase, sentence and text levels and for editing and self-correction. Based on their readiness and progress levels, the students
may learn additional terms.
•
Use the following grammatical terms
◦
oun, pronoun, singular, plural, verb, base form, past tense, present tense, action verb, saying
n
verb, linking verb, sentence
◦
simple present, simple past, adjective, preposition, statement, question, command
◦
oun phrase, determiner, verb phrase, helping/ auxiliary verb, -ing participle, present progressive/
n
continuous, past progressive/ continuous, simple sentence, compound sentence, reported speech
◦
word class, -ed/ -en participle, present perfect, adverb, preposition phrase, connector, complex
sentence, active voice, passive voice
◦
subject, object, modals, to-infinitive, past perfect, clause, subject-verb agreement
AT WORD AND PHRASE LEVELS
Nouns and Noun Phrases
Apply knowledge of
•
grammatical rules at
word and phrase levels
Use different types of nouns
◦
common nouns
- ­countable
a) singular (e.g., teacher, cat, child, deer)
b) plural (e.g., teachers, cats, children, deer)
- ­­uncountable (e.g., luggage, furniture, electricity, measles)
◦
proper nouns (e.g., Singapore, Paul)
◦
concrete nouns (e.g., teacher, cat)
◦
abstract nouns (e.g., effect, health, childhood)
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
84
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
◦ collective nouns1 (e.g., a bouquet of flowers, the choir)
LO2:
1
PRIM ARY
2
3
4
5
6
•Make uncountable nouns countable by expanding them into noun phrases (e.g., oil → three bottles
of oil)
Apply knowledge of
grammatical rules at
•
word and phrase levels
•
•
Form nouns from other words
◦
from adjectives or verbs (e.g., happy → happiness; teach → teacher; suffer → suffering)
Use adjectives as nouns (e.g., the poor sick [adjectives] boy, the poor and the sick [nouns])
Expand nouns into noun phrases
◦
premodifier + head noun
- ­­determiner2 + head noun (e.g., tables → the tables)
- ­­determiner2 + adjective + head noun (e.g., tables → the sturdy tables)
- ­­­determiner2 + adjective + noun + head noun (e.g., tables → the sturdy computer tables)
- ­­­determiner2 + adjective phrase (adverb + adjective) + noun + head noun (e.g., tables → those
extremely sturdy computer tables)
◦
premodifier + head noun + postmodifier
- ­­­premodifier + head noun + preposition phrase (e.g., those mangoes from Malaysia, many
elephants in the wild)
- ­­­premodifier + head noun + relative clause (e.g., that young girl who is training to be a pianist,
the cards which he made)
- ­­­­premodifier + head noun + non-finite clause (e.g., the office manager wearing a blue shirt, this
picture drawn in green ink)
- ­­­­premodifier + head noun + postpositive adjective (e.g., the guestroom available, a country
divided)
•
Use -ing participles as nouns (e.g., brisk walking, the cleaning of the house, the student's reading)
•Use nouns and noun phrases in apposition to provide more information (e.g., Fariz, the captain of
the basketball team, is my brother./ The book “Cinderella” is interesting.)
Nouns and Noun Phrases
•
Use different types of pronouns
◦
personal pronouns
- ­­­­as subject: I, you, he, she, it, we, they (e.g., I live in Hougang./ You live in Bedok.)
- ­­­­­as object: me, you, him, her, it, us, them (e.g., Miss Devi gave me a book./ She saw them yesterday.)
◦
1
2
interrogative pronouns: who, what, which, whose (e.g., Who is that girl?/ Whose is this?)
See section, Subject-verb Agreement, in the Grammar Chart for Collective Nouns.
See section, Determiners, in the Grammar Chart for different types of determiners.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
85
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
◦ indefinite pronouns: anyone, anybody, anything, everyone, everybody, everything, someone,
LO2:
1
PRIM ARY
2
3
4
5
6
somebody, something, no one, nobody, nothing
Apply knowledge of
grammatical rules at
word and phrase levels
◦
reflexive pronouns: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves
◦
possessive pronouns: mine, yours, his, hers, ours, theirs
◦
demonstrative pronouns: this, that, these, those (e.g., This belongs to her.)
◦
reciprocal pronouns: each other, one another
◦
relative pronouns: who, which, whose, that (e.g., She is the student who found the kitten.)
Determiners
•
Use different types of determiners before nouns
◦
articles
- ­­­­­a/ an: indefinite (e.g., a book, an apple)
- ­­­­­­the: definite (e.g., the principal of my school, Mr Lim)
- ­­­­­­zero article: no article for uncountable nouns (e.g., I like music and I can play the guitar.)
◦
quantifiers (indicate or highlight quantity of nouns)
- ­­­­­­­definite
a) cardinal (e.g., one, two)
b) ordinal (e.g., first, second, last)
- ­­­­­­indefinite
a) for countable nouns (e.g., few students, many teachers, another child, every girl in the class,
either boy)
b) for uncountable nouns (e.g., too little water, less space, much traffic)
c) for countable and uncountable nouns (e.g., a lot of children vs. a lot of dust, more cars vs.
more rice, any country vs. any space, some kittens vs. some milk)
◦
possessive determiners (indicate ownership)
- ­­­­­­­­my, your, his, her, its, our, their (e.g., This is her book.)
- ­­­­­­­­­nouns with -‘s or -s’ (e.g., Irene’s car, the girls’ wallet)
◦
demonstrative determiners (indicate differences in proximity to speaker)
- ­­­­­­­­­­this/ that, these/ those (e.g., This book belongs to her.)
◦
interrogative determiners
- ­­­­­­­­­­­whose, which, what (e.g., Which shirt did you choose?)
Adjectives
•
Use adjectives occurring in different positions
◦
attributive adjectives: before noun (e.g., a yellow duckling)
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
86
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
◦ predicative adjectives: after verb (e.g., The duckling is yellow.)
LO2:
Apply knowledge of
grammatical rules at
•
word and phrase levels
◦
adjectives with restricted positions (e.g., The cat is afraid. vs. the afraid cat )
◦
postpositive adjectives: after noun/ pronoun (e.g., something useful)
1
PRIM ARY
2
3
4
5
6
Use comparatives and superlatives
◦
regular (e.g., fast, faster, fastest; I am fast but he is faster. Aini is the fastest runner.)
◦
irregular (e.g., good, better, best; Raj is a good singer. Liling is a better singer. Paul is the best
singer.)
◦
se of “more” and “most” (e.g., expensive, more expensive, most expensive; My pen is expensive.
u
His pen is more expensive. Hers is the most expensive pen sold at the bookstore.)
•Use different types of adjectives: opinion (e.g., ugly), size (e.g., small), age (e.g., old), temperature
(e.g., cold), shape (e.g., round), colour (e.g., blue), origin (e.g., Chinese) and material (e.g., plastic)
•
Modify adjectives using adverbs (e.g., very tall, amazingly clever)
•
Form adjectives from nouns or verbs (e.g., music → musical, help → helpful)
•Order adjectives in the following way where a number of adjectives are placed together: opinion>
size> age> temperature> shape> colour> origin> material (e.g., It was an ugly, small, round, plastic
bowl.)
•Distinguish between the meanings of adjectives with an -ing participle and adjectives with an -ed/
-en participle (e.g., They are boring. vs. They are bored.)
Verbs and Verb Phrases
•Use different types of verbs
◦
◦
main verbs (e.g., go)
helping/ auxiliary verbs
- ­­­­­non-modals: do, have, be (e.g., did go, has gone, am going)
- ­­­­­­modals: (e.g., will go, might go)
•Identify verbs according to meaning
•
◦
action verbs (e.g., play, run, jump)
◦
saying verbs (e.g., speak, grumble, hint)
◦
linking verbs (e.g., be, seem, have, own)
◦
sensing verbs (e.g., hear, watch, touch)
◦
mental verbs (e.g., love, think, assume)
Use different forms of verbs
◦
base form (e.g., laugh, wash, eat, bite)
◦
present tense -s form (e.g., laughs, washes, eats, bites)
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
87
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
◦ past tense form (e.g., laughed, washed, ate, bit)
LO2:
Apply knowledge of
grammatical rules at
•
word and phrase levels
◦
-ing participle form (e.g., laughing, washing, eating, biting)
◦
-ed/ -en participle form (e.g., laughed, washed, eaten, bitten)
1
PRIM ARY
2
3
4
5
6
Use verbs with different transitivity
◦
transitive verbs: take an object (e.g., She bought a pen.)
◦
intransitive verbs: take no object (e.g., The dog barked.)
◦
linking verbs
- ­­­­­­­take a subject complement3 (e.g., She is a teacher.)
- ­­­­­­­take an adverbial (e.g., She is in school.)
◦
ditransitive verbs: take two objects, e.g.,
Mr Fariz gave a present to his son./ Mr Fariz gave his son a present.
Devi cooked a bowl of porridge for her father./ Devi cooked her father a bowl of porridge.
◦
omplex-transitive verbs: take an object and an object complement3, e.g.,
C
Mrs Lim made Paul the class chairperson.
Mrs Lim painted her nails purple.
•
Form phrasal verbs (e.g., carry out)
•
Form different verb phrases
•
◦
with two verbs (e.g., is smiling, will go, have written)
◦
with three verbs (e.g., may be playing, has been sleeping, were being painted)
◦
with four verbs (e.g., might have been playing, should have been painted)
Use verbs/ verb phrases with different time/ tense/ aspect4
◦
simple present
- ­­­­­­­­for habitual actions (e.g., I visit the dentist twice a year.)
- ­­­­­­­­for timeless and universal statements (e.g., The sun rises in the east.)
- ­­­­­­­­­for facts that are true in the present, e.g.,
Singapore has one of the world’s busiest ports.
Aini lives in Clementi.
- ­­­­­­­­­for the instantaneous present (e.g., She looks at me as I walk through the door.)
3
4
Complements can be noun phrases or adjective phrases.
In English, verbs are marked for the present tense (e.g., -s) and the past tense (e.g., -ed). There are no special markings on verbs to indicate future time. Instead we use modals or present tense (e.g., I shall/ will return
tomorrow or I am going to return tomorrow). Aspect is used to say whether something has been completed (i.e., the perfect aspect) or is still in progress (i.e., progressive/continuous aspect).
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
88
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
- ­­­­­­­­­­for scheduled future actions/ events, e.g.,
LO2:
Apply knowledge of
grammatical rules at
word and phrase levels
◦
1
PRIM ARY
2
3
4
5
6
I leave at 9 o’clock.
The match begins at half past three.
simple past
- ­­­­­­­­­­for completed actions/ events, with or without mention of a specific time, e.g.,
The game started at 4.00 p.m.
I ate an apple.
- ­­­­­­­­­­for regular actions in the past (e.g., I studied in that kindergarten for two years.)
◦
present progressive/ continuous
- ­­­­­­­­­­­for actions taking place at the time of speaking (e.g., Stop interrupting! I am writing a letter.)
◦
- ­­­­­­­­­­for planned future actions/ events, e.g.,
We are going to the zoo tomorrow.
The ship is leaving tonight.
past progressive/ continuous
- ­­­­­­­­­­­­for actions which were in progress at some time in the past (e.g., Everyone was driving slowly
because the roads were slippery.)
- ­­­­­­­­­­­­­for an action which was going on when a second one took place (e.g., It was raining when the
incident happened.)
◦
present perfect
- ­­­­­­­­­­­­for actions in the past which still affect the present (e.g., I have read the book. […so I can lend
it to you.])
- ­­­­­­­­­­­­for actions which started in the past that continue to the present (e.g., I have lived in that
neighbourhood for six years.)
- ­­­­­­­­­­­­for actions which occurred at an unspecified time in the past (e.g., The plane has landed.)
◦
past perfect
- ­­­­­­­­­­­­­for a past action which occurred before another past action (e.g., I offered to lend her the book
but she had read it.)
◦
present perfect progressive/ continuous
- ­­­­­­­­­­­­­for actions which started in the past and are still continuing, or which have stopped, but still
continue to affect the present (e.g., I have been reading your poems for over two hours.)
◦
past perfect progressive/ continuous
- ­­­­­­­­­­­­­for an ongoing action continuing up to a certain time in the past (e.g., Raj had been cycling to
work for years until he bought a car.)
◦
future
- ­­­­­­­­­­­­­will/ shall + verb (e.g., I will go to the library tomorrow.)
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
89
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
- ­­­­­­­­­­­­­present progressive/ continuous (e.g., The Minister is coming to our school next week.)
LO2:
1
PRIM ARY
2
3
4
5
6
- ­­­­­­­­­­­­­(be) going to + verb (e.g., My parents are going to attend the concert.)
Apply knowledge of
grammatical rules at
word and phrase levels
- ­­­­­­­­­­­­­will/ shall + (be) + -ing: for planned events (e.g., I will be waiting at the door for her.)
- ­­­­­­­­­­­­­simple present to express scheduled events (e.g., Tomorrow is a holiday.)
- ­­­­­­­­­­­­(be) about to + verb: to refer to the immediate or near future (e.g., I am about to leave the
house.)
•Distinguish between verbs with different time/ tense/ aspect (e.g., by representing them on a
timeline)
•
Use modals and semi-modals to express a variety of meanings
◦ to make a request, e.g.,
May I have a cup of coffee?
Can I be excused from the game?
◦
to express politeness, e.g.,
I would like to have another cup please.
Could you carry this for me?
◦
to indicate ability/ certainty/ possibility, e.g.,
Ability: Weiqiang can swim. (i.e., Weiqiang is able to swim.)
Certainty: “Irene should be studying now,” says Mrs Lim. (i.e., Mrs Lim is certain that Irene is
studying now.)
Possibility: Fariz might be home at this time.
◦
to indicate permission/obligation/ necessity, e.g.,
Permission: Devi can/ may swim. (i.e., Devi is allowed to swim.)
Obligation: “Liling should be studying now,” says Mrs Lim. (i.e., Mrs Lim insists that Liling be
studying now.)
Necessity: I must study this afternoon.
Adverbs
•
Use different types of adverbs
◦
adverbs that tell us about verbs
- ­­­­­­­­­­­­­­place (e.g., there, here), manner (e.g., quickly), time (e.g., soon, recently), frequency (e.g.,
often), duration (e.g., briefly), negation (e.g., not)
◦
adverbs that tell us about adjectives
- ­­­­­­­­­­­­­­­degree (e.g., so happy, extremely hot, badly damaged, slightly salty, fairly spicy), negation
(e.g., not happy)
◦
adverbs that tell us about other adverbs
- ­­­­­­­­­­­­­­­­degree (e.g., very gracefully, really loudly)
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
90
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
◦ adverbs that connect clauses and sentences5
LO2:
1
PRIM ARY
2
3
4
5
6
- ­­­­­­­­­­­­­­­­addition (e.g., also, as well), contrast (e.g., however), time (e.g., then, previously), sequence
(e.g., firstly, then), result (e.g., consequently)
Apply knowledge of
grammatical rules at
word and phrase levels
◦
adverbs that indicate attitude/ opinion
- ­­­­­­­­­­­­­­­­­attitude of the speaker/ writer (e.g., actually, unfortunately)
◦
adverbs to ask questions (e.g., when, where, why, how)
•
Form adverbs from adjectives (e.g., quick → quickly, beautiful → beautifully)
•
Use comparative and superlative adverbs
◦
regular (e.g., fast, faster, fastest; I can run fast but he can run faster. Paul can run fastest.)
◦
irregular (e.g., well, better, best; Fariz sings well but Devi sings better. Weiqiang sings best.)
◦
se of “more” and “most” (e.g., quickly, more quickly, most quickly; Irene ate her lunch quickly.
u
Aini ate her lunch more quickly than Irene did. Raj ate his lunch most quickly.)
Prepositions and Preposition Phrases
•
Use prepositions to convey a variety of meanings
◦
space (e.g., in school, at the gate, sitting on the chair, running towards her)
◦
time (e.g., on Monday, at seven o'clock, during the holidays)
◦
purpose and means (e.g., for fun, with a pen)
◦
possession (e.g., the car with red wheels, the girl without a book)
◦
accompaniment (e.g., went with her)
◦
comparison (e.g., taller than you)
◦
support or opposition (e.g., for you, with you, against you)
◦
exception (e.g., except Joe)
◦
concession (e.g., despite the hardship)
•
Combine words to form complex prepositions (e.g., in front of the girl, because of the rain)
•
Form preposition phrases
◦
preposition + noun phrase (e.g., under the table, despite numerous reminders, for safety, [unsure]
of themselves, [glad] about the news)
•Recognise how prepositions collocate with other words to express different meanings (e.g., in
search of vs. to search for)
5
See Focus Area, Grammar at Text Level, in the Grammar Chart for Connectors.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
91
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
Conjunctions6
LO2:
Apply knowledge of
grammatical rules at
word and phrase levels
1
PRIM ARY
2
3
4
5
6
•Use a variety of conjunctions in sentences to express different relationships between similar groups
of words (e.g., word and word, phrase and phrase, clause and clause)
◦
between words or phrases: conjoining similar words or phrases (e.g., and, or, but)
◦
between clauses
- ­­­­­­­­­­­­­­­­­coordinating: add on ideas, sequence, contrast ideas, offer alternatives, provide reasons (e.g.,
and, both...and, then, but, yet, or, either...or, for)
- ­­­­­­­­­­­­­­­­­­subordinating: provide additional information about the main clause
a) for reason (e.g., because, as7)
b) for sequence (e.g., while, before7)
c) for contrast (e.g., although, even though)
d) for condition (e.g., if, until7, unless)
e) for purpose (e.g., so that, so as)
f) for place (e.g., where, wherever)
g) for cause-and-effect (e.g., so that)
LO3:
Apply knowledge of
grammatical rules at
sentence level
AT SENTENCE LEVEL
Sentence Types
•
Construct a variety of sentences
◦
simple sentences (made up of a main clause)
- ­­­­­­­­­­­­­­­­­­­subject + verb (e.g., Liling sings.)
- ­­­­­­­­­­­­­­­­­­­­subject + verb + object (e.g., Liling sings lullabies.)
- ­­­­­­­­­­­­­­­­­­­­subject + verb + adverbial8
a) with adverb (e.g., Liling sings beautifully.)
b) with preposition phrase (e.g., Liling sings in the hall.)
c) with noun phrase (e.g., Liling sang last night.)
- ­“ There” + verb + subject (Existential sentence, e.g., There is a butterfly. There are butterflies.)
6
7
8
See Focus Area, Grammar at Text Level, in the Grammar Chart for Connectors.
Conjunctions which also function as prepositions.
Adverbials can be formed with adverbs, preposition phrases and noun phrases. They can also be formed using non-finite and finite clauses.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
92
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
◦ compound sentences (made up of two main clauses)
LO3:
1
PRIM ARY
2
3
4
5
6
- ­­­­­­­­­­­­­­­­­­­­­use coordinating conjunctions9, e.g., “and” and “but” (e.g., Paul ran. Fariz walked. → Paul ran
but Fariz walked.)
Apply knowledge of
grammatical rules at
sentence level
◦
complex sentences (made up of a main clause with one or more dependent or subordinate
clauses)
- ­­use subordinating conjunctions, e.g., “because” and “if” (e.g., Devi cooked. Raj was hungry. →
Devi cooked because Raj was hungry.)
- ­­with finite clause (e.g., The man is my uncle. The man is wearing a red shirt. → The man who
is wearing a red shirt is my uncle.)
- ­with non-finite clause (e.g., The students have started. They are doing their homework. → The
students have started doing their homework.)
Sentence Forms
•
Construct different forms of sentences
◦
declaratives
- ­­subject + verb (e.g., Liling runs.)
- ­subject + verb + complement10 (e.g., Liling is very happy.)
- ­subject + verb + object (e.g., Liling cuts a cake.)
- ­­subject + verb + object + complement10 (e.g., Liling made her mother happy.)
◦
interrogatives
- ­“yes/ no” questions: auxiliary verb + subject + main verb (e.g., Can I go? Do you like the present?
Have you done your homework?)
- ­­­question tags11 for affirmation
a) affirmative statement + negative tag (e.g., Paul can cook, can’t he?)
b) negative statement + affirmative tag (e.g., Aini is not here, is she?)
- ­­­­questions with Interrogative pronouns, adverbs and determiners
a) question word + verb (e.g., Who is going?)
b) question word + verb + noun/ noun phrase/ pronoun (e.g., Where is the fair?)
c) question word + noun/ noun phrase + verb + noun/ noun phrase/ pronoun (e.g., Whose
pencil is this?)
9
10
11
See Focus Area, Grammar at Word and Phrase Levels, in the Grammar Chart for Conjunctions.
Complements can be noun phrases, adjective phrases or preposition phrases.
See Focus Area, Knowledge Base for Speaking and Representing, in the Speaking and Representing Chart for Question Tags.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
93
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
◦ imperatives
LO3:
1
PRIM ARY
2
3
4
5
6
- ­­­­verb (e.g., Sing!)
Apply knowledge of
grammatical rules at
sentence level
- ­­­­verb + object (e.g., Sing the school song.)
- ­­­­verb + adverbial12 (e.g., Sing sweetly.)
◦
exclamatives
- ­­­­­What + noun phrase (e.g., What a beautiful day!)
- ­­­­­How + adjective (e.g., How lovely!)
Sentence Functions
•
Use sentences to convey different meanings
◦
statements to provide information
◦
questions to get information or to check something
◦
commands/ requests to have something done
◦
exclamations to express strong feelings
Sentence Variation
•
Vary the way sentences are written
◦
using direct speech (e.g., I said, “He is leaving.”)
◦
using reported speech
- ­­­­­­understand concept of deixis13 (e.g., pronouns, demonstrative determiners, place and time
markers)
- ­­­­­use reporting verbs (e.g., said, told, asked)
- ­construct statements without changes in tense or aspect
a) immediate reporting (e.g., “Fariz is coming,” Devi says. → Devi says that Fariz is coming.)
b) universal truth (e.g., “The sun rises in the east,” the teacher said. → The teacher said that
the sun rises in the east.)
c) past event seen from a point in the past (e.g., Raj said, “I had lost interest in painting when
I picked up photography.” → Raj said he had lost interest in painting when he picked up
photography.)
12
13
Adverbials can be formed using adverbs, preposition phrase, noun phrases, non-finite and finite clauses.
See Focus Area, Knowledge Base for Speaking and Representing, in the Speaking and Representing Chart for Orienting Features.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
94
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
- ­­construct statements with changes tense or aspect
LO3:
1
PRIM ARY
2
3
4
5
6
a) simple past
Apply knowledge of
grammatical rules at
sentence level
i) from simple present (e.g., Weiqiang said, “I want to go to the library.” → Weiqiang said that
he wanted to go to the library.)
b) past progressive
i) from present progressive (e.g., Irene said, “I am doing my homework.” → Irene said that she
was doing her homework.)
c) past perfect
i) from simple past (e.g., Aini said, “I ate dinner.” → Aini said she had eaten dinner.)
ii) from present perfect (e.g., Devi said, “I have won.” → Devi said she had won.)
d) past perfect progressive
i) from past progressive (e.g., Liling said, “I was thinking about the test earlier.” → Liling said
she had been thinking about the test earlier.)
ii) from present perfect progressive (e.g., Paul said, “I have been cycling through heavy traffic
for years.” → Paul said he had been cycling through heavy traffic for years.)
- ­­­construct statements with change in pronouns (e.g., Fariz said, “I am on time.” → Fariz said
that he was on time.)
- ­report WH- questions
a) subject-verb inversion (e.g., She asked, “Why are you so quiet?” → She asked why I was so
quiet.)
- ­­report “yes/ no” questions
a) if/ whether + subject-verb inversion (e.g., She said, “Are there any oranges in the bowl?” →
She asked whether there were any oranges in the bowl.)
- ­­­report commands
a) use to-infinitive (e.g., “Sit down, Raj,” the teacher said. → The teacher told Raj to sit down.)
b) use “not” + to-infinitive (e.g., “Do not run, Liling,” the teacher said. → The teacher told Liling
not to run.)
◦
altering the voice
- ­­­­from active to passive, e.g.,
I broke the window. → The window was broken [by me].
Irene’s father gave her a book. → Irene was given a book by her father. / A book was given to
Irene by her father.
- ­from passive to active (e.g., This work will be completed [by the team]. → The team will
complete this work.)
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
95
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
◦ fronting
LO3:
Apply knowledge of
grammatical rules at
sentence level
1
PRIM ARY
2
3
4
5
6
- ­­adverbs (e.g., Suddenly, Irene screamed.)
- ­­nouns and noun phrases, e.g.,
One day, I will be a doctor.
That book we will look at later.
- ­preposition phrases, e.g.,
In the morning, Mdm Aini goes to the market.
To Paris we go.
- ­­finite clauses, e.g.,
Because I was nervous, I forgot my lines.
However hard he tries, he cannot convince his mother.
- ­­­­non-finite clauses
a) to-infinitive clause (e.g., To surprise his mother, Raj baked a cake.)
b) -ing participle (e.g., Walking through the park, Weiqiang saw a rat.)
c) -ed/ -en participle (e.g., Shaken by the turn of events, he was speechless.)
- ­­­­­adjectives (e.g., Hungry, Paul raided the refrigerator.)
◦ using conjunctions for parallel structures, e.g.,
Fariz and Devi like to run. Fariz and Devi like to walk. Fariz and Devi like to hike. → Fariz and Devi
like to run, to walk and to hike.
Liling will attend the party. Her sister will attend the party. → Both Liling and her sister will
attend the party.
◦
substituting conjunctions, e.g.,
Weiqiang and Paul did not go for the run. → Neither Weiqiang nor Paul went for the run.
Irene was unwell but she still went for the run. → Although Irene was unwell, she still went for
the run.
◦
constructing negative sentences
- ­­­­­­use the adverb “not” with the main verb “be”, e.g.,
­­­­­­Aini is not from Indonesia.
­­­­­­They are not my classmates.
- ­­­­­­­use the adverb “not” after auxiliary verbs, e.g.,
­­­­­­The boy does not like soccer.
­­­­­­The teacher is not teaching us today.
- ­­­­­­­use the adverb “not” after the first auxiliary verb (e.g., I may not have to go to the camp.)
- ­­­­­­­­use negative expressions, e.g.,
No one is allowed to enter the construction site.
Devi will never go to that shop again.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
96
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
◦ expanding sentences to give more details using:
LO3:
1
PRIM ARY
2
3
4
5
6
- ­­­­­­­preposition phrases (e.g., Someone is knocking at the door.)
Apply knowledge of
grammatical rules at
sentence level
- ­­­­­­­­relative clauses, e.g.,
The lady whom/ who I met just now is talking to the principal.
The lady that I met just now is talking to the principal.
The lady ^ I met just now is talking to the principal.
- ­­­­­­­­non-finite clauses
a) to-infinitive (e.g., Weiqiang bought a present to surprise his mother.)
b) -ing participle, e.g.,
The boy swimming in the pool is a national swimmer.
Lying on the bed, Irene pondered over her life choices.
c) -ed/-en participle, e.g.,
Please fill in the form attached to the letter.
Given the plight the boy is in, he still looks cheerful.
Subject-Verb Agreement
•
Use appropriate subject-verb agreement
◦
noun phrases
- ­­­­­­­­­countable
a) singular, e.g.,
The baby is cute.
A bunch of keys was found.
b) plural, e.g.,
The babies are cute.
Three baskets of grapes were on the table.
- ­­­­­­­­­uncountable, e.g.,
­­­­­­­­­The furniture is from Bali.
­­­­­­­­­Deforestation has destroyed the habitats of many animals.
◦ conjoined nouns, e.g.,
The girl and the boy are eating.
Water and oil do not mix.
Fish and chips is sold here.
◦
- ing participle (e.g., Brisk walking is the easiest way to stay fit.)
◦ noun phrase with preposition phrase, e.g.,
The teacher, together with her students, is going to the library.
Fariz, as well as Raj, is a doctor.
All the children, except for Aini, are taking part in the performance.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
97
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
◦ collective nouns used with singular or plural verbs, e.g.,
LO3:
Apply knowledge of
grammatical rules at
sentence level
1
PRIM ARY
2
3
4
5
6
The team is headed to Malaysia for its final tournament. However, the team are going to depart
on different dates.
◦ constructions with either…or, neither…nor, e.g.,
Neither the air-conditioner nor the fans are working.
Either Devi or Liling is cooking lunch.
Oracy and Interaction14
•
Form questions and answers by varying the structure of sentences
◦
types of questions
- ­­­­­­­­­­­“yes/ no”: auxiliary verbs, e.g.,
C
­­­­­­­­­ an I go now?
D
­­­­­­­­­ o you like the present?
H
­­­­­­­­­ ave you had your breakfast?
- ­­­­­­­­question words
a) interrogative pronouns (i.e., who, what, which, whose, whom), e.g.,
Who is going?
Which would you like?
b) interrogative adverbs (i.e., when, where, why, how), e.g.,
Where is the fair?
How are you going to the fair?
c) Interrogative determiners (i.e., what, which, whose), e.g.,
Whose pencil is this?
Which bag is yours?
- ­­­­­­­­­question tags (e.g., She is leaving, isn’t she?)
◦
answers
- ­­­­­­­­­­“yes/ no” + expected answers (e.g., Did he walk? Yes, he did.)
- ­­­­­­­­­­­answers to questions which use question words (e.g., Who is going? Weiqiang is going.)
- ­­­­­­­­­­­“yes/ no” + expected answers to questions with question tags (e.g., The dress is pretty, isn’t it?
Yes, it is.)
14
See Focus Area, Knowledge Base for Speaking and Representing, in the Speaking and Representing Chart.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
98
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
•Use appropriate language structures to convey thoughts and opinions in interactions with others
LO3:
1
PRIM ARY
2
3
4
5
6
(e.g., making a request, asking for information, providing information)
Apply knowledge of
grammatical rules at
sentence level
Purpose
Imperative
Interrogative
Declarative
making a request
Get me a drink!
Pour me a glass of water.
Please get me a drink.
May I have some water?
Are you getting me a drink
now?
I am thirsty.
I want you to get me a
drink.
asking for information
Tell me who sang at the
concert last year.
Please let me know who
sang at the concert last
year.
Who sang at the concert
last year?
I don't know who sang at
the concert last year.
I would like to know the
person who sang at the
concert last year.
providing information
(Mother talking to child in
muddy clothes)
Look at your dirty clothes!
(Mother talking to child in
muddy clothes)
(Mother talking to child in
muddy clothes)
Why are your clothes so
dirty?
Your clothes are dirty.
Punctuation
•
Use punctuation appropriately
◦
capital letter
- ­­­­­­­­­­for beginning the first word of a sentence
- ­­­­­­­­­­for the pronoun “I” (e.g., I believe I can do better than that.)
- ­­­­­­­­­­for proper nouns
- ­­­­­­­­­­for the first word in direct speech (e.g., Mr Fariz said, “He has two dogs.”)
- ­­­­­­­­­­for titles (e.g., Mr President, Lieutenant), nationalities, languages
- ­­­­­­­­­­for initials in names of people (e.g., C. K. Lim)
◦
full stop
- ­­­­­­­­­­­for indicating the end of a sentence
- ­­­­­­­­­­­for the short form of a word (e.g., Prof. → Professor, no. → number)
◦
question mark for indicating the end of a question
◦
exclamation mark for indicating strong feelings conveyed through a sentence
◦
comma
- ­for separating nouns in a list (e.g., book, paper, pencil and eraser)
- ­­­­­­­­­­­­in direct speech (e.g., She said, “I am so hungry.”)
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
99
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
LEARNING OUTCOMES ITEMS AND STRUCTURES
- ­­­­­­­­­­­­after “yes”/ “no” (e.g., Yes, thank you.)
LO3:
1
PRIM ARY
2
3
4
5
6
- ­when addressing people (e.g., Mrs Devi, may I be excused?)
Apply knowledge of
grammatical rules at
sentence level
- ­­­­­­­­­­­­for a non-restrictive word, phrase or clause
a) relative clause (e.g., My father, who lives overseas, travels frequently.)
b) noun and noun phrases in apposition (e.g., Fariz, the captain of the basketball team, is my
brother.)
c) preposition phrase (e.g. The teacher, together with her students, is going to the library.)
- ­­­­­­­­­­­­­before and after some adverbs, e.g.,
­­­­­­­­­­­­­The audience loved Irene’s performance in the musical, hence the smile on her face.
­­­­­­­­­­­­­Fariz passed his test. However, he was not pleased with his marks.
- ­­­­­­­­­­­­­for separating the subordinate clause from the main clause (e.g., As I was walking to my
classroom, I saw the teacher leaving.)
◦
quotation marks
- ­­­­­­­­­­­­­for titles
- ­­­­­­­­­­­­­for indicating direct speech
- ­­­­­­­­­­­­­using single and double quotation marks within one sentence (e.g., She said, “I enjoyed reading
‘Treasure Island’.”)
◦
apostrophe
- ­for indicating possession
a) for people and things (e.g., the cook’s pie, James’s toy/ James’ toy, the cooks’ pies, the
children’s toys, for goodness’ sake)
b) for time and amounts (e.g., a week’s holiday, two cents’ worth)
c) when without head noun (e.g., My mother has gone to the baker’s [shop].)
- ­­­­­­­­­­­­­­in contractions15 (e.g., it’s raining)
◦
indentation
- ­­for organising a text into paragraphs
- ­­for organising direct speech
◦
yphen for compound words (e.g., The well-known singer is performing on the stage. vs. The
h
singer is well known.)
◦
dash
- ­­­for giving extra information or an additional thought (e.g., Raj has gone on a trip to Nanjing –
near Shanghai – for a couple of weeks.)
15
See Focus Area, Knowledge Base for Speaking and Representing, in the Speaking and Representing Chart for Elision.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
100
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR
AT WORD,
PHRASE AND
SENTENCE
LEVELS
GRAMMAR AT
TEXT LEVEL
LEARNING OUTCOMES ITEMS AND STRUCTURES
- ­­­for separating an independent clause from the main clause, or for explaining it (e.g., Our bags
LO3:
1
PRIM ARY
2
3
4
5
6
were packed – we were ready to go.)
Apply knowledge of
grammatical rules at
sentence level
◦
colon
- ­­­­for indicating direct speech in a playscript (e.g., Big Bad Wolf: All the better to hear you, my
dear.)
- ­­­­for listing items which add meaning to the word before (e.g., The following students were
absent: Aini, Weiqiang and Irene.)
LO4:
Show understanding
of how the purposeful
use of language
shapes meaning in
texts
◦
semi-colon for joining two complete sentences in place of a connector (e.g., Devi’s eyes began
to close; I too was feeling tired.)
◦
ellipsis points for indicating that the unit is unfinished (e.g., Fariz is unsure…)
COHESION IN TEXTS
•Create cohesion across different clauses, sentences and paragraphs through
◦
reference
- ­­­­referring back using:
a) personal pronouns: to refer to someone already mentioned (e.g., Liling was thrilled. She had
won a prize.)
b) indefinite pronouns: another, both, each, many, other, either, neither (e.g., Weiqiang and
Paul walked in. Both were early.)
c) demonstrative pronouns: this/ these, that/ those (e.g., Help yourself to the refreshments.
These were prepared by Irene.)
d) certain adjectives (e.g., As explained on the previous page…)
e) verbs or verb phrases which refer back to an earlier part of the text (e.g., As has been
discussed…)
- ­­­­­referring forward using:
a) personal pronouns: to refer to someone to be mentioned later (e.g., I saw her. The old woman
stared at me.)
b) demonstrative pronouns: this/ these (e.g., You would not believe this, but I’ve never learnt
to swim before.)
c) certain adjectives (e.g., in the following example)
◦
grammatical substitution: using “so”, “not”, “one”, “do/ did”, e.g.,
Are you going? I think so.
It won’t happen again. I hope not.
I would like one (cup of coffee), please.
The floor needed washing. It certainly did.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
101
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR AT
TEXT LEVEL
LEARNING OUTCOMES ITEMS AND STRUCTURES
◦ ellipsis16
LO4:
Show understanding
of how the purposeful
use of language
shapes meaning in
texts
1
PRIM ARY
2
3
4
5
6
- ­­­­­­situational, e.g.,
­­­­­­­­­­­­Speaker A: This is the new plan.
­­­­­­­­­­­­Speaker B: [The new plan] sounds good to me.
- ­­­­­­textual (e.g., I ordered a dozen roses but they only delivered ten [roses].)
◦
connectors
- ­­­­­­­using conjunctions17
- ­­­­­­­using conjunctive adverbs
a) additive: again, also, as well, as well as, too, either (e.g., I prefer water to soft drinks. John
does not like soft drinks either.)
b) contrastive: however, nevertheless, nonetheless, on the contrary (e.g., My friends want to
watch a horror movie. However, I prefer a comedy.)
c) time: then, previously, later, meanwhile (e.g., Dinner will be ready in an hour. Meanwhile,
we should help set the table.)
d) listing: first, then, next, finally (e.g., First, add the sugar to the butter. Then, break the egg.)
e) resultative: therefore, hence (e.g., It was raining heavily. Therefore, we had to cancel the
race.)
- ­­­­­­­­using linking expressions18 (e.g., all in all, to illustrate the point, with reference to)
◦
r epetition of structures, e.g.,
We like bananas. They prefer oranges.
She’s big. She’s mean. She’s my cousin.
LANGUAGE FEATURES OF TYPES OF TEXTS19
•Recognise and use the predominant language features to achieve the intended purposes of the
various texts
◦
texts that recount what happened (e.g., personal recounts, factual recounts)
- nouns and noun phrases
a) premodifiers (e.g., quantifiers, adjectives, nouns) for vivid or detailed and factual descriptions
16
17
18
19
See Focus Area, Knowledge Base for Speaking and Representing, in the Speaking and Representing Chart for Ellipsis.
See Focus Area, Grammar at Word and Phrase Levels, in the Grammar Chart for Conjunctions.
See Focus Area, Knowledge Base for Speaking and Representing, in the Speaking and Representing Chart for Discourse Markers.
See Focus Area, Listening and Viewing Extensively, in the Listening and Viewing Chart. See Focus Area, Reading and Viewing Widely and Extensively for Different Purposes, in the Reading and Viewing Chart. See
Focus Area, Speaking and Representing Confidently and Effectively for a Variety of Purposes, Audiences, Contexts and Cultures, Both Individually and Collaboratively, in the Speaking and Representing Chart. See
Focus Area, Writing and Representing Creatively and Critically for a Variety of Purposes, Audiences, Contexts and Cultures, Both Individually and Collaboratively, in the Writing and Representing Chart.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
102
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GRAMMAR
FOCUS AREAS
GRAMMAR AT
TEXT LEVEL
LEARNING OUTCOMES ITEMS AND STRUCTURES
b) postmodifiers (e.g., preposition phrases, relative clauses, non-finite clauses) to provide
LO4:
1
PRIM ARY
2
3
4
5
6
additional information about people, places or things
Show understanding
of how the purposeful
use of language
shapes meaning in
texts
- verbs and verb phrases
a) verb forms in the past tense (e.g., simple past, past progressive, past perfect) to show that
the actions have already happened
b) action verbs to describe actions, saying verbs to indicate speech, linking verbs to show
relationships between ideas, sensing verbs to describe the use of the five senses and mental
verbs to convey thoughts and emotions
- ­­­­­­­­­sentences
a) adverbials20 to add details about time, place, manner and reason
b) connectors to show sequence of actions or events (e.g., first, then)
◦
texts that entertain (e.g., narratives, poetry)
- ­­­­­­­­­nouns and noun phrases
a) proper nouns to name the characters
b) first-person and/or third-person pronouns to refer to the characters already mentioned
c) premodifiers (e.g., adjectives) for vivid descriptions
d) postmodifiers (e.g., preposition phrases, relative clauses, non-finite clauses) to provide
additional information about people, places or things
- verbs and verb phrases
a) verb forms in the past tense (e.g., simple past, past progressive, past perfect) to talk about
the past
b) action verbs to describe actions, saying verbs to indicate speech and mental verbs to convey
thoughts and emotions
- sentences
a) direct speech for variation
b) adverbials20 to add details about time, place, manner and reason
c) a range of connectors to show sequence of actions (e.g., first, then)
d) repetitions to give an effect of rhythm and to reinforce ideas
20
hile students at the primary level will be taught to form adverbials using adverbs, preposition phrases, noun phrases, non-finite and finite clauses to provide details, the term “adverbials” is introduced only at the
W
secondary level.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
103
21
Show understanding
of how the purposeful
use of language
shapes meaning in
texts
◦
◦
◦
vs. my brown cat ) to introduce and discuss
vs. my brown cat ) to introduce and discuss
b) premodifiers (e.g., adjectives, nouns) for detailed and factual descriptions
a) nouns with general reference (e.g., a cat/ cats
the topic
- nouns and noun phrases
texts that explain (e.g., sequential explanations, causal and/or consequential explanations)
b) connectors to show sequence (e.g., firstly, meanwhile), to provide reasons to support a point
of view (e.g., because, hence)
a) predicative adjectives to provide detailed information
sentences
b) action verbs to describe actions and linking verbs to show relationships between ideas
a) the simple present to indicate facts and/or the currency of the information conveyed
- verbs and verb phrases
c) postmodifiers (e.g., preposition phrases, relative clauses, non-finite clauses) to provide factual
and precise descriptions about people, places or things
b) third-person pronouns to convey a sense of distance and objectivity
a) nouns with general reference (e.g., a cat/ cats
the topic
- nouns and noun phrases
texts that describe, inform (e.g., descriptive reports)
c) connectors to show sequence in steps
b) adverbials21 to add details about time, place, manner and reason
a) imperatives to give orders and direct actions
- sentences
b) action verbs to describe actions
a) the base form of the verb to elicit action
- verbs and verb phrases
a) premodifiers (e.g., quantifiers, adjectives, nouns) for detailed and factual descriptions
- nouns and noun phrases
LEARNING OUTCOMES ITEMS AND STRUCTURES
◦ texts that instruct (e.g., procedures, rules, directions)
LO4:
1
2
3
4
5
PRIM ARY
6
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
104
hile students at the primary level will be taught to form adverbials using adverbs, preposition phrases, noun phrases, non-finite and finite clauses to provide details, the term “adverbials” is introduced only at the
W
secondary level.
GRAMMAR AT
TEXT LEVEL
FOCUS AREAS
GRAMMAR
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
22
Show understanding
of how the purposeful
use of language
shapes meaning in
texts
◦
b) connectors to support point of view (e.g., because, hence), to explain cause and effect (e.g.,
as a result, consequently), to state conditions (e.g., if, unless), to organise ideas (e.g., in
conclusion, to summarise)
a) adverbials22 to add details about time, place, manner and reason
- sentences
a) mental verbs to convey thoughts and express opinions and reactions, linking verbs to show
relationships between ideas and sensing verbs to describe the use of the five senses
- verbs and verb phrases
texts that respond, argue, evaluate and/or persuade (e.g., personal responses, arguments)
c) connectors to indicate a sequence of events (e.g., firstly, meanwhile), to show cause and
effect (e.g., as a result, consequently)
b) passive voice to emphasise the main topic rather than who or what is doing the action
a) adverbials22 to add details about time, place, manner and reason
- sentences
b) action verbs to describe actions and linking verbs to show relationships between ideas
a) the simple present to present facts
- verbs and verb phrases
and precise descriptions about people, places or things
LEARNING OUTCOMES ITEMS AND STRUCTURES
c) postmodifiers (e.g., preposition phrases, relative clauses, non-finite clauses) to provide factual
LO4:
1
2
3
4
5
PRIM ARY
6
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
105
hile students at the primary level will be taught to form adverbials using adverbs, preposition phrases, noun phrases, non-finite and finite clauses to provide details, the term “adverbials” is introduced only at the
W
secondary level.
GRAMMAR AT
TEXT LEVEL
FOCUS AREAS
GRAMMAR
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
VOCABULARY
Overview Diagram
VOCABULARY
Develop knowledge of vocabulary for the purposeful use of rich language.
FOCUS AREA
FOCUS AREA
Developing Rich Vocabulary Knowledge
Using Vocabulary
LO1
LO2
LO3
Develop word consciousness
and use metalanguage
in building vocabulary
knowledge
Build rich vocabulary
knowledge that supports the
development of listening,
reading, viewing, speaking,
writing and representing
skills
Use words appropriate for
purpose, audience, context
and culture
Development of Rich
Vocabulary
Use of Appropriate
Vocabulary
Use of Metalanguage
ITEMS, STRUCTURES AND LEARNER STRATEGIES
106
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
INTRODUCTION
Effective language use involves the development of a rich vocabulary and the deliberate selection and
use of words in various combinations and structures to create desired meanings and to express a variety
of intentions and nuances.
While students’ knowledge of grammar guides the combination of words in various structures, having
rich vocabulary will provide students access to knowledge and ideas in a wide range of texts and subject
areas. Students acquire a wide repertoire of words and expressions to effectively convey subtle differences
in meaning in a range of ideas, thoughts, actions and emotions.1 Studies have suggested that vocabulary
knowledge and development correlate positively with success in reading comprehension and fluency.2
At the primary level, exposure to new words and learning to recognise sight words will help students to
read. Teachers will provide students with strategies to build on lexical items and high frequency words
that will enable them to express their ideas and thoughts. Vocabulary is to be taught explicitly and through
repeated exposure, giving students knowledge of the definitions and contextual meanings. For students,
this repetition needs to be provided not only through the use of age-appropriate materials, but also through
the use of a variety of teaching strategies, texts, and multimodal resources. These include vocabulary
charts, picture books and online resources to build a positive disposition to learning new words.
Students’ vocabulary knowledge can be developed when they use metalanguage to develop word
consciousness.3 Students will learn to deduce the meaning of words and talk about how words relate to
one another in a text. Metalinguistic and metacognitive ability will thus enable them to take an active
role in word learning.4 Students develop strategies for building vocabulary through teacher modelling.
They need to notice and understand how the words are used with purpose, audience, context and
culture in mind. A knowledge of vocabulary will support the development of listening, reading, viewing,
speaking, writing and representing skills.
DEVELOPING RICH VOCABULARY KNOWLEDGE
Use of
Metalanguage
At the lower primary levels, the focus is on learning English through the experience
and enjoyment of language. In the course of teaching, teachers can introduce
the use of equivalent terms, such as “opposites” for “antonyms”. Depending on
students’ readiness, interest and learning needs, teachers can begin the explicit
teaching of metalanguage in meaningful contexts.
At the upper primary levels, the explicit teaching of vocabulary continues with
students using metalanguage to talk about the relationships between words and
fixed expressions, explaining how words are formed (etymology) and describing the use of literary language.
Students can be engaged in discussions about words and word parts and how they convey meaning.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
107
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Development of
Rich Vocabulary
Using age-appropriate texts and books from print, non-print and digital sources,
teachers will encourage students to read independently and extensively.
Progressively, students will be given many opportunities to listen to, read and
view texts of different levels of difficulty and with more thought-provoking
themes for different purposes. Students’ vocabulary will grow as they become
increasingly familiar with the new words.
There will be a balanced and integrated approach to the teaching and learning
of vocabulary, involving explicit and contextualised teaching. Through teacher modelling, students apply
metacognition and develop rich vocabulary by noticing how words are used accurately and appropriately.
Words can have different meanings and shades of meaning. By immersing students in a rich language
environment, they learn to notice the meaningful use of contexts and contextual clues to infer and
derive the meaning of new words.
USING VOCABULARY
Use of
Appropriate
Vocabulary
Students become more effective language users by learning how to deliberately
vary their choice of words according to purpose, audience, context and culture
in their oral presentations, writing and representations.
Guided by teachers, students learn to adjust their choice of words, including
terms of address and tone, when they interact with their peers and others
from different cultures and backgrounds. Students learn to critically review,
revise and edit their work, and be aware of the importance of effective and
appropriate choice of words to convey meaning.
NOTES AND IN-TEXT REFERENCES
1
2
3
4
Crystal (2004, pp. 16–17).
Stahl (1999, p. 3).
Scott & Nagy (2004, pp. 201–217).
Read (2004, pp. 146–161).
108
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
At the Primary level, shading indicates when the skills, learner strategies,
attitudes and behaviour (SSAB), items and structures (I&S) will be formally
introduced and taught at increasing levels of sophistication. Italics
Italicised SSAB and I&S are for exposure, depending on the readiness,
interests and learning profiles of the students. Italicised SSAB and I&S
will not be assessed in the national examinations.
In planning the instructional programme and lessons, teachers decide on the scope and combination of SSAB and I&S for each year level, taking into account the readiness, interests and learning
profiles of students, the focus of instruction, the principles of EL teaching and learning (CLLIPS) and the EL teaching processes (ACoLADE), while also situating these within the context of the Singapore
Teaching Practice. The SSAB and I&S also help teachers to decide on the areas for formative and summative assessment in school.
VOCABULARY
FOCUS AREAS
DEVELOPING
RICH
VOCABULARY
KNOWLEDGE
LEARNING OUTCOMES ITEMS, STRUCTURES AND LEARNER STRATEGIES
USE OF METALANGUAGE
LO1:
Develop word
consciousness and
use metalanguage in
building vocabulary
knowledge
1
PRIM ARY
2
3
4
5
6
Students will develop and strengthen their vocabulary knowledge. They will take an active role in studying word meanings and
learning new vocabulary items.
•
How words are formed
◦
affixation
- prefix
- suffix
- root word
•
◦
compounding
◦
clipping
◦
blending
◦
onomatopoeia
◦
abbreviation
How words relate to one another
◦
words with similar meaning
- synonyms
- near-synonyms
◦
words with opposite meaning
- antonyms
◦
words that belong to the same word class
◦
words in the same lexical field
◦
words that have the same root words
- derivatives
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
109
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
VOCABULARY
FOCUS AREAS
DEVELOPING
RICH
VOCABULARY
KNOWLEDGE
LEARNING OUTCOMES ITEMS, STRUCTURES AND LEARNER STRATEGIES
◦ words with part-whole1 relations
LO1:
Develop word
consciousness and
use metalanguage in
building vocabulary
knowledge
•
•
LO2:
Build rich vocabulary
knowledge that
supports the
development of
listening, reading,
viewing, speaking,
writing and
representing skills
◦
words that have the same spelling and/or pronunciation and have different meanings
◦
words that have the same spelling but have different pronunciation and meanings
3
4
5
6
words with denotative and connotative meanings
How words are used in fixed expressions and for literary effect
◦
phrasal verbs
◦
collocations
◦
similes
◦
idioms
◦
proverbs
◦
metaphors
◦
imagery
How semiotic modes convey meaning in texts
◦
linguistic
◦
visual
◦
gestural
◦
audio
◦
spatial
DEVELOPMENT OF RICH VOCABULARY
•
Deduce the meaning of words from how they are formed
◦
◦
1
2
How words are used in context
◦
•
1
PRIM ARY
affixation
Prefix
Root Word
Example
enun-
large
well
enlarge
unwell
Suffix
Root Word
Example
-er
-ful
teach
success
teacher
successful
compounding (e.g., workbook, basketball, keyboard)
Students do not need to know the terms “meronyms”, “hyponyms” and “hypernyms”. They should know how these items function.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
110
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
VOCABULARY
FOCUS AREAS
DEVELOPING
RICH
VOCABULARY
KNOWLEDGE
LEARNING OUTCOMES ITEMS, STRUCTURES AND LEARNER STRATEGIES
◦ clipping (e.g., “phone” from “telephone”, “exam” from “examination”, “photo” from “photograph”)
LO2:
Build rich vocabulary
knowledge that
supports the
development of
listening, reading,
viewing, speaking,
writing and
representing skills
•
◦
blending (e.g., “brunch” from “breakfast” and “lunch”, “cineplex” from “cinema” and “complex”)
◦
onomatopoeia (e.g., buzz, ring, clang)
◦
abbreviations
Examples of abbreviations
Full expression
CCA
VIP
Co-Curricular Activity
Very Important Person
1
PRIM ARY
2
3
4
5
6
Deduce the meaning of words from how they relate to one another
◦
synonyms (e.g., quick/ fast)
◦
near-synonyms (e.g., in the word cline: cool–cold–freezing)
◦
antonyms (e.g., far/ near)
◦
words that belong to the same word class (e.g., run, walk and jump are verbs)
◦
words in the same lexical field (e.g., student and recess belong to the same lexical field of school)
◦
derivatives (e.g., see/ sight/ far-sighted)
◦
words with part-whole relations
Definition
Examples
words that name a part of a larger whole
words that name members of a broader category
words that name a broad category that includes
other words
A finger is part of a hand.
Apples, oranges and bananas are types of fruit.
Spoons, forks and knives are types of cutlery.
◦
words that sound identical but are spelled differently and have different meanings
(e.g., sun/ son, two/ too, mat/ matte)
◦
words that have the same spelling but have different pronunciation and meanings
(e.g., She receives a present for her birthday./ They present their project to the class.)
◦
ords that are identical in spelling and sound but have different meanings
w
(e.g., Turn right./ You have done the right thing.)
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
111
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
VOCABULARY
FOCUS AREAS
DEVELOPING
RICH
VOCABULARY
KNOWLEDGE
LEARNING OUTCOMES ITEMS, STRUCTURES AND LEARNER STRATEGIES
•
Deduce the meaning of words from how they are used in context
LO2:
Build rich vocabulary
knowledge that
supports the
development of
listening, reading,
viewing, speaking,
writing and
representing skills
◦
1
PRIM ARY
2
3
4
5
6
words with denotative and connotative meanings
Example: Lion
denotative meaning
(direct meaning)
positive connotative meaning
(indirect meaning)
negative connotative meaning
(indirect meaning)
A lion is an animal.
A lion-hearted person is brave.
A person can also be as fierce as a lion.
•Deduce the meaning of fixed expressions and words used for literary effect, from how they are
used in context
◦
◦
phrasal verbs
Examples of phrasal verbs
Meaning
look into
go ahead
show up
cut off
to investigate
to proceed
to arrive
to interrupt
collocations
Examples of collocations
heavy rain
fast food
◦
big rain
quick food
idioms
Examples of idioms
Meaning
a piece of cake
butterflies in my stomach
crocodile tears
a job or a task that is easy
to be anxious and nervous
tears or expressions of sadness that are insincere
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
112
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
VOCABULARY
FOCUS AREAS
DEVELOPING
RICH
VOCABULARY
KNOWLEDGE
LEARNING OUTCOMES ITEMS, STRUCTURES AND LEARNER STRATEGIES
◦ proverbs
LO2:
Build rich vocabulary
knowledge that
supports the
development of
listening, reading,
viewing, speaking,
writing and
representing skills
◦
◦
◦
1
Examples of proverbs
Meaning
Honesty is the best policy.
It is always better to tell the truth than it is to lie.
A friend in need is a friend indeed.
A real friend is one who can be counted on in difficult times.
Where there is a will, there is a way.
When a person really wants to do something, he will find a
way of doing it.
PRIM ARY
2
3
4
5
6
similes
Examples of similes
Meaning
as fast as a cheetah
as sharp as a needle
eat like a horse
to move very quickly
witty
to eat a lot
metaphors
Examples of metaphors
Meaning
He has a heart of gold.
Her voice is music to my ears.
You are the apple of my eye.
kind and generous
pleasant and welcoming
a person who is favoured over all others
imagery
Examples of imagery
How imagery is used in this example
His toes numbed as he stepped onto the cold
floor.
The aroma from the freshly-cooked curry made
him hungry.
The silence was broken by the shattering of glass
on the hard floor.
The floor was so cold that it numbed the toes.
(sense of touch)
The pleasant smell from the food whetted his appetite.
(sense of smell)
The quiet surrounding was disturbed by a sudden loud noise.
(sense of hearing)
The glow from the stars lit up the night sky.
(sense of sight)
The sweetness of the lollipop was pleasant to the child.
(sense of taste)
Bright stars lit up the dark night sky.
The sweet flavour of the lollipop made the child
smile.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
113
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
VOCABULARY
FOCUS AREAS
DEVELOPING
RICH
VOCABULARY
KNOWLEDGE
LEARNING OUTCOMES ITEMS, STRUCTURES AND LEARNER STRATEGIES
•Deduce how semiotic modes convey meaning in texts
LO2:
Build rich vocabulary
knowledge that
supports the
development of
listening, reading,
viewing, speaking,
writing and
representing skills
•
◦
linguistic (e.g., word choice, punctuation, grammar)
◦
visual (e.g., colour, lighting, images)
◦
gestural (e.g., facial expression, body language, movement)
◦
audio (e.g., volume, sound effects, silence)
◦
spatial (e.g., direction, position, proximity)
1
PRIM ARY
2
3
4
5
6
Develop rich vocabulary through:
◦
building a repertoire of strategies for learning new words
◦
sorting words into categories
◦
substituting selected nouns, verbs, or adjectives in a text with synonyms/ near-synonyms
◦
inferring meaning of words using contextual clues
◦
learning words specific to other subject areas by understanding how these words are formed,
how they relate to one another and how they are used in context
◦
using a dictionary, thesaurus or online references routinely to:
- ­look up/ clarify meaning of words
- ­look up information about words (e.g., word class, how the word is used in a sentence,
pronunciation)
◦
keeping a record of words (e.g., word wall, word bank, word cards, picture dictionary)
◦
listening, reading and viewing widely and extensively for different purposes
◦
s electing and monitoring strategies for learning words purposefully in the course of listening,
reading, viewing, speaking, writing and representing
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
114
2
Use words appropriate
for purpose, audience,
context and culture
variations in register
region (e.g., pavement [British English]/ sidewalk [American English])
types of texts for different purposes2
◦
◦
◦
idioms
proverbs
◦
◦
onomatopoeia
similes
metaphors
imagery
◦
◦
◦
◦
Recognise, appreciate and use words for effect
collocations
◦
linguistic (e.g., repeated use of exclamation marks could mean that the speaker is angry or shocked)
visual (e.g., overt use of the colour, red, in an image could signify danger/ violence/ passion/ love)
gestural (e.g., setting one’s arms akimbo could show defiance or a display of authority)
audio (e.g., use of a pause or silence could create suspense in a thriller)
spatial (e.g., placement of a character in the foreground of a picture book could signify importance)
◦
◦
◦
◦
◦
•Use words meaningfully in conjunction with semiotic modes
•
phrasal verbs
◦
•Use fixed expressions accurately and appropriately
medium (e.g., spoken, written, multimodal)
◦
•Use words suitable for purpose, audience, context and culture in relation to:
LEARNING OUTCOMES ITEMS, STRUCTURES AND LEARNER STRATEGIES
USE OF APPROPRIATE VOCABULARY
LO3:
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
See Listening and Viewing LO4, Reading and Viewing LO4, Speaking and Representing LO4, and Writing and Representing LO4 for types of texts.
USING
VOCABULARY
FOCUS AREAS
VOCABULARY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
1
2
3
4
5
PRIM ARY
115
6
Section 3
Pedagogy:
Teaching and Learning English
Approach to EL Teaching and Learning
Applying the Singapore Teaching Practice in the EL Classroom
Pedagogical Practices through Applying Differentiated Instruction
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
3.
PEDAGOGY: TEACHING AND LEARNING ENGLISH
Approach to EL Teaching and Learning
Provision of a Strong Foundation
To nurture 21st century competencies and the joy of learning, the foundation of language learning is
laid from lower primary through:
•a greater focus on accuracy and fluency in oral communication (i.e., listening and speaking skills)
using appropriate teaching actions for different year levels;
•a focus on the enjoyment of language even as students formally learn the metalanguage and
grammatical items associated with texts. There will be systematic and explicit instruction of grammar,
with a focus on word, phrase and sentence level grammar before a gradual incorporation of text
level grammar from upper primary to secondary levels;
• attention to phonemic awareness, phonics and early literacy skills at the start of Primary 1 to lay
the foundation for acquiring reading fluency, comprehension and viewing skills and strategies at
all levels;
• attention to vocabulary development at all levels;
• an emphasis on learning-focused interaction at class and group levels;
• the development of writing and representing skills and learner strategies for idea generation,
selection, organisation, development, expression and revision of ideas, so as to create texts with
cohesion and coherence; and
• attention to greater integration between receptive and productive skills with encouragement
of positive dispositions towards learning and the development of metacognitive skills from the
early years.
These learning experiences will provide students with ample opportunities to learn and use language
appropriately and meaningfully in a variety of contexts, and to revisit language items, structures and
skills according to purpose, audience, context and culture.
As students progress through the year levels, they will learn to use English at increasing levels of difficulty
and sophistication, beyond the immediate boundaries of the text to make connections to the wider
contexts of language use.
118
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
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:
•
e ncouraging learners’ own selection of a wide variety of multimodal texts for their rich language
for independent listening, reading and viewing;
• varying the exposure of students to information-rich content with increasing sophistication and
complexity from multiple print, non-print and digital networked sources;
• developing critical literacy skills that encourage critical and creative thinking, making connections
beyond the texts, the co-construction of knowledge and creation of new understandings;
• extensive listening, reading and viewing where students gather and analyse information from
multimodal texts and multicultural contexts, intensively and widely, for learning in the subject areas
and research purposes; and
•increasing opportunities for students to engage in the authentic and creative production of a variety
of texts for different purposes through speaking, writing and representing, so as to demonstrate
the use of language with confidence, persuasion and thoughtfulness.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
119
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Applying the Singapore Teaching Practice (STP) in the EL Classroom
CLLIPS1, which refers to the principles of EL teaching and learning, draws from the beliefs about teaching
and learning described in the Singapore Curriculum Philosophy and the Knowledge Bases which underpin
the STP.
ACoLADE2 draws from the Teaching Areas under Pedagogical Practices to guide the design of instruction
and enactment of learning experiences in the 21st century EL classroom.
Together, CLLIPS and ACoLADE help teachers think more deeply about planning and teaching EL to
provide all students with access to the richest curriculum schools can offer.
Singapore Curriculum Philosophy and Knowledge Bases through CLLIPS in the EL Classroom
Guided by CLLIPS, teachers will apply knowledge of the disciplinarity of EL and guide their students
effectively and confidently towards a deeper understanding of the language and its use, and facilitate
the transfer of learning.
Teachers will design student-centred learning experiences, taking into account how learning occurs
within the cultural context of daily life, the school and the wider community, and draw connections
between learning and student motivation.
To support planning and enactment of effective lessons, teachers will consider developmental milestones
and individual differences among students. As teaching is a purposeful and deliberate process that
requires both good planning and adaptive practice, teachers need to understand the factors that may
influence the instructional choices they make. These factors include teacher-student relationships and
students’ readiness, interests and learning profiles. Together, these knowledge bases help teachers
understand the dynamics that impact the quality of teaching and learning.
Teachers will apply CLLIPS when developing the EL instructional programme at the departmental level
(i.e., in the department’s year plan and schemes of work) and at the classroom level (i.e., in the unit
plans and lesson plans).
1
2
CLLIPS refers to the six principles of EL teaching and learning – Contextualisation, Learner-centredness, Learning-focused Interaction, Integration,
Process Orientation, Spiral Progression.
ACoLADE refers to EL teaching processes to be employed during the pre-, main and post phases of EL lessons – Raising Awareness, Structuring
Consolidation, Facilitating Assessment for Learning, Enabling Application, Guiding Discovery, Instructing Explicitly.
120
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
C
L
L
I
P
S
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.
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.
Integration
involves teaching the receptive skills, productive skills, and 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.
Spiral Progression
To achieve
, 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.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
121
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Pedagogical Practices through ACoLADE in the EL Classroom
Teaching Processes in STP
122
Assessment and Feedback:
• Checking for Understanding and
Providing Feedback
• Setting Meaningful Assignments
• Supporting Self-directed
Learning
Positive Classroom Culture:
• Establishing Interaction and Rapport
• Maintaining Positive Discipline
• Setting Expectations and Routines
• Building Trust
•Empowering Learners
Lesson Enactment:
• Activating Prior Knowledge
• Arousing Interest
•Encouraging Learner Engagement
• Exercising Flexibility
• Providing Clear Explanation
• Pacing and Maintaining Momentum
• Facilitating Collaborative Learning
• Using Questions to Deepen Learning
• Concluding the Lesson
Lesson Preparation:
• Determining Lesson Objectives
• Considering Learners’ Profiles
• Selecting and Sequencing Content
• Planning Key Questions
• Sequencing Learning
• Deciding on Instructional Strategies
• Deciding on Teaching Aids and
Learning Resources
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
In designing the EL curriculum, teachers will build a positive classroom culture in order to shape effective
lesson preparation and encourage student engagement in the affective, behavioural and cognitive
domains for deep and meaningful EL learning.
POSITIVE CLASSROOM CULTURE
A Positive Classroom Culture sets the context for an environment which is conducive for active EL
learning and learning-focused interactions. This involves:
•
•
•
•
•
establishing interaction and rapport to build positive relationships;
maintaining positive discipline as part of building a safe and caring environment for learning;
setting expectations and routines to limit distractions and maintain the learning momentum;
building trust and mutual support; and
empowering learners to self-regulate and take responsibility for their learning.
LESSON PREPARATION
A positive classroom culture is realised when EL Lesson Preparation is centred on establishing learner
and learning outcomes with effective lesson enactment in mind, in order to facilitate active learning in
class and an assessment of the quality of learning achieved. This involves:
•
•
•
•
•
•
•
etermining lesson objectives to achieve learning goals and to make the adjustment, where needed,
d
to the pace/progression of learning;
considering learners’ profiles, in terms of student learning needs, specifically their readiness,
interests, and learning profiles;
selecting and sequencing content to ensure the appropriate selection of a wide range of texts and
combination of skills, learner strategies, attitudes and behavior (SSAB), and items and structures
(I&S) from across all areas of language learning to achieve the intended learning outcomes;
planning key questions to strengthen the nexus between higher-order thinking, metacognitive skills
and exploratory talk;
sequencing learning to achieve a balance between systematic and balanced instruction, and a
contextualised and holistic approach to teaching;
deciding on instructional strategies to match learning readiness, interests and learning profiles, and
to facilitate explicit and differentiated instruction; and
deciding on teaching aids and learning resources from a wide range of sources, including digital
networked sources, to create a rich and inviting language environment.
LESSON ENACTMENT
ASSESSMENT AND FEEDBACK
Teaching involves professional judgement, planning and skilful execution. The following illustrates how
ACoLADE draws from the Teaching Areas under Pedagogical Practices in the STP during Lesson Enactment
and Assessment and Feedback to strengthen and stretch student learning.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
123
A
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Co
L
Raising
Awareness
Structuring
Consolidation
Facilitating Assessment
for Learning (AfL)
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.
Revisit and reinforce what
has been learnt.
Identify students’ readiness
for learning, interests and
learning profiles. Monitor
their learning and provide
timely and useful feedback
for improving learning and
self-assessment.
Arousing interest
Reinforcing*
Arousing interest involves motivating
students and engaging their interest
in the EL skills and with the themes/
topics that they are learning, by selecting
and varying learning experiences
and activities that are enjoyable and
interesting for students.
To reinforce learning, the teacher
strengthens students’ knowledge and
skills, and shows them how to use and
apply the knowledge and skills to new
contexts so that the learning becomes
meaningful and personally relevant.
Checking for understanding and
providing feedback
Activating prior knowledge
Activating prior knowledge involves
helping students to make connections
to their background understanding,
drawing out their preconceptions and
designing learning experiences that best
support students’ new learning. It also
requires situating learning in contexts
that are relevant and familiar for students
to explore, access and assimilate new
knowledge.
Concluding a lesson
When concluding a lesson, the teacher
creates opportunities for students to
reflect on and monitor their learning and
to summarise the key learning points of
the lesson. The teacher also assesses the
extent of students’ learning and connects
what has been learnt with subsequent
lessons.
Focusing*
Focusing entails helping students
understand and set the learning goals
for classroom activities and tasks, and
focusing attention on attaining these
goals.
124
When checking for understanding
and providing feedback, the teacher
determines the extent of student learning
in relation to the lesson objectives to
shape subsequent instruction and to
provide timely and useful feedback
that focuses on what students can do
differently to improve. The teacher also
provides opportunities for students to
act on the feedback by determining the
next steps to be undertaken to improve
their learning.
Supporting self-directed learning
When supporting self-directed learning,
the teacher facilitates student reflection
and self-directed learning to encourage
deep learning and learner autonomy.
The teacher guides students to notice,
monitor and regulate how they are
learning, and to reflect on the extent of
their learning or improvement.
Setting meaningful assignments
When setting meaningful assignments,
the teacher considers students’ learning
readiness, interests and learning profiles,
and provides meaningful, interesting and
engaging assignments to reinforce or to
extend students’ learning. This is done
by providing opportunities for students
to work towards common learning goals,
think critically and creatively, and apply
their learning.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
A
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
E
Enabling
Application
Guiding
Discovery
Instructing
Explicitly
Teach language in authentic
contexts of use and model
its use. Let students
learn through working
collaboratively with the
teacher and other students.
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.
Explain and clarify a skill,
strategy or process directly
and systematically, in
addition to teaching it in
contexts of
meaningful use.
Modelling*
Using questions to deepen learning
Providing clear explanations
When modelling how to apply a
skill, strategy or process, the teacher
demonstrates it and provides the
language, including the metalanguage,
that students need to talk about the task
and to complete the task.
When using questions to deepen
learning, the teacher prompts students
to use what they already know and
can do, to learn about a skill, strategy,
process, concept, rule or principle
without explicit instruction.
When providing explanations, the teacher
explains directly and systematically a
skill, learner strategy, process or topic by
defining, describing and giving reasons
for learning it.
Facilitating collaborative learning
When facilitating student collaborative
learning, either in pairs or in groups, the
teacher uses a diverse range of strategies
to engage every student in each learning
group and to build rapport among them,
including the use of flexible grouping.3
The teacher also encourages students
to co-construct responses to a task or
a learning activity, to recall and apply
acquired knowledge or EL skills by
collaboratively working through it with
their teachers and/or peers in a nonthreatening environment.
3
D
The teacher also uses a variety of ways to
frame or to structure questions to stretch
students’ ability to generate thoughtful
discussion, make thinking visible and
deepen language learning.
The teacher helps students become clear
about a skill, learner strategy, process or
topic through modelling, exemplification
and through analysing and questioning
assumptions.
Empowering learners
When empowering learners, the
teacher constructs a supportive, safe
and caring learning environment by
structuring and managing procedures
and resources for learning. The teacher
encourages students to take ownership
of their learning. The teacher also
guides students to responsibly monitor
and regulate their own learning of the
language.
*While Focusing, Reinforcing and
Modelling are not Teaching Areas
encapsulated in STP, they are pertinent
to EL teaching and learning.
Flexible grouping refers to grouping arrangements which change often in terms of composition, size, seating location, type and purpose of the working
groups (Tomlinson, 2017, pp. 3–4, 168).
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
125
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
In employing ACoLADE, teachers will note the following:
•
There is no exact one-to-one correspondence between each of the six principles of EL teaching and
learning (CLLIPS) and the EL teaching processes (ACoLADE). For example, in the process of Raising
Awareness, the teacher can at various points be applying the principles of Learner-centredness,
Learning-focused Interaction and Contextualisation.
ACoLADE is not intended to be carried out in any particular or fixed sequence. For example, a teacher
can begin a lesson by Raising Awareness as much as by Guiding Discovery.
The components of each of the six EL Teaching Processes (ACoLADE) are not mutually exclusive. For
example, while Using Questions to Deepen Learning is a component of Guiding Discovery, a teacher
can also pose questions during Raising Awareness and Instructing Explicitly.
•
•
In summary, CLLIPS and ACoLADE guide EL teaching within the context of STP. EL teachers need to use
CLLIPS and ACoLADE thoughtfully and flexibly in their instructional planning and classroom teaching.
The main considerations to take into account are students’ readiness to learn, interests and learning
profiles, and how deliberate decisions and actions in teaching can enhance student learning.
Pedagogical Practices through Applying Differentiated Instruction
Because readiness to learn, interests, learning profiles and background vary from student to student, it
is important for instruction to be differentiated to meet the needs of individuals and groups of learners,
including those who need additional time and support to acquire foundational language skills and knowledge.
Through Differentiated Instruction, teachers will be able to make better connections between students’ inclass and out-of-school learning experiences, between their interest and real-world learning, and between
the content of the lesson and student readiness to learn it. To promote teaching that is responsive to the
readiness, interests and learning profiles of today’s students, teachers could differentiate instruction by
content, process, product and environment4 across all areas of language learning.
4
T omlinson (2017) presented ways to design a differentiated classroom for today’s learners and outlined how the different aspects of content, process,
product and environment work in concert during instruction.
126
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Differentiating the content of the
curriculum (e.g., themes, topics,
SSAB and I&S) and language input
from the texts listened to, read or
viewed by varying the challenge
and complexity of the texts and
resources in terms of their length,
density of information, familiarity
of the topic and the organisational
structure.
Teachers can adjust:
• the extent of students’ learning by varying the content of the texts
and moderating learning goals to correspond to students’ readiness,
interests and learning profiles;
• the depth of instruction by reordering or revisiting the SSAB and I&S
from the various AoLL, within or across year levels, to extend or support
learning; and
• the intensity of instruction by focusing attention on the more
challenging SSAB and I&S, including those for exposure (which are
indicated in italics in the AoLL charts) as well as those which are to be
introduced at later year levels
Differentiating the instructional
process by varying the extent
of scaffolding provided, from
chunking the texts, giving explicit
instruction and modelling
of the processes, to creating
opportunities for independent,
self-directed work.
Teachers can adjust:
• the extent of scaffolding to allow students to work successfully towards
shared learning goals;
• the pace of instruction by compacting the learning within a shorter
timeframe, accelerating instruction or extending the time spent on
instruction, where appropriate;
• working arrangements to facilitate within-group intervention (by the
teacher), promote peer support by making clear the roles and expected
contributions of members, or release students for independent study; and
• vary the use of learner strategies such as inquiry, reasoning and other
forms of deep learning. Effective questioning makes visible students’
thinking across a range of abilities and facilitates the development of
new understandings.
Differentiating the product
by varying the ways students
demonstrate their learning,
understanding and use of
language.
Teachers can:
• adjust performance expectations and the duration, choice and type
of assignments to ensure appropriate challenge and success for all
students;
• formulate oral, written or performance assignments to cater to students’
learning readiness, interests and learning profiles, including their
readiness and/or ability to create new meaning and make connections
across contexts and subject areas;
•adapt a range of assessment strategies to differentiate the assignments
and provide feedback to improve learning; and
• include students’ choice of modes of expression to represent their
knowledge, skills and understanding.
Differentiating the learning
environment by adjusting
the tone of the environment and
building a sense of community
through collaboration, mutual
respect and shared understanding.
Teachers can:
• create a respectful and affirming environment conducive for learning
and growth;
• encourage rapport, positive discipline, supportive relationships among
students and observance of suitable class routines and common rules;
and
• organise learning with flexible grouping in mind to accommodate
different learning profiles.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
127
Section 4:
Assessment
Responsive Teaching, Responsive Assessment
Why Assess
Aims of Assessment in School
How to Assess
What to Assess
Types of Assessment Tasks
Planning a Balanced Assessment
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
4.
ASSESSMENT
Responsive Teaching, Responsive Assessment
Assessment is the process of gathering and analysing evidence about student learning in order to
make appropriate decisions which enhance the teaching and learning of students, in the curriculum
and in the department language policy, with a view to providing constructive information to students
and key stakeholders.
Assessment strengthens learning when the information provides feedback to modify instructional
practices. In short, assessment refers to any observation or measurement of the developmental
progress and performance of students in any area of language learning.
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 selfdirected 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’ learning1 through regular progress monitoring;
establish what students can do as learners of EL based on the aims and learning outcomes in the
syllabus;
support self-directed learning; and
use assessment information to differentiate instruction and cater to students’ different levels of
learning readiness, interests and learning profiles.
•
•
1
Black, Harrison, Lee, Marshall & Wiliam (2003, pp. 2–3).
130
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
How to Assess
Checking for understanding and providing feedback are key formative assessment approaches that
support students in taking ownership of, monitoring and assessing their own learning.
To assess for learning, teachers will:
• conduct pre-assessment at the start of new instruction and formative assessment on an ongoing
basis to determine students’ entry points for instruction and their level of understanding;
• identify students’ learning gaps and needs so that teaching strategies and activities can be changed
or modified in a timely manner to improve student learning;
• provide multiple opportunities for students to demonstrate their learning, understanding and use
of language through meaningful and authentic tasks/activities so that students’ development and
progress can be monitored, reported and communicated to parents at meaningful points;
• provide rich, qualitative and formative feedback, framed in terms of what students can and need
to do2, to help them determine the next steps to take to improve their learning; and
• involve students actively in self and peer assessment, using explicit, clear, illustrative and consistent
evaluation criteria that are made known to students.
What to Assess
For assessment to support teaching and learning, it should be aligned with the Learning Outcomes of
the syllabus and the learning goals for instruction in the following ways:
Requirements of the Syllabus
Considerations for Assessment
Teach students all the areas of language learning,
namely:
• Listening, Reading and Viewing (Receptive
Skills)
• Speaking, Writing and Representing (Productive
Skills)
• Grammar and Vocabulary (Knowledge about
Language)
Use the Learning Outcomes (LOs) to guide decisions
on what is to be taught and hence, to be assessed
across year levels.
Assess what has been taught and on an ongoing
basis to determine students’ level of understanding,
progression and to inform teaching and learning. In
this regard, the national examinations can assess
only a select range of skills. Hence, teaching to
the examinations only means that students will
not be able to learn and demonstrate the full
range of skills.
The skills, learner strategies, attitudes and behavior
(SSAB), and items and structures (I&S) featured
in assessments at progressive levels of difficulty
will reflect the spiral progression in the teaching
of the SSAB and I&S.
2
Assessment Reform Group (1999. p. 7).
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
131
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Requirements of the Syllabus
Considerations for Assessment
Teach students to listen, read, view, speak, write Assess students on their ability to listen, read, view,
and represent to demonstrate their language speak, write and represent through a variety of
competence for a variety of purposes.
tasks and in a variety of contexts, using language
that is accurate and fluent.
Ensure that the design of learning tasks and
resources:
• reflect the areas of language learning;
• focus attention on topics/content that pique
student interest;
• incorporate a range of types of texts (literary
and informational) which shows their different
purposes; and
•incorporate the use of a range of print and
non-print materials, including multimodal
texts, presented in different semiotic modes.
Assess the processes as well as the products of
language learning.
Check for understanding and provide timely and
specific feedback at all times.
Teach students how to use English effectively, in
elaborated discourses/texts, and with increasing
ease to suit purpose, audience, context and culture
in both formal and informal situations.
Set assessment tasks with differentiated demands
in authentic settings and contexts of accurate and
meaningful language use.3 However, each of the
tasks should be cognitively stimulating for every
student.
Design assessment tasks based on students’
learning readiness, interests and learning profiles.
The assessment tasks can be completed in print
and/or non-print modes, and should be of an
appropriate length/duration.
Teach students knowledge about language so that Set tasks which provide feedback on students’
they can use the language effectively for creative, grammatical and lexical accuracy at the word,
personal, informational and academic purposes. phrase, sentence and text levels.
3
Teachers must also be mindful of the constraints of context-dependent items such as the layout of the assessment materials (Nitko, 1996, pp. 177–178).
132
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Types of Assessment Tasks
Teachers will assess students both formally and informally at a frequency decided by the school using
different modes of assessment so that a wide range of SSAB can be developed and I&S can be learnt.
The assessment tasks need to take into account different student’s learning readiness, interests and
learning profiles.
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.
A meaningful range of assessment modes and tasks could be set for students to include, for example:
•
•
•
•
•
g athering knowledge of learners’ profiles through the use of checklists and classroom observations
by teachers or through self-assessment by students, e.g., self-evaluation records or checklists;
implementing informal tests and quizzes which can be given in the form of non-timed, independent
assignments at the end of a unit of work;
conducting performance assessments that assess students’ skills in carrying out an activity, e.g.,
staging a role play or giving an oral presentation;
including portfolios consisting of students’ own choice of written work, visual/multimedia productions,
audio recordings and learning logs/journals/blogs, which record the students’ achievements for the
year, teachers’ comments and students’ reflections; and
holding teacher-student conferencing on a written product/visual representation in order to help
students make improvement by using a set of criteria and giving specific comments/suggestions.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
133
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Planning a Balanced Assessment
When planning assessment in school, teachers will align assessment with the requirements and learning
outcomes of the syllabus.
Teachers will use the following as a guide:
01
02
Refer to the EL
Syllabus 2020.
04
03
Craft a balanced assessment plan that assesses language skills and
knowledge in a valid, reliable and holistic manner.
Consider:
•
the purpose of the assessment;
•
a wide range of assessment modes and tasks that will appropriately
match the student learning needs, specifically their readiness,
interests and learning profiles;
•
the length of time needed for students to acquire and practise
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.
Draw up an Instructional Programme
that helps students attain the
Learning Outcomes and learning
goals by identifying the:
•
SSAB and I&S to be taught and
assessed
•
strategies to teach the SSAB
and I&S
•
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 support teaching and learning at all times
and to inform future practice.
134
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.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Section 5:
Glossary of Terms
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
135
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
GLOSSARY OF TERMS
For Whom
The key terms in this syllabus are listed here in alphabetical order. Though by no means exhaustive, they are
listed as a source of quick reference for the EL teacher.
Terms in Alphabetical Order
Abbreviation
A shortened or contracted form of a word or phrase.
Accent
A particular way of speaking that tells the listener something about the speaker’s
background.
Affix
A letter or syllable that is added to the beginning or end of a word to make a different
word, tense, etc.
Appeal to
authority
A call upon an expert to strengthen an argument made by the writer.
Assessment for
Learning
Assessment which has a formative purpose in that it is used to provide useful feedback
to teachers and students that can improve both teaching and learning.
The term is often used in contrast to assessment of learning which is summative in
nature and aims to certify learning for reporting to stakeholders about students’ learning
achievements.
Assessment
task
An activity that is set to collect learning achievement data for various purposes, including
communicating findings to stakeholders, planning further tasks, and for improving
teaching and learning.
Automaticity
The ability to carry out an activity or to process information without conscious attention.
Backchannelling
Verbal or non-verbal signals that listeners use to signal to their speaker to continue or
that they understand in order to move an interaction forward.
Blending
Putting together sounds represented by letters to pronounce a word, e.g., sit is the result
of blending /s/-/i/-/t/.
Forming a new word by joining the beginning of one word to the end of another (e.g.
brunch from breakfast and lunch).
Clipping
Shortening a word by omitting syllables, e.g., telephone → phone.
Cognitive
process
Any mental process which students make use of in language learning, such as making
inferences, generalising, learning deductively, monitoring and memorising.
Coherence
The way a text makes sense to the reader through the organisation of its content and the
relevance and clarity of its concepts and ideas. When a text is coherent, the reader is able
to see the logical relation between various ideas/information, sentences and paragraphs.
Generally, a paragraph has coherence if it is a series of sentences that develops a main idea
(i.e., with a topic sentence and supporting sentences which relate to it).
Cohesion
The link between different parts of a text created by linguistic markers, e.g., reference,
substitution, conjunctive adverbs.
Collocation
A group of two or more words that usually goes together, e.g., make + noise, do + the
shopping.
136
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Complement
Typically a noun or adjective phrase which is used after a linking verb to provide further
information about the subject or object.
Compounding
Joining two or more root words without using affixes, e.g., blackbird, bookstore.
Conferencing
An activity in the teaching of writing and representing in which the teacher and/or
student(s) meet to discuss and provide feedback on the student’s work and different
aspects of the writing and representing process.
Conjunctive
adverb
An adverb that links clauses, e.g., however.
Consonant
(1) A consonant letter is a letter which is not a vowel letter.
(2) A consonant sound is a phoneme that is not a vowel and which is formed by
obstructing the flow of air with the teeth, lips, or tongue.
Contraction
The reduction of a linguistic form and, often, its combination with another form (e.g., I
will → I’ll; they are → they’re; did not → didn’t).
Conversational
repair strategies
The correction or clarification of a speaker’s utterance, either by the speaker (selfcorrection) or by someone else. These repairs serve to prevent communication
breakdown in conversations.
Deixis
Using expressions of person, time and space from the viewpoint of the speakers to
orientate their listeners at the point of speaking.
Derivatives
Words that are derived/originate from the same root word.
Dialects
A distinctive variety of a language, spoken by members of an identifiable regional group,
nation or social class.
Digital
networked
sources
A communication system which links multiple users together using a digital network, e.g.,
the Internet, learning management systems.
Digital
storytelling
The practice of using digital tools to tell stories. The art of telling stories is combined
with a variety of multimedia, including graphics, audio, video and online publication.
Thus, digital stories can contain, for example, computer-based images, recorded audio
narration, music and/or video clips.
Diphthong
Speech sound beginning with one vowel sound and moving to another vowel sound
within the same syllable. For example, /ɔi/ in the word boy.
Discourse
marker
A word, phrase or clause that signals links or boundaries between parts of a text, beyond
the level of a sentence, e.g.,
A: But then he would be late.
B: Well, what if he is?
A: To be frank, I don’t care.
Elision
The omission, slurring or suppression of sounds in speech.
Ellipsis
The omission of words, phrases, and even whole clauses in speech because their
meaning is redundant in the immediate linguistic or situational context.
Explicit
instruction
Instruction which involves the teacher modelling and providing explanations of the
specific strategies students are learning, giving guided practice and feedback on the use
of the strategies, and promoting independent practice to apply the strategies.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
137
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Finite clause
A clause containing a verb marked for tense.
Fluency
Reading fluency refers to reading at a level of accuracy and rate where decoding is
relatively effortless and oral reading is smooth, with correct stress and intonation, and
where attention can be allocated to comprehension.
Formal
assessment
Timed tests in a structured setting, usually conducted in the middle and/or at the end of
the school year. Students’ performance in formally assessed tasks will count towards the
award of marks and grades. Assessment criteria for such assessments have to be made
known to students.
Formative
feedback
Information that provides students with direct and useful insight into how and how much
they have learnt, and the directions they must take to develop or improve further.
In teaching, such information provides the ongoing evaluation of teaching conducted by
the teacher to improve curriculum and instructional planning.
Freewriting
A type of writing for idea generation and expression in which students write freely about
a topic. The goal is to write without worrying about grammatical accuracy in order to
develop fluency in writing.
Fronting
An expression placed at the beginning of a clause or a sentence to give it added
emphasis or focus.
Functions of
language
Language is often described as having the following major functions: a descriptive
function, a social function, an expressive function and a textual function (i.e., for creating
written and spoken texts).
Genres
Distinctive and recognisable patterns and norms of text organisation and structure. Texts
of different genres present different ways of communicating ideas and information so
as to address a variety of purposes, the needs of different audiences and contexts, e.g.,
sports writing, crime fiction.
In the study of literature or literary texts, the term genres refers specifically to the
common classifications of texts, e.g., prose, poetry and drama.
Graph
A particular letter or group of letters recurring as a unit and representing a particular
phoneme, such as ea for /iː/ in beat.
A digraph comprises two letters that make a single sound or phoneme, e.g., ship starts
with the sh consonant digraph, and road contains the oa vowel digraph.
A trigraph is a sequence of three letters representing a single sound or phoneme, e.g.,
igh for /ai/ in high.
Graphophonic
knowledge
The knowledge of letter-sound relationships.
High-frequency
words
Words that appear many more times than others in common reading material, e.g., in,
of, the.
Holophrase
A single word which functions as a complex idea or sentence.
138
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Hybrid texts
Texts that combine and contain more than one type of text and form. There is typically
a mixing of elements from different sources or genres. Infotainment is an example of a
hybrid text which aims to both inform and entertain.
Hypertexts
Texts which contain hyperlinks to other texts.
Hyponyms
Words whose meaning is a specific instance of a more general word (e.g., red, white,
blue, etc., are hyponyms of colour).
Idiom
A phrase or grammatical construction whose meaning is not equivalent to that of its
component words, e.g., follow suit, flat broke.
Imagery
The use of words and phrases to create a picture or an idea of something. Imagery (or
images taken collectively) usually appeals to the five senses.
Informal
assessment
Evaluation of students’ learning and/or performance that does not contribute to the
award of marks and grades but serves assessment for learning purposes, i.e., to provide
useful and immediate feedback to students for improving learning, and to the teacher for
determining what more to follow up with students and how to improve teaching.
Informal assessment is part of classroom routines and learning activities. Inventories,
checklists, rating scales and rubrics are used in place of prescribed or standardised
criteria for scoring. Examples of informal assessment modes are observations,
performance and portfolio assessments, peer and self-evaluation, and teacher-student
conferencing.
Information
literacy
The ability to access and evaluate information from different sources, and to use it
meaningfully and effectively.
Informational
texts
Texts about real people, places and events, largely giving factual information to readers,
e.g., documentaries.
Intonation
The pattern of variation in pitch during a spoken utterance. Intonation has important
expressive functions, indicating the speakers’ attitudes (of astonishment, sarcasm,
etc) but it also signals the grammatical status of an utterance, for instance by showing
relations between clauses or by marking the difference between a simple statement and
a question.
Learning
outcome
An expected attainment target to be achieved as a result of teacher instruction. It
specifies the desired result or output; not the input (e.g., content and methods). The
key question it addresses is: What will students 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.
Literary
language
Specific, deliberate constructions and choices of language which a writer uses to convey,
reinforce and enhance meaning in writing of a literary nature (e.g., similes, metaphors).
Literary
techniques
Specific strategies which a writer uses to convey, reinforce and enhance meaning in
writing of a literary nature (e.g., use of direct speech, twist-in the-tale).
Literary texts
Texts that relate an event, a series of events or a story. A literary text can be imaginary, as
in a short story.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
139
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Media literacy
The ability to access, analyse, evaluate and create information in a variety of forms and
media.
Meronyms
Words that name a part of a larger whole (e.g., steering wheel is part of a car).
Metacognition
Knowledge of the cognitive processes used in learning, including planning, monitoring
and evaluating the learning before, during and after it has occurred, so as to make
decisions about what to focus on, refine or repair to achieve learning progress or to
respond to different learning problems.
Metaphor
A figure of speech in which a thing, idea, or action is referred to by another thing, idea or
action, so as to suggest a common quality shared by the two.
Multimedia
elements
Aspects relating to the use of digital technologies that enable students to access and use
information in a variety of forms, for example, text, sound, and still and moving images.
Multimodal
Use of more than one mode of communication – linguistic, visual, gestural, audio and
spatial – in a single text to convey meaning. A multimodal text also makes connections
between the semiotic modes to make meaning.
Non-finite
clause
A clause where the first or only verb is not marked for tense.
Non-fluency
features
These include silent pauses, filled pauses (e.g., er and erm), repetition and false starts.
They have many functions in spoken language, including dramatic effect, highlighting
what is coming next, and showing that the speaker is planning what to say next but does
not yet want to give up their turn at speaking, e.g., I I I'll go out soon; I'd like a a a large
vanilla ice cream.
Onomatopoeia
The use of words that seem to imitate the sounds they refer to.
Onset
The part of the syllable that precedes the vowel. For example, the consonant <h> is
an onset in hop and the consonants <sc> is an onset in scotch. Some syllables have no
onset, as in at or on. Compare with rime.
Organisational
patterns
The way information is sequenced and organised at both text and paragraph levels
creates the coherence in a work. Common patterns of paragraph structure include, for
example, comparison-contrast, cause-effect and problem-solution.
Organisational
structure
Different types of texts are characterised by the way information is sequenced and
organised and this structure creates the coherence of a text.
Performance
assessment
Assessment carried out through teacher observation of students’ performance of an
authentic task or activity. It makes use of a set of specific band descriptors, rubrics or a
checklist to monitor and document students’ progress in their listening, reading, viewing,
speaking, writing and representing skills.
Phonemes
The smallest units of speech sound that make a difference in communication. For
example, fly consists of three phonemes: /f/-/l/-/ai/.
Phonemic
awareness
A subset of phonological awareness; refers to the specific ability to focus on and
manipulate phonemes, e.g, through blends, segmentation, deletion and substitution.
Phonics
An instructional design for teaching children to read. Phonics involves teaching
children to connect sounds with letters or groups of letters (e.g., the sound /k/ can be
represented by c, k, or ck).
Phonological
awareness
A multilevel skill of breaking down words into smaller units – syllables, onset-rimes and
phonemes.
140
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Phrasal verb
An idiomatic phrase consisting of a verb and another element, typically either an adverb
or preposition.
Portfolio
A purposeful collection of work that provides information about a student’s effort,
progress or achievement in a given area. It is a learning as well as an assessment tool.
Postmodifier
A word or phrase after the head noun that provides more information about it.
Prefabricated
chunking
Fixed form of words which serves a particular purpose, e.g., by the way, sure, link
together different parts of a sentence/text.
Premodifier
A word or phrase before the head noun that provides more information about it.
Processes of
writing and
representing
The skills, strategies, procedures and decision-making employed by a writer in writing
and representing. Writing and representing is viewed as the result of complex, recursive
and interactive processes of planning (idea generation, selection, organisation,
development and expression), reviewing and revision.
Prosodic
features
Speech features that often extend across more than one speech sound. These include
stress, intonation, volume and pace.
Proverb
A short popular saying of some general truth.
Question tag
A structure found at the end of a statement that is used to verify information. It usually
comprises an auxiliary verb, modal verb or lexical verb to be followed by a pronoun.
Reading
and viewing
readiness
A state of general preparedness based on knowledge, skills and general disposition
and aptitude, which allows students to learn to read and view under given/guided
instructional conditions.
Reading path
The way a reader/viewer is guided through the whole text by the structure of the text
according to the way in which images, words, headings, layout and the organisation of
the text all flow together. The choice of reading path is influenced by both the structure
of the text and the purpose of reading it.
Register
Variety of language used in specific social situations or interactions. The register that
one chooses to use is based on the formality or informality of the context, and varies
according to the type of situation, setting, participants and the topic discussed.
Representing
The active process of applying skills and strategies to present facts, ideas and points of
view through a variety of texts with linguistic, visual, gestural, audio and spatial semiotic
features.
Rhyme
If two words or lines of poetry rhyme, they end with a similar sound, e.g., take and cake.
Rime
Used together with onset. Onset refers to the consonant(s) at the beginning of a syllable.
Rime refers to the vowel and any consonants that follow it. For example, in scotch, the
consonants <sc> are an onset and the vowel and consonants <otch> that follow are a
rime. Compare with onset.
Root
What remains of a word when all the affixes have been removed from it (e.g., respect is
the root of disrespectful).
Scaffolding
A teaching/learning strategy where students engage in a collaborative task/interaction
with an experienced other (e.g., the teacher, peer) during which demonstrations,
support, guidance and input are provided and then gradually withdrawn as the students
become increasingly independent and are able to work without help.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
141
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Self-evaluation
Used interchangeably with self-assessment. It refers to any process where students
review and assess their own progress and achievement, in tandem with their personal
target-setting, in order to improve their language learning.
Semiotic
features
Specific resources within the five semiotic modes of communication that are used
to understand, interpret, analyse and construct meaning in a text (e.g. linguistic –
vocabulary, grammar, typography; gestural – body movement, facial expression).
Semiotic modes
Modes of communication (i.e., linguistic, visual, gestural, audio and spatial) that are used
to understand, interpret, analyse and construct meaning in a text.
Sentence stress
Emphasis placed on a word in a sentence so that it is heard more prominently than the
rest of the words.
Sight word
A word that has to be learnt by sight as it cannot be easily decoded by means of the
principles of phonics. For example, one, head, what, could, eye and tongue all have
unexpected pronunciation so they are taught as sight words.
Simile
An explicit comparison between two different things, actions or feelings, using the words
as or like.
Stress
See Sentence stress and Word stress.
Structural
analysis
A word identification technique for breaking a word into its pronunciation units to
facilitate reading and word study, e.g., identification of roots, affixes, compounds, and so
forth.
Syllable
Part of a word that usually consists of a vowel sound with one or more preceding and
following consonants, e.g., pet has one syllable while carpet has two and carpeting has
three.
Closed syllable refers to a syllable ending with one or more consonants, e.g., mat, hand
Open syllable refers to a syllable ending in a vowel sound rather than a consonant sound,
e.g., /bei/ and /bi/ in baby.
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.
Test
A task or situation planned specifically for the assessment of students’ achievement.
Tests can include:
• Standardised test items prepared by professional test developers
• National examinations
• Short test items devised by teachers for classroom use
Text
Literary and informational texts which are well-written and engaging. They are rich in
content and concern themselves with a variety of ideas, issues, topics and themes. These
texts can be monomodal, bimodal, multimodal texts from diverse sources (e.g., print,
non-print and from digital networked sources).
Text features
These help the reader comprehend the text, and thus facilitate the reading process.
These can include, for example, captions/labels for visuals, bullets/numbering.
142
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Text form
The purpose of a text may be expressed in various forms, depending on the intended
audience. Examples of narrative text forms include fables, short stories and novels, while
instructions can take the form of recipes and manuals. Within a text form, there may
be features characteristic of various types of texts. For example, a descriptive report
providing information may have characteristics of an explanation, as well as those of a
personal recount.
Theme
In non-fiction, theme is the main idea of the piece; in literature, it is the dominating idea
or the message implicit in a work. Seldom stated directly in the writing, it is an abstract
concept that must be inferred by the reader or viewer.
Tone
The mood or atmosphere of a work. It can also be the reflection of the writer’s attitude
to the reader (e.g., formal, informal) or the writer’s treatment of the subject matter (e.g.,
light, serious).
Topic
What a text is about, i.e., its subject or focus.
Topic sentence
A sentence which describes the topic, purpose or main idea of a paragraph, stating
what the paragraph is about. A topic sentence may be the first sentence in a paragraph,
with the other sentences adding illustrative or supporting details, or it may be the final
sentence of a paragraph. Sometimes the topic sentence in a paragraph may not be stated
but implied.
Type of text
The purpose and context of a text determine its type. Types of texts (e.g., personal
recounts, factual recounts, narratives, descriptive reports and arguments) are defined by
their purposes.
Utterance
Minimally, a spoken word, phrase or sentence. It may also consist of more than one
sentence.
Viewing
The active process of applying skills and learner strategies to interpret and understand a
variety of texts that uses linguistic, visual, gestural and spatial semiotic features.
Visual literacy
The ability to construct meaning from symbols and images, and to communicate through
visual means.
Visual patterns
The process of spelling is assisted visually by the chunking together of letters to form
patterns in words (e.g., bone, gone, phone; down, town, gown; care, fare, aware).
Visual strategies
In specific relation to the teaching of spelling, these include strategies for noticing and
tapping on students’ visual memory of words to help them recall spelling patterns.
Voice
The self-representation or positioning that a writer presents in a text. Voice may be
reflected in the distinctive or preferred way a writer represents the world and in the
relative tentativeness or authority in terms of the writer’s address of and relationship
with readers.
Voiced
Describes any speech sound which requires vibration of the vocal cords: /v/ is voiced
while /f/ is voiceless.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
143
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Vowel
(1) A vowel letter is one of these letters: a, e, i, o, u.
(2) A vowel sound is a sound that is produced without a constriction in the vocal tract,
such as /aː/ or /ei/.
l-controlled vowel refers to the modified sound of a vowel immediately preceding /l/ in
the same syllable, e.g., fall, malt.
r-controlled vowel refers to the modified sound of a vowel immediately preceding /r/ in
the same syllable, e.g., car, never, sir.
Word class
A group of words with the same form or function.
Word
recognition
The process of determining the pronunciation and some degree of meaning of any word
in written or printed form.
Word stress
Emphasis placed on a syllable in a word so that it is heard more prominently than the
other syllable(s).
Year levels
They refer to:
Lower Primary – Primary 1 and 2
Middle Primary – Primary 3 and 4
Upper Primary – Primary 5 and 6
Lower Secondary – Secondary 1 and 2
Upper Secondary – Secondary 3, 4 and 5
References for 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: Guilford
Press.
Bailey, K.M. (2012). Practical English language teaching: Speaking. McGraw-Hill Create.
Baldick, C. (1990). The concise Oxford dictionary of literary terms. New York: Oxford University Press.
Baldick, C. (2015). The Oxford dictionary of literary terms (4th ed.). Oxford: Oxford University Press.
Biber, D. (1996). Longman grammar of spoken and written English. Harlow: England: Longman.
Blachowicz, C.L., & Fisher, P. (2000). Vocabulary instruction. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson
and R. Barr (Eds.), Handbook of reading research, Volume 3 (pp. 503–523). New Jersey: Lawrence Erlbaum
Associates.
Blum-Kulka, S. (1986). Shifts of cohesion and coherence in translation. In J. House and S. Blum-Kulka (Eds.),
Interlingual and intercultural communication: Discourse and cognition in translation and second language
acquisition studies (pp. 17–35). Tübingen: Narr.
144
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Bull, G., & Anstey, M. (2010). Evolving Pedagogies: Reading and writing in a multimodal world. Education
Services Australia.
Carter, R., & McCarthy, M. (2006). Cambridge grammar of English. Cambridge University Press.
Carter, R., McCarthy, M., Mark, G., & O’Keefe, A. (2016). English grammar today: The Cambridge A–Z grammar
of English. Cambridge: Cambridge University Press.
Chandrasegaran, A. (2001). Think your way to effective writing (2nd ed.). Singapore: Pearson/ Prentice Hall.
Corson, D. (1995). Using English words. Dordrecht, Netherlands: Kluwer.
Cruse, A. (2012). A glossary of semantics and pragmatics. Edinburgh: Edinburgh University Press.
Crystal, D. (2008). A dictionary of linguistics and phonetics (6th ed.). Malden, USA: Blackwell Publishing.
Cuddon, J.A. (2002). The Penguin dictionary of literary terms and literary theory (4th ed.). London: Penguin
Books.
Fountas, I.C., & Pinnell, G.S. (2001). Guiding readers and writers: teaching comprehension, genre, and content
literacy. Portsmouth, NH: Heinemann.
Department of Education Western Australia. (2013). First steps: Viewing resource book (3rd ed.). Retrieved
from http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/
Derewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). South Melbourne, Victoria: Oxford
University Press.
Gail, T.G. (2017). Phonological awareness: From research to practice (2nd ed.). New York: Guilford Press.
Gardner, D. (2013). Exploring vocabulary: language in action. London: Routledge.
Goh, C.C., & Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge University Press.
Harris, T.L., & Hodges, R.E. (1981). A dictionary of reading and related terms. Newark, DE: International
Reading Association.
Hughes, R. (2008). Teaching and researching speaking. London: Longman.
Hughes, R., & Reed, B.S. (2011). Learning about speech by experiment: Issues in the investigation of
spontaneous talk within the experimental research paradigm. Applied Linguistics, 32(2), 197–214.
Hyland, K. (2016). Teaching and researching writing. (3rd ed.). New York: Routledge.
Johnson, K., & Johnson, H. (Eds.) (1998). Encyclopaedic dictionary of applied linguistics. Oxford: Blackwell
Publishers Ltd.
Matthews, P.H. (1997). The concise Oxford dictionary of linguistics (3rd ed.). Oxford: Oxford University Press.
Mathews, P.H. (2014). Oxford concise dictionary of linguistics (3rd ed.). Oxford: Oxford University Press.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
145
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Murphy, M.L., & Koskelam, A. (2010). Key terms in semantics. London: Continuum.
Nunan, D. (1999). Second language teaching and learning. Boston, Mass: Heinle and Heinle Publishers.
Paynter, D.E., Bodrova, E., & Doty, J.K. (2005). For the love of words: Vocabulary instruction that works, grades
K–6. San Francisco: Jossey-Bass.
Queen Mary University of London, Department of Linguistics. (2018). Spoken English features. Retrieved from
https://www.qmul.ac.uk/sllf/linguistics/research/socio/english-language-teaching/spoken-english-features/
Richards, J.C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.).
Harlow, UK: Pearson.
Stahl, S.A. (1999). Vocabulary development. Massachusetts: Brookline Books.
Texas Reading Initiative/Texas Education Agency. (2000). Promoting vocabulary development. Texas: Texas
Reading Initiative/Texas Education Agency.
Tracy, K., & Robles, J.S. (2013). Everyday talk: Building and reflecting identities. New York: The Guilford Press.
University of Houston, College of Education. (2018). Educational uses of digital storytelling. Retrieved from
http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27
Vandergrift, L. (1997). The Cinderella of communication strategies: Reception strategies in interactive listening.
The Modern Language Journal, 81(4), 494–505.
Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3),
211–239.
146
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Section 6:
References and
Acknowledgements
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
147
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
REFERENCES
Afflerbach, P., Cho, B.Y., Kim, J.Y., Crassas, M.E., & Doyle, B. (2013). Reading: What else matters besides strategies
and skills? The Reading Teacher, 66(6), 440–448.
Afflerbach, P., & Harrison, C. (2017). What is engagement, how is it different from motivation, and how can I
promote it? Journal of Adolescent & Adult Literacy, 67(2), 217–220.
Alexander, R. (2010). Dialogic teaching essentials. Retrieved from http://www.nie.edu.sg/docs/default-source/
event-document/final-dialogic-teaching-essentials.pdf
Allred, R.A. (1984). Spelling trends, content, and methods. Washington D. C.: National Education Association of
the United States.
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.
Alston, J., & Taylor, J. (1987). Handwriting: Theory, research and practice. London: Croom Helm.
Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of
Bloom’s taxonomy of educational objectives (complete ed.). New York: Longman.
Anderson, R.C. (1992). Research foundations for wide reading. Paper commissioned by the World Bank. Urbana,
IL: Centre for the Study of Reading.
Andres, V.D. (1999). Self-esteem in the classroom or the metamorphosis of butterflies. In J. Arnold (Ed.), Affect
in language learning. UK: Cambridge University Press.
Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies. Newark,
DE: International Reading Association.
Anthony, A.R.B. (2008). Output strategies for English Language learners: Theory to practice. The Reading Teacher,
61(6), 472–482.
Aoki, N. (1999). Affect and the role of teachers in the development of learner autonomy. In J. Arnold (Ed.),
Affect in language learning. UK: Cambridge University Press.
Arnold, J.E., Kaiser, E., Kahn, J.M., & Kim, L.K. (2013). Information structure: Linguistic, cognitive and processing
approaches. WIREs Cogn Sci 2013, 4, 403–413.
Assessment Reform Group. (1999). Assessment for learning: Beyond the black box. Cambridge: School of Education. Bainbridge, J., Malicky, G., & Heydon, R. (2009). Constructing meaning: Balancing elementary language arts.
Toronto, Ontario: Nelson Education.
Bakhshi, H., Downing, J., Osborne, M., & Schneider, P. (2017). The future of skills: Employment in 2030. London:
Pearson and Nesta.
Baldick, C. (2015). The Oxford dictionary of literary terms (4th ed.). Oxford: Oxford University Press.
Barnes, D. (2008). Exploring talk in school. In N. Mercer and S. Hodgkinson (Eds.), Exploring talk in school
(pp. 1–12). UK: Sage Publications Ltd.
148
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Barton, G. (2013). Don't call it literacy!: What every teacher needs to know about speaking, listening, reading
and writing. London: Routledge.
Biber, D. (1996). Longman grammar of spoken and written English. Harlow, England: Longman.
Blachowicz, C.L., & Fisher, P. (2008). The Department for Children, Schools and Families (UK). Teaching effective
vocabulary: What can teachers do to increase the vocabulary of children who start education with a
limited vocabulary? (pp. 6–7). Retrieved from http://boltonlearningtogether.bolton365.net/wp-content/
uploads/2016/10/Teaching_Effective_Vocabulary.pdf
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003). Assessment for learning: Putting it into practice.
Buckingham: Open University.
Blum-Kulka, S. (1986). Shifts of cohesion and coherence in translation. In J. House and S. Blum-Kulka (Eds.),
Interlingual and intercultural communication: Discourse and cognition in translation and second language
acquisition studies (pp. 17–35). Tübingen: Narr.
Boyd-Batsone, P. (2013). Five strategies to help beginning ELLs meet the common core. Eye On Education, Larchmont,
New York. Retrieved from https://www.catskillcsd.org/documents/Boyd-Batstone_ELLs.pdf
Brown, S. (2006). Teaching listening. USA: Cambridge University Press.
Bull, G., & Anstey, M. (2010). Evolving pedagogies: Reading and writing in a multimodal world. Carlton South:
Education Services Australia.
Bygate, M. (1998). Theoretical perspectives on speaking. Annual Review of Applied Linguistics, 18, 20–42.
Callow, J. (1999). Image matters: Visual texts in the classroom. Marrickville, NSW: Primary English Teaching
Association.
Callow, J. (2013). The shape of text to come: How image and text work. Newtown, NSW: Primary English Teaching
Association Australia.
Canepa, A.B. (2013). Teaching speaking: A holistic approach. ELT Journal, 67(4), 505–507. doi: 10.1093/elt/cct051
Carter, R., & McCarthy, M. (2006). Cambridge grammar of English: A comprehensive guide. Spoken and written
English. Singapore: Cambridge University Press. Carter, R., McCarthy, M., Mark, G., & O’Keefe, A. (2016). English grammar today: The Cambridge A–Z grammar of
English. Cambridge: Cambridge University Press.
Chandrasegaran, A. (2001). Think your way to effective writing (2nd ed.). Singapore: Pearson/ Prentice Hall.
Chandrasegaran, A., & Schaetzel, K. (2004). Think your way to effective writing (3rd ed.). Singapore: Pearson/
Prentice Hall.
Chia, A., & Chan, C. (2015). Re-defining “reading” in the 21st century: Accessing multimodal texts. In V. Saravanan
(Ed.), Enhancing literacy: The Singapore experience. Singapore: Educare.
Committee on the Future Economy (CFE) Report. (2017). Singapore: Prime Minister’s Office.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
149
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Comrie, B. (1989). Language universals and linguistic typology: Syntax and morphology. USA: The University of
Chicago Press.
Cope, B., & Klantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
Corson, D. (1995). Using English words. New York: Kluwer.
Crystal, D. (2004). Making sense of grammar. Harlow: Pearson Longman.
Crystal, D. (2008). A dictionary of linguistics and phonetics (6th ed.). Malden, USA: Blackwell Publishing.
Cunningham, A.E., & Stanovich, K.E. (1998). What reading does for the mind. American Educator, 22(1–2), 8–15.
Daniels, H., Steineke, N., & Moses, S. (2014). Teaching the social skills of academic interaction: Step-by-step lessons
for respect, responsibility and results. Thousand Oaks: Corwin.
Derewianka, B. (1990). Exploring how texts work. Sydney: Primary English Teaching Association.
Derewianka, B., & Jones, P. (2012). Teaching language in context. South Melbourne, Victoria: Oxford University
Press.
Derewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). South Melbourne, Victoria: Oxford
University Press.
Derewianka, B., & Primary English Teaching Association (Australia) (2011). A new grammar companion for teachers.
Marrickville Metro, N.S.W.: e.lit – Primary English Teaching Association.
Deussen, T., Autio, E., Miller, B., Lockwood, A.T., & Stewart, V. (2008). What teachers should know about instruction
for English Language learners: A report to Washington state. Northwest Regional Educational Laboratory.
Dewey, J. (1938). Logic: The theory of inquiry. New York: Henry Holt & Co.
Dörnyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied
Linguistics, 4, 43–69.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 83–107.
Evans, R., & Jones, D. (2013). Metacognitive approaches to developing oracy: Developing speaking and listening
with young children. London: Routledge.
Faculty of Education, University of Cambridge (n.d.). Oracy skills framework. Retrieved from https://www.educ.
cam.ac.uk/research/projects/oracytoolkit/oracyskillsframework/
Flavell, J.H. (1976). Metacognitive aspects of problem solving. In L.B. Resnick (Ed.), The nature of intelligence
(pp. 231–235). Hillsdale, NJ: Erlbaum.
Flower, L., & Hayes, J.R. (1981). A cognitive process theory of writing. College Composition and Communication,
32(4), 365–387.
Foster, P. (1996). Doing the task better: How planning time influences students’ performance. In J. Willis and
D. Willis (Eds.), Challenge and change in language teaching (pp. 126-135). Oxford: Macmillan Heinemann ELT.
150
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: An
Australian Journal of TESOL, 5(3), 7–16.
Freedman, A., & Medway, P. (Eds.). (1994). Genre and the new rhetoric. London: Taylor & Francis.
Gee, J. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). New York: Falmer.
Goh, C. (2002). Teaching listening in the language classroom. RELC Portfolio Series 4. Singapore: SEMEO Regional
Language Centre.
Goh, C. (2007). Teaching speaking in the language classroom. Singapore: RELC.
Goh, C., & Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge University Press.
Goh, C.C.M., & Silver, R.E. (2006). Language learning: home, school and society. Singapore: Pearson Education.
Goh, C., & Yio, S.K. (2002). Developing thinking skills through language practice activities. In A. Chang and Y.M.
Cheah (Eds.), Teachers’ handbook on teaching thinking skills across disciplines (pp. 111–125). Singapore:
Pearson Education.
Graham, S., Harris, K.R., & Santangelo, T. (2015). Research-based writing practices and the common core: Metaanalysis and meta-synthesis. The Elementary School Journal, 115(4), 498–522.
Graves, D.H. (1983). Writing: Teachers and children at work. New Hampshire: Heinemann Educational Books.
Graves, D.H. (1994). A fresh look at writing. Toronto: Heinemann.
Grugeon, E. (2005). Teaching speaking & listening in the primary school. London: David Fulton.
Gupta, A.F. (1994). The step-tongue: Children’s English in Singapore. Clevedon: Multilingual Matters.
Hallet, E., & Marsh, J. (2008). Desirable literacies: Approaches to language and literacy in the early years. London:
Sage Publications.
Halliday, M.A.K. (1975). Learning how to mean: Explorations in the development of language. London: Edward
Arnold.
Halliday, M.A.K. (1985). An introduction to functional grammar. London: Arnold.
Halliday, M.A.K., & Hassan, R. (1985). Language, context and text: Aspects of language in a social-semiotic
perspective. Melbourne: Deakin University Press. (Republished by Oxford University Press in 1989.)
Harris, A.J., & Sipay, E.R. (1975). How to increase reading ability (6th ed.). New York: McKay.
Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement
(2nd ed.). Portland, MA: Stenhouse Publishers.
Hayes, J.R. (2006). New directions in writing theory. In C.A. MacArthur, S. Graham and J. Fitzgerald (Eds.), Handbook
of writing research (pp. 28–39). New York: Guilford Press.
Hillocks, G., Jr. (1999). Ways of thinking, ways of teaching. New York: Teachers College Press.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
151
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Hughes, R., & Reed, B.S. (2011). Learning about speech by experiment: Issues in the investigation of spontaneous
talk within the experimental research paradigm. Applied Linguistics, 32(2), 197–214.
Hunter, J. (2011). 'Small talk': Developing fluency, accuracy, and complexity in speaking. ELT Journal, 66(1), 30–41.
doi: 10.1093/elt/ccq093
Hyland, K. (2016). Teaching and researching writing (3rd ed.). New York: Routledge.
International Reading Association. (2012). Adolescent literacy: A position statement of the International Reading
Association. Rev. 2012 ed. Newark, DE: Author.
Keene, E., & Zimmerman, S. (1997). Mosaic of thought. Portsmouth, NH: Heinemann.
Kinmont, A. (1990). The dimensions of writing. London: David Fulton Publishers.
Kohonen, V. (1992). Experiential language learning: Second language learning as cooperative learning. In D. Nunan
(Ed.), Collaborative language learning and teaching (pp. 14–39). Cambridge, UK: Cambridge University Press.
Krashen, S.D. (1993). The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.
Krathwohl, D.R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into practice, 41(4), 212–218.
Kress, G. (2003). Literacy in the new media age. London: Routledge.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication.
London: Arnold.
Kubota, R., & McKay, S. (2009). Globalization and language learning in rural Japan: The role of English in the local
linguistic ecology. TESOL Quarterly (43), 4, 593–619.
Kucer, S.B. (2009). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings
(3rd ed.). New York: Routledge.
Kullman, J.P. (2011). Intercultural communication and English language education in the global context. In C. Ward
(ed.), Language education: An essential for a global economy. Singapore: SEAMEO Regional English Language
Centre.
Larsen-Freeman, D. (2002). The grammar of choice. In E. Hinkel and S. Fotos (eds.), New perspectives on grammar
teaching in second language classrooms. Mahwah, NJ: Lawrence Erlbaum, 103–118.
Lightbown, P.M., & Spada, N. (2013). Focus-on-form and corrective feedback in communicative language teaching:
Effects on second language learning. Studies in Second Language Acquisition, (12), 429–448.
Low, E.L., & Brown, A. (2005). English in Singapore: An introduction. Singapore McGraw-Hill Education (Asia).
Luke, A. (1995). When basic skills and information processing just aren’t enough: Rethinking reading in new times.
Teachers College Record, 97(1), 95–115.
Macaulay, R. (2006). The social art: Language and its uses. New York: Oxford University Press.
152
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Mahboob, A. (2017). Reimagining language competence: On professionalism. Presented at the Summit on the
Future of the TESOL Profession, Athens, Greece.
Mansor, A.N., Rasul, M.S., Rauf, R.A.A., & Koh, B.L. (2013). Developing and sustaining reading habit among
teenagers. Asia-Pacific Education Research, 22(4), 357–365.
Mathews, P.H. (2014). Oxford concise dictionary of linguistics (3rd ed.). Oxford: Oxford University Press.
McCarten, J., & Sandiford, H. (2014). Conversational strategies 101. London: Cambridge University Press.
Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.
Mercer, N. (2008). Three kinds of talk. Retrieved from https://thinkingtogether.educ.cam.ac.uk/resources/5_
examples_of_talk_in_groups.pdf
Mercer, N., Fernandez, M., Dawes, L., Wegerif, R., & Sams, C. (2003). Talk about texts at the computer: Using ICT to
develop children's oral and literate abilities, Reading, Literacy and Language, 37(2), 81–89.
Mercer, N., & Hodgkinson, S. (2008). Exploring talk in school: Inspired by the works of Douglas Barnes. London:
SAGE.
Mullis, I.V.S., Martin, M.O., & Sainsbury, M. (2015). PIRLS 2016 reading framework. In I. V. S. Mullis and M. O. Martin
(Eds.), PIRLS 2016 assessment framework (2nd ed., pp 11–29). Chestnut Hill, MA: TIMSS & PIRLS International
Study Center, Boston College.
Nation, P. (1989). Improving speaking fluency. System, 17(3), 377-384. doi: 10.1016/0346-251x(89)90010-9
National Literacy Trust (2012). Understanding different types of talk. Retrieved from http://www.literacytrust.
org.uk/assets/0001/4112/Different_types_of_interactive_talk.pdf
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review,
66(1), 60–93.
Nitko, A.J. (1996). Educational assessment of students. Englewood Cliffs, N. J.: Merill.
Nunan, D. (1999). Second language teaching and learning. Boston, Mass: Heinle and Heinle Publishers.
Pressley, M., & Gaskins, I.W. (2006). Metacognitively competent reading comprehension is constructively responsive
reading: How can such reading be developed in students? Metacognition Learning, 1, 99–113.
Quah, E. (2016). Singapore 2065: Leading insights on economy and environment from 50 Singapore icons and
beyond. Singapore: World Scientific.
Quin, R., McMahon, B., & Quin, R. (1995). Teaching viewing and visual texts. Carlton, Vic: Curriculum Corporation.
Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146–161.
Renandya, W.A. (2007). The power of extensive reading. RELC Journal, 38(2), 133–149.
Richards, J.C. (2007). Teaching listening and speaking: From theory to practice. Retrieved from http://www.
professorjackrichards.com/wp-content/uploads/teaching-listening-and-speaking-from-theory-to-practice.pdf.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
153
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Richards, J.C. (2009). Teaching listening and speaking: From theory to practice. RELC Portfolio Series. Singapore:
SEMEO Regional Language Centre.
Richards, J.C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.).
Harlow, UK: Pearson.
Roberts, K., & Wibbens, E. (2010). Writing first: Preparing the teachers of our young writers. In G.A. Troia, R.
K. Shankland and A. Heintz (Eds.), Putting writing research into practice: Applications for teacher professional
development (pp. 179–205). New York: The Guilford Press.
Sassoon, R. (1990). Handwriting: The way to teach it. Cheltenham: Stanley Thames (Publishers) Ltd.
Scott, J.A., & Nagy, W.E. (2004). Developing word consciousness. In J. F. Baumann and E. J. Kame’enui (Eds.),
Vocabulary instruction: Research to practice (pp. 201–217). New York: Guildford Press.
Stahl, S.A. (1999). Vocabulary development. Massachusetts: Brookline Books.
Teo, P. (2008). Outside in/inside out: Bridging the gap in literacy education in Singapore classrooms. Language
and Education, 22(6), 411–431.
The Goodheart-Wilcox Co, Inc. (n.d.). Verbal and written communication (Chapter 7). Retrieved from https://
www.g-w.com/pdf/sampchap/9781619605893_ch07.pdf
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational
Review, 66(1), 60–93.
Thornbury, S. (2005). How to teach speaking. Oxford: Pearson.
Tomlinson, C.A. (2017). How to differentiate instruction in academically diverse classrooms. Alexandria, VA: ASCD.
Tompkins, G.E. (2005). Language arts: Patterns of practice. Upper Saddle River, NJ: Pearson.
UNESCO. (2005). EFA global monitoring report 2006: Literacy for life. France: United Nations Educational, Scientific
and Cultural Organisation.
Vandergrift, L. (1997). The Cinderella of communication strategies: Reception strategies in interactive listening.
The Modern Language Journal, 81(4), 494–505.
Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action.
London: Routledge.
Virginia Department of Education. (2006). English: Strategies for teaching limited English proficient (LEP) students:
A supplemental resource guide to the K–12 English standards of learning (Enhanced scope and sequence).
Retrieved from http://www.doe.virginia.gov/instruction/esl/resource /strategies_teach_english.pdf
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard
University Press.
Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language
and Literacy, 33(3), 211–239.
154
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly 34(3),
511–535.
Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.
Wilhelm, J.D. (2016). Engaging readers and writers with inquiry: Promoting deep understandings in language
arts and the content areas with guiding questions. New York: Scholastic.
Williams, C., & Robert, D. (n.d.). Strategic oral language instruction in ELD: Teaching oracy to develop literacy.
Retrieved from http://www.cwellresources.c om/Strategic_Oral_Language _Instruction_in_ELD.pdf
Willingham, D.T. (2015). Raising kids who read: What parents and teachers can do. USA: John Wiley & Sons.
Wolvin, A., & Coakley, C.G. (1996). Listening (5th ed.). Boston, MA: McGraw Hill.
Singapore EL Syllabuses
Curriculum Planning Division. (1991a). English Language syllabus (primary). Singapore: Ministry of Education.
Curriculum Planning Division. (1991b). English Language syllabus (secondary). Singapore: Ministry of Education.
Curriculum Planning & Development Division. (2001a). English Language syllabus: Primary & secondary. Singapore:
Ministry of Education.
Curriculum Planning & Development Division. (2001b). English Language syllabus: Primary & secondary EM3 &
Normal (Technical). Singapore: Ministry of Education.
Curriculum Planning & Development Division. (2010a). English Language syllabus: Primary & secondary (Express/
Normal [Academic]). Singapore: Ministry of Education.
Curriculum Planning & Development Division. (2010b). English Language syllabus: Primary (Foundation) & secondary
(Normal [Technical]). Singapore: Ministry of Education.
MOE Documents
Ministry of Education, Singapore. (2014). Framework for 21st century competencies and student outcomes.
Singapore: Ministry of Education. Retrieved from https://www.moe.gov.sg/docs/default-source/document/
education/21cc/files/annex-21cc-framework.pdf
Ministry of Education, Singapore. (2017). The Singapore teaching practice. Singapore: Ministry of Education.
Retrieved from https://www.moe.gov.sg/about/singapore-teaching-practice
Ministry of Education, Singapore. (2011). Standards and benchmarks for emerging 21st century skills.
Singapore: Ministry of Education.
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
155
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
ACKNOWLEDGEMENTS
The Curriculum Planning and Development Division, Ministry of Education, wishes to acknowledge the contributions
of the many teachers, Heads of Department, lecturers, groups and institutions that participated in the process
of the development and refinement of the English Language Syllabus 2020 Primary and the English Language
Syllabus 2020 Secondary (Express and Normal [Academic]).
We would like to record our thanks to the following:
Consultants
•
•
English Language and Literature Academic Group, National Institute of Education, Singapore (2017–2018)
EL Curriculum Review Committee (2015–2018)
Post-Secondary Institutions (2015–2016)
•
•
•
•
•
•
National University of Singapore
National Institute of Education
Singapore Institute of Technology
Institute of Technical Education
Ngee Ann Polytechnic
Republic Polytechnic
Industry Participants (2016)
Representatives, stakeholders, employers and employees from the following 13 industries:
• Public administration and education
• Wholesale, retail and trade
• Financial services, banking and insurance
• Professional services
• Health and social services
• Transportation and storage
• Media, information and communications
• Arts, entertainment and recreation
• Administrative and support services
• Hospitality, food and beverage
• Community and social services
• Real estate
• Business and enterprise
156
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Schools Visited and Consulted (2015–2017)
Primary Schools
Anglo-Chinese School (Primary)
Angsana Primary
Blangah Rise Primary
Bukit Panjang Primary
Bukit Timah Primary
Catholic High School
CHIJ (Katong) Primary
CHIJ Our Lady of Good Counsel
CHIJ Our Lady Queen of Peace
CHIJ St Nicholas Girls’ School
Chongfu School
Chua Chu Kang Primary
Compassvale Primary
Concord Primary
Da Qiao Primary
Dazhong Primary
Edgefield Primary
Eunos Primary
First Toa Payoh Primary
Fuhua Primary
Geylang Methodist School (Primary)
Guangyang Primary
Holy Innocent’s Primary
Hong Wen School
Horizon Primary
Huamin Primary
Junyuan Primary
Kheng Cheng School
Kuo Chuan Presbyterian School
Lakeside Primary
Loyang Primary
Marsiling Primary
Marymount Convent School
Mayflower Primary
Mee Toh School
Montfort Junior
Nan Chiau Primary
Nan Hua Primary
Nanyang Primary
Ngee Ann Primary
Northland Primary
Pei Chun Public School
Pioneer Primary
Poi Ching School
Princess Elizabeth Primary
Qifa Primary
Qihua Primary
Queenstown Primary
Red Swastika School
Rosyth School
Seng Kang Primary
Shuqun Primary
South View Primary
St. Anthony’s Primary
St. Gabriel’s Primary
St. Hilda’s Primary
St. Joseph’s Institution Junior
Tao Nan School
Teck Whye Primary
Unity Primary
West Grove Primary
Xingnan Primary
Xinmin Primary
Zhangde Primary
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
157
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Secondary Schools
Admiralty Secondary
Anderson Secondary
Anglican High School
Ang Mo Kio Secondary
Assumption English
Balestier Hill Secondary
Beatty Secondary
Bedok Green Secondary
Bedok North Secondary
Bedok South Secondary
Bedok View Secondary
Bendemeer Secondary
Bishan Park Secondary
Boon Lay Secondary
Broadrick Secondary
Bukit Panjang Govt. High
Bukit View Secondary
Canberra Secondary
Catholic High School
CHIJ Secondary (Toa Payoh)
CHIJ St Joseph’s Convent Secondary
CHIJ St Nicholas Girls’ Secondary
Clementi Woods Secondary
Coral Secondary
Crescent Girls' School
Damai Secondary
Edgefield Secondary
Evergreen Secondary
Fairfield Methodist Secondary
First Toa Payoh Secondary
Gan Eng Seng Secondary
Guangyang Secondary
Henderson Secondary
Hillgrove Secondary
Hong Kah Secondary
Hougang Secondary
Hua Yi Secondary
Junyuan Secondary
Jurong Secondary
Jurong West Secondary
158
Jurongville Secondary
Kent Ridge Secondary
Kranji Secondary
Loyang Secondary
Mayflower Secondary
Nan Chiau High
Nan Hua High School
Ngee Ann Secondary
North View Secondary
North Vista Secondary
Orchid Park Secondary
Outram Secondary
Pasir Ris Crest Secondary
Paya Lebar Methodist Girls' School (Secondary)
Pioneer Secondary
Presbyterian High School
Regent Secondary
Sembawang Secondary
Serangoon Garden Secondary
Serangoon Secondary
Si Ling Secondary
Springfield Secondary
St. Andrew's Secondary
St. Gabriel's Secondary
St. Patrick's School
Tampines Secondary
Teck Whye Secondary
Temasek Secondary
Yuhua Secondary
Unity Secondary
Victoria School
Westwood Secondary
Whitley Secondary
Woodgrove Secondary
Woodlands Ring Secondary
Xinmin Secondary
Yio Chu Kang Secondary
Zhenghua Secondary
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Schools which Participated in the STELLAR Pilot (2018)
Primary Schools
Admiralty Primary
Fuhua Primary
Geylang Methodist School (Primary)
Greenwood Primary
Hougang Primary
Mee Toh School
Pei Tong Primary
Qihua Primary
Rulang Primary
Shuqun Primary
Si Ling Primary
Teck Whye Primary
Unity Primary
Xishan Primary
Yangzheng Primary
Schools which Reviewed the EL Syllabus 2020 Items (2017–2018)
Primary Schools
Anglo-Chinese School (Primary)
Boon Lay Garden Primary
Cantonment Primary
CHIJ Our Lady Queen of Peace
CHIJ St Nicholas Girls' School
Concord Primary
Edgefield Primary
Fengshan Primary
Fengshan Primary
First Toa Payoh Primary
Fuhua Primary
Geylang Methodist
Guangyang Primary
Hong Wen School
Huamin Primary
Junyuan Primary
Kheng Cheng Primary
Kuo Chuan Presbyterian School
Mee Toh School
Montfort Junior School
Naval Base Primary
Ngee Ann Primary
Park View Primary
Princess Elizabeth Primary
Punggol Primary
Radin Mas Primary
Rulang Primary
Sembawang Primary
St Joseph's Institution (Junior)
St Margaret's Primary
St Stephen's School
St. Anthony's Primary
Tampines Primary
Tanjong Katong Primary
Telok Kurau Primary
Temasek Primary
Townsville Primary
Unity Primary
West View Primary
Xishan Primary
Yew Tee Primary
Yio Chu Kang Primary
Yishun Primary
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY
159
ENGLISH LANGUAGE SYLLABUS 2020 PRIMARY
Secondary Schools
Ahmad Ibrahim Secondary
Anderson Secondary
Ang Mo Kio Secondary
Assumption English School
Bartley Secondary
Bedok South Secondary
Bowen Secondary
Bukit Panjang Govt. High School
Canberra Secondary
CHIJ St. Joseph's Convent
CHIJ St. Theresa's Convent
Christ Church Secondary
Chung Cheng High School (Yishun)
Clementi Town Secondary
Commonwealth Secondary
Compassvale Secondary
Damai Secondary
Deyi Secondary
Dunman Secondary
Fairfield Methodist School (Secondary)
Fajar Secondary
Fuchun Secondary
Gan Eng Seng School
Geylang Methodist School (Secondary)
Greendale Secondary
Greenridge Secondary
Hai Sing Catholic School
Hillgrove Secondary
Holy Innocents' High School
Hong Kah Secondary
Hougang Secondary
Jurongville Secondary
Kent Ridge Secondary
Kranji Secondary
Kuo Chuan Presbyterian Secondary
Manjusri Secondary
Maris Stella High School
Marsiling Secondary
Mayflower Secondary
Meridian Secondary
Montfort Secondary
Nan Chiau High School
Naval Base Secondary
Ngee Ann Secondary
Northbrooks Secondary
Northland Secondary
Orchid Park Secondary
Outram Secondary
Pasir Ris Crest Secondary
Pasir Ris Secondary
Paya Lebar Methodist Girls' School (Secondary)
Peicai Secondary
Ping Yi Secondary
Queenstown Secondary
Queensway Secondary
Regent Secondary
Riverside Secondary
Sembawang Secondary
Serangoon Secondary
Shuqun Secondary
Singapore Sports
Springfield Secondary
St. Andrew's Secondary
St. Anthony's Canossian Secondary
St. Gabriel's Secondary
St. Hilda's Secondary
St. Margaret's Secondary
St. Patrick's School
Swiss Cottage Secondary
Tampines Secondary
Tanglin Secondary
Teck Whye Secondary
Unity Secondary
Westwood Secondary
Woodgrove Secondary
Woodlands Ring Secondary
Yio Chu Kang Secondary
Yishun Secondary
Yishun Town Secondary
Yuan Ching Secondary
Yuhua Secondary
Yusof Ishak Secondary
Zhenghua Secondary
Zhonghua Secondary
We would also like to thank all who have helped in one way or another in the review and development
of the English Language Syllabus 2020 Primary and the English Language Syllabus 2020 Secondary (Express and
Normal [Academic]).
Photo credit: Communications Division, Ministry of Education.
160
RESTRICTED
FOR USE BY EDUCATION OFFICERS ONLY