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A briefing by the English Department
Back to School Day for Primary 2 Parents & Guardians
Our Journey from P1 to P6
The Objective of this briefing:
Our Goals at Primary 6
• The PSLE Goals
• Realising the HGS Vision: Every girl a confident, creative and effective communicator
Primary 1 Programmes to build: • A love for the
language • Strong foundation
for the development of core language skills
Primary 2 to 6 • Well-designed curriculum and therefore programmes that
enable a focused and progressive mastery of the core skills • Platforms for our pupils to present their views critically and
express themselves creatively through the language arts
- To share the plans and programmes HGS has in
place to develop your child/ward on this journey.
Starting with the PSLE Goals:
Paper Component Marks/ (Weightings)
1 (Writing)
- Situational Writing - Continuous Writing
15 (7.5%) 40 (20%)
2 (Language Use and Comprehension)
- Grammar - Vocabulary - Visual Text Comprehension - Comprehension Cloze - Synthesis/Transformation - Comprehension OE
95 (47.5%)
3 (Listening Comprehension)
20 (10%)
4 (Oral Communication) - Reading Aloud - Stimulus-based Conversation
10 (5%) 20 (10%)
Total: 200 (100%)
Revised PSLE Components:
Paper 1: Continuous Writing
Old: 2 choices of questions (Picture or Scenario-based)
New A given topic with 3 supporting pictures to offer different angles of interpretation
Paper 2: Visual Text Comprehension
Old: A text with 5 Multiple-choice Questions
New A text with visuals (photos/graphics), 8 MCQs
Paper 2: Comprehension OE
Old: A text with 10 open-ended Qns to be answered in complete sentences
New A text, 10 OE Qns (in tables and sentences – To test: sequencing, true/false justification, comparison making etc.)
Revised PSLE Components:
Paper 4: Oral Communication
Old: Reading Aloud, Picture Discussion and Conversation
New Reading Aloud and Stimulus-based Conversation
New: Stimulus-Based Conversation For example: Pupils are shown a picture of a chocolate box. They may be invited to talk about why they would be interested to buy the box of chocolate. They would then be led to talk about related topics such as the importance of having a healthy diet.
In gist, what are the changes about?
Our answer: Not much : )
HGS Vision: Every girl a confident, creative and effective communicator
What impact do the changes in format have on our programmes in HGS?
- Programmes have been aligned since 2010 to develop the 21st century competencies Develop oral competence – spontaneity in
responding to stimulus, the ability to think on one’s feet, confidence to express a different view
Writing -- allows more room for personal expression & creativity, the use of stimulus which allows pupils to tap on their experiences
Reading and understanding – a greater emphasis on reasoning skills over and above the traditional interpretation of the finer points in texts.
Developing Oral Competence:
P1-2: Show and Tell, Retelling of a story, Stimulus-based Conversation P3-4: Oral presentations on a given topic, Stimulus-based Conversation P5-6: Oral Presentation on a personal stand made (Pupils argue for and against a simple case and respond to rebuttals) , Stimulus-based Conversation
Primary 1 and 2 Show and Tell: Example
Prompts: Tell us:
(a) What you have brought to class to show us
Describe the item
(b) Why you like it so much
Tell us two reasons
(c) How you would take care of it
If you need/plan to share it with someone else, how would you help the person to take care of it?
Primary 1 / 2 Stimulus-Based Conversation: Example 1
Stimulus-based conversation
Prompts for Stimulus-Based Conversation
(a) This is the cover of a story book. What do you think the story is about?
What do you think would happen at the end of the story?
(b) How did you celebrate your birthday this year?
How would you want to make it better next year?
(c) If it is your best friend’s birthday next week, what would you plan to do?
Would she like what you have planned? Why?
Primary 3 / 4 Stimulus-Based Conversation: Example 1 Prompts for Stimulus-Based Conversation
(a) Look at the picture. Which one of the items would you choose to buy as a present for your classmate’s birthday? Tell me why.
Which item would you like to receive as a present? Why?
(b) Do you have a special birthday present that you have given to someone? Tell me about it.
In what way is the present special?
(c) Sometimes a present can be meaningful, yet does not cost any money, especially when the giver has put in much effort. What are some meaningful gifts or acts of kindness that you have received? What made you appreciate the gift(s)?
Is there such a gift you would like to give to someone?
Gift Ideas
Developing Writing Competence:
P2: A progression from 1 to 4 pictures - Pupils conduct self and peer assessment for every
writing to reflect on their own thinking – metacognition
- Pupils critique view points and assess judgements - Continuous familiarization with the structure of
narratives P3-6: Adding the elements of interest and richness
• Dramatisation • Literary techniques, e.g charcterisation
Developing Reading and Comprehension:
Comprehension Packages designed at every level to ensure progressive development over the years: P1-2: Inferential Skills P3-6: Strategies (e.g. Socratic questioning, the use of drawings , dramatisation etc.) to enable the pupils to ask critical questions and visualise the intention of the writer and the depth of the writing -- to see beyond the obvious, to read between the lines
A Uniquely Haig Girls’ Approach to realise our Vision : )
Pupils • Respond to authentic stimulus (contemporary
artworks) • Examine and discuss real life social issues • Become comfortable with ambiguities argue for
both sides and examine grey areas • Express themselves through creative writing and oral
presentations of their artworks
(TIMEOUT_Think! Contemporary) Our Integrated Project Work @P4 - Place-based Learning at the Singapore Art Museum
Integrated Project Work at Every Level
Level Description Value Creation
P6 USE! (Understand, Solve and Educate) Community Based Problems
Research and advocacy: creative solutions to community based problems
P5 Science Innofair - Everyday Science! (Science in our Daily Lives)
Innovative products that solve everyday problems
P4 The Inspired Museum Explorers, Our Unique Travels (TIMEOUT) - Think! Contemporary
Creative writing and contemporary art installations that address the following issues: immigration and identity, heritage, nationhood and globalisation
P3 ACT! Joo Chiat Research and advocacy: design of brochures to promote the heritage and culture of Joo Chiat
P2 We Are One! Creative writing that promotes the appreciation of traditions in Singapore
P1 Walking through the Jungle Creative writing that promotes animal conservation
In Conclusion,
An invitation to All Parents and Guardians:
To join us on this very special journey together to develop your daughter/ward to become:
A confident, creative and effective communicator.
Thank You
We look forward to your continuous support and feedback.
Contact: Mr Bryan Ong (HOD-English) ([email protected]) Mrs Esther Tan (Level Head – English) ([email protected]) Tel: 63440293
Thank You
