New Syllabus 2015 Primary School English, PSLE MOE Syllabus, EduKate Singapore.

English Tuition News update November 2014:

Dear Parents,

Please be informed of the new format change in Primary School English, Singapore for 2015. This applies to PSLE English exam format and class practices, most noticeable in the Composition and Comprehension section. This change shall affect and include the PSLE syllabus for English, 2015 by Ministry of Education, MOE Singapore.

So parents buying the new assessment books or textbooks, kindly purchase only the latest revision or wait till the new books are out before purchasing. Currently, I still see the 2014 Assessment books being sold in the stores and it will be a waste buying that version to replace with the new ones later on.

Here is a summary of the changes, as informed by the MOE. A copy of the syllabus is included at the bottom of this page. (downloaded from SEAB website)

The Same:

English skill levels are the same as PSLE 2014. The syllabus remains as the STELLAR programme introduced by MOE in 2013 for Primary 4 students. This is the chronological order of revisions to MOE’s EL Syllabus.

  • 2001-New EL Syllabus introduced.
  • 2006-EL Syllabus review by EL Curriculum and Pedagogy Review Committee
  • 2010-incorporation of changes recommended by 2006 Review Committee to previous 2001 EL Syllabus
  • 2013-STELLAR Programme starts for Primary 4
  • 2015-revision of STELLAR programme only to format of PSLE English Language (EL) and Foundation English Language (FEL)

The Changes:

New Assessment books for PSLE ENGLISH SEAB Syllabus 2015

2015 changes to PSLE EL and FEL Papers are as follows:

  • Continuous Writing: Changes from optioning 2 fixed scenario question to 1 visual stimulated question. Freedom to write using  narrative, exposition, descriptive or any appropriate methods taught in school. Approach to story writing from different perspectives, leading to multiple plots for different candidates. Creative writing and freedom in thought seems to be embraced in this revision.
  • Comprehension: New format with tables and different ways to answer questions, requiring students to be able to adapt answering skills to changing situations.
  • Listening Comprehension: Higher amounts of visual stimulation so that candidates will require a higher mastery of their cognitive skills to answer questions properly.
  • Oral Communication: Picture Discussion and Conversation will be replaced to Stimulus based Conversation. It shall be themed to the reading aloud piece and shall require students to give their own views on the topic. This is in line with the MOE to require students to be more social and interactive, improving their social skills for the 21st Century.

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Here is a copy of the PSLE English Syllabus by MOE:

PSLE ENGLISH LANGUAGE SYLLABUS 2015

Implemented from the Year of Examination 2015

PURPOSE OF EXAMINATION

The purpose of the examination is to assess the candidates’ attainment in English Language based on the Learning Outcomes stated in the English Language Syllabus 2010: Primary & Secondary (Express / Normal [Academic]). The Learning Outcomes form the basis for the assessment objectives listed on page 3.
ASSESSMENT OBJECTIVES In this English Language examination, candidates will be assessed on their ability to:

In Paper 1 (Writing)

  1. AO1  write to suit purpose, audience and context in a way that is clear and effective
  2. AO2  use appropriate register and tone in a variety of texts
  3. AO3  generate and select relevant ideas, organising and expressing them in a coherentand cohesive manner
  4. AO4  use correct grammar, spelling and punctuation
  5. AO5  use a variety of vocabulary appropriately, with clarity and precision

In Paper 2 (Language Use and Comprehension)

  1. AO1  demonstrate comprehension of a range of texts at the literal and inferential levels
  2. AO2  show understanding of implied meaning, and make judgement and evaluation, byreading and/or viewing closely and critically
  3. AO3  show understanding of how contextual use of lexical and grammatical itemsshapes meaning
  4. AO4  demonstrate the correct use of grammar, spelling and punctuation, and theappropriate use of vocabulary in given contexts

In Paper 3 (Listening Comprehension)

  1. AO1  demonstrate understanding of the content of a variety of spoken texts at the literal and inferential levels
  2. AO2  identify key messages, main ideas and details in a variety of spoken texts
  3. AO3  infer and draw conclusions by listening critically

In Paper 4 (Oral Communication)

  1. AO1  read with good pronunciation, clear articulation and appropriate intonation in order to convey the information, ideas and feelings in a passage
  2. AO2  produce a well-paced, fluent reading of a passage
  3. AO3  express their personal opinions, ideas and experiences clearly and effectively inconversing with the examiner
  4. AO4  speak fluently and with grammatical accuracy, using a range of appropriatevocabulary and structures
EXAMINATION FORMAT Candidates will be assessed in the following areas:
PAPER
COMPONENT
ITEM TYPE
NO. OF ITEMS
MARKS
WEIGHTING
DURATION
1 (Writing)
Situational Writing Continuous Writing
OE OE
1 1
15 40
27.5%
1 h 10 min
2 (Language Use and Comprehension)
Booklet A: Grammar Vocabulary Vocabulary Cloze Visual Text Comprehension Booklet B: Grammar Cloze Editing for Spelling and Grammar Comprehension Cloze Synthesis / Transformation Comprehension OE
MCQ MCQ MCQ MCQ OE OE OE OE OE
10 5 5 8 10 12 15 5 10
10 5 5 8 10 12 15 10 20
47.5%
1 h 50 min
3 (Listening Comprehension)
Listening Comprehension
MCQ
20
20
10%
About 35 min
4 (Oral Communication)
Reading Aloud Stimulus-based Conversation
OE OE
1 passage 1 visual stimulus
10 20
15%
About 10 min (5 min preparation time; about 5 min examination time)
Total
200
100%
Legend: MCQ Multiple-choice questions OE Open-ended questions

Paper 1 (Writing)

Part 1 (Situational Writing): Candidates will be required to write a short functional piece (e.g. letter, email, report) to suit the purpose, audience and context of a given situation.
Part 2 (Continuous Writing): Candidates will be required to write a composition of at least 150 words in continuous prose on a given topic. Three pictures will be provided on the topic offering different angles of interpretation. Candidates may also come up with their own interpretation of the topic.

Paper 2 (Language Use and Comprehension)

Candidates will be assessed on their ability to use language correctly and to comprehend visual and textual information.

Paper 3 (Listening Comprehension)

This paper comprises 20 multiple-choice questions which test candidates’ ability to understand spoken English. The texts may be in the form of news items, announcements, advertisements, instructions, explanations, conversations, speeches and stories. Graphic representations will be used for the first seven items. Each text will be read twice. Time will be given for candidates to read the questions before the first reading of each text.

Paper 4 (Oral Communication)

For Reading Aloud, candidates are assessed on their ability to pronounce and articulate words clearly, as well as their ability to read fluently with appropriate expression and rhythm.
For Stimulus-based Conversation, candidates are assessed on their ability to give a personal response to a visual stimulus and engage in a conversation on a relevant topic.

Press Releases (from moe.gov.sg)

September 3, 2012

Learning of English to Develop 21st Century Competencies

STELLAR English for Upper Primary to Start from Primary 4 Next Year

1) Upper primary students can look forward to more interactive English lessons with the implementation of the revised 2010 English Language (EL) Syllabus at Primary Four from 2013. The new syllabus incorporates a sharper focus on 21st century competencies to enable our students to communicate effectively and confidently in the globalised world. Students who are taught the new syllabus will sit for the revised Primary School Leaving Examination (PSLE) EL papers in 2015.

2) The Ministry of Education (MOE) reviews the EL Syllabus regularly to ensure that it is relevant to the changing environment and profile of our learners. The 2010 EL Syllabus builds on the strengths of the 2001 syllabus, and aims to equip our students with the language skills they need for day-to-day communication and for the next stage of learning. It emphasises building a strong foundation in the language and enriching language learning for all as recommended by the EL Curriculum and Pedagogy Review Committee in 2006.

3) The key feature of the new EL Syllabus is a systematic approach to teaching language skills, using rich texts and a variety of language resources to enable students to appreciate the language beyond the classroom. This approach is delivered through the Strategies for English Language Learning and Reading (STELLAR) programme in primary schools.

4) The STELLAR programme, developed by MOE, provides the instructional materials, teaching strategies and training to enable teachers to implement the EL syllabus effectively. The STELLAR programme is designed to cater to a diverse range of EL learners in our school system and was developed based on research carried out in Singapore schools. As part of the programme, EL is taught through stories and texts that appeal to children, with explicit grammar instruction. Students are provided with opportunities to express themselves in an environment where language learning can be enjoyable yet purposeful. Through the reading of engaging stories in class, students get to speak extensively, discussing and sharing their views with the teacher and their peers. The main purpose is to build students’ confidence in speech and writing, and enhance their learning of the language. Please refer to Annex A for an overview of the 2010 EL Syllabus. More information on the STELLAR programme can be found at the STELLAR website.

Assessment

5) The revised PSLE English Language (EL) and Foundation English Language (FEL) examination papers will be introduced from 2015, in line with the changes to the teaching syllabus. The language skills tested in the revised PSLE are the same as those tested in the current PSLE. However, the revised examination papers give greater emphasis to the 21st century competencies in the teaching syllabus by:

  • Giving students greater scope for providing personal response in speaking and writing
  • Greater emphasis on viewing skills integrated with listening and reading

6) The changes to the examination papers are outlined in Annex B.

Annex B

Revised PSLE English Language (EL) and Foundation English (FEL) Examinations

The revised English Language (EL) examination comprises four papers. The main revisions are as follows:

  1. For the Continuous Writing component of Paper 1, instead of two questions with fixed scenarios for candidates to choose from to write a narrative, one topic is offered which can be approached from any one of several perspectives. To help candidates think about the different perspectives of the topic, visuals will be provided. In addition, candidates will be free to write a narrative or exposition or any appropriate text type learned in schools.
  2. There will be a new Visual Text Comprehension section in Paper2 in the form of multiple choice questions (MCQs). One such example would be questions based on a poster.
  3. For the Comprehension Open-ended section in Paper 2, the types of questions will now be varied and could include, for example, tables which candidates will fill in using information from the passage.
  4. The Listening Comprehension paper will have more items with graphic representation compared to the existing paper.
  5. For the Oral Communication paper, the existing Picture Discussion and Conversation components will be replaced by the Stimulus-based Conversation component. Candidates will give their personal response to a visual stimulus that is thematically linked to the Reading Aloud passage. Candidates will then move on seamlessly to a discussion on a relevant topic.

The revised Foundation English Language (FEL) examination comprises four papers. The main revisions are as follows:

  1. For the Continuous Writing component in Paper 1, the visual stimulus, which is a series of three framed pictures in the current paper, will include an additional fourth frame featuring a question mark in the revised paper with the provision of helping words for each of the first three pictures. The picture-in- series format is to help candidates sequence their story while the question mark in the last frame is to give students the opportunity and flexibility to give their own endings to their stories.
  2. For the Comprehension Open-ended section in Paper 2, the types of questions will be varied (e.g., graphic organisers, multiple-choice questions and sequencing-type questions might be used). Pictures may be featured together with the comprehension passages.
  3. The FEL Listening Comprehension paper will also feature more items with graphic representation compared to the existing paper. There will be a new listening task in which candidates listen for main ideas and select the appropriate response from the three options for each MCQ.
  4. For the Oral Communication paper, the FEL paper will also feature a Stimulus-based Conversation component in place of the existing Picture Discussion and Conversation components.

The revisions are summarized below:

English Language

Foundation English Language

Giving students greater scope for providing personal response in speaking and writing

Paper 1(Continuous Writing): Greater scope for writing from different perspectives, and flexibility for candidates to choose any text type such as narrative or exposition.

Paper 4 (Oral Communication): New Stimulus-based Conversation component will feature a context familiar to students that will provide a springboard for conversation.

Paper 1(Continuous Writing): The picture series ends with a frame with a question mark to allow candidates the flexibility to give their own endings to their compositions.

Paper 4 (Oral Communication): New Stimulus-based Conversation component will feature a context familiar to students that will provide a springboard for conversation.

Greater emphasis on viewing skills integrated with listening and reading

Paper 2 (Language Use and Comprehension): New Visual Text Comprehension section that features a multi-modal print text which will include visuals such as pictures, diagrams, charts, graphs and tables together with the written texts.

Paper 3 (Listening Comprehension): Increase in the number of questions with graphic representation.

Paper 2 (Language Use and Comprehension): Pictures may be featured together with the Comprehension passages, where appropriate, to help students comprehend the texts.

Paper 3 (Listening Comprehension): Increase in the number of questions with graphic representation.

Disclaimer: the above is downloaded from seab.gov.sg moe.gov.sg and is correct as of 15th April 2015. (last update from edukatesg.com)  Any revisions from this date on shall be updated by edukatesg.com and updated with notes. This page is intended for use by edukate Singapore Tuition Centre students and parents for their reference and examination planning schedule. Kindly disregard if otherwise.
Thank you.

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  • Ms Teo Yuet Ling +65 8222 6327
  • admin@edukatesg.com

Cheers.

Wong Kin Leong

eduKate SG Tuition Centre

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