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P2 ENGLISH CURRICULUM BRIEFING FOR PARENTS
8 February 2014
• MISSION
• APPROACH TO EL TEACHING
• P2 ENGLISH CURRICULUM
• HOW PARENTS CAN PROVIDE SUPPORT
• EXAM MATTERS
OUTLINE
To equip our pupils with literacy
skills that enable them to be
linguistically competent and
confident users of the English
Language.
MISSION
“A Strong Foundation and Rich
Language for All”.
APPROACH TO EL TEACHING
• Systematic and explicit instruction
• A contextualised and holistic approach to learning
APPROACH TO EL TEACHING
The foundation of language learning will be strengthened through:
• A greater focus on oral communication (listening and speaking skills)
• Development of word study skills
• Development of writing skills
APPROACH TO EL TEACHING
• Use of print and non-print resources
• Promotion of extensive reading
APPROACH TO EL TEACHING
DRAMA
• Adopts a learner-centred approach
• Develops linguistic skills (reading, writing, speaking and listening)
• Helps shy pupils
• Motivates learners
SYLLABUS AIMS
Listening, Reading and Viewing
(Receptive Skills)
Speaking, Writing and Representing
(Productive Skills)
Understanding and use internationally acceptable
English grammar and vocabulary
P2 ENGLISH CURRICULUM
•STELLAR
•LITERATURE-IN-ACTION PROGRAMME•SPEECH ENRICHMENT
STrategies for
English
Language
Learning
And
Reading
STELLAR
Modified Language
Experience Approach
Shared Book
Approach
Reading forUnderstanding& enjoyment
Explicit teaching oflanguage items, structures & skills
Class Writing
IndividualWriting
GroupWriting
STELLAR PEDAGOGIC FRAMEWORK
To know more about STELLAR,
you may wish to visit
www.stellarliteracy.sg
Objectives
• To learn literary devices
• To be exposed to good writing and see the world through the eyes of different characters
LITERATURE-IN-ACTION
PROGRAMME
Objectives
• To speak clearly and expressively
• To explore language through drama
SPEECH ENRICHMENT
PROGRAMME
HOW PARENTS CAN PROVIDE SUPPORT
• Help your child learn English by providing varied English language reading materials at home.
• Encourage your child to read books and other materials related to their interests or hobbies
• Talk about the books and characters read– Getting your child to retell a story to you in his or her own words
– Suggesting that your child give a different ending to the story read
Assessment Format(Formal)
Mode of
Assessment
T 1
(%)
T 2
(%)
T3
(%)
T4
(%)
Sub-
Total
(%)
Total
(%)
Performance
Tasks
10 5 15 20 50 100
Review
Assessments
5 10 5 - 20
Year-end
Assessment
- - - 30 30
Skills Term 1 Term 2
Speaking Show-and-Tell (5%)
Show-and-Tell
Reading Readers’ Theatre Readers’ Theatre (5%)
Listening Listening Task (5%)
Listening Task
Writing Group Writing Tasks Group Writing
Language
Use
Review Assessment
1- Grammar, Vocabulary,
Comprehension & Spelling
(5%)
Review Assessment 2- Grammar, Vocabulary,
Comprehension & Spelling (10%)
Show and Tell Rubrics
1.Presents ideas in an appropriate order
F O S
2. Gives relevant and complete statements
3. Maintains eye contact4. Speaks audibly5. Speaks expressively
Readers’ Theatre
Sample Script
Me: Mum! Jenny has dropped her broccoli into
my soup again!
Mum: Jenny, you should learn from your
brother. He ears lots of vegetables. That’s
why he’s fit.
Readers’ Theatre Presentation Rubrics
Excellent! ☺☺☺☺☺☺☺☺☺☺☺☺ Good! ☺☺☺☺☺☺☺☺ Can do better! ☺☺☺☺
Volume Reads loudly enough for all audience members to hear
Reads loudly enough for some audience members to hear
Reads too softly
Expression
Consistently reads with expression
Usually reads with expression
Reads with little or no expression
Cooperation
Demonstrates great group effort
Demonstrates little group effort
Demonstrates no group effort
Component Content Item
Type
Review Assessment
Language Use
Comprehension
Spelling
Vocabulary
Grammar
Comprehension
Choose best 2
per term
MCQ
Cloze with
helping words
Open-ended
P2 SA2
Component Content No. of Items
Marks
Oral Reading Aloud 1 item 6
Picture Discussion 1 item 10
Listening Comprehension
Sound Discrimination,Picture Matching
8 items4 items
12
Composition(50 min)
Guided Writing (picture with helping words)(Pupils to write at least 80 words)
1 item 12
P2 SA2
Component Content No. of Items
Marks
Language Use and Comprehension(1 hr)
Vocabulary (MCQ discrete) 5 5
Vocabulary (Fill-in-the blanks with helping words)- 1 passage
5 5
Grammar (MCQ discrete) 5 5
Grammar Cloze (Fill-in-the-Blanks with helping words)- 2 passages
8(4 items in each passage)
8
P2 SA2
Component Content No. of Items
Marks
Language Use and Comprehension
Punctuation (MCQ) 4 4
Editing on Spelling 3 3
Comprehension-1 passage (A variety of items: e.g. Checking(√), Sequencing , Open-ended), True/False
Up to 10 items
10
PICTURE DISCUSSION
Sequencing
Write 1, 2 and 3 in the boxes below to indicate the order in which the events occurred in the story.
Jon’s computer screen flickered and blacked out.
Jon’s father pulled out the computer cord.
Jon went to bed.
True/False
Sentence True/False
i) Jon’s parents wanted him to write an interesting story.
ii) Jon thought Peter could never win the first prize.
State whether each sentence below is True of False.
Checking(√)
Choose the most suitable answer and put a
in the box provided.
Jon was planning to write a story about ______.
the writer
his parents
his grandfather
Open-ended
Write your answer in complete sentences.
Why was Jon happy in the end?
______________________________________
______________________________________
THANK YOU
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