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The Flexible Education System for the new gen Singaporean
Singapore’s education system has gone a long way the last 30 years where it was very much rigid and does not allow much flexibility from the norm. That has changed and our new system allows for diverse avenues to achieve an excellent education for an individual. It is a more diverse, forgiving and yet, higher quality education. 30 years ago, other countries like America made waves with child prodigies entering universities before they reached puberty, and right now, our system are starting to show the same education news every year of young Singaporeans doing amazing things in education, like that of Master Mark Sim.
We need to design flexibility into our education system, to allow for different avenues of growth and seed alternate talents to be harvested in the future. The next Colin Maclaurin, Pablo Picasso, or Nadia Comaneci doesn’t come from sitting in schools until they reach universities in their 20’s. They develop their talents at a very young age, and given the opportunity to develop it too. Being flexible provides small little crevasses that allows talents to thrive in, develop and mature. It is where ur society matures and we seek talents that paints the Singapore landscape into a diverse, multi-hue and capable society, providing an expert to every problem, enlarging the circle of knowledge that is required to thrive in the 21st Century.
We need to shift our education paradigm, to acknowledge that for a successful Singapore, we need a flexible world class education that allows individuals to thrive, and seed talents to mature to contribute to society. It is the way to go for a human resource dependent Singapore, and with bright sparks from our brightest minds that we see ourselves solve the future problems that will come our way.
Straits Times: Youngest Singaporean to score A in physics: 9-year-old boy ‘not born smart’
PUBLISHED
AUG 18, 2015, 4:00 PM SGT
SINGAPORE – With a chunky physics textbook laid out in front of him, Singaporean Mark Sim is a picture of cherubic enthusiasm as he flips through the pages, pointing out the topics he is particularly fond of.
“I like electricity, and oh, atomic physics because my dad explained to me how bombs work. Although I find the property of waves a little hard to understand…”
That caveat, tinged with child-like uncertainty, is a reminder that the soft-spoken Mark is all but nine years of age – but already believed to be the youngest person in the world to score an A in the International General Certificate of Secondary Education (IGCSE) physics examination.
The IGCSE is an internationally recognised qualification equivalent to the GCE O-levels.
Mark was eight years and three months old when he took the exam – consisting of three papers spread out over two days – at the British Council last November.
The feat earned him a place in the Singapore Book of Records when his result was ratified earlier this year.
“We tried to check with Cambridge if he was the youngest in the world, but they don’t keep such records,” Mark’s father, Mr Harry Sim Lim Onn, 48, told The Straits Times.
Mr Sim had originally intended for him to take the GCE O-level exam, but the Ministry of Education would not allow it as they had imposed an age limit in order for parents not to put undue stress on their children.
It cost Mr Sim $300 for his only child, now a Primary 3 pupil at Nanyang Primary, to take the exam. But he reckons it was money well spent.
Mr Sim, a Singapore permanent resident from Malacca who has lived here for 27 years and is married to Singaporean Wun Ju Sing, 46, revealed that Mark displayed a precocious talent for grasping basic physics concepts.
“I was explaining to him about acceleration and how my car differed from a Ferrari when he was six years old, and to my surprise, he understood,” said the section manager at a semi-conductor firm.
Mr Sim subsequently bought Mark a physics textbook, and the boy was hooked when he was told it was meant for students aged 15 years and above.
For a year leading up to the exam, Mark would study for half an hour every day on weekdays, while Mr Sim spent up to three hours on weekends coaching him.
But both parents, who graduated from the National University of Singapore with bachelor degrees, were keen to stress that Mark was unlike the usual geniuses who were born smart.
Singaporean prodigy Ainan Cawley, for instance, set a world record at seven when he passed his chemistry O-levels in 2007.
“It took Mark a lot of hard work and determination, along with a commitment on my part to allow him to focus on something he was really good at,” said Mr Sim.
“His English was not very good to begin with and he had to make an extra effort to improve in order to fully understand the questions.”
In fact, Mark’s growing up years were a source of constant worry for his parents, who feared that he might have been slower than other children.
“Our maid warned us not to expect too much from Mark; for example, he could not roll over on his own until he was nine months old,” revealed Mr Sim, who has written a book about his parenting experiences.
“He was also constantly at the last of his class in kindergarten.”
Madam Wun, an accountant-turned-housewife, supervises Mark’s daily schedule and coaches him on other subjects such as English and Mathematics. She is also his constant “sparring partner” in chess.
Mark was previously a member of Singapore’s national junior chess squad, but he left last year in order to concentrate on preparing for his physics exam.
And Madam Wun says that her son also enjoys computer games and travelling overseas – his small but tidy bedroom is filled with books a child his age would read, while he is also a huge fan of the film Minions.
“He has been getting attention in school and his classmates know of what he has done, but we try to keep him grounded and down-to-earth,” she added.
So what’s next for Mark?
There are plans for him to take the A-level physics exam within the next two years, although Mr Sim is wary of the demands of such an undertaking.
“Mark was the one who suggested it. He dragged me to the bookstore and made me buy the A-level physics textbook,” he said. “We’ll take it slow but he should have no problems scoring a B or C with the right preparation.”
Singapore has the smartest kids and here’s what CNN said. It is what we all believed in all this time and more. Definitely been making waves last few years as Singapore is also getting noticed for being 2nd in Global Competitiveness http://www.weforum.org/reports/global-competitiveness-report-2015-2016. Not too shabby for the little Red Dot. Proudly Singaporean and more to come.
Singapore (CNN)It’s a world-class teacher’s pet — a straight-A student that’s top of the class: Singapore is officially the country with the smartest high-school kids in the world.
The country’s academic success has helped it become a thriving economy, and the way it has built its education system could hold lessons for the rest of the world.
“Singapore is a fascinating case,” said Marc Tucker, the president of the U.S. National Center on Education and the Economy. “[It] was a major British port before the Second World War. When Britain got out and closed its base Singapore was in terrible shape.
“Now today they are one of the best performing economies in the entire world. They did it largely with education and training.”
If Singapore’s rags-to-riches transition was built on education, the secret of its education system is the quality of its teachers. “They source their teachers from among the best kids coming out of their high schools,” explained Tucker.
‘Creative use of knowledge’
In the post-war years, Singapore had a low-cost, low-skill labor market, and it was enough for its education system to aim for universal literacy. But starting in the 1970s, Singapore’s economic needs shifted. It was quickly moving toward high tech, white collar jobs and the education system needed to keep up. Soon, the aim was for a world-class education for every single child, and that meant moving on from rote learning to encouraging creativity.
“They had a drilling system when that was the only option — they had to expand education quickly,” said the OECD’s education director, Andreas Schleicher. “But as they had achieved this, they were the first to think about, what is it that our children need to be successful … (in) tomorrow’s economy?
“One thing that’s been clear to them is that the world economy no longer rewards people just for what they know. Google knows everything. The world economy rewards people for what they can do with what they know.
“The emphasis on the application, the creative use of knowledge is very, very strong in Singapore and other Asian countries.”
The importance of education is instilled at a young age — before children even get to primary school.
“I think for us as preschool educators, we are the foundation years,” said Diana Ong, principal at Pat’s Schoolhouse Sembawang Country Club, a preschool in the north of Singapore. “We form the basic foundation.
“I think the first years of a child’s life is very important. So when you have a very confident child, that child’s confidence will carry him or her through primary school as well. Not only do you want a child that is smart, you want a child who is resilient.”
Schleicher says it’s part of the culture of many Asian countries for parents to prioritize their children’s education.
“It starts with resources, the priority they assign to education,” he explained. “In these countries, parents and grandparents are going to invest their last resources, their last money into … the education of their children.
“This is sort of a question of priorities. You can see in all tiers of public policy, education comes first. That’s your future.”
English Language in Singapore has gone a long way since our independence and this can be attributed to three main components of increased business opportunity, parent’s desire for their children to be job competitive and the government’s push to be glocal.
English Language in Singapore
Thinking glocal is how we can be successful in a nation that takes pride in being the centre of the world. We are the avenues between the East and West, and our geopolitically advantageous positioning has put our small island onto centre stage of the international market by providing professional, competitive, stylish and efficient flow of air/sea traffic, a robust financial market, plus a hardworking and talented workforce that has adopted the English Language as their lingua franca.
The English Language, with 1 500 million speakers, of whom only 375 million are native (statistica.com), are the highest adopted language in the world. This is seconded by Chinese Language with 1 100 million speakers but are predominantly native speakers of 982 million. With the rest of the languages tailing far behind these two.
The dominance of these two languages means that commanding a mastery in either of the language lets you talk to 1 in every 5 or 6 persons living on earth. In Singapore, the Chinese population that learns Chinese as their second language (and English as a First Language) in school drives these statistics to 1 in every 2.7 person on earth. And that is a lot of people that bilingual English/Chinese speaking Singaporeans can converse with. Coverage is key to a successful business plan and if a business entity can serve a wider network, that unhinges latent opportunities and make connections with markets that would have been otherwise foregone.
This is an advantage that keeps us relevant. The ability to communicate with almost half of the world means we can do business with any country, help anyone in times of need, but more importantly, be a friend with everybody. It is where we become truly global, not only by going out and making friends, but to be a welcoming host and the world comes to you.
Inculcating English into Singaporeans started with our education systems 50 years ago. Compulsory English examination passes to advance, with every subject in school taught in English (minus ethnic languages) means mastery would be advantageous in learning fast and an ability to grasp complex technical concepts. That universities are lectured in English as well, attainment of a degree, a professional career and ultimately, survival, hinges on the proficiency of English.
But that is a 20th century strategy: language assimilation.
Latest generations of 21st century English-speaking Singaporeans pass on their English to their children as if the equivalent, a native speaker. English-educated Singaporeans now speak, read, write English as their first language and their children don’t need to learn “A” for Apples in Primary 1 like 40 years ago.
Our children is born into an English speaking household and vernacular to English. We have evolved and our children have become as native an English user as any other.
Our diverse ethnicity and international positioning keeps English relevant to our lives. Over generations, the English Languge has proven to be a viable marriage into our culture, keeping our traditions whilst adopting Western cultures and views that helps rather than deter. The ability to communicate with most of the world keeps us competitive and economically viable.
“The Limits of my language is The Limits of my World”-Ludwig Wittgenstein
It makes us globally active, engaging, dynamic and yet keeps us intimately connected with our immediate neighbors. Making friends where it would have been near impossible in our multi-cultural nation. Thinking glocal helps when our nation support such diverse ethnic groups where finding a common language would mean learning 4-5 languages just to talk to our neighbours. English breaks down barriers and carries our thoughts. To understand, first, we need to convey in a common language.
So where next for English in Singapore? We will continue evolving. Our primary education system for English Language just got tweaked this year after 4 years of research into what we need to improve in our education. There is a push to change from the government sector to include creative aspects into our system.
There is also a sudden increase in international awareness that Singapore is a global city, thanks to Marina Bay Sands and the yearly Formula 1 events. One can’t be hospitable unless one communicates and understands hospitality.
And what about English as an art form? Literature, poetry and sonnets. It is the existence of English as an art form, for the sake of art itself and nothing else that a society starts to fully appreciate the English Language. Appreciate the emotional powers and its beauty instead of just English being a tool of commerce or conversation. Appreciate that culturally, attainment of English as art means that we perhaps have arrived rather than be bystanders looking into a prestigious country club.
Thinking glocal helps when our nations’ resources is human resource. Keeping a common framework of English provides the bridge to our conversations and a strong spine to support our communication infrastructure. It is our bread, butter, main course, wine and sweet pastries. It provides for everything, and then some.
education singapore PSLE English Tuition Singapore singapore education system english tuition in singapore
Music for our soul, and food for our brains, PSLE Science Knowledge and Aesthetics. Music and Our Brains, the Science explained.
I just finished watching “Notes & Neurons: In Search of the Common Chorus” featuring Bobby McFerrin and it just made me feel like sharing this with you. In our effort to share small slices of knowledge and aesthetics, and beneficial for parents to think about their childs’ holistic brain development and PSLE Science Syllabus.
Dear Parents, use music to jump start your child’s brains. Explained in this video
Video talks about how music causes brain activities and induces thoughts, feelings, and reactions from our bodies. It also talks about how our brain is hardwired to react to music and how it fires off neurons when music is experienced.
Bobby McFerrin performs to an audience and invokes crowd participation, conducting experiments about how our brain fills in blank spaces and makes up for inconsistencies in what we see, hear and touch with our own knowledge through inference. Insightful and informative look at how music is very important to our brain development and its contribution as part of our evolution.
edukate student goes up Climb Central for Holiday enrichment programme primary school PSLE SEAB
At eduKate Tuition Centre, we believe that our students needs to combine both class work and dynamic character building to create confident, resilient and sociable personalities.
What to do during the holidays?
So we come up with holiday programmes when our students have extra time and our parents would like some extra enrichment and experiences that makes all the difference. Working closely with parents, and a collaboration with Climb Central, this is our programme for December 2014. We definitely are the Top, Most Progressive, Empowering and Nurturing Tuition Centre and we make sure our students get the best education.
For an experience of our dynamic classes and how we can empower your child,
Ms Teo Yuet Ling +65 8222 6327
admin@edukatesg.com
Climb Central-Indoor Rock Climbing Gym at our new Singapore Stadium. Kallang Wave Mall
eduKate Tuition Centre Primary Students gets to enjoy our extra curricular holiday programmes. Our holistic approach extends to marrying PSLE syllabus curriculum to real life activities and team building social skills.P6 eduKate Students at Tampines Tuition Centre goes to Climb Central for eduKate Holistic ProgrammeeduKate PSLE Studetns getting Instruction on safety and equipment during social team building 2014 Holistic programme. Importance of staying safe and being responsible is learnt here.last check before we head out- eduKate Students gets final safety check by Climb Central Staff. Learning a new skill, new equipment and peripheral in a short amount of time is the lesson here. Focus and concentration skills of students are put to the test here. Getting this right equates to safety and survivability.equipment briefing and being taught about their equipment. eduKate PSLE tuition class goes for their enrichment class at climb central. They learn to be confident and never to give up till they reach the top. Plus know their own bodies and physical characteristics. Science combines with mental strength in a real world situation.Happy faces and definitely all rearing to climb some wall. All equipped and patient even though their hearts are jumping out just right now.the girls too…that’s a rather long way up, but its the journey of learning that makes it all worth while-perseverance and mental strength being testedbeing competitive and coming back strong is an important character trait. Primary students at Climb Central finds it tough to reach the top, but fights through the mental barrier and goes to the topI will never give up… Science, Mathematics, Strategies Mental Strength and Critical Thinking. Put all these items together and students starts to understand what they learn in eduKate, is actually useful when they are being challenged at Climb CentralI fell off a wall… and it was awesome! eduKate Student learns to fall and dust off the disappointment, persevere through the pain and get to the topI reached the top! eduKate Primary 6 students. We are proud of them when they achieve monumental feats. Positive reinforcement helps to empower our students. And fighting the mental barrier of height phobia.learning to trust, tutor Yuet Ling takes care of me… all the time. edukate PSLE student starts to get awesome.the first step is the hardest, but its all worth it. student’s learn how to trust each other, taking care of each other and being responsible in a critical safety situation. eduKate builds students characters, and we definitely aren’t your run-of-the-mill tuition centres.did you get a nice photo of me?? can you send it to my mom?? social skills, close ties with our parents and taking great care of our student’s development. eduKate wants to make the best and smartest Singaporeans, one student at a time.eduKate Students gets more training and honing their skills at climb central. Techniques, repeating a new skill until it becomes muscle memory and perfecting skill are being taught here.the best thing about today… is to know there’s a good friend for me that will stop me from falling. eduKate Students develops deeper ties and acquire important social skills. Team building skills and gaining a deep trust of each other to keep safe is essential for children.
This month, we are teaching eduKate students Critical Thinking Skills. Students will be receiving their notes and shall cover the below modules:
What is critical thinking?
What are the components of learning?
What are the procedures to achieve critical thinking?
How to interpret and analyse data?
What do we need to avoid doing to achieve a balanced result?
Importance of critical thinking in our education.
Aims of this module: To create awareness in students attempting questions in their exams. Relevance of critical thinking skills to English shall be applied to composition writing and answering comprehension questions during the first two lessons.
Composition
Students are required to demonstrate reasoning in their compositions and develop a realistic approach to story telling. During the process of creating a story, students shall use the 3 pictures composition approach introduced in the new syllabus PSLE format. The students are required to gather and include effective implementation of tools from their creative writing classes. They also need to draw from their past experiences when fabricating their plot.
Comprehension
Students are required to demonstrate critical thinking skills of the following basic 6 questions: who, why, where, when, what and how when attempting to resolve questions in the new syllabus format PSLE questions. They are also required to critique and infer from the passage using the said skill.
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.
P6 eduKate Students at Tampines Tuition CentreeduKate Tuition Class SEAB PSLE Syllabus Primary 6 English Tuition at TampineseduKateSG Primary Students at Punggol Tuition Centre Prive Condominium doing PSLE SEAB Syllabus English Primary 4 and 5
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)
AO1 write to suit purpose, audience and context in a way that is clear and effective
AO2 use appropriate register and tone in a variety of texts
AO3 generate and select relevant ideas, organising and expressing them in a coherentand cohesive manner
AO4 use correct grammar, spelling and punctuation
AO5 use a variety of vocabulary appropriately, with clarity and precision
In Paper 2 (Language Use and Comprehension)
AO1 demonstrate comprehension of a range of texts at the literal and inferential levels
AO2 show understanding of implied meaning, and make judgement and evaluation, byreading and/or viewing closely and critically
AO3 show understanding of how contextual use of lexical and grammatical itemsshapes meaning
AO4 demonstrate the correct use of grammar, spelling and punctuation, and theappropriate use of vocabulary in given contexts
In Paper 3 (Listening Comprehension)
AO1 demonstrate understanding of the content of a variety of spoken texts at the literal and inferential levels
AO2 identify key messages, main ideas and details in a variety of spoken texts
AO3 infer and draw conclusions by listening critically
In Paper 4 (Oral Communication)
AO1 read with good pronunciation, clear articulation and appropriate intonation in order to convey the information, ideas and feelings in a passage
AO2 produce a well-paced, fluent reading of a passage
AO3 express their personal opinions, ideas and experiences clearly and effectively inconversing with the examiner
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)
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:
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.
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.
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.
The Listening Comprehension paper will have more items with graphic representation compared to the existing paper.
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:
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.
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.
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.
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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Punggol Tuition Centre for English Math and ScienceFemale Punggol tutor Yuet Ling preparing materials for English, Maths and Science tuition. We provide up-to-date, innovative and fun materials that challenge our students intellectually.PSLE English Singapore Tuition. MOE Syllabus. Female TutorTutor Yuet Ling in Melbourne, Australia. Primary English PSLE Tuition Programme.
Herein lies the class contents and SEAB MOE Syllabus of our 2015 tutorial classes for English, Maths and Science tuition at both eduKate Tampines and Punggol Branch. MOE PSLE syllabus will be adhered to strictly with additions as listed below applied for your child’s character development and skill improvements. PSLE Syllabus by SEAB MOE can be found at bottom of this page.
Primary English
eduKate’s syllabus covers MOE guideline PSLE Syllabus English 2015 as our core lesson content.
Vocabulary
Grammar
Synthesis
Composition (Situational and Continuous)
Comprehension
Cloze Passage
Listening Comprehension
Oral and speech
In addition, we incorporate the following into our English programme:
Creative writing
Historical Knowledge
General Knowledge
Moral Ethics and Good Manners
Introduction to Newspapers and Current Affairs
Reading & Appreciation of Classical Children Story Books
English and its use in Technology and Social Media
Primary Mathematics
eduKate’s syllabus for Mathematics follows MOE guideline in accordance to cohort requirements from Primary 1-6.
In addition, we shall incorporate the following into our Mathematics programme:
Conceptual Understanding and Skill Proficiency
Heuristics and application to Problem Sums
Every day use of Mathematics
PSLE Preparatory Mathematics Classes in October 2014
PSLE Intensive Mathematics Classes in June-October 2015
eduKate Singapore Tampines Tuition Centre Student doing Secondary Math
Below are a list of schools that we currently cater to in accordance to our current location
Tampines Tuition Branch:
Angsana Primary School
Chongzheng Primary School
East Spring Primary School
East View Primary School
Gongshang Primary School
Junyuan Primary School
Poi Ching School
St. Hilda’s Primary School
Tampines North Primary School
Tampines Primary School
Yumin Primary School
Dunman Secondary School
East Spring Secondary School
East View Secondary School
Junyuan Secondary School
Ngee Ann Secondary School
Pasir Ris Secondary School
Springfield Secondary School
St. Hilda’s Secondary School
Tampines Secondary School
Tampines Junior College
United World College of South East Asia (Tampines Campus)
Canossa Convent Primary School
East Coast Primary School
Eunos Primary School
Geylang Methodist School (Primary)
Haig Girls’ School
Macpherson Primary School
Maha Bodhi School
Maris Stella High School
Ngee Ann Primary School
St. Gabriel’s Primary School
Tao Nan School
Yangzheng Primary School
Bartley Secondary School
CHIJ Katong Convent
Geylang Methodist School (Secondary)
MacPherson Secondary School
Manjusri Secondary School
Ping Yi Secondary School
St. Gabriel’s Secondary School
Zhonghua Secondary School
Nanyang Junior College
Punggol Tuition Branch:
Casuarina Primary School
Compassvale Primary School
Coral Primary School
Edgefield Primary School
Elias Park Primary School
Greendale Primary School
Horizon Primary School
Loyang Primary School
Mee Toh School
Meridian Primary School
North Vista Primary School
Palm View Primary School
Park View Primary School
Pasir Ris Primary School
Punggol Primary School
Punggol Green Primary School
Punggol View Primary School
Seng Kang Primary School
White Sands Primary School
Yio Chu Kang Primary School
Compassvale Secondary School
Coral Secondary School
Edgefield Secondary School
Greendale Secondary School
Greenview Secondary School
Hai Sing Catholic School
Loyang Secondary School
North Vista Secondary School
Pasir Ris Crest Secondary School
Punggol Secondary School
Seng Kang Secondary School
Siglap Secondary School
Meridian Junior College
North Spring Primary School
Rivervale Primary School
CHIJ St. Joseph’s Convent
Anchor Green Primary School
Fernvale Primary School
Nan Chiau Primary School
Sengkang Green Primary School
Springdale Primary School
Nan Chiau High School
Pei Hwa Secondary School
Secondary Mathematics GCE O levels at eduKate SG Tuition Centre
Current PSLE Syllabus outlined by SEAB MOE website Jan 2015 onwards
PSLE ENGLISH LANGUAGE
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)
AO1 write to suit purpose, audience and context in a way that is clear and effective
AO2 use appropriate register and tone in a variety of texts
AO3 generate and select relevant ideas, organising and expressing them in a coherentand cohesive manner
AO4 use correct grammar, spelling and punctuation
AO5 use a variety of vocabulary appropriately, with clarity and precision
In Paper 2 (Language Use and Comprehension)
AO1 demonstrate comprehension of a range of texts at the literal and inferential levels
AO2 show understanding of implied meaning, and make judgement and evaluation, byreading and/or viewing closely and critically
AO3 show understanding of how contextual use of lexical and grammatical itemsshapes meaning
AO4 demonstrate the correct use of grammar, spelling and punctuation, and theappropriate use of vocabulary in given contexts
In Paper 3 (Listening Comprehension)
AO1 demonstrate understanding of the content of a variety of spoken texts at the literal and inferential levels
AO2 identify key messages, main ideas and details in a variety of spoken texts
AO3 infer and draw conclusions by listening critically
In Paper 4 (Oral Communication)
AO1 read with good pronunciation, clear articulation and appropriate intonation in order to convey the information, ideas and feelings in a passage
AO2 produce a well-paced, fluent reading of a passage
AO3 express their personal opinions, ideas and experiences clearly and effectively inconversing with the examiner
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)
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.
PSLE MATHEMATICS
For Examination from 2009
PURPOSE OF THE EXAMINATION
The purpose of the Mathematics examination is to assess pupils’ attainment in mathematics at the end of primary education with respect to the objectives of the 2007 Mathematics (Primary) syllabus. pdf file-PSLE-maths-primary-2007
ASSESSMENT OBJECTIVES
Pupils should be able to:
recall specific mathematical facts, concepts, rules and formulae, and performstraightforward computations. (Knowledge)
interpret data and use mathematical concepts, rules and formulae, and solveroutine or familiar mathematical problems. (Comprehension)
analyse data and/or apply mathematical concepts, rules and formulae in acomplex situation, and solve unfamiliar problems. (Application & Analysis)EXAMINATION FORMATThe examination consists of two written papers comprising three booklets.
Paper
Booklet
Item Type
Number of questions
Number of marks per question
Weighting
Duration
1
A
Multiple-choice
10
1
10%
50 min
5
2
10%
B
Short-answer
10
1
10%
5
2
10%
2
Short-answer
5
2
10%
1 h 40 min
Structured / Long-answer
13
3, 4, 5
50%
Total
48
–
100%
2 h 30 min
Notes
Both papers will be scheduled on the same day with a break between the two papers.
Paper 1 comprises two booklets. The use of calculators is not allowed.
Paper 2 comprises one booklet. The use of calculators is allowed.
Item Types
Multiple-choice Question
For each question, four options are provided of which only one is the correct answer. A candidate has to choose one of the options as his correct answer.
Short-answer Question
For each question, a candidate has to write his answer in the space provided. Any unit required in an answer is provided and a candidate has to give his answer in that unit.
Structured / Long-answer Question
For each question, a candidate has to show his method of solution (working steps) clearly and write his answer(s) in the space(s) provided.
PSLE SCIENCE
For examination from 2010
PURPOSE OF THE EXAMINATION
The PSLE Science Paper assesses pupils’ attainment in Science with respect to the aims of Primary Science Education as stated in the 2008 Science (Primary) syllabus pdf file- psle-science-primary-2008.
ASSESSMENT OBJECTIVES
The assessment objectives are as follows:
Knowledge with UnderstandingPupils should be able to demonstrate knowledge and understanding of scientific facts, concepts and principles.
Application of Knowledge and Process SkillsPupils should be able to:
apply scientific facts, concepts and principles to new situations.
use one or a combination of the following basic process skills:
Observing
Comparing
Classifying
Using apparatus and equipment
Communicating
Inferring
Predicting
Analysing
Generating possibilities
Evaluating
Formulating hypothesis
EXAMINATION FORMAT Format of Paper
The examination consists of one written paper comprising two booklets, Booklet A and Booklet B.
Table 1
Booklet
Item Type
Number of questions
Number of marks per question
Weighting (%)
A
Multiple-choice
30
2
60
B
Open-ended
14
2,3,4
40
I Booklet A consists of 30 multiple-choice questions. Each multiple-choice question carries 2 marks.
II Booklet B consists of 14 open-ended questions. Each open-ended question carries 2, 3 or 4 marks.
Duration of Paper
The duration of the paper is 1 hour 45 minutes.
the above is downloaded from seab.com.sg and is correct as of 3rd April 2015. Any revisions from this date on shall be updated by educatesg.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.
Yuet Ling in Melbourne CBD touring the City, Australia.Tutor Yuet Ling LV Takashimaya. SGP.Tutor Yuet Ling teaching a PSLE Creative Writing class. It is all about the students’ progress. Give it a go, organise their thoughts and arm them with the best knowledge.Tutor Yuet Ling at LV MBSTutor Yuet Ling Stalactites Restaurant Melbourne CBD AustraliaOne of our residents Pebbles.
Singapore Mathematics Tuition Centre 