C

DEPARTMENT SHARING

Outline

•What is Progress Review?

•Why do we have Progress Review?

•How are we conducting the Progress Review?

•How can we help our children?

Progress Review•Use learning outcomes and qualitative descriptors to

report students’ learning progress

•Reduce the overemphasis of academic results

• Inculcate greater joy of learning

•Nurture lifelong learners with stronger intrinsic motivation

to learn

Overarching aim of EL Syllabus•Overarching aim of EL Syllabus

• To develop effective language use

•Pupils’ language use is reflected in the following areas

• Listening and Viewing

• Reading and Viewing

• Speaking and Representing

• Writing and Representing

• Grammar

• Vocabulary

• Listening and Reading are receptive skills

• Make meaning from ideas or information.

• Speaking and Writing are productive skills

• Enable the creation of meaning.

“Providing opportunities for pupils to listen to rich

linguistic input is integral to developing theirlistening skills so that pupils are given exposure to

correct and appropriate use of language.” ELSyllabus 2010

• Grammar and Vocabulary, which constitute knowledge about

language, are the building blocks that are required for the

application of the receptive and productive skills for effective

communication.

Primary 1Learning Outcomes (Term 1 – Term 4)

Listening Reading

• Listen attentively and follow simple

instructions. • Demonstrate basic word recognition skills (e.g.

know the letters of the alphabet; able to pronounce words accurately).

• Read aloud Primary 1 texts (e.g. STELLAR texts)

with accuracy, fluency and expression.

• Understand Primary 1 texts (e.g. STELLAR texts)

and are able to identify simple aspects of fiction

(e.g. main characters and setting).

Speaking

• Speak clearly to express their thoughts,

feelings and ideas.

• Follow communication etiquette such as taking turns, and using appropriate eye

contact and volume in conversations or

discussions.

Writing

• Demonstrate writing readiness and handwriting skills such as letter formation, placement, sizing and

spacing.

• Write a simple paragraph of at least 3 sentences to

recount appropriately sequenced events.

Primary 1Learning Outcomes (Term 1 – Term 4)

Listening Comprehension

• Sound discrimination

•Picture association

•Picking out specific

information

Primary 1Learning Outcomes (Term 1 – Term 4)

Show and Tell

•Prepare speech on a

specific topic

Primary 1Learning Outcomes (Term 1 – Term 4)

Running record

•Read a text

• Teacher would take

note of

omisread words

owords read per

minute

oaccuracy

Primary 1Learning Outcomes (Term 1 – Term 4)

Penmanship Exercise

Word Order

3-Picture Writing

•Generate ideas

• Sequence story

• Express feelings and

thoughts coherently

Primary 1 Assessment Plan

Skills Term 1 Term 2 Term 3 Term 4

ListeningListening

Comprehension

Listening

Comprehension

Speaking Show and Tell Show and Tell Show and Tell Show and Tell

Reading Running Record

Running Record

Language Progress

task

Running Record

Language Progress

task

Running Record

Language

Progress task

WritingPenmanship

Word Order

Organising ideas

(sequencing)3-picture writing 3-picture writing

Primary 2Learning Outcomes (Term 1 – Term 4)

Listening Reading

• Listen attentively and identify relevant

information.

• Read multi-syllabic words accurately.

• Read aloud Primary 2 texts (e.g. STELLAR texts)

with accuracy, fluency and expression.

• Understand Primary 2 texts (e.g. STELLAR texts)

and are able to identify the big ideas in the texts

and recall sequence of main events.

Speaking

• Speak clearly to express their thoughts,

feelings and ideas.

• Build on others’ ideas in the

conversations or discussions respectfully.

Writing

• Apply basic spelling strategies using knowledge

about phonic elements and spelling rules.

• Write short paragraphs to recount appropriately

sequenced events, describe details, and use

tenses and connectors accurately.

Primary 2Learning Outcomes (Term 1 – Term 4)

Listening Comprehension

• Sound discrimination

•Picture association

•Picking out specific

information

• Sequencing events

Primary 2Learning Outcomes (Term 1 – Term 4)

Pick and Tell

•Progression from Show and Tell

•Prepare speech on a specific

topic

• Spontaneous presentation

Primary 2Learning Outcomes (Term 1 – Term 4)

Running record

•Read a text

• Teacher would take note of

omisread words

owords read per minute

oaccuracy

Primary 2Learning Outcomes (Term 1 – Term 4)

3-Picture Writing

•Generate ideas

• Sequence story

• Express feelings and

thoughts coherently

Primary 2Assessment Plan

Skills Term 1 Term 2 Term 3 Term 4

ListeningListening

Comprehension

Listening

Comprehension

Speaking Pick and Tell Pick and TellReading Aloud

Stimulus-based

Conversation

Reading Aloud

Stimulus-based

Conversation

Reading

Running Record

Language Progress

task

Running Record

Language Progress

task

Running Record

Language Progress

task

Running Record

Language

Progress task

Writing 3-picture writing 3-picture writing 3-picture writing 3-picture writing

Components in theLanguage Progress Task

•Vocabulary MCQ

Components in theLanguage Progress Task

•Grammar MCQ

Components in theLanguage Progress Task

•Grammar Cloze

Components in theLanguage Progress Task

•Punctuation

Components in theLanguage Progress Task

•Word Order

Components in theLanguage Progress Task

•Editing for Spelling

Components in theLanguage Progress Task

•Comprehension

Components in theLanguage Progress Task

How can we help our children

• Encourage reading

• Different genres of books

opoetry / fiction / fairy tales / fables / non-fiction

• Different text-types

onewspapers / magazines / brochures

• Make an effort to speak in Standard English

• Encourage your child to express and justify his

/her views.

How can we help our children

•Maintain a respectful and positive relationship

•Motivate, encourage & believe in your child

*Praise effort. Not results.