Singapore Secondary 1 Malay Language G1

This information is based on the 2021 Singapore Secondary Mother Tongue Languages syllabus, implemented for the 2021 Secondary 1 cohort.

Introduction

The syllabus aims to develop students into active and proficient users of Malay, focusing on Communication, Culture, and Connection. It builds upon the foundation established in primary school, enhancing listening, speaking, reading, writing, and interaction skills. Students engage with cultural and literary materials to develop global and cross-cultural awareness, and apply language skills in real-world situations.

Guiding Principles

The syllabus adheres to these principles:

1. Explicit and differentiated instruction of language skills and knowledge. 2. Systematic integration of culture and values. 3. Utilizing technology and community partners to extend learning beyond the classroom.

Content

Syllabus Framework

The framework centers around engaging students in joyful learning, developing them into active learners and proficient users of Malay. The framework comprises Language Skills, Language Knowledge, and Cultural Values.

• Language Skills: Focuses on developing competency in six areas: listening, reading, speaking, writing, spoken interaction, and written interaction.
• Language Knowledge: Encompasses Linguistics (phonology, orthography, lexicon, grammar, text knowledge) and Pragmatics (cultural references, registers, varieties, functional purposes).
• Cultural Values: Integrates the learning of positive values and character development through themes like relationships and cultural stories.

Key Features

The 2021 syllabus enhances the 2011 version with:

1. Cultural Knowledge and Appreciation: Systematically infuses cultural components (Material Civilisation, Behaviour & System, and Values & Philosophies) with supporting resources and training for teachers. 2. Engagement with Literary Texts: Increases the proportion of literary texts, especially at lower secondary levels, to foster a joy of reading and prepare students for higher-level literature studies. 3. Contemporary Issues and Current Affairs: Utilizes authentic contexts and resources categorized by themes and tailored to student needs and proficiency levels. Dedicated class time is allocated for reading and discussion. 4. Integration of ICT: Employs ICT-based resources (videos, games, interactive lessons) for enhanced interactivity and customized learning. Approximately 30% of the curriculum comprises non-print digital materials.

Learning Outcomes

The syllabus aligns with the 21st Century Competencies framework, covering Communication, Collaboration and Information Skills; Civic Literacy, Global Awareness and Cross-Cultural Skills; and Critical and Inventive Thinking Skills.

Curriculum Differentiation

Four courses (G1, G2, G3, and Higher Mother Tongue) cater to diverse student needs and learning paces.

Curriculum Time

Weekly curriculum time varies depending on the course and the number of subjects offered at the upper secondary levels.

Pedagogy

The syllabus emphasizes joyful and meaningful learning experiences incorporating 21st Century Competencies. Key pedagogical approaches include:

• Learner-Centred Mindset: Focuses on individual student needs and utilizes effective questioning techniques.
• Collaborative Learning: Employs collaborative activities (peer review, presentations, group writing, drama) to optimize learning through interaction.
• E-Pedagogy: Utilizes technology to enhance language learning, offering diverse resources and blended learning opportunities.
• Authentic Materials: Incorporates real-world materials (internet postings, videos, news, etc.) to develop critical thinking and contextualize learning.
• Contextualized Discussion: Connects cultural elements and literary texts to students' lives and experiences.
• Learning Beyond the Classroom: Encourages participation in community-based language events and promotes lifelong learning.

Assessment

Assessment is integral to the learning process and is both diagnostic and ongoing. It informs teaching practices and motivates self-directed learning. Key aspects include:

• Clarity of Purpose: Assessment methods align with learning outcomes.
• Variety of Assessment Modes: Employs various modes, including national examinations, school-based assessments, formative assessments (e.g., Weighted Assessment), and alternative assessments (speeches, debates, role-play).
• Authentic Assessment: Uses real-world tasks to demonstrate the relevance of Malay beyond academics.
• Reflection: Encourages self-assessment and peer-assessment for metacognitive development and interpersonal skills.
• Lifelong Learning: Emphasizes that assessment is a checkpoint in lifelong learning, not the final destination. Promotes assessment literacy among teachers.

Conclusion

The revised syllabus aims to equip students with practical language skills, deeper understanding of issues, and the motivation to continue learning Malay beyond formal schooling.