Singapore Secondary Literature in English

This information is based on the 2019 Literature in English Teaching and Learning Syllabus for Lower and Upper Secondary Express and Normal (Academic) Courses, implemented for the 2019 Secondary One and Three Cohorts. It should be noted that this syllabus predates the 2024 implementation of Full Subject-Based Banding. While the document doesn't specifically address "G3," the information provided applies generally to lower secondary Literature in English, which likely encompassed what would later become the G3 level under the newer system.

Desired Student Outcomes

By the end of lower secondary Literature in English, students should be:

1. Empathetic and Global Thinkers: Able to empathize with others' experiences and develop global awareness. 2. Critical Readers: Able to analyze texts closely and understand how writers' choices shape meaning. 3. Creative Meaning-makers: Able to embrace ambiguity and generate creative interpretations. 4. Convincing Communicators: Able to articulate and support their interpretations effectively.

Curriculum Framework: The Literary Response Framework

The curriculum is structured around the Literary Response Framework, designed to encourage holistic responses to texts. It comprises:

• Core: The literary text itself.
• Areas of Study: Plot, Character, Setting and Atmosphere, Style, and Theme. These are interconnected and should be considered holistically.
• Processes: Responding through Dialogue and Writing. These are crucial for knowledge construction and making thinking visible.
• Lenses: Experiencing Story, Appreciating Style, and Interpreting Theme. These represent different approaches to understanding a text, and students should learn to shift flexibly between them.
• Connections: Self, The World, Other Readers, Other Texts. These external connections inform and enrich understanding.

Learning Outcomes and Knowledge, Skills, and Dispositions (KSDs)

The syllabus outlines specific Learning Outcomes (LOs) categorized by lenses and processes, along with the associated KSDs students should develop. These KSDs are further divided into introductory and advanced levels, with all LOs expected to be achieved by the end of lower secondary. The syllabus provides detailed descriptions of these LOs and KSDs across the different areas of study.

Genre Specifications

During lower secondary, students study all three literary genres:

• Prose: One novel in its entirety or a range of short stories.
• Poetry: A range of 8-12 poems from Singapore and other parts of the world.
• Drama: One play in its entirety or a range of short plays (excluding film scripts).

Texts should offer sufficient scope for analysis and originate from diverse geographical locations. They must be studied in their entirety.

Pedagogical Principles

Four interconnected principles guide teaching and learning:

1. Personal Engagement: Creating a positive classroom culture that values literature and encourages discussion. 2. Meaningful Connections: Helping students see the relevance of literature to their lives and the world. 3. Critical Appreciation: Developing close reading skills and fostering sensitive responses. 4. Reflective Practice: Encouraging teachers to reflect on their practice and adapt to student needs.

Assessment

Assessment for Learning (AfL) is central to the syllabus, focusing on gathering evidence of student learning to inform instruction. Teachers should provide timely feedback and involve students in self and peer assessment. Formal assessments by the end of Secondary Two include all three genres and require sustained critical responses, often through passage-based and essay questions (modified for Normal (Academic) students). Other assessment tasks like performance tasks and portfolios may also be used. Band descriptors are used for marking.