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Mother Tongue

Mother Tongue

Vision

A passion for learning the Mother Tongue Language, keeping it relevant to the changing world.

Chinese Language Department

a) Forward-looking Curriculum

– Customised Content

  • Parallel classes are formed for each level to better cater to the needs of pupils who are academically weak. With a smaller class size, teachers are better able to customize their teaching to the needs of these pupils.
  • As part of the department’s efforts to promote reading among pupils, pupils from the lower, middle and upper primary levels subscribe to selected Chinese newspapers. Teachers lead pupils in the reading of stories, news articles etc.
  • The department also places emphasis on training pupils to read aloud effectively, with the correct pronunciation and intonation. This initiative is in line with the whole-school approach of developing pupils to be effective communicators.

– Pupil-centric Pedagogy

  • In class, teachers make use of Cooperative Learning strategies to promote team building and interdependence in learning.
  • Pupils also subscribe to an online magazine – ezhishi.net. The online magazine promotesreading andencourages pupils to be self-directed learners as they work to completeassignments online.

– Holistic Assessment

  • In terms of Holistic Assessment, P1-P4 pupils are assessed on their competency in the 4 skills of listening, speaking, reading and writing. Different skills are emphasized each term and various modes of assessment, e.g. class reviews, rubrics, are used to assess pupils’ level of attainment in each skill. Additional feedback in the form of a Learning Progress Report is also made available to parents to inform them about their child’s progress in learning.

b) Vibrant Learning Environment

– Stimulating School Environment

  • The school celebrated Chinese New Year with a Lion Dance performance and cultural dance performances from a dance group. Everyone was in a celebratory mood and pupils soaked in the festive atmosphere through the performances.
  • In order to create an environment that is conducive to the learning of Chinese Language and its culture, the Mother Tongue Department put together variousactivities for pupils to participate in during Mother Tongue Language Fortnight.Pupils had the opportunity to immerse themselves in interesting cultural activities such as bean art, paper cutting, Chinese mask painting, Chinese knots making, Chinese painting and Chinese calligraphy. Pupils learnt interesting facts about each art form before the hands-on activities. This allowed them to better understand and appreciate the beauty behind these forms of art.

– Caring School Tone & Culture

  • During the March holidays, a group of P5 pupils went to China for a Cultural Immersion Trip. As part of the programme, pupils went for a school attachment. Pupils attended language, Maths, cultural and physical education lessons with their Chinese peers. The school attachment provided an environment for the pupils to be immersed in a Chinese speaking environment. During this trip, pupils also had the opportunity to visit different places of interest to experience the culture of the city. By participating in these activities, pupils experiencedand deepened their knowledge and understanding of the culture and language.

c) Infusing CHRIST Values

  • As part of the school’s Values Education Programme, CCE/CME lessons are aligned to the CHRIST values and they serve to reiterate the school values. These lessons are integral to pupils’ character development.

Achievements

Essay Writing Competition

Malay Language Department

 

a) Forward Looking Curriculum

The department has put in efforts to promote reading among P1-P6 pupils, through reading programme. The different levels (P1/ P2, P3/ P4, P5/P6) are scheduled for Morning Reading Programme on every Thursday mornings before flag raising. The ML teachers conduct this Reading Programme on their own with these pupils. Pupils are given reading articles from newspapers or story books.

In line with the wide school-approach of developing pupils to be effective communicators, the ML Department also places emphasis on training pupils to read aloud effectively, with the correct pronunciation and intonation. In class, pupils are given the opportunities to read aloud. Teachers will then guide pupils in their reading.

— Pupil-centric Pedagogy

Teachers use Cooperative Learning (CL) structures (with Social Skills) in their classroom lessons. This will promote good team building and enhance interdependence learning.

Teachers also use Differentiated Instruction (DI) in their classroom lessons. By using DI, teachers will see to the needs of the pupils with different ability groups. Pupils enjoy DI lessons because they feel a sense of achievement in their learning.

Pupils experienced interesting lessons with the use of ICT. Teachers use Microsoft Office tools and Learning Management System (LMS) when preparing the lessons. Pupils also refer to the Class Blogs for any information and communication with peers and teachers.

— Holistic Assessments

For Holistic Assessment (HA) this year, P1-P4 pupils are assessed on their competency in the 4 skills of listening, speaking, reading and writing. Different skills are assessed each term and various modes of assessment, e.g. class reviews, rubrics, are used to assess pupils’ level of attainment in each skill. Parents will be informed of their child’s progress via a Learning Progress Report  that is given to them at the end of the term.

b) Vibrant Learning Environment

–Vibrant Classroom Environment

Pupils and teachers interact with one another through the use of Class Blogs. Teachers post information or discussion topics for pupils. The Class Blogs is also used as a communication platform between pupils and teachers.

–Stimulating School Environment

The ML Department has organized Mother Tongue Language Fortnight Activities annually. Different levels were given different opportunities to experience the culture of the Malays. Various activities were put together for the pupils such as Making Money Envelope, Making Bunga Manggar, Making Bunga Rampai, Making Bunga Telur and Designing A Wedding Invitation Card. These activities allowed them to appreciate the beauty of the culture itself.

Every year, the ML Department organizes Hari Raya Showcase for the school. This will be conducted during Assembly. Pupils interacted with one another during the performance.

–Caring School Tone & Culture

The P4 pupils participated in the annual Malay Language IJ Camp in Term 1 at CHIJ (Katong) Primary. The day camp was organized by the Combined IJ Malay Language teachers. Pupils learnt about Malay culture and had opportunities in the hands-on sessions. At the end of the camp, pupils benefited the whole experience and they also enjoyed the camp.

The annual Combined CHIJ ML Educational and Cultural Trip had to be cancelled this year. This is to facilitate the move to the new school building.

c) Infusing CHRIST Values

As part of the school’s Values Education Programme, CCE/CME lessons are aligned to the CHRIST values and they serve to reiterate the school values. These lessons are integral to pupils’ character development.  P1 and P2 pupils use the CCE curriculum that was rolled out at the beginning of this year whereas the P3 to P6 pupils remain using the CME curriculum.

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