1.                  In line with the recommendations of the Chinese Language Curriculum and Pedagogy Review Committee (CLCPRC) in November 2004, a new curriculum in teaching Chinese Language (CL) will be piloted at P1 and P2 levels in 25 primary schools in 2006 before full implementation at P1 and P2 in all primary schools in 2007. A range of primary schools will be chosen for the pilot to ensure a good representation of student home language profile. The list of schools will be announced by the end of 2005. The table below shows the implementation plan for the new curriculum.

2.                 MOE will provide training to all lower primary CL teachers by 2006 and all primary CL teachers by 2007 to prepare them for the new curriculum.

New Curriculum

3.                 The existing CL curriculum in Singapore gives equal emphasis to listening, speaking, reading and writing. Currently, a disproportionate amount of time is spent on script writing, including spelling and dictation, so that students will be able to reproduce from memory the characters they learn. However, repetitive mechanical script writing does not help students learn meaningfully nor will it enthuse the students to learn.

4.                 There is a natural progression in language acquisition, beginning with the ability to converse in the language. It is our primary objective to develop our students to communicate in CL effectively and confidently. Hence, it is important to build up good listening and oral skills. The new curriculum will also give greater emphasis to character recognition and less emphasis to script writing in the lower primary years to facilitate early reading. Developing proficiency in reading early will help students acquire the language faster.

5.                 The curriculum is based on the following guiding principles:

a.                  多听多说        Listen and Speak More

b.                  有效识字        Recognise Characters Effectively

c.                  读写跟上        Follow on with Reading and Writing

d.                  快乐学习        Enjoy Chinese Language Learning

6.                 To motivate students in learning and appreciating Chinese characters, a repertoire of useful strategies for learning Chinese characters will be taught explicitly. Teachers and students will be encouraged to adapt and use these strategies to suit their needs.

7.                 There will still be script writing in lower primary years. The aim of script writing in the early years is to help students appreciate the characteristics and formation of Chinese characters. Repetitive script writing task will be reduced to free up time for students to engage in learning activities that will lead to effective and meaningful recognition of characters, exposing students to more reading, and developing in them confidence in speaking Chinese. Essay writing will also be taught systematically.

8.                 Listening, speaking and reading strategies will also be taught explicitly. These strategies, together with character recognition strategies and script writing strategies, will enable students to learn CL more effectively.

Modular Approach in New Curriculum

9.                 Our students come from diverse home language backgrounds. The proportion of Chinese students entering P1 who speak predominantly English at home has risen from 36% in 1994 to 51% in 2005. The modular curriculum will introduce greater flexibility and customisation into the teaching and learning of CL to cater to students of different CL proficiency levels.

10.             With the modular curriculum, all students will take Core Modules which will constitute between 70 and 80% of CL curriculum time from P1 to P6. Students who enter school with little or no exposure to CL will be given additional support via Bridging Modules in the early primary years to provide a friendly start before they move on to the Core Modules. The modular curriculum also has the added advantage of allowing those with the interest and ability in CL to go further by taking Enrichment Modules. Only the Core Modules will be tested in Primary Schools Leaving Examination.

11.              Based largely on the student’s home language background and teacher’s evaluation of student’s language competency through interactions and observations, students will be divided into different groups (i.e. Bridging, Core and Enrichment). A diagnostic checklist will also be developed to assist teachers in identifying students for the different modules.

12.             There are two possible models of implementing the modular curriculum.

The Ability Banding Model

13.             In this model, students taking different modules will be in different CL classes. Students in the Bridging class will first take the Bridging Module before the Core Module. Students in the Enrichment classes will begin with the Core Module followed by the Enrichment Module. For students in the Core Module, teachers will have the flexibility to modify the instructional pace, or use supplementary readers or part of the enrichment modules, to meet the different learning needs of the students. They can also design school-based curriculum to meet the specific needs of their students.

14.             Teachers may move students across the different classes based on their progress. Any lateral transfer will usually take place at the beginning of each semester as the Core Modules will start and end at different times for the three classes.

The Pull-Out Model

15.             In the Pull-Out Model, all students in a class take the Core Modules together. At appropriate times throughout the year, students taking the Bridging and Enrichment Modules will attend the different modules in separate groups. Teachers may laterally transfer students at any time during the year.

Flexibility of Implementation