Chapter 5: Primary

KSSR English Literacy and Assessment Issues in Primary ELT

Language Modules initiatives
Listening & Speaking Curriculum Teaching and Learning Assessment
LINUS 2.0
Reading • Current curriculum and • Low teacher proficiency • Lack of knowledge
School-based assessment (SBA) learning standards not levels. regarding assessment
Writing aligned with • Lack of clarity on principles and methods.
Support for teachers:
international standards. teacher competencies • Lack of balanced and
Grammar • English Native Speakers
• Teachers not required for various discrete testing of all
Mentoring Programme
Language Arts sufficiently equipped to stages and levels of four language skills.
• School Improvement Subject
interpret and deliver learning. • Limited ability in using
Specialist Coaches (SISC+)
curriculum document. • Lack of skills in formative assessment to
• In-service training courses for
• Need for effective conducting effective support learning.
EL teachers by ELTC.
remedial programmes. remediation for • Need for alignment to
• Insufficient English learning difficulties and international standards.
engagement time. disabilities.
• Lack of English-rich • Under-developed
Allocated more time for English in KSSR than KBSR environment with aesthetic / creative
opportunities for language use.
purposeful and
contextualized use of
English.
• Need parental and
community involvement.
 The English Language Education Roadmap: Structure and Components
Curriculum
A. Developing and delivering internationally aligned curriculum
and learning standards
Phase 1:
• KSSR should be reviewed and aligned to international standards.
• A familiarization programme needs to be initiated for relevant
stakeholders.
Phase 2:
• CEFR-aligned curriculum will be rolled out.
• First cohort of Year 3 learners who will have gone through three years
of CEFR-aligned ELE should undergo SBA to ascertain whether they
have achieved a proficiency level of A1 as planned.
Phase 3:
• Assessment at the end of Year 6 to indicate the extent to which the
learners have successfully achieved the CEFR A2 target.
• Reformed curriculum undergo review and revision .
B. Developing effective remedial programmes
Phase 1: Remedial programmes for students yet to achieve the targets
set for year 4 to 6 should be developed.
Phase 2: Initiatives rolled out.
Phase 3: Review and improve programmes.
C. Increasing English engagement time in the classroom.
Phase 1: BPK and the schools involved have to determine the adjustments
that need to be made for Malay and Mandarin/ Tamil language classes.
Phase 2: Increase the EL learning time and monitored & implement the
teaching of subjects in English.
Phase 3: Review the effectiveness of the strategy.
D. Increasing engagement with English outside the classroom
Phase 1: Encourage schools to create English rich environment.
Teaching and Learning
A. Implementing CEFR-informed pedagogy
Phase 1: Identify Master Trainers/ SICS+
Phase 2:Master Trainers will be responsible for
training teachers in all schools.
Phase 3: Outcome of which should be improved.
B. Using internationally aligned teaching
and learning materials
Phase 1: Selection of CEFR-aligned textbooks
and materials.
Phase 2: Procure books and materials.
Phase 3: Review selection of materials.
C. Coordinating and consolidating teaching
and learning resources.
Phase 1: Procure & develop the English related
teaching and learning resources.
Phase 2: Focus on addressing the problem of
utilization.
Phase 3: Evaluate & improve
D. Enabling teachers to work with
learners with differing levels of ability.
• Teachers need training in remedial
instruction for learners with learning
difficulties and disabilities.
• Teachers have to be competent in the
use of differentiated learning techniques
for the range of English proficiency
levels.
Assessment
A. Developing CEFR-aligned EL assessment
Phase 1:
• SBA used for Years 1 to 6 need to be reviewed and
brought into alignment with learning standards.
Phase 2: CEFR-aligned SBA will be implemented and
closely monitored to ensure the effectiveness.
Phase 3: SBA will be reviewed and made necessary
revisions.
B. Upskilling EL teachers in the administration
of SBA
Phase 1: EL Master Trainers as key delivers of the
curriculum (CEFR-aligned SBA).
Phase 2: Train other teachers to improve SBA at
primary level.
Phase 3: Teacher management and administration of
CEFR-aligned SBA will be monitored and evaluated.
C. Monitoring Progress.
Phase 1: ELSQC and MoE select an independent boy
with expertise in CEFR to carry out benchmarking
and impact studies of the Roadmap.
Phase 2: Conduct the benchmark study on Year 3 and
Year 6 pupils to establish the impact of the
initiatives on English proficiency of the primary
pupils.
Phase 3: Student's performance in English will be
benchmarked against international standards.
 Chapter 9: Teacher Education

Initiatives to enhance ELTE

at pre-service and in-
service levels