Mother Tongue Languages
- understand level-appropriate, age-appropriate authentic audio texts
- express personal opinions effectively on level-appropriate, age-appropriate topics
- read and comprehend level-appropriate, age-appropriate texts
- write a range of narrative, informative and argumentative texts, including texts meant for written interaction
Nurture cultural literacies of students relevant to their respective MTLs, enabling them to
- develop positive values and attitudes
- understand and inherit the cultural heritage unique to their respective MTLs
- demonstrate care and love for their family, community, country and general humanity
- appreciate the differences between cultures
Enhancing their general cognitive abilities, enabling them to
- be equipped with critical and inventive thinking skills
- be effective problem-solvers
- be self-directed learners competent in extension of learning
- anchor on ICT to interact with others in learning
- develop socio-emotional skills and collaborate effectively with others
For specific syllabuses according to MTLs, please refer to the MOE website:
The Mother Tongue department is committed to developing students into active learners and proficient users of the mother tongue languages, as well as inculcating values in them. In 2017, the department focused on achieving this through three main approaches: curriculum innovation, integrated learning, and professional development.
For curriculum innovation, the teachers refined the framework of proficiency descriptors for narrative writing. They also coordinated their teaching strategies to facilitate effective implementation of the curriculum. The students were thus treated to an array of collaborative and student-centric experiences, which were enriched with the use of information and communications technology.
For integrated learning, the department continued to streamline and synthesise learning activities to develop students’ multiliteracy competencies. These interdisciplinary learning experiences developed students’ critical thinking, and task-based learning was implemented in order to teach them how to use the languages in authentic settings.
For professional development, teachers benefited from the departmental sharing of best practices and reflections. Furthermore, the teachers shared with one another what they had learnt from the courses they had attended. They even embarked on partnerships and collaborations to hone their skills.
The Malay Language students undergoing debate training.