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Mother Tongue


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Overview

A team of competent, committed Mother Tongue teachers who strive to nurture Fairsians into effectively bilingual individuals, confident communicators and critical thinkers, with the ability to appreciate traditional culture and exemplify its values.

Key Programmes

Chinese Language

Voice of a Fairsian Mother Tongue Programme

  • With the new Video Conversation Oral examination format being implemented from 2016 and to align to our aim of developing Fairsian’s Personal Voice, our department has designed task-based assignment to scaffold students' learning. Through this oracy programme, we hope to give students greater confidence in speaking in Mandarin, developing them to be an effective communicator in their daily interactions.

Secondary 1 Project

  • The oracy project is closely tied to the Fairsian outcome of Personhood and the department theme for Secondary 1 is “Unsung Hero in Fairfield”. Students are required to present a short video about an unsung hero in the school. The project aims to develop the student’s oracy skills in storytelling and in expressing their views. Students would also learn to appreciate the people in their lives who are usually not recognised for their contributions.

Secondary 2 Project

  • Fairsians will be assigned the task to film a 3-minute video based on the department theme “Treasures in your Homeland”. They are required to identify Singapore landmarks and introduce the landmarks in a clear and sequential manner. This project is also tied to the Fairsian outcome of Personhood. Through the planning process, students are able to apply their different orders of thinking and sharpen their communication skills. Students would also gain a deeper understanding of the history of the places they visited and appreciate Singapore’s growth and development.

Secondary 3 Project

  • Fairsians are to create an informative and entertaining News or Talk Show video based on local social issues and topics. In this process, they develop their research, inquiry, interviews, news reporting and video editing skills. Besides raising their awareness of social issues in a local context, students are also given a chance to present their opinion with regards to the social topics. This is based on the department theme of “Controversies in Life” and also aligned to the Fairsian Outcome of Personhood. Students also gain firsthand experience in journalism which often translates into better writing on current affairs.

Language and Cultural Immersion Programme (Internationalisation Trip)

  • Secondary 3 Fairsians embark on a week of overseas experiential learning. For the past few years, students have visited schools in China and Taiwan, also playing host to their Chinese and Taiwanese counterparts when they visit Singapore.

  • The trip aims to enrich Fairsians’ global and cultural awareness, and at the same time sharpen their command of the Chinese language through interaction with the locals. Fairsians immerse themselves in Chinese culture not only through classroom experiences, but also through close interaction with the buddies that they are paired up with for the programme, thus fostering international friendships and broadening the students’ global perspectives.

Mother Tongue Fortnight Activities

  • During the yearly Multi-Ethnic Celebration, a wide range of activities such as fan painting, clay sculpting, traditional food appreciation and wayang kulit making are organised for the students to gain a deeper understanding of their Mother Tongue culture. Activities are also lined up during the school term for different levels to ignite their joy of learning Mother Tongue and enhance their Mother Tongue language learning experience.

    √ Secondary One- Chinese Pen Calligraphy, games related to origins and forming of Chinese characters
    √ Secondary Two- Chinese Movie appreciation
    √ Secondary Three- Chinese Pop Songs Appreciation & Lunchtime Busking by students
    √ Secondary Four- Guess the Chinese Songs Lyrics
    √ Secondary One to Five - Malay Language Trail, Malay Theatre Performance Appreciation
    √ Secondary One to Four- Higher Chinese Theatre Experience

Malay Language

Differentiated Workbooks and Notes

  • Each level and stream has specially designed differentiated workbooks that focus on the format of N(T), N(A) and O-Level examinations, and are carefully crafted according to the language ability of the students. In addition, notes and mind maps are compiled into kits to equip students with techniques to answer questions for Paper 1 and 2. The notes not only provide self-explanatory information, but also guided activities for students to apply the knowledge learnt.

Promoting InspirasiSG Through the Use of ICT

  • #InspirasiSG is a campaign which seeks to showcase the Singapore Malay/Muslim Community as a Community of Success that is progressive yet rooted in its traditions and identity, with a strong spirit of self-help and practises active citizenry as its way of life. In conjunction with this campaign, our Secondary One to Three students embarked on a project to highlight an individual who inspired them in their lives. This project aims to further develop the spirit of blessing through creative usage of ICT.

Assessment for Learning (AfL) in Narrative Writing for Lower Secondary

  • Application of AfL strategies are applied to value-add Lower Subject-Based Banding for Normal (Technical) students in writing narrative writing. The purpose of the task is to provide feedback to both teachers and learners regarding the learner’s progress towards achieving the learning objectives. This feedback is used to revise and develop further learning instructions for students. Students do self and peer evaluation using a checklist, storyboarding and gallery walk to enhance their learning through a student-directed approach.

Differentiated Instruction in Expository Writing for Upper Secondary

  • Differentiated Instruction routines and approaches are adopted in the Secondary Three lessons. Differentiated Instruction that match students’ developmental level and skills in learning process enable the students to write a quality expository writing based on the SEAB marking scheme. By differentiating the learning process, it allows the students with varied abilities to work at their own pace, to take their learning more in-depth by analysing, evaluating or synthesizing information. The information is then used to solve a real world application problem.

Student-Initiated Project (Upper Secondary)

  • Upper secondary students are engaged in student-initiated learning tasks that facilitate collaborative learning, self-reflection and evaluation of their own learning. To reinforce and apply what they have learnt, students carry out a self-initiated project. With the guidance of the teacher, students go through a step-by-step process to create the Big Ideas, Essential Questions, and related activities using riddles, pantun, similes and contextual vocabulary. Students are engaged in authentic learning tasks, problem-solving, decision-making, investigation, independent as well as collaborative learning that help students make connections and understand of what they have learnt.

Achievements