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.
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 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
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.
|Name & Appointment||Name & Appointment|
|Mdm Xu Hui
HOD Mother Tongue Languages
|Ms Lee Sok Fun
SH Mother Tongue Languages ( Internal )
Sec 4E Form Teacher
|Mdm Samsiah Bte Mohd Diah |
Sec 1G Form Teacher
|Ms Lim Kaihui
Sec 3E Form Teacher
|Ms Chong Yu Yun|
Sec 1E Form Teacher
|Mdm Yan Guifang
Sec 1C Form Teacher
|Ms Siti Ainah Binte Maduri |
Sec 1H Form teacher
|Mr Liu Jianjun
Sec 2D Form Teacher
|Ms Yen Ding Yi |
Sec 1D Form Teacher
|Ms He Ying
Sec 2E Form Teacher
|Ms Ng Hui Ling|
Sec 1G Form Teacher