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The principles, teaching process and the considerations for DI resonate with my conviction in EL curriculum design and actualising the design into classroom application.

Our students require learning experiences that will help them achieve MMI, so that they are developed holistically. EL is a lived and living subject.

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I like how Stellar 2.0 incorporates engaging pedagogies to promote inquiry and deepen understanding. We need to ask guiding questions and be facilitators in the classroom.

There are more ways to incorporate DI in class using the Stellar guidelines which enable us to be learner-centred.

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I like how Stellar teaching and learning is interconnected.

Fauziah CCKPS

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All the MMI, CLLIPS and AColade tie in smoothly to the learning and teaching of Stellar 2.0 for teachers and students.

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I like how Stellar helps to foster meaningful learning by connecting new content to students' existing knowledge, embedding real-world contexts, and considering students' differences in their interests and learning profiles. With DI, we can also better engage students actively, deepening their understanding of the language while fostering a passion and interest for learning.

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Having extensive reading broaden their exposure to different genres. This helps to enhance their learning.

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I like how STELLAR 2.0 makes learning more meaningful and authentic for the students. The activities and the explicit teaching deepen learning and allow students to explore the language.

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More authentic and meaningful for students

Explicit teaching using the slides and the activities that they have to do enable the students to explore the language

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Extensive reading is something important that cannot be ignored.

Perhaps there could be a compilation of short texts (local literature: short stories, short stories (both modern and contemporary) and stories from across Asia) for use by teachers and pupils from P3-P6.

Texts/stories should inculcate positive values and takeaways. (This would be an Extensive Reading Book/Reader?)

Teachers will now have the opportunity to differentiate the use of this reader and can choose the stories they feel most relevant for their pupils. Pupils will still be exposed to a myriad of relevant texts.

Uresh, West View Primary School

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The new curriculum is very comprehensive and allows for more student interaction and critical thinking.

Students are exposed to differing viewpoints and taught to make connections to self, other texts and the world around them. the themes explored are also relevant to their real lives eg bullying, friendships, handling family issues.

As an EL teacher, I enjoy teaching the new syllabus.

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I like the interconnectedness where you see the smooth tie of CLLIPs, ACoLADE, MMI and Whole-Part-Whole approach. This makes the learning and teaching of the EL language real. Adding in the DI aspect is very helpful for teachers as well.

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Stellar 2.0 equips us with a good form of support with the resources and strategies to students, making the context more relevant to their daily lifes and what's happening around. Looking forward to cater the lessons to the needs of my class, given the different learning styles.

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STELLAR 2.0 allows students to be aware of & deepen their understanding of EL. Students' understanding of the language is also context specific. I appreciate how the proficiency of the students are taken into consideration & teachers are able to customise their lessons accordingly.

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The extensive reading portion of Stellar 2.0 is one very intentional approach which can allow our students to dedicate time to read.

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I appreciate the interconnectedness of the entire curriculum planning, with intentional design to extend learning beyond school to community and global contexts. Hence, students' experiences become increasingly authentic and relatable for them.

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I am actively involved in implementing the STELLAR curriculum for lower and mid-primary levels, aligning it with the ELS 2020. The curriculum demonstrates a clear alignment and spiral progression of language areas and Student Learning Outcomes (SSABs).

The GRR approach, involving teachers modeling think-aloud strategies and gradually empowering students, stands out for its effectiveness. The P5 RRP offers progression, supporting students in honing their reading and comprehension skills.

The journey is not without its challenges. Adapting to the different learning needs of our students demands creativity and flexibility. However, these challenges become opportunities for growth and innovation.

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The enactment of CLLIPS, Accolade and the 3 pedagogical emphases was particularly useful. Teachers would definitely need time to go through the guidelines to understand how the lessons would enable students to achieve the desired EL learner outcomes.

It is heartening to know that there is more curriculum alignment in ELS2020.

Perhaps, there could be segments where there are links to STELLAR 2.0 for Lower and Middle Primary as some of us might not have taught these levels.

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While it is beneficial for our students to enjoy the English language through the different strategies shared.Teachers do find it difficult to bridge the gap for students with weaker language abilities.

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STELLAR 2.0 supports teachers with rich resources and practical strategies to make teaching and learning of English Language meaningful.

Although I am aware of some possible challenges ahead, I am looking forward to adapting the strategies to meet the learning needs of my students, and be the role model to other EL teachers encouraging them to be adaptive and effective EL teachers.

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The shifts in ELS 2020 corresponds in equipping our students with the 21st CCs. With a better understanding of the intention of the shifts, it helps us carry out and plan our EL lessons with greater intention to equip our students with the necessary skills to become 1. discerning readers, 2. empathetic communicators and 3. creative inquirers.

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I love the approach of STELLAR 2.0 in teaching the English language to our students. Learning is interconnected, more meaningful and authentic. From unit to unit, lesson to lesson, we are consistent in our direction in achieving our desired learner outcomes.

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Through the first video, I learnt more about the key shifts and considerations of STELLAR 2.0

I also learnt more about the approaches and processes (ACoLADE) and can be more mindful to use these processes when I am planning for my lessons. I also like how DI can be implemented in my lessons through the suggestions in the GI as well as the Differentiated Focus Lessons.

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I like how the STELLAR 2.0 allows for more contextualisation especially with the local texts and a variety of text types. I appreciate the hard work that has gone into coming up with the clear and detailed framework for us to follow as we plan our lessons.

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Upper Primary Stellar 2.0 has a good spiral progression from lower primary syllabus. Students are more equipped with the skills and knowledge for the learning of English Language. I find that the resources are guided but they also give room for discussion. Having more local contextualisation helps the students to relate to the text/ info.

From the first video on the 3 key shifts and considerations to the next video on approaches and processes (ACoLADE), I realise how teaching is more purposeful and I am mindful when I plan lessons.

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I like the increased emphasis to multiliteracies, metacognitive skills and exploratory talk so that our students can achieve 21st century competencies across all areas of language learning. Stellar 2.0 also uses texts with a variety of themes that connect students to construct and create meaning through exploratory talk

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There is a clearer understanding of the STELLAR 2.0 implementation. It creates more opportunities for students to connect to texts, peers, teachers and the world in context. The shifts are very intentional as it brings out empathy when students communicate with one another in relation to the context/social issues. As readers, students ought to be discerning and know right from wrong, inculcating strong positive values and be always ready to question or think out of the box.

I also have a clearer understanding of DI and its application in STELLAR 2.0 implementation.

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The GRR Instructional framework guided by the four stages reminds me of the I CAN model in Mathematics. I am excited to learn more on how to shift the learning responsibility from the teacher to her students in the classroom. The process will help pupils to appreciate and have greater ownership of their own learning.

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I appreciate the provision of different genres of books for ER to inculcate a love of reading.

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It is good that STELLAR 2.0 is making learning more authentic and meaningful

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STELLAR 2.0 focuses on Reading, Writing, Speaking and Listening which engages the pupils to learn different skills and strategies to become effective in communication, writing and speaking.

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STELLAR 2.0 offers a holistic approach to language teaching that is designed to enhance students' language skills, critical thinking abilities, and appreciation for literature. By implementing STELLAR 2.0 in our classrooms, we can create a more effective and enriching learning experience for our students.

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Learning about the new STELLAR 2.0 helps me to understand its intentions better. I think there is a stronger focus on being an effective and empathetic communicator and learning to be metacognitive in what they are learning. This ties in with the gradual release of responsibility for students to be self-directed in their learning and application of their knowledge.

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STELLAR 2.0 incorporates principles of differentiated instruction to address the diverse needs of learners in the classroom. We are encouraged to adapt our instructions to accommodate varying learning styles, abilities, and interests, ensuring that all students have access to meaningful learning experiences.

In the context of English Language instruction, particularly language acquisition and literacy development, the Gradual Release of Responsibility (GRR) model typically involves four phases:

1. Teacher modelling

2. Guided instruction

3. Collaborative learning

4. Independent application

This scaffolding approach supports students' gradual development of language skills and confidence in using English Language effectively. In English Language teaching, the GRR model can be applied across various language domains, including speaking, listening, reading, and writing. By providing a structured framework for instruction and practice, the GRR model helps ensure that students receive the support they need to develop proficiency in English Language while gradually building independence and autonomy in their language use.

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In Stellar 2.0, there is a greater focus on ensuring that our learners develop critical skills that help them better appreciate language learning. Inquiry through dialogue in particular strikes out for me as that is where our learners can strengthen their understanding and deepen their curiosity towards the given theme.

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There are strengths in each version of the English syllabus. The 2020 version places more emphasis on making clearer intention in engaging empathy for communication while the 2010 version focuses more on the skills required to be a good communicator. As an English teacher, it is important to consider both, while focusing on what is important and useful for the current context.

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I have always used the GRR in class and would try to sharpen my skills.

I like how STELLAR 2.0 is more authentic and is closely related to students' experiences. I also see alignment in the text and grammar aspects so students can see the whole process and used them in their writing.

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Thorough reading of the guidelines is important for us to understand and implement the lessons. Stellar 2.0 is forward thinking and places greater emphasis on the whole child. I like how it encourages extensive reading with the inclusion of related titles .

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The extensive reading section encourages students to read a variety of genres and experience the writings of different authors. In this way, they learn to read books written by different authors instead of just sticking to one or two writers.

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The whole-part-whole approach is useful in helping students to understand the nuances of the text as well as the grammar and vocabulary items in context. The key shifts in ELS also help students to be well-equipped for their learning beyond primary school.

Perhaps the titles suggested in extensive reading can be provided in the ER set of books? This would be useful for teachers to refer to quickly in class discussions as they would be readily available.

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Learning about the principles behind the pedagogy that drive Stellar 2.0 helps me to be a more cognizant and purposeful teacher as I am more aware of why and what I am doing as I carry out the various activities.

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I would like to see some lesson plans that incorporate the multi-modal approach to teaching, say, a grammar item or answering comprehension questions.

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I look forward to teaching the students how their skills can be applied to the real world so that they can find greater meaning and motivation during lessons. Look forward to seeing how oracy can be enacted in ways that allow students to become advocates and problem solvers for the certain social issues faced in the society today by using the language confidently and proficiently rather than just preparing for the oral exams at PSLE.

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STELLAR 2.0 has more depth to emphasize English Language learning. The principles of teaching using CLLIPS, EL Teaching Processes using ACoLADE, GRR and DI allows teachers to enact our lessons adaptively. We are able to respond to the learners' needs. It has evolved from STELLAR 1.0 to build greater extensive reading skills to support our learners.

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Through the principles of EL teaching and learning and the EL teaching processes, it provides teachers and students with a framework in the learning of the English language. This allows students the space to make text to self connections and better understand the world through different lenses.

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I like how Stellar 2.0 is very concise and structured in providing a spiral curriculum framework for teachers to use as a guide in our daily teaching of the English Language. It considers possible areas for learner-centeredness to better engage our students.

I also appreciate the Whole-Part-Whole Approach where students get to explore and appreciate different text types and make connections to self.

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The workshop provided me with a deeper understanding and appreciation of STELLAR 2.0. It is well thought out and provides students with more opportunities to be engaged in critical thinking.

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I am excited to see how the 3 key shifts of ELS2020 will help our students enjoy the process of learning EL and become better readers and speakers of English.

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I like how Stellar 2.0 allows time and provides ideas for teachers to customise and differentiate their lessons with the increased emphasis on learner-centredness.

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The GRR approach shifts the focus slowly from teacher modelling to the students, allowing them to be able to empowered slowly yet intentionally. The text-to-self connections are an important way for students to connect with the text, making reading and learning more relatable and enjoyable.

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Now I have a clearer understanding of how to use the T&L guide in designing my lessons and to try DI in my classroom.

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Stellar 2.0 equips teachers to move forward in their teaching to keep pace with the changing times and interests. It guides teachers to craft effective lessons to engage our pupils.

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The Whole-Part-Whole approach has allowed me to gain a deeper understanding of the curriculum and the various approaches and focuses to the desired outcome of EL teaching and learning. There is a strong support in providing the necessary information to guide teachers in the delivery of lesson and pupils in the learning of certain skills.

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Stellar 2.0 supports teachers with effective strategies to make teaching of English Language effective and ‘alive’. It makes lesson meaningful and deepens students’ understanding through the explicit teaching. I hope with the support given, I will be able to make my EL lessons relevant and students are able to apply what they have learn in their daily lives.

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I have a better understanding of how to use the T&L guide and how it corresponds to the principles of EL Teaching & Learning. Teachers would need to spend time to go through the guidelines to ensure that the EL learners outcomes are met.

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STELLAR 2.0 puts more emphasis on the students' understanding by using text to make connections to self and explore the different types of texts.

It enables teachers to empower students in their own learning through real world contexts and there are many resources and support structures for us to customise our lessons for our students.

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In order to prepare our students for the 21st CC, I believe Stellar 2.0 is really meaningful in getting our students to be involved in gaining metacognition skills, multiliteracies and inquiry through dialogue. Moreover, I really love how DI scaffolding is provided so as to cater to students of different readiness levels. There are many resources available in Stellar 2.0 to support teachers in helping students with different interests and readiness levels.

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The 3 key shifts (empathetic communicators, creative inquirer, discerning reader) + Principles of EL teaching and learning (CLIPPS , ACoLADE) + Gradual Release of Responsibility + Whole-Part-Whole approach + DI = makes me reflect and re-think my approach in my lessons.

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I appreciate how Stellar 2.0 promotes the students' current content knowledge and bridges their understanding with authentic examples. A Game of Emails in Unit 5 (Pri 5) is a good example of this. In the Writing lesson, students are taught the language features of a formal and informal email. Such lessons would certainly increase the students' interest for learning.

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The explicit explanations of Whole-part-whole, GRR & DI deepen my understanding of the way the T&L guideline works and facilitates my instructions to enhance learning by my students. The need to spend more time on the T&L in order to customise the lessons to suit the profile of my students is real and challenging. I hope to receive more insights from the coming workshops.

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It's great how STELLAR 2.0 allows for students to be more engaged in the classroom. The pedagogies create opportunities for students to understand at a deeper level.

However, this means that teachers will have to be better prepared before lessons with not just the resources for the day, but also with possible answers to their questions and how they might like to lead those conversations.

I can see how our students will be better prepared for the future and not just for the academic rigor.

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I like how Stellar 2.0 connects the learning of English to real-world application as far as possible. It helps pupils to see meaning in their learning.