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It explains that students struggled not only with subject knowledge, but also with understanding questions, expressing ideas, and making clear links when using correct keywords. The material outlines the school background and EL focus, the instructional core (vision, mission, values and theme), and an action plan for success through leadership support, EL champions training courses, staff buy-in strategies, and integration into SGS processes such as EPMS and lesson reflections.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/infusing-language-and-literacy-awareness-in-english-language-chemistry-history-and-art-classrooms/426758/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/infusing-language-and-literacy-awareness-in-english-language-chemistry-history-and-art-classrooms/426758.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What exam issues does the presentation identify among students?","Question",{"text":112,"@type":113},"Students performed poorly in exams not because they did not understand the subjects, but because they did not understand the questions, could not express ideas clearly, and failed to explain links even when they wrote correct keywords.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which curriculum areas does the approach focus on?",{"text":117,"@type":113},"The focus is on infusing language and literacy awareness in English Language, Chemistry, History, and Art classrooms.",{"name":119,"@type":110,"acceptedAnswer":120},"How does SGS plan to integrate WSA-EC into school processes?",{"text":121,"@type":113},"Integration is explicitly stated in EPMS forms and termly lesson reflection forms, supported by sample sharing from departments and guidance on encouraging ground-up adoption through SOW.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},426758,1791386148,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Infusing Language and Literacy Awareness in English Language, Chemistry, History and Art Classrooms  \nMiss Chia Ying, Art Coordinator Mr Chiew JingWen, HOD/Humanities Mrs Lee Hui Xin, HOD/EL  \nMr Ong Chee Meng, LH/Science Serangoon Garden Secondary School  \nA Familiar Problem?  \nMy students did badly in their exams, but it’snot because they didn’t understand the subject. They:  \n• didn't understand the question  \n• couldn’t express the ideas they had  \n• wrote the correct keywords but did not explain the links clearly  \nBabecEnglsiasilielystp, hoi ’si rr. It’saheher’sEfnagulilsth Language   \n100%  \n75%  \n50%  \n25%  \n0%  \nSGS’s Background and Profile  \nContent-Curriculum / Experience  \nEnglish Chinese Malay Tamil  \nNTIL  \nStudents Staff  \n37% of our pupils speak ELat home: EL isour focus  \nInstructional Core  \nVision Mission  \nValues School Theme  \nSGS Mission SGS Vision  \nOur Action Plan for Success  \nStrong support from school leaders  \n• Meeting with ELIS Representatives  \n• Attending school internal training sessions Strong EC Champions team from key IP areas across 2 years  \n• HOD and SH English  \n• HOD and SH Humanities  \n• SH and LH Science  \n• HOD and ST Mathematics  \n• Art Coordinator  \n• SSD  \nELISTraining Course 1  \nT2 2016  \nBriefing to SMC and all staff  \nJun 2016  \nCo-Facilitated Training for all staff with ELISEC Champions shared their implementation experience  \nSep 2016  \nELISTraining Course 2  \nT3 2017  \nStaff Buy-In is KEY  \nReassurance – You already do it!   \nModelling – Here’s how we do it!  \nTime – Feel free to experiment and try it!   \nTeam-based – Let’s do it together!  \nIntegrate – Here’s how it all fits together!  \nGive departments time to discuss how to integrate WSA-EC input into SOWs  \nE.g. Math Department shared engaging ways to check for understanding of functional language and content vocabulary during the  \n training session in Sep 2016  \nIntegrating WSA-EC into SGS Processes  \nExplicitly stated in EPMS form  \nExplicitly stated in termly lesson reflection form  \nIntegrating WSA-EC into SGS Processes  \n• Sample from the English Department  \n• Integrate into SOW to encourage ground-up adoption  \nHydroponics Research Programme","cbCaivauPVI0C5g3","https://ap.wps.com/l/cbCaivauPVI0C5g3","pdf",5606431,33,"English","# SGS’s Background and Profile\n## Instructional Core\n# Our Action Plan for Success\n## Training and Staff Buy-In\n## Integrating WSA-EC into SGS Processes\n# Hydroponics Research Programme","[{\"question\":\"What exam issues does the presentation identify among students?\",\"answer\":\"Students performed poorly in exams not because they did not understand the subjects, but because they did not understand the questions, could not express ideas clearly, and failed to explain links even when they wrote correct keywords.\"},{\"question\":\"Which curriculum areas does the approach focus on?\",\"answer\":\"The focus is on infusing language and literacy awareness in English Language, Chemistry, History, and Art classrooms.\"},{\"question\":\"How does SGS plan to integrate WSA-EC into school processes?\",\"answer\":\"Integration is explicitly stated in EPMS forms and termly lesson reflection forms, supported by sample sharing from departments and guidance on encouraging ground-up adoption through SOW.\"}]","Infusing Language and Literacy Awareness in English Language, Chemistry, History and Art Classrooms | PDF",1790641706,83]