Developed by the Singapore Centre for Chinese Language, the "Developing Primary Students' Feedback Literacy to Enhance Writing Performance" teaching toolkit is designed mainly for teachers of middle and higher primary Chinese classes. As a useful tool for primary Chinese language teachers, it provides teachers with useful supplementary teaching materials and can be used for a school-based curriculum.

The toolkit provides a series of affective, cognitive and behavioural teaching strategies to develop students' feedback literacy, improve their ability to respond to feedback, help them make effective use of feedback, and enhance their writing skills. Classroom practice has shown that the teaching strategies proposed in the toolkit are practical and feasible. Through the use of the teaching methods provided in the toolkit, Chinese language teachers in primary school will be able to effectively develop and enhance their students' feedback literacy, so that students can gradually become independent and self-directed learners.

The toolkit consists of seven lesson plans, complete with PowerPoint slides, work sheets as well as Feedback Flowchart, Corrective Action Sheet, and Reflection Sheet.

Developed by a research team of the Singapore Centre for Chinese Language, the "P4 Higher Chinese 'Culture Hut' Teaching Toolkit" aims to facilitate the teaching of the "Culture Hut" section in the P4 Higher Chinese Textbook. It consists of seven units. The contents comprise carefully selected cultural topics found in the textbook. Each unit contains short videos, animated PowerPoint slides and lesson plans developed by the team. With vivid illustrations and narrations, the audio-visual resources are exceptionally engaging and edutaining. Rich in resources, the Toolkit will enable teachers to increase students' interest in learning cultural knowledge and enhance their understanding of the cultural materials in the "Culture Hut" section of the textbook, thus improving overall teaching effectiveness.

Also provided for teachers' reference is an explanatory chapter on the overall contents of the toolkit as well as the teaching objectives, teaching resources and the instructional design of each of the seven units.

Developed by a research team of the Singapore Centre for Chinese Language, the "P3 Higher Chinese 'Culture Hut' Teaching Toolkit" aims to facilitate the teaching of the "Culture Hut" section in the P3 Higher Chinese Textbook. It consists of seven units. The contents comprise carefully selected cultural topics found in the textbook. Each unit contains short videos, animated PowerPoint slides and lesson plans developed by the team. With vivid illustrations and narrations, the audio-visual resources are exceptionally engaging and edutaining. Rich in resources, the Toolkit will enable teachers to increase students' interest in learning cultural knowledge and enhance their understanding of the cultural materials in the "Culture Hut" section of the textbook, thus improving overall teaching effectiveness.

Also provided for teachers' reference is an explanatory chapter on the overall contents of the toolkit as well as the teaching objectives, teaching resources and the instructional design of each of the seven units.

Developed by the Singapore Centre for Chinese Language, the "Inquiry-based Learning with Authentic Life Materials" teaching toolkit is designed mainly for teachers of Higher Chinese at Primary 5 level. However, it is also a useful tool for teachers of Chinese at Primary 5 and 6 levels. It provides teachers with useful supplementary teaching materials and can be used for a school-based curriculum.

In order to help students to complete the inquiry-based learning activities, the toolkit provides sufficient thinking scaffolds and illustrative examples. These help to make inquiry-based learning visual and procedural, thus making it more practicable. Their purposes are to raise students' awareness of their thinking processes and enhance their ability to identify and solve problems.

The toolkit consists of six lesson plans, complete with PowerPoint slides, as well as assessment rubrics. These materials systematically guide students through the inquiry-based activities and learn to use assessment as a tool to facilitate their own learning. The teaching toolkit, therefore, is very useful for Chinese language teachers planning to implement inquiry-based learning in their classrooms.

Developed by Singapore Centre for Chinese Language, this teaching toolkit on "Higher Chinese Writing Strategies for Singapore Upper Primary Students" is designed for Primary 5 and 6 Higher Chinese writing lessons. It consists of eight units, four on Continuous Writing and the other four on Situational Writing. Each of the units focuses on using the Composition Maps designed by the authors to guide students on how to analyse the question of the writing task to determine what to write and on how to organise and structure their composition. In addition, the lesson plan and worksheet for every unit provide examples and suggested words to use so that students will learn how to enrich the content of their composition by adding appropriate descriptive elements (such as describing people's appearances, actions, language, facial expressions and thoughts).

The toolkit adopts the notion of differentiated instruction in its design. Each unit contains a lesson plan, a set of PowerPoint (PPT) slides, and three different worksheets to accommodate the learning needs of students of different degrees of readiness.

A brief note on the toolkit's instructional design is also provided for teachers' reference.

Developed by the Singapore Centre for Chinese Language, the "Descriptive Writing Strategies for Upper Primary Students in Singapore" teaching toolkit is designed for Primary 5 Chinese language teachers. It can be used as school-based teaching materials for teaching Chinese writing lessons.

As the toolkit seeks to align with the teaching philosophy and pedagogy of the Instructional Materials (IM), the teaching design takes an integrated approach where students start with reading examples of descriptive texts extracted from the IM, and then apply what they have learned from their reading to their writing practice. It consists of eight units, each focusing on two to three sub-skills such as describing appearances, actions, language, and thoughts. The sub-skills are introduced progressively. Considering the differences among students, the toolkit adopts the notion of differentiated instruction in its design. Each unit contains a lesson plan, a set of PowerPoint slides, and three worksheets that accommodate the different learning needs for students of different readiness levels in class. Teachers can use the toolkit as school-based teaching materials for Primary 5 Chinese writing lessons, or select relevant teaching content of description skills from the toolkit according to the students' learning needs to promote their descriptive writing techniques.

To help teachers better understand the design of the toolkit, a brief note on instructional design is also provided.

Developed by the Singapore Centre for Chinese Language, the "Techniques to Enhance Students' Topic-examining and Content-conceptualising Ability in Titled Composition" teaching toolkit is designed mainly for Primary 5 Chinese language teachers, but is also a useful tool for Primary 6 and Secondary 1 teachers. It provides teachers with useful supplementary teaching materials and can be used for a school-based curriculum.

The toolkit provides thinking scaffoldings to help train students in topic-examining and content-conceptualizing in titled composition. It guides students to explore how to analyse the titles in order to come up with the relevant topics and materials, and in turn cultivate their awareness of the importance of planning and organising in the writing process.

The toolkit consists of six sets of teaching design, comprising lesson plans, PowerPoint slides, and worksheets as well as thinking diagrams for titled compositions. With sufficient scaffoldings, the toolkit provides a systematic, step-by-step guide to improve the teaching and learning of titled composition writing. The many thinking graphs can help to make the thinking of writing visible. It is a very useful toolkit for Chinese language teachers to teach titled compositions.

Developed by the Singapore Centre for Chinese Language, the "Techniques to Enhance the Teaching and Learning of Text-paragraph Writing" teaching toolkit is designed for the use of Primary 4 Chinese language teachers. It provides teachers with useful supplementary teaching materials and can be used for a school-based curriculum.

In this Toolkit, "text-paragraph" refers to any paragraph in a whole text. "Text-paragraph writing" refers to the writing activity of filling in a missing paragraph from a given text. Text-paragraph writing activities help students understand that paragraphs are an organic part of the whole text.

Based on the contents of Happy Companions (Huanle Huoban), this Toolkit targets at the difficulties and problems that students often encounter when writing text-paragraphs. It aims to improve students' paragraph writing ability and enhance their textual awareness.

The Toolkit consists of five units, comprising lesson plans, PowerPoint slides, and worksheets. In addition, a grading rubric, a diagram demonstrating the thinking steps for text-paragraph writing, and a summary table of the classification and examples of inter-paragraph /inter-sentence cohesive relation are provided for reference. Complete with scaffoldings, the Toolkit provides a systematic, step-by-step guide to improve the teaching and learning of text-paragraph writing. In addition, the many thinking graphs help to make the thinking-in-writing visible. This is a very useful toolkit for Primary 4 Chinese language teachers in their teaching of text-paragraph writing.