Overview
English continues to serve as a global common language and remains the lingua franca of the Internet, science and technology, and international trade. A significant proportion of STEM research publications, academic journals, and university programs are conducted in English. As a result, students’ ability to master STEM concepts is closely connected to their capacity to comprehend, communicate, and collaborate effectively in English. Strong English proficiency therefore plays a vital role in enabling students to access global knowledge, engage with emerging scientific and technological developments, and be a global citizen.
Singapore provides a compelling example of how English can be effectively adopted as a medium of instruction in a non-native English-speaking context while simultaneously achieving world-class outcomes in STEM education. The Singapore education system has consistently demonstrated strong student performance in English literacy, as reflected in international assessments such as the Programme for International Student Assessment (PISA), which evaluates the quality and equity of educational outcomes across countries and education systems.
Drawing on the strengths and proven practices of the Singapore education curriculum, StemCo aims to provide opportunities for students worldwide to benefit from an internationally recognised approach to English language education for non-native speakers. By integrating English proficiency with STEM learning, StemCo seeks to equip students with the language skills, knowledge, and competencies needed to participate confidently in the international STEM community.
Main Sections
This syllabus aims to test and develop effective language use in the following main areas:
Tests reading comprehension and visual text analysis.
Learning outcome: Read and critically evaluate a wide range of literary, academic, and informational texts in standard English, demonstrating accuracy, comprehension, and appreciation across print and digital sources
Tests spelling, vocabulary, and grammar.
Learning outcome: Use standard English grammar and vocabulary accurately and appropriately, while developing an understanding of how speakers and writers structure language and select words to convey meaning, communicate effectively, and create the intended impact.
Categories and Exam Format
This document outlines the syllabus for each StemCo English category. The corresponding international grade levels and their Singapore grade-level equivalents are provided below for reference. All categories are assessed entirely through Multiple-Choice Questions (MCQs).
| Category | International Grade Level | Singapore Grade Level Equivalent | Number of Questions (MCQ) | Exam Duration (Minutes) |
|---|---|---|---|---|
| Singa 1 | 1 | Primary 1 | 20 | 60 |
| Singa 2 | 2 | Primary 2 | 20 | 60 |
| Singa 3 | 3 | Primary 3 | 20 | 60 |
| Singa 4 | 4 | Primary 4 | 20 | 60 |
| Singa 5 | 5 | Primary 5 | 30 | 90 |
| Singa 6 | 6 | Primary 6 | 30 | 90 |
| Singa 7 | 7 | Secondary 1 | 30 | 90 |
| Singa 8 | 8 | Secondary 2 | 30 | 90 |
| Singa Junior | 9-10 | Secondary 3-4 | 40 | 120 |
| Singa Senior | 11-12 | Junior College 1-2 | 40 | 120 |
Syllabus
The syllabus includes an “Others” section covering concepts beyond the main areas tested. It may include emerging trends and interesting aspects of language and communication, designed to inspire curiosity, broaden linguistic awareness, and foster deeper engagement with the English language and its use in real life contexts. Questions in this section may draw upon cartoons, films, and contemporary literary works.
| Areas | Concepts |
|---|---|
| Reading | Short texts, simple pictures |
| Writing | Spelling of simple words |
| Grammar | Simple tenses and prepositions |
| Punctuation | Simple use of commas and full stops |
| Vocabulary | Simple words |
| Others | ... |
| Areas | Concepts |
|---|---|
| Reading | Short texts, simple pictures and sentences |
| Writing | Spelling of simple words |
| Grammar | Tenses, prepositions, nouns, pronouns and proper nouns |
| Punctuation | Simple use of commas, full stops, question and exclamation marks |
| Vocabulary | Simple words |
| Others | ... |
| Areas | Concepts |
|---|---|
| Reading | Multiple texts, pictures and sentences |
| Writing | Spelling and recognition of cursive writing |
| Grammar | Tenses, prepositions, nouns, pronouns and proper nouns |
| Punctuation | Commas, full stops, question and exclamation marks, speeches |
| Vocabulary | Slightly complex words |
| Others | ... |
| Areas | Concepts |
|---|---|
| Reading | Multiple texts, pictures, slightly longer sentences |
| Writing | Spelling and recognition of cursive writing |
| Grammar | Tenses, prepositions, nouns, pronouns and proper nouns |
| Punctuation | Commas, full stops, question and exclamation marks, speeches in more complex sentences |
| Vocabulary | Slightly more complex words |
| Others | ... |
| Areas | Concepts |
|---|---|
| Reading | Multiple texts, pictures, longer sentences |
| Writing | Spelling and recognition of cursive writing |
| Grammar | Tenses, prepositions, nouns, pronouns and proper nouns |
| Punctuation | Commas, full stops, question and exclamation marks, speeches in more complex sentences |
| Vocabulary | Complex words |
| Others | ... |
| Areas | Concepts |
|---|---|
| Reading | Multiple texts, pictures, longer sentences (which require sustained attention to comprehend) |
| Writing | Spelling and recognition of cursive writing |
| Grammar | Tenses, prepositions, nouns, pronouns and proper nouns |
| Punctuation | Commas, full stops, question and exclamation marks, speeches in more complex sentences |
| Vocabulary | Complex words (which sometimes require understanding of sentence context) |
| Others | ... |
| Areas | Concepts |
|---|---|
| Reading | Multiple texts, pictures (could also contain conflicting information), comprehending |
| Writing | Spelling, conveying tone and broader ideas |
| Grammar | Proper use to convey correct meaning of ideas |
| Punctuation | A variety that should be used to convey proper understanding of sentences |
| Vocabulary | Complex words (which sometimes require understanding of sentence context) |
| Others | ... |
| Areas | Concepts |
|---|---|
| Reading | Multiple texts, pictures (could also contain conflicting information), comprehending |
| Writing | Spelling, conveying tone, representing broader ideas, arguments and speech |
| Grammar | Proper use to convey correct meaning of ideas |
| Punctuation | A variety that should be used to convey proper understanding of sentences |
| Vocabulary | Complex words (which sometimes require understanding of sentence context) |
| Others | ... |
| Areas | Concepts |
|---|---|
| Reading | Multiple texts, pictures (could also contain conflicting information), comprehending, inferring |
| Writing | Spelling, conveying tone, representing broader ideas, arguments, speech, emails, different types of letters (e.g., cover letter, letter to member of Parliament etc.) |
| Grammar | Proper use to convey correct meaning of ideas |
| Punctuation | A variety that should be used to convey proper understanding of sentences |
| Vocabulary | Complex words (which sometimes require understanding of sentence context) |
| Others | ... |
| Areas | Concepts |
|---|---|
| Reading | Multiple texts, pictures (could also contain conflicting information), comprehending, inferring and understanding applicability to the society |
| Writing | Spelling, conveying tone, representing broader ideas, arguments, speech, emails, different types of letters (e.g., cover letter, letter to member of Parliament etc.) |
| Grammar | Proper use to convey correct meaning of ideas |
| Punctuation | A variety that should be used to convey proper understanding of sentences |
| Vocabulary | Complex words (which sometimes require understanding of sentence context) |
| Others | ... |
