What informs a lesson—and what a reference can tell us.
Our teaching draws on curriculum expectations, relevant assessment requirements and educational research. Mr Mosman uses these alongside the learner’s work and school feedback to choose a useful next step.
Parents can start with the lesson examples below. Fellow tutors can expand each source note for its scope, edition and limits.
01 · Learning aims
Curriculum gives the broader direction.
English learning includes understanding and communication beyond any one examination task.
MOE · Curriculum reference
English Language syllabuses
Ministry of Education, Singapore · Primary syllabus 2020; secondary syllabus selected for the learner’s pathway.
Why this matters in lessons
Reading, writing, speaking and listening connect. A lesson may move from understanding a text to discussing an interpretation and writing a clear response for its audience.
Source details for educators: MOE syllabuses
Primary reference: Ministry of Education. English Language Syllabus 2020: Primary. The Full SBB syllabus directory lists the 2020 G1 and G2/G3 English Language syllabuses; select the applicable subject level.
Use and limit: These references inform broad learning aims and task choices. Select the actual syllabus for the learner’s subject level; the Foundation English / Normal (Technical) document is not a substitute for every pathway. Auryzen’s teaching routes are not official MOE levels, and its lesson sequence is its own instructional judgement.
Use the examination year and subject level that apply to the learner. School tasks and marking guidance remain important.
SEAB · Examination reference
PSLE English Language
Singapore Examinations and Assessment Board · 2026 formats directory.
Why this matters in lessons
When preparing for a particular component, we check what the task asks the pupil to demonstrate. Practice should build the relevant skill, alongside broader English learning.
Source details for educators: PSLE
Source: SEAB. PSLE Formats Examined in 2026. English Language is subject code 0001; Foundation English has a separate format.
Use and limit: Examination specifications describe assessment demands. They do not prescribe Auryzen’s teaching sequence, predict topics or validate an internal diagnostic score. The 2026 format must not be assumed to govern later examination years; check the relevant year before use.
Secondary responses can require sustained explanation, purposeful writing and spoken interaction. We consider the school task and applicable syllabus before choosing practice.
Source details for educators: secondary assessment
Source: SEAB. Secondary Education Certificate Syllabus for School Candidates. The directory separates 2027 G1, G2 and G3 syllabuses.
Use and limit: Choose the applicable English Language subject level and examination year. Auryzen’s Explorer, Adventurer, Navigator and Strategist routes do not map to G1/G2/G3 proficiency ratings. Later-cohort requirements must be checked separately; this reference does not extend current tuition enrolment beyond P3–Sec 3.
These research syntheses are used as teaching references. Their findings need interpretation for the learner, subject and context.
EEF · Research guidance
Metacognition and Self-Regulated Learning
Education Endowment Foundation · Second edition, 2025.
Why this matters in lessons
A tutor can demonstrate how to plan a response, check it while working and reflect afterwards. Support is adjusted as the learner becomes more independent.
Source details for educators: EEF guidance
Citation: Education Endowment Foundation. (2025). Metacognition and Self-Regulated Learning. Second edition, published 13 November 2025.
Focus: Planning, monitoring and evaluating learning within subject teaching. The publisher provides recommendations and practical resources.
Limit: Adapt the guidance to the task and learner. General research findings do not establish the effectiveness of an Auryzen programme or predict an individual child’s progress.
Graham and colleagues · Institute of Education Sciences / What Works Clearinghouse · 2016, revised 2019.
Why this matters in lessons
Secondary writers can see a strategy demonstrated, practise it and reflect on its use. Reading can also help them notice choices to try in their own writing.
Source details for educators: IES writing guide
Citation: Graham, S., Fitzgerald, J., Friedrich, L. D., Greene, K., Kim, J. S., & Olson, C. B. (2016; revised 2019). Teaching Secondary Students to Write Effectively. NCEE 2017-4002. Institute of Education Sciences, U.S. Department of Education.
Evidence scope: The guide addresses Grades 6–12. It rates strategy instruction as strong evidence, reading–writing integration as moderate, and using writing assessment to inform instruction and feedback as minimal.
Limit: Ratings apply to the guide’s recommendations and evidence review, not to Auryzen outcomes. Its US grade range does not automatically transfer to every Singapore primary learner. The approaches still require suitable tasks, explanation and implementation.
A reference informs a decision. The learner’s response helps us review it.
For example, a tutor might model how to select evidence for an interpretation, guide a first attempt, then use a fresh passage to check what the learner can do with less help. Completing the supported attempt alone does not establish retention or transfer.
Our six teaching commitments and programme names are Auryzen’s own architecture. The publications above provide context and guidance; none certifies the whole approach.
This is a selected reference list, not an exhaustive bibliography. Links lead to the source publishers; their documents remain subject to their terms. Examination references need checking for each cohort, and research entries should be reviewed when editions change.
Reference list reviewed: 2 November 2026. If a publisher moves a document, use its syllabus or guidance directory, or let us know.
Have a question about how a reference relates to your child’s lessons, or a source to suggest as a fellow tutor? Talk with Mr Mosman →
