Curriculum and Instructional Programmes

Our English Department is committed to developing a differentiated language curriculum and inclusive instructional programmes that will meet the needs, abilities and interests of all pupils at each year level and across the school years:

• Differentiated Curriculum

• P1 to P4 MOE STELLAR Curriculum

• Development Through Drama (DTD)

• TLLM Ignite (MAPLE)!

• Essence of LITErature (ELITE)

• ICT-based Self-direct Learning (SDL) and Collaborative Learning (CoL) Lessons   

• Home-based Learning

• Remedial Curriculum, Extended Curriculum and High Progress Programmes   

• Integrated Learning Journeys and Overseas Immersion Programmes   

• Inclusive Instructional Programmes

• Listening & Speaking (The Voice, SGEM/ Oracy Week and EL Electives etc.)

• Reading & Writing (GGR, BRP and R3P etc.)

• Grammar & Vocabulary (Competitions - PESA, NSW, National Scrabble, Young Authors, DigiTale and W&W etc.)

Pedagogies

To achieve the desired Learning Outcomes, our EL Teachers will customise their EL lessons and use effective learner-centred pedagogies to engage pupils in learning grammar and vocabulary to support the development of listening, reading, viewing, speaking, writing and representing skills. Multiple opportunities for pupils to demonstrate their skills and abilities through meaningful and authentic tasks/ activities will be created so that that their learning development and progress can be monitored, reported and communicated:

• Making Thinking Visible (Polya Thinking Routine:  Read-Think-Plan-Do-Check and ORID)

• Learning by Doing (STELLAR-based Strategies , The Skillful Teacher Strategies and Dramatization)

Assessment

Pupils will be assessed holistically using different modes of assessment so that a wide range of skills, learner strategies, attitudes and behavior can be developed, and items and structures can be learned. EL Teachers will give timely, rich, qualitative and formative feedback to pupils and provide them with the opportunities to act on the feedback and improve their learning. Pupils are also actively involved in their learning as they assess themselves and each other using explicit and clear evaluation criteria that are made known to them:

· Assessment for Learning (Bite-sized Diagnostic  & Formative Assessments and Holistic Reporting: Pupil Portfolio, Termly, Mid-Year & End-of-Year Reporting of PQs & Teacher-Pupil Conferencing)

· Assessment of Learning (Summative Assessments: Quizzes, Tests, CA1 & CA2, SA1, SA2 Examinations and PSLE)