English

Vision

• Confident communicators who love the English language

Mission

• To provide English Language learning experiences that allow students to communicate confidently and respectfully and grow their love for the language

Learning Outcomes

• Students who have a strong foundation in the English Language

• Students who can communicate clearly, confidently and graciously

Approach/Framework

At the heart of our programme is the Strategies for English Language Learning and Reading (STELLAR) approach, which caters to the diverse needs of learners by building confidence in oral communication and strengthening literacy development. Through purposeful, enjoyable and authentic language learning experiences, students are provided with meaningful opportunities to explore ideas, think critically and collaborate effectively. They learn to speak and write confidently for different purposes, audiences and contexts, while making thoughtful connections between classroom texts, their prior knowledge and their lived experiences.

Aligned with the English Language Syllabus 2020, our teaching approach emphasises multiliteracies, metacognition and inquiry through dialogue. Where appropriate, technology and real-world contexts are integrated to enrich learning and help students see the relevance of what they learn beyond the classroom.

Through learning experiences in the English Language classroom, we aim to nurture our students to be:

• Empathetic Communicators who possess the values, dispositions and skills to listen actively and engage respectfully with diverse perspectives;

• Discerning Readers who are informed, reflective and self-directed in their use of information; and

• Creative Inquirers who question with curiosity, explore ideas deeply and evaluate real-world issues from multiple perspectives.

Programmes

In alignment with our department vision and mission, the school has put in place a variety of programmes to bring this vision and mission to fruition:

a)    Oral Communication Programme

The English Department nurtures confident and competent communicators through daily lessons and structured class discussions. Specially designed Talk Cards support the Inquiry through Dialogue approach by scaffolding purposeful classroom talk – guiding students to ask questions, build on ideas, clarify thinking, and express views clearly and respectfully. Through regular use in pair, group, and class discussions, students build confidence in oral presentation while strengthening their communication and collaboration skills through active listening and meaningful interaction.

b)    School Reading Programme

The school cultivates in students a love for reading by building a pervasive reading culture in the school through library activities.

• Bookflix Binge Fest

Bookflix Binge Fest is a termly activity designed to encourage students to broaden their reading diet by exploring titles from targeted genres. The initiative introduces them to books they may not usually choose, prompting them to give such titles a try and discover new perspectives. A curated selection of works is shared with students, accompanied by engaging fun facts about the stories or authors to spark curiosity. To deepen the experience, students submit short summaries or reflections on what they enjoy about the books. These peer‑generated insights help to influence others, inspiring more students to pick up the recommended titles and develop a more varied and enriching reading journey.

• Eco‑Tales Writers’ Circle

Eco‑Tales Writers’ Circle encourages students to engage with a wide range of texts for enjoyment while developing an understanding of how semiotic modes are used in diverse contexts. The initiative provides opportunities for students to apply their critical thinking and reasoning skills by stepping into the role of author, making creative edits to curated titles. For example, they may suggest alternative endings through writing or illustration, thereby exercising both analytical and imaginative abilities. The activity is closely aligned with the school’s commitment to sustainable education, offering students the joy of learning in an authentic and meaningful setting.

c)    Current Affairs Programme

The school adopts Little Red Dot as a supplementary reading resource for all Primary 3 and 4 classes and What’s Up as a supplementary reading resource for all Primary 5 and 6 classes. Through the use of these resources, the school aims to:

• cultivate students’ awareness of local and global issues by enabling them to synthesise information, make meaningful connections, and develop well-reasoned perspectives; and

• develop students into concerned and empathetic citizens who listen attentively to, and demonstrate respect for, diverse viewpoints on local and global issues.

d)    Literature Appreciation

Our Primary 5 Literature Appreciation programme centers on the novel The Mudskipper, aiming to foster a genuine love for reading and an appreciation for English Literature. Students engage in deep text analysis through character studies, perspective-taking exercises, and role-play activities. These lessons are designed to sharpen critical reading and thinking skills as students compare character motivations and plot developments. Beyond literacy, the programme encourages Eliasians to reflect on the core values and leadership attributes portrayed in the story, helping them connect the themes of the book to their own personal growth.

e)    Integrated and Authentic Learning Experiences

We believe that language learning should extend beyond the classroom through integrated and authentic experiences that bring STELLAR texts to life. Aligned with the themes of each unit of study, these experiences enable students to engage meaningfully with the cultural and real-world contexts of the texts. Each activity is purposefully selected to complement classroom learning.

f)    English Language Enhanced Appreciation Programme (ELEAP)

The ELEAP is designed to cater to our learners' diverse abilities and interests. By providing varied platforms for expression, the programme allows students with a strong aptitude for English to deepen their communication skills and explore the language through creative and authentic applications.

The programme focuses on honing oral communication and critical thinking through three main activities:

• Wits and Words: Students participate in the Inter-school Debate Championship that builds the oral competencies of verbally talented students.

• Reading Circles (RC): RC is offered to students who demonstrate a readiness to read more widely and critically. This programme aims to extend their understanding of the world through exposure to a diverse range of age-appropriate, high-quality fiction and non-fiction texts.

• Student Journalists: The Student Journalists programme offers a platform for students interested in writing and media to practise authentic communication. By developing their creative and journalistic writing skills, students learn to capture and share meaningful stories with the school community, honing their ability to write for a real-world audience.

g)    MOE Support Programmes

The Learning Support Programme (LSP), School-based Dyslexia Remediation (SDR) Programme & Reading Remediation Programme (RRP) to be conducted for target group of students to address specific learning needs.

• Learning Support Programme (LSP)

The LSP is a specialised early intervention programme that aims to provide additional support in language and literacy skills to students in Primary 1 and 2.

• School-based Dyslexia Remediation (SDR)

The SDR programme is a two-year intervention programme for Primary 3 and 4 students diagnosed with dyslexia through a systematic screening process by MOE's psychologists.

• Reading Remediation Programme (RRP)

The RRP 2.0 is a two-year levelling-up programme conducted at Primary 3 and 4 that aims to raise the reading competency of students who are not making sufficient progress in the development of literacy skills at the end of Primary 2, 3 and 4.