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English Language

Vision


Every pupil to be a competent and confident communicator. 


School-Based Curriculum

OBJECTIVE:
To explicitly teach the 4 macro language skills (Speaking, Reading, Writing & Listening) using

  1. STELLAR curriculum (P1-P6)
  2. School-based curriculum (P1-P6)

(1) STELLAR CURRICULUM: Strategies for English Language Learning and Reading


LOWER PRIMARY (P1 – P3)


Shared Book Approach (SBA)

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English SBA lesson
     

Modified Learning Experience Approach (MLEA)

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A peek into the MLEA experience
   
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Class writing based on a shared learning experience
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                                                                  Class learning experience

Learning Centres (LC)

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Pupils completing tasks at Word Study Centre (Learning Centres) 

UPPER PRIMARY (P4 – P6)
  • Sustained Silent Reading (SSR)
  • Supported Reading (SR)
  • What I KNOW, What I WANT to Know, What I have LEARNT (KWL)
  • Retelling (R)

(2)  SCHOOL-BASED CURRICULUM


Lesson Packages
(Primary 1 to Primary 6)
Teacher-crafted lesson packages are aimed to address pupils’ areas of weakness that were identified from data collected from various sources such as daily work observations and various assessments.

Level
Area
Focus/Strategies
Primary 1/2
  • Writing
  • Comprehension skills 
  • Use of adjectives to enhance writing
  • STOP Strategy 
Primary 3/4
  • Writing 
  • Google Classroom (P4)
  • Topic Blast
  • Showing sentences
  • P4 Lit package
Primary 5/6
  • Flipped Classroom (P5)
  • Grammar package
  • Comprehension Skills
  • MAPS strategy
  • Inductive approach 
  • Analysis of questions

Bridging / Support Programme (Primary 1 to Primary 2)
  • Reading Mom Programme conducted by parent volunteers
  • Peer tutoring & Buddy Reading by the P2 pupils 

Literature Programme (Primary 3 – Primary 5)
Objectives:
  • Allow pupils to read a longer text
  • Expose pupils to good literary texts
  • Learn story telling techniques used by writers
  • Develop language skills through drama activities


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Primary 3 - The BFG
Area of Focus: Plot Development

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Primary 4 - James and the Giant Peach
Area of Focus: Characterization

  el_008.jpg Primary 5 – Holes
Area of Focus: Literary Techniques
























5 MINDS for the future

Howard Gardner’s 5 MINDS for the Future is adopted by PHPPS to better prepare our pupils for the volatile, uncertain, changing and ambiguous (VUCA) world by equipping them with the mind-set to be flexible in their thinking and to employ all tools and skills set at their disposal.  

In the Disciplined Mind, we aim to equip pupils with the following skills:

  • Skim for gist/main idea 

  • Scan for details 

  • Use contextual cues

  • Sequence details

The Synthesising Mind seeks to help pupils:
  •  Make inferences

  • Distinguish between cause and effect, compare and contrast, identify fact and opinion, make simple generalisations, draw conclusions

  • Identify and compare themes and provide evidence to support points stated

The Creating Mind trains pupils to:
  •       Respond to a text with reasons, judgement, personal interpretation

The Respectful Mind ensures that pupils are:
  •       Able to see others' viewpoints

The Ethical Mind helps pupils to be:
  • Being objective, drawing a conclusion after analysing all data
  • Able to realise how one's action has an impact on others

We use 2 modules in the English Language curriculum as a platform to train pupils in the 5 MINDS. 
 The 2 modules are:

1.    Composition Writing

  • Pupils need to analyse a comprehension passage and express an opinion on the writer’s action.

2.       Literature Package

  • Pupils need to create a speech to introduce and analyse the character in the story
  • Pupils need to weigh the pros and cons of the proposal made by the characters in the story.


Reading Programmes



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DEAR Week

Reading with My Family Booklet  - Lower Primary
(Primary 1 – Primary 2)

Reading - Whole School Approach
(Primary 1 – Primary 6)

A collection of riddles, jokes, poems, short stories & articles for the pupils to read to their parents.

Parents are encouraged to give comments to their child about their child’s sharing .
  • P1: Step Into Reading
  • P2: Step Into Reading
  • P3: Story Time
  • P4: i Magazine
  • P5: Ace  Magazine 
  • P6: Ace  Magazine
  • P5/6 (HP): 21st Century Communication


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               TALKING BOOKS - Walking around DEAR Week 

Competent and Confident Communicator (C³)

Programme Objective:

·        Pupils will be equipped with skills to organize their thoughts so that they can communicate effectively in oral and written forms.

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Oral Prep 1.jpg

Level / Foci

Programme / Activities

Primary 1 /2 –

Functional Language used in everyday conversation

“Do It Right” programme - simple requests & replies, (ask & answer questions)

request for assistance

“Q&A”programme – Pupils use the appropriate vocabulary and sentence structure taught in the “Do it Right” programme and apply it in a different situation.

Simple oral presentation

Pick and Tell / “Hear Me Out” programme

-talk about a topic / object and express their own opinions with simple justification eg pupils to be able to give reasons why they like a particular object.

“I Am A Star” programme –platform for pupils to address a larger audience while applying the skills learned in the “Do It Right” and “Q&A?” programmes

Primary 3 -

Communication Lessons (P3 - P6)  

Public Speaking

Character Analysis based on BFG novel from Literature Programme

Primary 4  

Public Speaking – persuasive speech

Analysis of Decisions - write and present a speech to convince the listeners as to which decision taken by the characters is the most suitable and give a reason to support your view.  (based on James and the Giant Peach novel from the Literature Programme)

 
Oral Prep 2.jpg P4 ALP.jpg



Enriching Learning

OBJECTIVE: Provide opportunities for pupils to use the language learnt in real life contexts 

e2 @ programme (Experience English Via Learning Journey)

Our experience English (e2 @) programme provides a variety of authentic platforms for the pupils to put their language skills to use.  The pupils are expected to communicate effectively in these real life contexts using the language learnt.  All our Learning Journeys seek to impress upon our pupils that language is essential a tool for communication.

 Primary 4 Amazing Race

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Primary 4 (Learning Journey to Singapore River)


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At a learning station, listening to some information from a parent volunteer.
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Looking for information at various sites
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Collaborating and working as a team

EL Thinkers Today, Leaders Tomorrow (TTLT) programme 

TTLT is PHPSS’s cornerstone programme using the X3 development plan (Xposure, Xtension and Xcellence), focusing on the levels of extension and excellence.

It is a 2 year programme designed to develop a selected group of students who excels in specific disciplines and skills. The programme focuses on enhancing the child’s thinking process, leadership competency and communication skills through a skill-based developmental curriculum.

TTLT aims to

·         provide each child with thinking, leadership and communication skills through various pedagogical approaches.

·         develop various higher-order thinking skills to enrich cognitive processes.

·         develop each child into capable leaders through the 5 practices of leadership.

·         develop each child into confident and competent communicators

The TTLT curriculum focuses on three main skills which are Thinking, Leadership and Communication.

SKILLS

Thinking

Leadership

Communication

·         Contextual

·         Metacognition

·         Procedural

·         Comprehension

·         Creativity

·         Insight

·         Problem solving

·         Critical thinking

5 Practices of Exemplary leadership

 

·         Model the way

·         Inspire shared vision

·         Challenge the process

·         Enabling others to act

·         Encouraging the heart

·         Discipline communication

·         Confident and competent communicator

These skills are taught via the following 4 modules and the various camps and competitions:

Public Speaking and Storytelling

  • Deliver and present with confidence and impact

Debating

  • Have an overview of what debate is
  • Analyze an issue and take perspectives
  • Present views in a succinct and confident manner

Critical Thinking

  • Develop various higher-order thinking skills to enrich cognitive processes

Journalism

  • Present information and insights through various platforms:
  • Photo Journalism
  • Newsletter
  • News Presentation

Leadership Training & Camp

RI Debate

Wits and Words Competition

Photographs:

Competition 1.jpgCompetition 2.jpg

Competition 3.jpg
Competition 4.jpg

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Holistic Assessment

Holistic Assessment

Following the recommendations made by the PERI committee, the school has implemented Holistic Assessment (HA) for the P1 to P4 cohorts.  The aim is to provide a more holistic picture of the pupils’ progress and to feed forward in the learning cycle.  Various tools such as rubrics, checklists and feedback forms serve to inform parents and pupils of the status of the learning journey.

The following table shows some examples of HA tasks.

P1:

Language Skill

Tasks / Tests

Term 2 HA:

Listening and Viewing

Sound Discrimination

Speaking and Representing

Poetry Recitation

Reading and Viewing

Reading Aloud

 Language Use   

 Mini-Test 1

Term 3 HA:

Listening and Viewing

Listening Comprehension

Reading and Viewing

Reading Aloud 

Language Use

Mini-Test 2

Term 4 HA:

Speaking and Representing

Pick and Tell

Reading and Viewing

Read Aloud

Writing and Representing

Writing

 Language UseMini-Test 3
 

P2:

Language Skill

Tasks / Tests

Term 2 HA:

Listening and Viewing

Sound Discrimination & Listening Comprehension

Reading and Viewing

Reading Aloud

Writing and Representing

Individual Writing

Language Use

Mini-Test 1

Term 3 HA:

Speaking and Representing

Hear Me Out

Reading and Viewing

Read Aloud

Writing and Representing 

Picture Writing

 Language Use

 Mini-Test 2

 Term 4 HA: 
Listening and Viewing
SA 2 Listening Comprehension 

 Speaking and Representing

SA 2 Oral: Stimulus-Based Conversation
 
Reading and Viewing 

SA 2 Oral: Reading Aloud 

 Writing and Representing 

SA 2 Paper 1: Picture Writing 
 Language Use

SA 2 Paper 2: Language Use & Comprehension

































P3:

Tasks Tests 
Term 1 HA: 
Listening
Picture Matching 
 Mini-Test
Term 2 - SA 1  
Reading Aloud
Stimulus-based Conversation 
SA 1 Paper 1 - Writing
SA 1 Listening Comprehension 
SA 1 Paper 2 
Term 3 - HA 
Character Analysis - Oral (Speech) - 5 MINDS taskCharacter Analysis 
Listening Picture Matching & Note-taking
Writing
 Term 4 - SA2 
Reading Aloud 
Stimulus-based Conversation
 SA 2 Paper 1: Writing
SA 2 Listening Comprehension 
SA 2 Paper 2


























P4:

TasksTests
Term 1 - HA
 Task 1: ListeningPicture Matching & Note-taking (1) 
 Task 2: Composition OE 2 (5 MINDS Task 1)Composition 
 Mini Test 1 Mini Test (Units 1 to 3) 
 Term 2 - SA 1 
Task 3: Reading Aloud Reading Aloud (3) 
Task 4: Stimulus-based Conversation  Stimulus-based Conversation  
 SA 1 Paper 1 : Writing  SA 1 Paper 1 
  SA 1 Listening ComprehensionSA 1 Listening Comprehension  
 SA 1 Paper 2  SA 1 Paper 2 
 Term 3 - HA 
 Task 5: Persuade the audience to vote for Aunt Sponge/Aunt Spiker's plan with the giant peach - Lit (spoken)Persuasive speech 
 Mini Test 2 Mini Test 2
 Term 4 - HA 
  Task 8: Reading AloudReading Aloud  
 Task 9: Stimulus-based Conversation  Stimulus-based Conversation
  SA 2 Paper 1: Writing  SA 2 Paper 1
 SA 2 Listening Comprehension  SA 1 Listening Comprehension  
 SA 2 Paper 2   SA 1 Paper 2 




























Special Events & Highlights

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Christie Chee and her "What's Up?" feature letter.

Internal Competitions

  • P1 - I Am A Star
  • P2 - Public Speaking
  • P3 - Public Speaking
  • P4 – Public Speaking

External Competitions 

  • P5 - Debate (RI & HCI)
  • P6 - Wits and Words
  • Scholastic Writing Competition

Drop Everything and Read (DEAR)

  • One period per week is set aside for the pupils to have reading activities in class
  • One week of reading activities in April
Objectives:
  • Expose students to good authors & book titles
  • Encourage the students to read aloud to an adult, peer or sibling



Achievements


ACHIEVEMENTS FOR 2017 - EL


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Cheyenne, First Prize Winner, Scholatic Asia, 2017Cheyenne's winning work
"The Nicest Thing I've Ever Done"

S/NCOMPETITIONAWARDNAMECLASS

1

Scholastic Writing Competition

1st

Cheyenne Chua

3R3

Story Challenge 

Semi-final

Isaac David Tan 
Christie, Chua Min Ern
6R3
5L2 
3Wits & Words 

Best speaker - Prelim Round 1

Charlize Wong

6R3 


Best speaker - Prelim Round 2

Charlize Wong

6R3



Best speaker - Quarter Final

Ng RuiShan

6R2

 

Semi-final

Ryan Loke,
Charlize Wong,
Esther Ng
6R3



Ng Ruishan,
Isabel Long
6R2
  Final - 2nd  
Ryan Loke,
Charlize Wong,
Esther Ng 
6R3
   
Ng Ruishan 
Isabel Long
6R2 



Final - Good Speaker Award
Ryan Loke,
Charlize Wong 
6R3

4

KitsLitSemi-final
Ng Rui Shi
Ada Tang
6R2 
   
Yu Yao Chen
Isabelle Lim
6R3 
 5Moo-O Merit 
Ashton Koh,
Clare Lim,
Sophie Tung
3R2 
 6Big SpellParticipation 
Coen Ho
Alicia Chan 
 4TW2
   
 Yaw Chur Zhe
Hilary Luong
Brentt Choo
Sarah Leong
Darren Tan
Zayn Hooi
 5L
   Cathleen How  6R2
   Andrew Chan  6R6
 7Scholastic Story-telling Participation  
Coen Ho 
Esther Quek 
 4TW2
8PESA  ParticipationAnais Marmonier  2R10
9RI Debate  Final - 1st Edmund Yeo Zhi An  5L5 
    Yaw Chur Zhe 5L2 
  5th for Top 10 Speakers - Best Speaker for Final  Christie Chua Min Ern   5L2 
   
Sheyenne See Yee,
Claudia Tay Ke Ding 
5L2 
 10What's Up  Book prize Christie Chee   6R3 


Partnership


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                                                                         Elis Conference 2017

  • READ@SCHOOL - in partnership with National Library Board (NLB)
    • Mass Borrowing
    • Storytelling  
  • Reading Mums
  • Reading Buddy
  • English Language Institute of Singapore (ELIS)
    • Special Interest Group - Putting Meaning into Grammar Teaching
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                                                       Participants attending Elis Conference 2017