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English

Department's Role in Fulfilling the School Vision

To nurture our pupils to be:

        • Effective Communicators who have a strong foundation in English language and are able express themselves confidently in speech and writing. (Learners. Thinkers)
        • Critical Thinkers who comprehend the purpose, audience and context in which communication takes place. (Thinkers. Learners. Leaders)

 

Thinkers
  • Listen, read and view critically 
Listen, read and view with accuracy to facilitate understanding and appreciation of a wide range of genres from print and non-print sources.
Learners
  • Speak and write in Standard English   
Make meaning that is grammatical, fluent, mutually intelligible and appropriate for different purposes, audiences, contexts and cultures.
 Leaders
  • Understand and use English Language accurately and appropriately for cognitive and affective engagement and interaction. 

Our language learning approach

In our pursuit of achieving “A Strong Foundation and Rich Language for All, we adopt the following approaches:

  • Attention to phonemic awareness, phonics and early literacy skills at the start of Primary 1 to lay the foundation for acquiring reading fluency, comprehension and viewing skills and strategies at all levels.
  • Focus on oral communication (listening and speaking skills) using show-and-tell, debates, speech and drama, and oral presentations for all levels.
  • Focus at the Lower and Middle Primary levels on the enjoyment of language before pupils formally learn the meta-language and grammatical items associated with texts. There will be systematic and  explicit through instruction of grammar, with a focus on word, phrase and sentence level grammar before a gradual incorporation of text level grammar at the Upper Primary levels.
  • Development of word study skills to build and use vocabulary knowledge at all levels.
  • Development of writing skills and learner strategies for idea generation, selection, development, organisation and revision.

Our Focus

 

 

To support low progress pupils 

(SUPPORT)

For all

 

(STRIVE)

To stretch high progress pupils

(STRETCH)

Learn to read

Effective communicator (speaking/listening)

Read to learn

Effective communicator (speaking/writing)

Read to learn

Effective communicator (speaking/writing critically)

Broad Based programmes

P1 and P2

EXPOSURE PHASE

Speaking

Reading

Listening Writing

 

Learning Support Programme (English)

STELLAR (Strategies for English Language Learning And Reading)

 

Reading Explorer Programme

 

Drama in Curriculum

i-Speak Programme

P3 and P4

EXPERIENTIAL PHASE

Speaking

Reading

Listening Writing

School-based Dyslexia Programme (SDR)

 

Reading Remediation Programme (RRP)

 

In-house Learning Support Programme (English)

STELLAR (Strategies for English Language Learning And Reading)

 

Reading Explorer Programme

Literature Programme

 

Talent Management Programme

 

i-Speak Programme

P5 AND P6

EXTENSION PHASE

Speaking

Reading

Listening Writing

 

 Banded Classes

STELLAR (Strategies for English Language Learning And Reading)

 

Reading Explorer Programme

Literature Programme

 

Talent Management Programme

 

i-Speak Programme



English Programmes

Tisignature programmes initiated at school levelle

Reading Explorers Programme

The Reading Explorers Programme was started in JSPS as part of the English Language’s Departments efforts to build a culture of reading amongst the students. This programme is targeted at the P1to P5 level. Books are selected based on their interesting story-lines which usually reflect themes such as the values of care and friendship. Through deep reading of the stories and activities such as dramatization, the students immerse themselves in the world of the stories and along the way, strengthen their creative and critical thinking skills.

 

Drama-in-curriculum

Drama-in- curriculum comprises interrelated activities which explore feelings, knowledge and ideas, leading to understanding. It explores themes and issues, creates a safe context in which to do so, and provides for opportunities to reflect on the insights gained in the process. It draws on the knowledge, interests and enthusiasm of the child. In drama, the child explores the motivations and the relationships between people that exist in a real, imagined or historical context, to help him/her understand the world. The child is encouraged to make decisions and to take responsibility for those decisions within the safe context of the drama.

 

 

Literature Programme

Through the Literature Programme, we expose pupils to a rich literature text/book and provide pupils with wider repertoire of reading materials to expand their vocabulary knowledge. Pupils explore all genres of literature, work in cooperative learning groups, do research for background information, often read above current reading levels of the students and discuss stories through a critical thinking process that makes the students think “outside the box.”  It is geared to the highly self-motivated and conscientious students with a strong desire to be successful. Literature Programme nurtures pupils into reflective readers and critical thinkers; with the aim of creating a community of readers.

 

i-Speak Programme

“i-Speak” is a channel to develop pupils to be effective and confident communicators.

It provides a platform for pupils to practise their oratorical and public speaking skills. It also serves as an avenue for pupils’ voice to be heard. Pupils are encouraged to present on any topic which are close to their heart. It also engages the pupil population in panel discussions which can result in school improvement. Thus, enhancing the overall quality of school experience for them.

The processes and experiences through i-Speak support and raise pupil achievement in the school curriculum and co-curriculum. Through presentation and interaction with their peers in i-Speak, pupils get to explore new ideas and innovative pedagogy in performing arts and the languages. This is in line with the school’s vision of “Thinkers.Leaners.Leaders.” as well as the 21st Century Competencies of Critical and Inventive Thinking from MOE’s framework of 21st Century Competencies.

 

Partnership with National Library Programme

Jing Shan Primary School has partnered with The National Library Board to organise a range of activities for students with the aim to promote a culture of reading among young people. Some of the activities include Books 2 and KidsREAD. The KidsREAD programme is a collaborative effort by the National Library Board (NLB) together with the People’s Association (PA to promote the love of reading and cultivate good reading habits among young Singaporeans, specifically children from low-income families.

 

Speak Good English Movement (SGEM)

Every year, JSPS celebrates the Speak Good English Movement with a bang. The objective of ‘Speak Good English Movement’ or SGEM Week is to provide the students with opportunities to communicate in Standard English in a fun manner. A host of activities are held in that week to tickle the pupils’ literary bones. Activities include the “Meet-the-Author” during the opening ceremony and the “Games Galore” contest where they got to play Scrabble, Heads Up and Boggle during the recesses.

 

Reading Programmes with Strong Parental Support

With the strong support from JSPS’s Parent Support Group, our parents initiated the WOW Mum and WOW Dad Programme. These reading advocates attracts pupils to the world of reading through their captivating story-telling sessions.

To establish a relationship early in the school year, parents are invited to the annual Learning Festival held in the school. During the Learning Festival, parents will be introduced to importance and impact of reading in the child’s learning. They are also encouraged to ask questions about curriculum.

Programmes Recommended at National Level

 

STELLAR (Strategies for English Language Learning And Reading)

We adopts the STELLAR approach to the teaching of the English Language. The STELLAR vision seeks to foster children who love reading and have a strong foundation in the English Language. The programme uses research-based teaching strategies and age-appropriate materials to engage children in the learning of English. At Jing Shan Primary School, this translates to strengthening students’ language and reading skills as well as promoting a positive attitude towards the learning of the English Language through effective and engaging strategies that are developmentally appropriate.

 

Some strategies of STELLAR include:

(i)  Lower Primary - Shared Book Approach (SBA) where the teacher introduces and shares a Big Book with the students. In the second part of the lesson, the teacher teaches language items, structures and skills explicitly, including concepts of print, phonics and grammar.

 

(ii) Lower Primary - Modified Language Experience Approach (MLEA) where the students participate in a shared experience similar to the one laid out in the Big Book which will then provide the basis from which students think, talk and use the target language and grammar structures to create a piece of  writing.

 

(iii) Upper Primary – Supported Reading (SR) where both teacher-supported reading and silent reading are harnessed to provide opportunities for students to think critically about a text, make predictions, and  discuss the text as a whole.

 

Learning Support Programme (LSP)

The LSP is a specialised early intervention programme aimed at providing learning support to pupils who enter Primary 1 with weak English language and literacy skills. Pupils are identified for LSP through a systematic screening process carried out at the beginning of Primary 1. The objective of the LSP is to equip pupils with basic literacy skills so that they could access learning in the regular classroom.

 

Teachers involved in the LSP also communicate regularly with parents of the selected students as a supportive home environment (i.e. taking an interest in their child’s work, encouraging their child to read and ensuring their child comes to school) makes a difference to students’ academic performance at the lower primary levels.

 

At the end of every academic year, the students are assessed once more to ascertain if they require continued support where they will remain in the programme. If they have met the expectations for that level, they may graduate from the programme.

 

Reading Remediation Programme (RRP)

The Reading Remediation Programme is aimed at supporting P3 students who still face consistent difficulty in reading in the English Language despite having completed the Learning Support Programme in P1 and P2. The programme exposes students to a range of coping strategies for reading comprehension which will enable them to better manage their daily learning.

 

School-based Dyslexia Remediation (SDR)

The objectives of this programme are to provide support for P3 and P4 students who have been identified as at-risk of Dyslexia. This programme seeks to enable the selected students to acquire coping strategies in reading so that they will be better able to cope with their learning in school. The programme relies on a systemic set of strategies and activities which have been designed carefully by MOE.