Primary English Department
To develop and foster a community of life-long learners who are competent and confident users of English.
We strive to provide a curriculum wherein students engage through critical discussions regarding literature and text and become active users of English as they transform their ideas into written and spoken forms.
The English Department
We use the language arts approach in the teaching of English. We believe that using stories to teach is the best way to get students interested in the subject. Our students learn the skills of listening, reading, speaking and writing in the process of being inspired by stories. We seek to promote clarity and precision of expression in students' speaking and writing and are committed to providing a learning environment that cultivates critical thinking and critical literacy.
- Download Primary 1 Reading List
- Download Primary 2 Reading List
- Download Primary 3 Reading List
- Download Primary 4 Reading List
- Download Primary 5 Reading List
- Download Primary 6 Reading List
- Download P1 spelling list
- Download P2 spelling list
- Download P3 Term 1 spelling list
- Download P3 Term 1 Unit 2 spelling list
- Download P3 Term 2 Unit 3 spelling list
- Download P3 Term 3 Unit 4 spelling list
- Download P4 spelling list
- Download P4 Term 3 Unit 4 spelling list
- Download P4 Term 3 Unit 5 spelling list
- Download P5 Term 1 spelling list
- Download P5 Term 2 spelling list
- Download P5 Term 3 spelling list
- Download P5 Term 4 Vocabulary list
- Download P6 Term 1 spelling list
- Download P6 Term 2 spelling list
- Download P6 Term 2 spelling list
- Download P6 Term 3 Vocabulary list
- Download P6 Term 4 Vocabulary list
- Primary 1 Exam Format and Topics
- Primary 2 Exam Format and Topics
- Primary 3 Exam Format and Topics
- Primary 4 Exam Format and Topics
- Primary 5 Exam Format and Topics
- Primary 6 Exam Format and Topics
Get Reading Right
In P1 and P2, the children are learning synthetic phonics from the programme ‘Get Reading Right’. Synthetic phonics is a way of teaching reading, which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation of the word. It also helps children to segment words for spelling more complex words. Knowing all the different ways to represent phonemes is the first step to reading and spelling.
The children are all studying the same syllabus and are taught the same content knowledge from the programme. The children have been assigned to groups according to their phonic awareness. In the lessons the children learn a set of phonemes (letter sounds), which are represented by different graphemes (letter combination that represents a phoneme). The lessons are planned with fun and multi-sensory activities so that the children can practice their new reading and spelling skills and reinforce their knowledge of grapheme-phoneme representations.
The lessons in the Get Reading Right programme have been carefully planned and sequenced: reinforcing and building on previous learning to secure children’s progress and develop them into confident readers and spellers.
STELLAR (STrategies for English Language Learning And Reading) P1 to P4
STELLAR aims to strengthen both language and reading skills as well as promote a positive attitude towards reading in the foundational years through the use of well-established, learner-centred and developmentally appropriate pedagogical approaches using authentic children's literature.
The strategies used:
Shared Book Approach (SBA)
Modified Language Experience Approach (MLEA)
The Shared Book Approach (SBA) is an integrated and balanced language teaching approach that uses motivating and enjoyable "big books" of enlarged print and illustrations or "e-books".
The goals of the Shared Book Approach are:
- to provide an enjoyable experience with books for all students
- to make the experience motivating enough for students to want to reread the story later in groups as well as independently
- to teach and reinforce word identification skills, vocabulary and language structures
- to teach children to interact effectively with peers and others
The Modified Language Experience Approach (MLEA) is an integrated and balanced language teaching approach that uses motivating and enjoyable experiences to extend and expand on the language skills learned from the Big Books of SBA.
The goals of the Modified Language Experience Approach are:
- to provide enjoyable and motivating shared experiences that can be thought about, talked about, written about, read and reread
- to use these shared experiences to generate oral communication about them
- to encourage all students to practice oral communication in non-threatening situations
- to write down oral contributions about the experience
- to reinforce word identification skills, vocabulary and language structures taught in the SBA lessons and expose students to grammatical rules
- to encourage students in their acquisition of writing skills
- to encourage students to write in different genres
Book Study (P5 & P6)
The Language Arts Approach
At P5 and 6, students are encouraged to continue their love of learning with a rich curriculum guided by the Language Arts approach. Students are exposed to a wide variety of poems, short stories and novels. They learn to take on characterisation and think about the motives of characters in the books. Supported by a textbook with a rich variety of reading extracts, students study two novels in P5 and a novel and a collection of short stories in P6. They make inferences and predictions, discuss their reading in class and connect it with their previous experience and the world around them. Grammar and language conventions are taught holistically, in connection with texts that are meaningful to the students' lives, as well as being reinforced through explicit teaching.
As well as reading, discussing and thinking about fiction, students learn to tailor their writing to different purposes. They are exposed to the conventions of different genres, learning how to write, and speak, persuasively and how to follow the different forms of expository, descriptive and narrative writing. They produce essays, reports and summaries.
All of this prepares the students for the rigours of the IGCSE, and later, the IB DP programmes, which will challenge students to think critically about texts, present a coherent line of thought and justify their opinions with evidence.
In every STELLAR unit, there will be a designated period of approximately two to three weeks whereby students will be learning about grammar and vocabulary. For example, in Unit 1, students learned about Adjectives and in Unit 2, Past Tense Verbs.
Through class discussions, readings and activities, students learn about these grammar items in a fun and interactive way.