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English


The six-year English Language (EL) curriculum aims to develop students to be confident and effective communicators of the English Language. It is aligned with the National Syllabus and STELLAR curriculum. Language is a means of communication, guided by purpose, audience, context and culture; hence language learning is a meaningful and an engaging experience for our students in CCPS.

The EL Programme aims to:

  • Develop in students a love for reading 
  • Widen their horizons through the content of their reading 
  • Encourage students to speak, write and make presentations in internationally acceptable English 
  • Help students interact effectively by making the correct linguistic choices to suit purpose, audience, context and culture.

Department Key Programmes


1. Reading Intervention:

The Reading Intervention Programmes include the following:

  • Language Support Programme (LSP) & its Extensive Reading Programme
    This is an MOE’s early intervention programme for Primary 1 and Primary 2 students who have not attained developmentally appropriate language and literacy skills in English Language. Students who enter Primary 1 and struggle with oral and reading skills will be taught basic oral language, reading and spelling skills so that they can learn and follow in their regular classes. These students will continue with the programme in Primary 2 if they have not attained developmentally appropriate language and literacy skills in English.

  • Remedial Reading Programme (RRP)
    RRP is another of MOE’s additional literacy support programmes and is implemented at Primary 3 and Primary 4 for students who still have weak literacy skills despite having completed the Learning Support Programme in Primary 1 and Primary 2. The programme teaches students a range of strategies for reading and reading comprehension which will enable them to better manage their learning in their regular classrooms.

  • School-based Dyslexia Remediation (SDR)
    SDR is a 2-year intervention programme to support identified students with dyslexia in Primary 3 and Primary 4. The programme is conducted in small groups by trained school personnel using a remediation curriculum designed by MOE Reading Specialists. In Primary 3, students are taught reading and spelling skills to help them learn better in their regular classes. In Primary 4, students are also taught comprehension skills, in addition to reading and spelling skills. 

2. Effective Communication:

  • Show & Tell 
Show & Tell is part and parcel of the Primary 1 & Primary 2 EL curriculum. It provides opportunities for students to build up their confidence level, self-esteem, social and listening skills. This helps them to become confident communicators.

  •  Retelling 
Retelling activity has been rolled out for Primary 3 & Primary 4 students as part of their EL learning in the classroom. Retelling promotes thinking and metacognition along with Think Aloud, KWL and generating questions. It also provides opportunities tor students to improve their verbal and comprehension skills as students begin to understand sequence, plot, and characterization as they build vocabulary and comprehension skills.

  • 1-Minute Talk:
This activity is aimed at Primary 5 & Primary 6 students to help students build up their oracy skills as well as to make them think on their feet. Students need to express their opinions and views on a given topic within a minute using appropriate vocabulary.

3. Writing:
Composition writing is carried out at all levels. Stories related to various themes, graphic organisers, 5W+1H questions, acting, and freeze frames are used in the classrooms by teachers to guide and help students develop their writing skills. Good stories are published and displayed in the classrooms for students to learn from their peers.

Creative Writing has been introduced in Primary 1 & Primary 2 to encourage students to exercise their creativity and use their imaginations. At the same time, students are provided with opportunities to develop their ‘voice’ and communicate their thoughts and ideas freely.

4. I love Literature:
Our Primary 2 to Primary 5 students participate in ‘I Love Literature’ activity during curriculum time as it develops their literary and comprehension skills. In line with the latest English Language Syllabus, ‘I Love Literature’ gives every student a head-start in a literature-based approach to EL learning with an emphasis on critical thinking, life skills and vocabulary.

Department Key Strategies


1. STELLAR - Strategies for English Language Learning and Reading

Vision of STELLAR

To nurture students who love reading and who have a strong foundation in the English Language

With STELLAR, students will:
         learn English using various speaking and listening activities
        learn reading and writing using rich and interesting books, with discussions led by the teacher

The STELLAR classroom environment is:
        focussed on children’s interaction rather than on teacher-talk
        enriched with children’s written language
        filled with various reading materials for children’s use

STELLAR Strategies for P1 to P3:
    1.     Shared Book Approach (SBA)
    2.     Modified Language Experience Approach (MLEA)
    3.     Learning Centres (LC)

STELLAR Strategies for P4 to P6:
    1. Supported Reading (SR)
    2. Comprehension – Know – Want to Learn – Learnt (KWL)
    3. Writing Process Cycle (WPC)
    4. Differentiated Instructions (DI)

    For more details, please refer to (www.stellarliteracy.sg)

2. Annotation:
    It helps students to retain and recall information from the text they are reading. It forces students to be active and alert      readers rather than passive and disengaged readers. At the same time, it tries to eliminate the “I read it but I totally          didn’t get it” problem among students.

3. 3Rs (for conversation):
    3R is a strategy to help students convey ideas and information successfully
    during a conversation, thus helping them to become competent communicators.

    3R stands for Reply, Reason and Relate. Whenever a question is asked, students will give a reply, a reason for the          reply and then bring in a personal response relating to the reply.

    The strategy enables students to confidently give personal responses that are well developed. Students will also be          confident about their responses as they elaborate their answers by making connections to their lives and relating their      answers to the theme of the question.