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The department believes in developing language proficiency through a variety of platforms for language skills acquisition. Through a segmented approach to cater to the different needs of the students, programmes designed are crafted with the ABC philosophy in mind. 


The ABC philosophy accounts for the belief in a learner centered, differentiated approach for all students. It is a tiered approach for language learning. Through the Anchoring programmes, learners are equipped with basic language skills within the classroom and beyond. The challenge level focuses on giving opportunities to students with the flair for the language to be better developed and encouraged towards higher achievements in language literacy. 

Content Aligned to the STELLAR Syllabus
P1 and P2 Transitional Checkpoint P3 and P4 Transitional Checkpoint P5 and P6
Viewing Viewing for self understanding Viewing for interpretation Critical viewing
Listening Listening for understanding Listening for details Critical listening
Reading Reading for enjoyment and understanding Reading for comprehension Critical Reading
Speaking Show and Tell Drama Debates Drama and Theatre Public Speaking Theatre and Literature
Writing Personal recounts and narratives Blogging and forum Public Speaking
Value Focused
Self-discipline for self-directed learning
Collaboration and teamwork
Respecting differences


STELLAR Within STELLAR (Strategies for the Teaching of English Language and Reading), shared book approach, explicit teaching of vocabulary and grammar, modified language experience approach and learning centres are core features of the EL classroom. For more information, please go to http://www.stellarliteracy.sg/ Picture Word Induction Method (PWIM) The picture-word-induction method was first introduced by Emily Calhoun. This is a multifaceted approach which allows students to “increase sight-word and writing vocabularies, phonetic and structural analysis, and use observation and analysis in their study of reading and writing” (Calhoun, 1999, p. 21). Through careful selection of pictures which are aligned to the books covered within STELLAR, students build on their vocabulary skills by making instant connection between aural and written words. 

Philosophy for children (P4C) P4C is a strategy adopted by the school to sharpen the children’s critical thinking through sharing of articles read or heard, viewing of videos and pictures with the teachers. Children are encouraged to ask questions and to discuss topics of interest with their peers and teachers. Students learn to develop informed opinions, analyse situations and apply reasoning skills to address assumptions and make judgments. 

All P1 & P2 students undergo a Speech & Drama Programme to enhance and enrich their learning in English Language. Students undergo a 15hr programme for both EL and MT towards the development of confidence, speaking skills and team-work. The children are provided with the opportunity to showcase their talents to their parents at the end of the programme through the Little Theatre where they collaborate towards public performances. Drama is an invaluable tool in education that can support every aspect of literacy and creative development. Drama has also been used in PLVPS in the teaching of values and this through the school’s piloting of the PAL Drama. The school considers this as one of its strengths and has been granted the Applied Learning Programme (ALP) status for its ACT-cellence Education through Drama Programme which will be implemented in 2015.


DSC04577.JPGThe annual Little Theatre performance.


Aligned to the PERI recommendation for Holistic Assessment (HA), various modes of assessment will be conducted to identify the strengths and areas for improvement of the students. (What platforms of formative and/or summative assessments do we put in place? What are the assessment objectives of these various platforms?) Students would be going through performance based assessment which include reading aloud, poetry recitation and show and tell, and pen and paper assessment for language skills. The table below illustrates the assessment tasks

Performance Based Pen and Paper(Written)
  • Reading aloud
  • Poetry Recitation
  • Show and Tell
  • Listening(Phonics)
  • Writing
  • Mini Test
    • Grammar
    • Vocabulary
    • Comprehension

Programmes and Enrichment

Anchor Build On Challenge
  • Reading by the Garden
  • Reading Buddies
  • Living Characters
  • Reading to Bond
  • Read and Share
  • DEAR (Drop Everything and Read)
  • Literature Box
  • Online Reading Portal
  • Little Red Dot
  • Master Reader Programme
  • National Geographic Reading Programme
  • Experiential Writing
  • Buddy Writers
  • Little Publishers
  • Open-Ended Writing Tasks
  • Speech and Drama
  • Theatres and Literature Programme

Apart from the above mentioned programmes, support programmes such as the learning support and morning reading with the school leaders are part of the activities that students would be enriched with. Through the learning support programme students needing assistance in reading skills would be explicitly taught phonetic skills and other reading strategies by our specially trained coordinator.