English

Framework

The following diagram presents the key features of the EL Syllabus 2020:

The EL Syllabus 2020 is undergirded by the principles of EL teaching and learning (CLLIPS) and EL teaching processes (ACoLADE). A pedagogical emphasis on Multiliteracies, Metacognition, and Inquiry through Dialogue in the EL classroom helps to develop knowledge of language and ensures effective and affective language use for all EL learners. The approach to language teaching and learning ensures a firm and rich foundation for all for future learning.

Students’ language use is reflected in the following areas of language learning:

Listening and Viewing
Reading and Viewing
Speaking and Representing
Writing and Representing
Grammar
Vocabulary

Principles of EL Teaching and Learning (CLLIPS)

Contextualisation	Learning task and activities will be designed for students to learn the language in authentic and meaningful contexts of use.
Learner-centredness	Learners are at the centre of the teaching-learning process.
Learner-focused interaction	Teachers will provide a rich environment for communication that will explicitly foster listening and speaking skills and focus on the achievement of the Learning Outcomes.
Integration	The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way.
Process Orientation	The development of language skills and knowledge about language involves the teaching of processes, which the teacher will model and scaffold.
Spiral Progression	Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication.

ACoLADE, which refers to EL teaching processes, guides teachers in the design of instruction and enactment of learning experiences in the 21st century EL classroom. When planning EL lessons, teachers will employ ACoLADE during the delivery of the pre, main and post phases of their EL lessons..

Raising Awareness	Motivate learning and help students pay attention to what is to be learned. Help them make connections with what they already know.
Structuring Consolidation	Revisit and reinforce what has been learned.
Facilitating Assessment for Learning	Diagnose students’ needs, abilities and interests. Identify learning gaps, monitor their learning and provide timely and useful feedback for improving and self-assessment.
Enabling Application	Teach language in authentic contexts of use and model its use. Let students learn through working collaboratively with the teacher and other students.
Guiding Discovery	Facilitate discovery by prompting, posing questions and supporting the process by which students can learn about a skill, strategy, process or rule without prior or explicit instruction.
Instructing Explicitly	Explain and clarify a skill, strategy or process directly and systematically, in addition to teaching it in contexts of meaningful use.

Source: MOE, CPDD

English Lessons in Ai Tong School

Ai Tong School aims to develop our students to become Bilingual Communicators, striving to be a school of Dynamic Learners in a Culture of Care. The programmes and activities in the English Language Department support the MOE CPDD EL vision and set out to equip our students with the skills to serve them well in the 21st century.

Key Programmes and Activities

The table below provides a summary of ATS EL Department’s key programmes and activities

Programme/ Activities

Overview

Reading
(Broad-Based)

Book Master Challenge (P3/P4)
Students read, discuss and develop their love for books through book study opportunities.

Read with Me! (P1-P6)
Students enjoy reading experiences with friends and teachers through shared stories and fun read-alouds. They explore imaginary worlds together and make reading a joyful habit that grows with every page.

Character Alive Day (P1-P6)
Students and teachers step into the world of their favourite book or movie character. They dress up and bring stories to life through creativity and expression. Students live a day as their favourite characters in their interesting dress-ups.

Movie Under the Stars (P1-P6)
Enjoy a family-friendly movie, and a magical evening in the accompaniment of friends and families. It’s a great opportunity to experience stories that have leapt from books to the big screen.

Reading
(Targeted)

Reading Circles Enrichment (P5)
In small groups, students explore themes, characters, and ideas that spark imagination and critical thinking as they read the selected text. It is a fun and meaningful way to grow as confident readers and thoughtful communicators.

Speaking
(Broad-Based)

Gimme A Minute- Current Affairs (P5/6)
Students have the chance to share their views on current affairs — all in just one minute. This on-air school broadcast allows them to build confidence and awareness of the world around them as they step into the spotlight.

Moo-O-Challenge (P1-3)
Students become characters in digital storybooks and voice the characters with flair. It is a fun way to encourage students to read expressively with fluency on the Moo-O platform as they play the roles of the different characters.

Spotlight (P1-2) / Take a Bow Showcase (P3-4)
Primary 1 and 2 students step into the limelight, bringing words and rhythm to life through expressive and confident poetry recitation. Primary 3 and 4 students put up a stage performance, leveraging the exciting platform to build confidence and showcase their talents in the portrayal of various characters in the texts.

Speaking
(Targeted)

Plain English Speaking Awards (P1-6)
YMCA PESA is an annual National speech contest organised by YMCA of Singapore, in partnership with the Ministry of Education and the Speak Good English Movement. This platform creates an avenue to showcase eloquence and critical thinking.

Debates Enrichment (P5)
Students learn the art of constructing arguments and expressing opinions with confidence. The programme hones their reasoning and persuasive communication skills.

Writing

(Broad-Based)

Write Away (P1-6)
Riding on the belief that every student can be a writer, Write Away encourages students to participate in internal writing competitions, exercise their creativity and write freely based on an interesting theme.

Writing
(Targeted)

Creative Writing Programme (P5)
The Creative Writing Programme nurtures students’ imagination and writing flair through engaging activities that develop their voice, style, and confidence as writers. Students explore different genres, experiment with language and craft stories that express their ideas with clarity.

Language Use
(Broad-Based)

Eng-trigued! (P1-6)
Students explore language in a fun and interactive way. Through a series of engaging language games and challenges, students sharpen their vocabulary, grammar, and communication skills while enjoying hands-on learning at the game booths.

Taboo! (P1-6)
Students learn through play by decoding expressions in idioms, similes and figurative language. Each game brings learning to life in an exciting and memorable way.

Strategies and pedagogies

The Department also adopts a variety of strategies and approaches for teaching and learning.

Strategies and pedagogies	Description
Shared Book Approach	Shared Book Approach at ATS: Before Reading: The teacher activates prior knowledge, introduces key vocabulary, and sets a purpose for reading. During Reading: Pupils listen and follow along as the teacher models fluent reading. Discussion prompts encourage prediction, inference, and engagement with the text. After Reading: The class explores language structures, vocabulary, and themes from the book. Pupils engage in follow-up activities to reinforce understanding.
Supported Reading	Supported Reading is used to increase independence in students as they read text. The teacher provides scaffolding and feedback, helping them decode unfamiliar words, understand meaning, and make connections between texts.
Tune-in, Tune-out	Students immerse themselves in authentic learning that connects meaningfully with real-world experiences. Designed to bring out the joy of learning, this approach integrates a fun element in every task, making learning both engaging and memorable.
Literacy Stations	Hands-on learning centres are designed to reinforce concepts taught in the English Language curriculum, particularly for lower primary students. These centres provide students with opportunities to engage in independent and group activities, applying learned literacy skills in practical situations.
Authentic Learning (PW)	Key principles of Authentic Learning: Real-world relevance: Tasks are created to analyse a problem for a specific community. Collaboration: Students learn from and with others, working effectively in groups. Multiple sources and perspectives: Students are required to gather and evaluate information from various sources and consider different viewpoints. Reflection: Students reflect on their learning and evaluate their progress, both individually and as a group. Integrated assessment: Students are assessed based on their process, product, and performance.
Blended Learning	An approach that combines both face-to-face and online learning experiences. In schools, it allows students to learn at their own pace and space, while also benefiting from face-to-face interactions with teachers and peers. · In-school learning : engage in direct instruction, group work, and collaborative discussions. · Home-Based Learning (HBL): take ownership of their learning through digital platforms, online resources, and self-paced tasks.
Cooperative Learning	Cooperative Learning supports the development of the 21st Century Competencies, fostering skills such as collaboration, communication, and critical thinking. Some examples of Cooperative Learning structure integrated into English lessons at ATS: Think-Pair-Share Jigsaw Round Robin Numbered Heads Together Think-Pair-Share