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- English Reading Programme
- To develop good reading habits in students
- To help students sharpen their language skills, widen their range of vocabulary and broaden their general knowledge
- To enhance students’ ability to generate and develop ideas for writing and spoken interactionThe department subscribes to a range of magazine titles for students, selected based on their suitability for each level/stream. Reading time is set aside in the morning for students to do silent reading together as a school. Selected magazine articles are discussed during English lessons. Thinking Routines are adopted as a key pedagogy to facilitate class discussion of topics/issues featured in the articles. Thereafter, students write individual reading reflection pieces on the articles based on guiding questions aligned to the Thinking Routines employed
Drama in Literature Curriculum and Drama Performance Assessment
Reading extensively is an integral part of language learning. The objectives of the school’s English Reading Programme are:
The drama programme is offered to Secondary 1 students as part of the lower secondary Literature curriculum. It serves as an alternative platform for the expression of personal response through drama. In particular, the programme aims to achieve the following objectives:
- To provide an authentic context for students to engage in deep learning through critical reading and analyses of the themes and characters in the Literature text
- To provide opportunities for collaborative learning in the form of play-building so as to develop teamwork in students and improve their communication skills
- Working in groups and guided by qualified drama instructors, students are actively involved in all the stages of play-building, from script writing, improvisation of props and costumes to the production of the play. The programme culminates in the final performance assessment of the play. The drama programme’s varied and engaging activities enrich students’ experiences in the learning of Literature.
The Heritage & Modernity Literature Trail aims to harness technology to bring about a student-centric learning experience. The exploratory trail involves Secondary 2 students going on a Learning Journey (LJ) to the Singapore River, where they discover historical facts and other interesting information relevant to a set of poems in the poetry curriculum. It provides an opportunity for students to engage in authentic learning activities to gain insights into the issues featured in the poems. The poems selected for the trail explore issues that centre on the preservation of our roots and heritage amidst rapid modernisation of Singapore. During the trail, students work in groups using iPads installed with the software and application for the trail. At the end of the trail, a post-LJ debrief cum reflection is conducted as an Assessment for Learning tool to obtain feedback on students’ learning experiences.