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English Language and Literature


  • To equip Kranjians with skills and knowledge to be confident in the use of English Language for effective communication
  • To develop in Kranjians an appreciation and a passion for the English Language and Literature

Key Programmes

1.      English Reading Programme 

Reading extensively is an integral part of language learning. The objectives of the school’s English Reading Programme are: 
 o    To develop good reading habits in students
 o    To help students sharpen their language skills and broaden their general knowledge
 o    To enable students to widen their range of vocabulary 
 o    To enhance students’ ability to generate and develop ideas for expository writing and spoken interaction    

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The department subscribes to a range of magazine titles for students. The titles are selected based on their suitability for each level/stream, considering the profiles and language competencies of students. Reading time is set aside in the morning for students to do silent reading together as a school. Apart from the assigned magazines, students are also encouraged to read their own reading material on selected days during the morning reading time.    

Each month, a one-hour English lesson is used for the discussion of a selected magazine article. Thinking Routines are adopted as a key pedagogy to facilitate class discussion of topics/issues featured in the magazine article. Thereafter, students write an individual reading reflection piece on the magazine article, based on guiding questions aligned to the Thinking Routine(s) employed during the class discussion.      

 2.      Drama in Literature Curriculum and Drama Performance Assessment 

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 instead of the traditional pen-and-paper mode of assessment. In particular, the programme aims to achieve the following objectives: 
 o    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 
 o    To provide opportunities for collaborative learning in the form of play-building so as to develop teamwork in students and improve their communication skills    

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The programme consists of a series of drama sessions conducted by qualified drama instructors and closely monitored by the school’s Literature teachers. Working in groups, 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 is rigorous yet enjoyable for students. Its varied and engaging activities enrich students’ experiences in the learning of Literature.       

 3.      Heritage & Modernity Literature Trail 

The Heritage & Modernity Literature Trail, which is designed based on the principles of Personal Learning Environments, 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 and the surrounding areas, 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.

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The poems selected for the trail are written by local poets about the Singapore River. They explore issues that centre on the preservation of our roots and heritage amidst rapid modernisation of Singapore. The themes of heritage and modernity are set in support of the school’s National Education programme.    

Before going on the trail, students attend a pre-LJ lesson which gets them thinking about issues related to heritage and modernity. Through the lesson, students discover where they stand in prior knowledge of the issues. 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.