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Head of Department: Anissa Ferdaus Md Salleh (Mdm) 

Level Head: Charisma Ahino (Miss)


Discerning Listeners & Readers 

Confident & Respectful Communicators of the English Language


To develop students into effective and affective users of the English language and provide a conducive learning environment that promotes creative inquiry and critical thinking


Principles & Approaches

At TKPS, we aim to equip pupils with a strong foundation in reading, writing, speaking, listening, viewing & representing skills for effective communication and provide an enjoyable language learning experience through explicit instruction and communicative approach to language development. Guided by the English Language Syllabus 2010 (MOE, Singapore), we also incorporate experiential and interactive and inquiry-based learning into both STELLAR, the national English Language (EL) curriculum, and our school-based curriculum (SBC) through various learning activities.

Key English Department Programmes

1.    STELLAR (MOE, Singapore) 

Through Strategies for English Language Learning And Reading (STELLAR), we hope to strengthen the foundation of language learning through a greater focus on the enjoyment of language, phonemic awareness, phonics and early literacy skills at the start of Primary 1 to lay the foundation for acquiring reading fluency, comprehension and viewing skills and strategies at the middle and upper primary levels. At the lower primary, the skills learnt in both reading and writing lessons are reinforced in the Learning Centres (LC) where activities are planned and differentiated for the pupils in the Reading Centre, the Word Study Centre and the Listening Centre or through other forms of differentiated instruction for the upper primary.

Lower Primary STELLAR

Lower Primary STELLAR Diagram

Upper Primary STELLAR

Upper Primary STELLAR Diagram

Using the Shared Book Approach (SBA) and the Modified Language Experience Approach (MLEA) in writing, we aim to promote extensive reading and viewing and provide extensive opportunities for pupils to engage in sustained, authentic and creative writing. Texts used in SBA and the experiences gained during activities in MLEA are used as authentic springboards in the systematic and explicit instruction of grammar and vocabulary.


2.    School-based Curriculum (SBC)

In our constant strive for enhanced teaching to enrich learning for our pupils, we develop our school-based curriculum (SBC) to complement STELLAR and it includes the following teaching and learning programmes:

a.  P1 & P2 Speech & Drama Programme  

P1 & P2 Speech & Drama Programme - Performance

Our speech and drama programme for P1 and P2 students is designed to develop our students into proficient and confident speakers of English through fun and engaging activities and provide a platform for our young learners to showcase their oral communication skills at the end of their learning through a class performance to an audience. Conducted during the English classes for a term, this programme enables the students to acquire speech and drama skills such as voice projection, articulation and spatial awareness through play, games and mini group performances. Our students are provided with formative feedback to help them develop their self-confidence, communication and presentation skills.  We also hope our students will develop the love of learning EL from this programme.

b.  Explicit Teaching of the 3 Comprehension Skills using Children’s Literature

Book Covers

Our students are also explicitly taught on how to make inferences and summarise the gist of the texts they read using authentic children’s literature. Teachers will model and scaffold the thinking process in inferring and summarising using relevant strategies. 

Through these lessons, students will be active, engaged and strategic readers who will be able to make better sense of their reading. At the end of every lesson, they will write their response to their reading based on the activities related to the book read. 

c.    Newspaper-based EL lessons (P5 & P6) 

Newspaper-based EL lessons - Photo 1

Newspaper-based EL lessons - Photo 2


P5 & P6 pupils engaged in silent reading of the newspapers and post-reading activity during a newspaper-based EL lesson

To provide our students with a range of authentic reading materials for language acquisition, the P5 and P6 students subscribe to the What’s Up, a newspaper for children, which is used in the teaching of language components such as reading comprehension, reinforcement of grammar and vocabulary building. Students are taught to respond to the newspaper articles and texts read in the Reading Writing Journal in a systematic manner through various post-reading activities.

d.    ICT integration

To equip our students with the relevant 21st century competencies, we integrate information and communication technology (ICT) into our EL curriculum through the following level-specific project-based lessons:

Primary 1: Touch Typing & Microsoft Word
Primary 2: PowerPoint Presentation
Primary 3: Mind Mapping & Advanced PowerPoint Presentation
Primary 4: Digital Storytelling
Primary 5: Podcast
Primary 6: Videography

Other digital resources such as web-based texts (e.g. online articles, blogs, wikis) and online learning sites are used to facilitate teaching and provide close-to-real experiences in making learning more meaningful and authentic.


3.  Learning Support Programme (LSP), Reading Remediation Programme (RRP) & School-based Dyslexia Remediation (SDR)

The LSP (P1 & P2), RRP (P3 & P4) and SDR (P3 & P4) are literacy support programmes that cater to the needs of struggling readers who are given additional support in reading to keep up with the standard EL curriculum better. The lessons are conducted by trained Learning Support Coordinators (LSC), RRP and SDR teacher-instructors who provide the necessary remediation in reading through a comprehensive teaching package and guidelines developed by the Reading Unit of EL Curriculum Planning and Development Division.

4.  High-ability (HA) Enrichment Programme

To provide an opportunity for our high-ability students to optimise their potential in the learning of the English language beyond the classroom, the following series of enrichment modules are conducted for the high-ability students in the various levels:

i. Young Journalism module (Primary 4)

ii. Writing Enrichment Programme (Primary 5 & 6)

5.  Assessment

Guided by the principles of Assessment OF Learning (AoL) and Assessment FOR Learning (AfL), we monitor pupils’ learning through a wide range of assessment modes, which are used to provide feedback to facilitate future learning (formative) and to ascertain pupils’ level of language competency at that point in time (summative). The various modes of assessment include:

a. Performance-based Assessment such as show-and-tell, speech & drama, reading aloud, stimulus-based conversation etc.

b. Pen-and-Paper Assessment which are mainly the Mid-Year & Year-End Assessments (Primary 3 – 6).

6.  Useful Links