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English Programme

Primary 4 Drama Skills Workshop Incorporating Readers’ Theatre


In Term 1, our Primary 4 pupils embarked on a literature in drama workshop series of the “Lorax”. The objectives of the programme were to raise awareness of the need for clear and expressive delivery in reading aloud and to encourage
literature appreciation through textual analysis and expression of thoughts.


The programme culminated with the pupils giving their best before an audience of their peers and teachers in a Readers’ Theatre performance. They wowed their audience with their confidence, articulation and enthusiasm. It was heartening to see how much our pupils had enjoyed their learning experience.


Speakers’ Corner

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It is a platform provided for pupils to give opinions, discuss issues and raise social and national concerns. These public speaking sessions have become part and parcel of the culture in our school since the seed of SPEAK UP SPEAK CLEARLY was planted. Speakers’ Corner is held termly during the recesses. To date, pupils have spoken on topics such as, Should students wear uniforms to school? Singapore is the place to be. How can Singaporeans be more gracious citizens?Many faces One Singapore  – just to name a few.
Topics are given two weeks in advance to Primary 4 to 6 pupils to prepare. In addition, the topics are posted on the student portal in the forum pages for pupils to generate and spark discussions amongst themselves first before stepping into the classrooms to exhibit their communication skills.  Pupils are given the opportunities to air their opinions publicly during school recesses. These opinions are summarised and collated for teachers to use during teachable moments.
Pupils who participate in Speakers’ Corner are inevitably given an opportunity and an avenue to practice the use of standard English, boost their confidence and develop skills in public speaking as well as critical thinking. Feedback received from teachers and pupils is very positive. Pupils continue to look forward to the next Speaker’s Corner session.

LEAP (Learning English Achieving Progress)

LEAP, a department-initiated intervention language programme, aims to support ‘at-risk’ pupils with intensive interventions they need to become proficient in language learning and literacy. This programme is grounded on research findings that early intervention for pupils who lack critical reading skills is essential to avert later problems of reading difficulties. In this programme, a team of teachers and specialised teachers administers timely assessment and provides opportunities for re-teaching, review, and supervised practice to pupils. The teaching instruction is not only explicit and systematic but also based on the specific learning needs of pupils.

Extensive Reading Programme

All levels are involved in an extensive reading programme. P1 –  P3 and P6 pupils read books from the iREAD programme. P4 and P5 pupils read books that are part of the Literature Appreciation Programme. All P4 to P6 pupils subscribe to The Straits Times and the Little Red Dot and engage in these texts in the classroom. Pupils also participate in online forum discussions on highlighted articles from the newspapers.

The Learning Support Programme (LSP)

In 1992, MOE introduced the Learning Support Programme (LSP) in all primary schools It is an early intervention programme aimed at providing additional support to pupils who enter Primary 1 with weak English Language and literacy skills.


  • Pupils are identified for the LSP through a systematic screening process.
  • The School Readiness Test (SRT), a screening test developed by MOE, is administered to all pupils in P1 at the beginning of each year.
  • The SRT is a paper-and-pencil test which assesses very basic language and literacy skills.
  • The SRT is administered and scored by the school’s Learning Support Coordinator (LSC).
  • Pupils scoring low levels on the SRT are placed in the LSP.

Programme Feature

  • LSP lessons are conducted by trained LSCs.
  • The pupils are taught in groups of 6-8. The small group size allows each pupil to receive more attention from the teacher. It also    gives more opportunities for practice and participation.
  • The Primary One pupils attend LSP lessons for half hour daily during curriculum time.
  • The Primary Two pupils attend LSP lessons twice a week for an hour each. The lessons are conducted before curriculum

Enhanced LSP

  • An enhanced LSP programme is being piloted in 34 primary schools in 2006. The new Enhanced Programme is implemented in all    primary schools from 2007.
  • The enhanced Programme is designed to provide for a more focused approach to building basic language and reading skills, so   that pupils can access the mainstream English Language curriculum as soon as possible.
  • It adopts a tiered approach for intervention. Pupils are grouped according to their learning needs so that they can receive   differentiated intervention.
  • Pupils who have very weak pre-reading skills begin with intervention to equip them with pre-reading skills before they move on to   receiving support in basic reading skills while pupils with weak literacy skills begin with intervention that addresses this need.
  • The progress of each child is monitored using a systematic monitoring toolkit.

Buddy Reading

  • The LSP Buddy Reading Programme (BRP) provides additional support in reading for pupils.
  • It adopts a structured reading approach to help pupils build confidence and fluency in basic reading.
  • Reading Mums read with the pupils on a regular basis for half hour each session.
  • The LSC provides training to the Reading Mums and monitors the BRP.

P3-6 Oral Workshops

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The Primary 3-6 Oral Workshops have been conducted to familiarise pupils with the components in Oral Communication that they are tested in for the Oral examinations and PSLE. The workshops are conducted by experienced level teachers. Pupils are informed of the format the examination takes. They are also taken through Reading and Stimulus-based Conversation components.

During this workshop, the pupils are taught techniques to improve their skills in these areas. They also get to hear recordings made by previous pupils and gauge the marks each of them would get for Reading and Stimulus-based Conversation. This allows pupils to assess the standards they will need to meet if they want to score well in the Oral Communication component.

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