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English Language

Critical thinkers, Confident Language Users 

Developing critical thinkers and confident users of the language.
Building characters and citizenry through language activities
A typical English language classroom at both the lower and middle primaries is filled with bursts of colours from classrooms displays, mostly handiworks of our enthusiastic language learners and of thoughtful chatter of the pupils. The vibrancy in colours and of the pupils’ conversations is mainly due to the implementation of STELLAR.    
STELLAR, which stands for Strategies for Teaching English Language Learning and Reading, aims to:
a) strengthen language and reading skills and 
b) promote a positive attitude towards reading in the foundational years through the use of well-established, learner-centred and developmentally appropriate pedagogical approaches using authentic children's literature.
For more information on STELLAR visit: http://www.stellarliteracy.sg/
Narrative Writing, Strategic Reading& Oral Communication
We believe in equipping our language learners with a host of strategies in which to tackle various components of the English Language.
Our Narrative Writing Framework which begins with the Middle Primaries (P3 & P4) through to the Upper Primaries (P5& P6) teaches pupils to write using SPACE: Setting, Purpose, Actions, Conclusion, Emotion and incorporates HOM so as develop independent writers. At the lower primaries (P1 & P2), the pupils learn to put Magic in their Writing through a simpler 3-part structure.
Also a key programme in the EL department is our Strategic Reading @ Changkat. Through the use of Active Reading Symbols, pupils are taught to be more deliberate readers; able to connect with the text, the world and self through text. Pupils learn to stop to ask questions as they read narrative texts so as to glean a better understanding of what the author is putting across. This in turn aids pupils in answering comprehension questions better.  The strand of comprehension question format are closely pegged to the requirements of the new PSLE 2015 format so as to ease the anxiety that pupils & parents may have in preparation for the milestone check at the end of pupils’ Primary Education.
In tackling the Oral Communication component, pupils use the 3Es strategy in order to Express, Explain & Elaborate a given stimulus presented in Stimulus-based Conversation component.  
Differentiated Instruction, Formative Assessment & Cooperative Learning
Our teachers engages the pupils through the use DI, FA & CL to customize the pupils’ learning experience.   Pupils are often grouped flexibly to suit the learning intentions of the lesson.  Cooperative Learning (CL) structures such as Jigsaw, Numbered Heads Together, Rally Robin, Round Robin are common place in our classrooms as are Formative Assessment (FA) tools such as white boarding, use of exit cards or use of thumbs up-down during lessons.
We work hand in hand with the National Library Board (NLB) and our Parent Support Group (PIE Club – Partners in Education Club) in ensuring that various groups of pupils are supported in our efforts to promote a Reading Culture in Changkat