English
Description
Philosophy/Rationale
Language is a communicative tool that transmits values and culture and is a medium for the development of aesthetics sensibility. The acquisition of English Language competency would enable the individual to make informed judgement about moral, philosophical and social issues, as well as to be an effective communicator in private and public discourse. Language develops an awareness of the self in relation to the diversity of human experience and it is a powerful tool for personal growth and the development of Thinkers, Leaders and Pioneers.
PHILOSOPHY OF LANGUAGE UNDERLYING THE SYLLABUS:
The following insights into the nature of language have shaped this syllabus:
• Language is a system for making meaning.
• It is a means of communication and expression.
• Language use is determined by purpose, audience, context and culture.
• Language has a grammar and linguistic structures and patterns, which can be used to create various discourse forms or text types depending on the linguistic choices made.
• Learners have to be taught how to make these linguistic choices to suit purpose, audience, context and culture.
Language is a communicative tool that transmits values and culture and is a medium for the development of aesthetics sensibility. The acquisition of English Language competency would enable the individual to make informed judgement about moral, philosophical and social issues, as well as to be an effective communicator in private and public discourse. Language develops an awareness of the self in relation to the diversity of human experience and it is a powerful tool for personal growth and the development of Thinkers, Leaders and Pioneers.
PHILOSOPHY OF LANGUAGE UNDERLYING THE SYLLABUS:
The following insights into the nature of language have shaped this syllabus:
• Language is a system for making meaning.
• It is a means of communication and expression.
• Language use is determined by purpose, audience, context and culture.
• Language has a grammar and linguistic structures and patterns, which can be used to create various discourse forms or text types depending on the linguistic choices made.
• Learners have to be taught how to make these linguistic choices to suit purpose, audience, context and culture.
Staff
| Name | Designation | |
|---|---|---|
| Aruna Johnson | Head of Department | aruna@ri.sch.edu.sg |
| Kuang Ser Yee | Curriculum Head | kuang@ri.sch.edu.sg |
| Rosie Smith | Senior Teacher | rosie@ri.sch.edu.sg |
| Patricia Nathan | Subject Head | patricia@ri.sch.edu.sg |
| Felicia Kuo | Subject Head | felicia@ri.sch.edu.sg |
| Adrian Chan | Teacher | adrianchan@ri.sch.edu.sg |
| Alfiani Bte Fadzakir | Teacher | alfiani@ri.sch.edu.sg |
| Elsa Chew | Teacher | elsa@ri.sch.edu.sg |
| Grace Kong | Teacher | yilyn@ri.sch.edu.sg |
| Heryanti Suhaimy | Teacher | heryanti@ri.sch.edu.sg |
| Jai Singh | Teacher | jaisingh@ri.sch.edu.sg |
| Janki Tamilselvan | Teacher | janki@ri.sch.edu.sg |
| Jennifer Koh | Teacher | jenniferkoh@ri.sch.edu.sg |
| Kelvin Yap | Year Head 2 | kelvin@ri.sch.edu.sg |
| Mabel Toh-Chia | Teacher | mabelchia@ri.sch.edu.sg |
| Madeline Maas | Year Head 1 | madeline@ri.sch.edu.sg |
| Malani D'cruz | Teacher | malani@ri.sch.edu.sg |
| Noorizan Albar | Teacher | noorizan@ri.sch.edu.sg |
| Quah Seok Whee | Teacher | quah@ri.sch.edu.sg |
| Serene Seow | Teacher | serene@ri.sch.edu.sg |
| Tan Yew Meng | Teacher | yewmeng@ri.sch.edu.sg |
| Tang Keen Yeen | Teacher | keenyeen@ri.sch.edu.sg |
| Sara Abdullah | Teacher | sara@ri.sch.edu.sg |
| John Crowe | Lead Teacher Consultant | johncrowe@ri.sch.edu.sg |
Achievements/Involvements
Achievements/Involvements This Year
| Achievement | Description |
|---|---|
| Young Adult Writers in Performance | Second Prize (Lower Secondary Category) |
| Fast and Fresh | Best script - Bhargav Sriganesh. 2 commendations for Best Actor - Aaron Ng and Abhishek Suresh |
| IHPC Science Chronicles | 1st -- Shaun Ee |
| MOF Budget Essay Competition | 1st -- Wong Yong Sheng, 2nd - Benjamin Mak |
| The Arena | Champion. Best speaker for the finals and best speaker overall - Nicholas Quah |
| New Zealand Poetry Society's Competition | Special Commendation - Ashish Kumar (Junior Open section) |
| National Inter-school Scrabble Competition | 1st Cup Category, 1st Bowl Category |
| Commonwealth Essay Competiton | Highly Commended - Daniel Tay; Commended - Wen Jie Pek, Jing Han Daniel Tay, Yang Yang, Tan Teng Jie Shawn |
Summary of Achievements/Involvements
| Year | Achievement | Description |
|---|---|---|
| 2007 | Foyle Young Poet of the Year (UK) | Geoffrey Lim Jeson Ng, Ryan Tan |
| 2007 | Commonwealth Essay Competiton | Jeson Ng, Ryan Tan (Cat C:Highly Commended) |
| 2007 | Reader's Digest Pen Awards | Lim Shang Chong, Uday Duggal, 2nd Prize winner for Upper and Lower Sec respectively |
| 2007 | Singapore Young Dramatists Award 2007 | Jotham Tay, 3rd Prize |
| 2007 | Reader's Digest Word Power National Champions | Dominic Lo, Tan Yu Zhun, Tang Yu Jun |
| 2007 | Singapore Young Dramatists Award 2007 | Gan Kar Liang, Jonathan Lian, Joint 2nd Prize |
| 2007 | Walk and Talk 2007 | Wee Zongwen, Koh Ming Jun, Justin Ho, Chia Keat Loong, Upper Sec Winners |
| 2007 | The Alchemist Essay Writing Competition | Teoh Yee Oon, 1st prize winner |
| 2007 | Walk and Talk 2007 | Bhargav Ganesh, Lower Sec Winner |
| 2007 | National Inter- School Scrabble Championships Winners | Chew Hong En, Vincent Neoh, Adil Hakeem, Matthew Lee |
Curriculum
English
By the end of the course, a student should be able to:
• communicate accurately, clearly and effectively in speech and writing;
• communicate appropriately in response to an authentic situation, purpose and audience;
• apply critical reading and creative thinking skills to engage in metacognition;
• analyse arguments and opinions in reading and writing in order to generate independently a criteria for evaluation and construct a sound argument;
• appreciate and evaluate a variety of oral and written texts in the English Language in order to make appropriate linguistic choices in speech and writing;
• use language responsibly in the public domain and in the new media;
• demonstrate understanding of the inter-relationship between language and thought;
• achieve a sensitivity to and appreciation of universal concerns while remaining mindful of shared historical and social experiences both locally and regionally in order to make a meaningful contribution;
• use language to better understand the world in which they live by fostering a critical awareness of continuity and change in the human experience.
• communicate accurately, clearly and effectively in speech and writing;
• communicate appropriately in response to an authentic situation, purpose and audience;
• apply critical reading and creative thinking skills to engage in metacognition;
• analyse arguments and opinions in reading and writing in order to generate independently a criteria for evaluation and construct a sound argument;
• appreciate and evaluate a variety of oral and written texts in the English Language in order to make appropriate linguistic choices in speech and writing;
• use language responsibly in the public domain and in the new media;
• demonstrate understanding of the inter-relationship between language and thought;
• achieve a sensitivity to and appreciation of universal concerns while remaining mindful of shared historical and social experiences both locally and regionally in order to make a meaningful contribution;
• use language to better understand the world in which they live by fostering a critical awareness of continuity and change in the human experience.
| Secondary 1 English Language Arts Curriculum |
|---|
| Macro-Concept: SYSTEMS |
| READING COMPREHENSION / WRITING |
| Introduction to Text Types: |
| - Information Texts |
| - Narratives |
| - Expository Texts |
| - Literary Texts |
| Text Forms: |
| - Reports |
| - Letters (Formal / Informal) |
| - Journals |
| LISTENING / SPEAKING |
| * Discussion |
| * Presentation |
| AN INTRODUCTION TO THE ELEMENTS OF LITERATURE |
| - Introduction to the features of the Genres |
| - Developing Personal Response |
| - Creative Expression (writing) |
| - Poetry: A Selection |
| - Prose: Short Stories, Novella |
| - Drama: One-Act Plays |
| Secondary 2 English language Arts Curriculum |
|---|
| Macro-concept: SYSTEMS |
| READING COMPREHENSION / WRITING |
| Introduction to Text Types: |
| - Information Texts |
| - Narratives |
| - Expository Texts |
| - Literary Texts |
| - Reports |
| - Letters (Formal / Informal) |
| - Journal |
| LISTENING / SPEAKING |
| * Presentation |
| * Porformance |
| Appreciating the Genres (Appreciating the author's style; socio-historical contexts of the texts) |
| Developing a Response (Personal & Informal Literary Response) |
| Creative Expression (Performing) |
| Poetry: A Selection |
| Prose: Novel |
| Drama: Play |
| Secondary 3 English Curriculum |
|---|
| Macro-concept: CHANGE / EVOLUTION |
| READING COMPREHENSION / WRITING |
| Text Types |
| - Narratives (Personal) |
| - Expository Texts |
| Text Types |
| - Autobiography |
| - Letters (Formal) |
| - Editorials / Commentaries |
| - Reading portfolio |
| LISTENING / SPEAKING |
| Presentation |
| Speech (Persuasive) |
| Forum (Fielding Questions) |
| Debates |
| Secondary 4 English Curriculum |
|---|
| Macro-concept:SCALE |
| READING COMPREHENSION / WRITING |
| Text Types |
| - Narratives |
| - Expository Texts (Argumentative / Discursive Essay) |
| Text Forms |
| - Biography |
| - Letters (Formal) |
| - Editorial / Commentaries |
| - Showcase Portfolio |
| LISTENING / SPEAKING |
| Presentation |
| Speech (Persuasive) |
| Interview (Formal) |
| Discussions |
| Oral Defence / Viva |
| ASSESSMENT |
|---|
| Written Assignments |
| Performance-based Assessments |
| Portfolio |
| Oral Assessments |
Literature
By the end of the course, students should develop as discerning and informed readers who:
• enjoy the reading of literature and its contribution to aesthetic and imaginative growth
• explore areas of human concern, leading to a greater understanding of the self and others
• have understanding of the nature and methods of literary study
• read, understand, and respond to various types of literary texts to appreciate the ways in which writers achieve their effects
• use information retrieval strategies for the purposes of literary study
• possess the interdependent skills of reading, analysis and communication
• give rigorous and honest attention to the details of the text to substantiate their views
• are able to articulate and defend informed personal views on a text clearly and coherently in written and spoken language
• show awareness of the heritage and dynamics of the literary tradition in response to changing environments and needs
• enjoy the reading of literature and its contribution to aesthetic and imaginative growth
• explore areas of human concern, leading to a greater understanding of the self and others
• have understanding of the nature and methods of literary study
• read, understand, and respond to various types of literary texts to appreciate the ways in which writers achieve their effects
• use information retrieval strategies for the purposes of literary study
• possess the interdependent skills of reading, analysis and communication
• give rigorous and honest attention to the details of the text to substantiate their views
• are able to articulate and defend informed personal views on a text clearly and coherently in written and spoken language
• show awareness of the heritage and dynamics of the literary tradition in response to changing environments and needs
| Secondary 3 Literature Curriculum |
|---|
| Macro-Concept: CHANGE / EVOLUTION |
| The Evolution of Tragedy (A comparative study of 3 texts) |
| Poetry through the Ages (Analysing poems by theme, author, period clusters) |
| Secondary 4 Literature Curriculum |
|---|
| Macro-concept: SCALE |
| The Scale of Comedy: From Farce to Satire (Inter-textual / genre analysis) |
| Evaluating the Form and Function of Poetry: (Evaluating poems by theme, author, period clusters) |
| Assessment |
|---|
| Written Assignments |
| Performance-based Assessments |
| Portfolio |
| Oral Presentations |
Enrichment Programmes
| Poet-in-Residence by Jacob Sam-La Rose | 7-11 Apr 2008 | Jacob Sam-La Rose is a former Poet-in-residence at BBC London. He conducted a week-long creative writing workshop for budding poets, and conducted lessons to get students who were new to poetry to create, appreciate and write their own poetry. |
| Fast and Fresh Play Writing Workshop, by Michael Huxley | 14-15 Feb 2008 | Michael Huxley has over 20 years experience in teaching and creating theatre. He has also worked in theatre as an actor, writer, musical director, director, sound designer and producer. His workshop over the course of 2 days began with looking at how a script can be a blue print for performance. He then moved on to help the students explore the different styles of theatre, how to harness one's imagination. |