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 judgements 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 judgements 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 | Phone | |
|---|---|---|---|
| Felicia Kuo | Head of Department | felicia.kuo@ri.edu.sg | 63549124 |
| Patricia Nathan | Subject Head | patricia.nathan@ri.edu.sg | 63549149 |
| Janki Tamilselvan | Subject Head | janki.n@ri.edu.sg | 63549131 |
| Malani D'Cruz | Curriculum Head | malani.s@ri.edu.sg | 63549154 |
| Rosie Smith | Programme Head (Debates) | rosie.smith@ri.edu.sg | 63549142 |
| Alfiani Bte Fadzakir | Teacher | alfiani.f@ri.edu.sg | 63549149 |
| Divina Teo | Teacher | divina.teo@ri.edu.sg | 63549143 |
| Edmund Chow | Teacher | edmund.chow@ri.edu.sg | 63549133 |
| Elsa Chew | Teacher | elsa.chew@ri.edu.sg | 63549149 |
| Grace Kong | Teacher | grace.kong@ri.edu.sg | 64549142 |
| Hanna Maryam Bte Samri | Teacher | hanna.ms@ri.edu.sg | 63549143 |
| Heryanti Suhaimy | Teacher | heryanti.s@ri.edu.sg | 63549135 |
| Ho Wen Rui | Teacher | wenrui.ho@ri.edu.sg | 63549137 |
| Jai Singh | Teacher | jai.singh@ri.edu.sg | 63549135 |
| Jeremy Lim | Teacher | jeremy.lim@ri.edu.sg | 63549133 |
| Kelvin Yap | Year Head 4 | kelvin.yap@ri.edu.sg | 63549136 |
| Kuang Ser Yee | Teacher | seryee.kuang@ri.edu.sg | 63549149 |
| Louis Tan | Teacher | louis.tan@ri.edu.sg | 63549139 |
| Madeline Maas | Year Head 3 | madeline.maas@ri.edu.sg | 63549187 |
| Noorizan Albar | Teacher | noorizan.alba@ri.edu.sg | 63549131 |
| Quah Seok Whee | Teacher | seokwhee.quah@ri.edu.sg | 63549139 |
| Sara Abdullah | Teacher | sara.abdullah@ri.edu.sg | 63549142 |
| Serene Seow | Teacher | serene.seow@ri.edu.sg | 63549138 |
| Shivppreeya | Teacher | preeyai.j@ri.edu.sg | 63549143 |
| Tan Yew Meng | Teacher | yewmeng.tan@ri.edu.sg | 63549136 |
| Tang Keen Yeen | Teacher | keenyeen.tang@ri.edu.sg | 63549148 |
Achievements
Recent Achievements
| Year | Achievement | Description |
|---|---|---|
| 2009 | Singapore National Youth Scrabble Championships | Cup Category: Champions - I Naishad Kai-Ren, Dehn See Toh, Poon Xue Wen, Tan Zi Xiang, Gregory Yap, Cup Category: 3rd Place - Toh Jie Min, Kevan Tan, Marcus Chia, Gareth Ting, Darren Tan, Bowl Category: 3rd Place - Wasiq Al Mamum, Jonathan Ng, Koh Jing Xuan, Nathan Siaw, Mason Xian Wang Liu |
| 2009 | Foyle Young Poet Award | Foyle Young Poet of the Year 2009 - Leon Lau, Commendation prize - Chua Jun Yan, Anurak Saelaow Hao |
| 2009 | University of New South Wales Writing Competition | Won medals in the UNSW Writing competition, an accolade received only by the top-performing students in Singapore - Chua Jun Yan and Yee Jia Rong |
| 2009 | Your Singapore Through Their Eyes Competition | 1st prize Category B Sec - Loo Tien Pan, 2nd prize Category B Sec - Nicholas Teo, Merit Award Category B Sec - Alexander Philip, Chua Jun Yan, Chan Jau Tung |
| 2009 | National Inter-School Scrabble Championships 2009 | Bowl category: 2nd Place, Cup category: Merit Award, 3rd Place and Championship |
| 2009 | MOF Treasury Budget Essay | 1st prize - Chua Cheng Xun |
| 2009 | Arte(factually) Speaking Competition | 1st prize - Li Zhilong, 2nd prize - Koh Jin Kiat, Merit Award - Huang JingHui |
| 2009 | 2009 Creative Minds Poetry Contest | 2nd prize - Theophilus Kwek, 3rd prize - Nol Swaddiwudhipong |
| 2009 | Henrietta Branford Writing Competition 2009 | Finalist - Clarence Tan |
| 2009 | Royal Commonwealth Essay Writing Competition | Specially commended as runners up (Class B) - Lew Zi Qi, Highly commended (Class B) - Yang Yang, Highly commended (Class C) Song En Jeremy Ng, Commended (Class C) - Shao Min Chu |
| 2009 | Singapore National Youth Scrabble Championships | Cup 1st prize, Cup 3rd prize, Bowl 3rd prize |
| 2009 | National Scrabble Association Youth Scrabble Championship Cup | Won the match 47-13 and achieved the National Scrabble Association Youth Scrabble Championship Cup |
| 2009 | Uniquely Singapore | 1st prize - Jonathan Lee |
| 2009 | Lit Up Singapore | Script Writing Comp (Cat B) 3rd Place - Richard Neo; Drama Competition Best Actor - Muhammad Nur Aliff Bin; Poetry Writing Competition (Cat C) 1st - Anurak Saelaow Hao, 3rd - Nol Swaddiwudhipong |
| 2009 | NZPS Open Junior Poetry Competition | Selected to be published in the NZPS anthology 2009 - Bryan Cheong |
| 2009 | Plain English Speaking Award (PESA) | Finalist (Top 8 out of 80 schools) - Jarret Huang |
| 2009 | 4th National Bilingual Speech Competition | 2nd prize (Lower Sec Category) - Jiang Peicun, 3rd prize (Upper Sec Category) - John Yu |
| 2009 | Goi Peace International Essay Contest | Honourable Mention - Antariksh Mahajan, Hu Fangda |
| 2009 | Anti-Drug Essay Competition | 1st prize - Kenneth Nah, Merit - Nigel Leong, Merit - Chua Jun Yan |
| 2009 | Supreme Court Essay Competition | 1st prize - Benjamin Mak |
| 2009 | Experiences and Experiments Books | Awarded Publishing Contracts - Jee Kai Yen & Simon Ang |
| 2008 | New Zealand Poetry Society's Competition | Special Commendation - Ashish Kumar (Junior Open Section) |
| 2008 | National Inter-school Scrabble Competition | 1st Cup Category, 1st Bowl Category |
| 2008 | Commonwealth Essay Competition | Highly Commended - Daniel Tay. Commended - Wen Jie Pek, Jing Han Daniel Tay, Yang Yang, Tan Teng Jie Shawn |
| 2008 | The Arena | Champion. Best speaker for the finals and best speaker overall - Nicholas Quah |
| 2008 | MOE Budget Essay Competition | 1st - Wong Yong Sheng, 2nd - Benjamin Mak |
| 2008 | Fast and Fresh | Best script - Bhargav Sriganesh. 2 commendations for Best Actor - Aaron Ng and Abhishek Suresh |
| 2008 | IHPC Science Chronicles | 1st - Shaun Ee |
| 2008 | Uniquely Singapore Poetry Competition | 1st - Ashish Kumar |
| 2008 | Great Eastern "Life is Great!" Essay Competition | Winner - Tizian Ibach |
| 2008 | Goi Peace Foundation International Essay Competition | 3rd Prize - Chua Jun Yan |
| 2008 | University of New South Wales International Competition for English | Medallist - Vincent Brian Arifin Tjeng |
| 2008 | University of New South Wales International Competition for Writing | Medallist - Ishwarpal Singh Grewal |
| 2008 | The Splinter Generation | Featured poet - Joshua Tung |
| 2008 | Marshall Cavendish Budding Writers | Winners - Tan Yi Zu, Tay Hui Chiang, Abdul Muhalmin Bin Abdul Rahman, Marcus Yeo, Yao Zexi |
| 2008 | Young Adult Writers in Performance | Second Prize (Lower Secondary Category) |
| 2008 | 3rd National Bilingual Competition | 1st - Tony Li Yiwei. Merit Prize - Jiang Peichu |
| 2008 | NLB Essay Writing Competition | 1st - Andrew Tham. 2nd - Wong Jun Sean. 3rd - Clinton The Jun Hao |
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 |
| Focus: Language as a system of interconnected parts |
| Secondary 2 English language Arts Curriculum |
|---|
| Macro-concept: SYSTEMS |
| Focus: Customs & Conventions in Literature |
| Secondary 3 English Curriculum |
|---|
| Macro-concept: CHANGE |
| Focus: The Language of Power and the Power of Language |
| Secondary 4 English Curriculum |
|---|
| Macro-concept:SCALE |
| Focus: Language In Context - Its Strength & Subtlety |
| ASSESSMENT |
|---|
| Written Assignments |
| Performance-based Assessments |
| Portfolio |
| Oral Presentations |
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 |