English Language and Literature
- Teaching Staff
- English Language
- Literature in English
|Ms Chin Siang Yee, Samantha
Ms Zhang Zhi Hui, Orry
Year Head 1
|Ms Tay Shi Ying
Subject Head English Language
Ms Sandramathy d/o Idamban
Senior Teacher, English
Mr Rahmat Tirmizi Bin Juma'at
Senior Teacher, Geography
|Ms Anne Roseline
Ms Darshini D/O Gunaseigaran
Ms Ng Ling Yee Domina
|Ms Iman Nor Atiqah Binte Sofian
Ms Susan Liang
Ms Sandy Goh
Ms Tan Ai Ling Majorie
Flexi Adjunct Teacher
Our English Language Syllabus, in alignment with the MOE English Language Syllabus 2020 for Secondary, builds on the progression of language skills, learner strategies and knowledge about language as set out in the MOE English Language Syllabus 2020 for the Primary level.
The overarching aim of the EL Syllabus 2020 is to develop effective and affective language use in students in the following areas:
1. Listen to, read and view critically and with accuracy, understanding and appreciation a wide array of literary and informational texts in standard English from print, non-print and digital networked sources.
2. Speak, write and represent in standard English that is grammatical, fluent, intelligible and appropriate for different purposes, audiences, contexts and cultures.
3. Use standard English grammar and vocabulary accurately and appropriately, and understand how speakers/writers put words together and use language to communicate meaning and achieve impact.
4. Use English with impact, effect and affect.
The syllabus aims to advance students’ language learning and develop students into Empathetic Communicators, Discerning Readers and Creative Inquirers.
English Language Lessons at JWSS
The lessons focus on the enjoyment of language as students learn, integrate and apply knowledge across areas of language learning.
To foster self-directed learning, opportunities are provided for students to apply metacognitive strategies through review and reflection. Other than teacher and/or peer conference, students are guided to notice, monitor and regulate how they are learning, and to reflect on the extent of their learning or improvement through the use of rubrics, checklists and reflection activities.
To encourage higher-order thinking, opportunities are provided for students to progressively read, view and respond to age-/ year-appropriate texts (print, non-print and digital networked sources) of increasing complexity and create a range of texts, including multimodal and hybrid texts, for various purposes.
Monthly Thursday Sharing
Is there a real-world issue that you are intrigued by and would like to share with the school?
The Monthly Thursday Sharing is a platform for students to share their views about a hot button issue and simultaneously hone their ability to communicate confidently, effectively and sensitively. They evaluate and synthesise information from credible sources as well as share their perspectives and reflections using the appropriate tone and register. They then invite their peers to think further about the issue by posing stimulating questions. This platform enables the presenters to raise awareness of real-world issues and encourage the audience to think deeper and more holistically about them.
Wednesday Morning Sharing – Speak Well, Speak Right
“How can I be a more engaging and effective speaker?” If you have these questions, fret not, as the weekly sharing sessions provide tips on how to speak well.
Selected students focus on features of clear pronunciation and aspects of expression (e.g., volume, stress and intonation) that would help their peers become clearer, more effective and confident speakers.
Literature in English
- Literature in English (Lower Sec)
- Humanities Literature in English (Upper Sec Express)
- Pure Literature in English (Upper Sec Express and Normal Academic)
The aims of the Literature in English syllabus are to enable students to:
- discover the joys of reading Literature and become aware of new ways of perceiving the world around them
- appreciate the aesthetic value of language
- engage personally with a variety of texts and draw connections between self, texts and the world in order to develop intellectual, emotional, socio-cultural, and global awareness
- articulate perceptive and analytical thinking when discussing and writing about literary texts
- explore how the elements of different genres function in literary works to achieve specific effects; and
- appreciate the importance of the contexts in which literary texts are written and understood.
The study of Literature centres on literary response – the negotiation of meaning between readers and texts.
The study of Literature centres on literary response – the negotiation of meaning between readers and texts. This Literary Response Framework represents how teachers will design learning experiences that encourage students to respond to texts in a holistic manner.
The Framework is shaped like an eye to emphasise how responding to Literature empowers students to read texts and the world in different ways and with discernment.
The various layers of this framework are elaborated upon below, starting from the centre to the outermost layer.