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English Language

In Casuarina Primary School, we believe in nurturing children into proficient users of the English Language and developing them into self-assured Casuarinians who are able to articulate their thoughts with confidence. 

Students achieve effective use of the English Language through systematic and explicit instruction based on the STELLAR (STELLAR STrategies for English Language Learning And Reading) and school-based curriculum to build a strong foundation in language skills, grammar and vocabulary.  Hands-on learning experiences, collaborative discussions on iPads, gallery walks and learning journeys, are among the many learning experiences in and beyond the classrooms, tailored to make the learning of the English Language engaging and enjoyable for our students.

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Inspiring the Joy of Learning (JoL) through Experiential and Outdoor Learning.

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Enhancing Learning Engagement with ICT & Collaborative Learning

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CAPS English Language Signature Programme – The Art of Language

The Art of Language aims to develop students in the area of literary arts. The programme in Casuarina adopts a whole-school approach and is progressive and developmental in promoting the essential competencies of the literary arts. 


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English Language Talent Development Programme (EL TDP)

The aim of the EL TDP is to nurture Casuarinians who excel in English and have demonstrated an aptitude for the language e.g., have a flair for writing, show precocity in reading and possess effective oral communication skills.  Students identified for the EL TDP are mentored by teachers to develop their talents in word fluency, writing and speaking. As part of their development, the students are given the opportunity to participate in various school-based and/or national competitions such as the Inter-School National Scrabble Championships (ISNSC), and the Scholastic Environmental Fund (SEF) Oratorical Competition.  Students who display verbal talents will also have the opportunity to take on the role of emcees in school events.

School-based & National Scrabble Competitions

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STELLAR (STELLAR Str ategies for nglish anguage earning nd eading) aims to strengthen both language and reading skills as well as 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.


The strategies used for lower primary (Primary 1-3):

  • Shared Book Approach (SBA) 
  • Modified Language Experience Approach (MLEA)
  • Learning Centres (LCs)

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The Shared Book Approach (SBA) is an integrated and balanced language teaching approach that uses motivating and enjoyable "big books" of enlarged print and illustrations or "e-book".

The Modified Language Experience Approach (MLEA) is an integrated and balanced language teaching approach that uses motivating and enjoyable experiences to extend and exapnd on the language skills learned from the Big Books of SBA.

By Primary 3, most pupils can already handle more independence in reading and writing and the support from the shared reading of Big Books becomes less necessary. Teachers would then use another approach that provides some support, but leads to further independence in reading and learning.

The strategies used for upper Primary (Primary 4-6):

  • Supported Reading (SR)
  • Know-Want to Know Learnt (KWL)
  • Writing Process Cycle
  • Differentiated Instruction (DI)


Supported Reading (SR) lesson hinges on the effective use of Questioning Techniques. Through the use of Questioning Techniques and making predictions, pupils are kept involved, their thinking is stimulated and they acquire critical comprehension strategies.

The Know-Want to Know-Learnt (KWL) strategy focuses on what pupils Know, what pupils Want to know, and what pupils have Learnt. KWL helps learners to approach text independently by teaching them a powerful comprehension strategy. Pupils will learn to connect reading, writing, listening and speaking in an authentic inquiry learning situation.

The Writing Process Cycle involves the processes of planning, writing and reviewing. A series of writing lessons begins with Class Writing followed by Group Writing, and lastly Independent Writing. These processes provide pupils with scaffolding that promotes the acquisition of writing skills in a sequential manner.

Differentiated Instruction (DI) creates a responsive and personalised learning experience for pupils. Teachers guide pupils through activities rather than spend most of the time delivering content. Reading materials are selected according to pupils’ reading levels. Pupils are coached to work in teams to practise collaborative learning and self-directed learning.