Our Reading With Phonics For Comprehension & Writing programme is a highly motivational, thematic-based programme that incorporates both the phonetic and sight word approaches, enabling children to learn better through a balanced literacy programme. Reading, comprehension and writing activities will aid the children in discovering the world of creative thinking and writing.
Our Minds on English programme is specifically designed to develop children’s preliminary reading, writing and comprehension skills. Classroom participation is strongly encouraged, through which children will develop oral confidence by taking part in discussions with other students. Further grammar and vocabulary activities serve to enhance the children’s language literacy and competence.
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Our Essay Writing programme helps students dip into the well of ideas, tip the ladle and let the words flow smoothly across the page. Students will develop independence, self-awareness and self-evaluation as writers through various writing activities. They will be taught the difficult process of systematic composition writing through mind-mapping activities. Eventually, they will reach the stage of being able to plan, write and revise a piece of writing independently.
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Our Minds on Comprehension programme aims to equip and hone students’ deductive reasoning skills. Students will be taught critical comprehension strategies such as making inferences, finding the theme of the passage and distinguishing between fact and opinion. Students will develop comprehension skills through relevant language skills builder practices and active class discussions.
Our Exploring English programme explores the various facets of essay writing which encompass narrative, descriptive and argumentative writing. Comprehension and summary writing activities further enhance the students’ understanding of grammatical and vocabulary structures. Exposure to current affairs is integrated into the programme to provide content essential for the essay and oral components of the English Language.
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