English Language and Social Studies
Discover how Xingnan Primary nurtures confident English users and caring citizens through rich language programmes and Social Studies learning.
English Language and Social Studies
English
Curriculum Framework
The MOE English Language Syllabus 2020 for the Primary level focuses on the development, reinforcement and extension of language skills in the primary years through an enjoyment of the language and the promotion of extensive reading; and leveraging oracy, reading and writing skills to develop knowledge and independent use of the language.
The diagram below presents the key features of the EL Syllabus 2020.
At Xingnan, we nurture our students to be empathetic communicators, discerning readers, and creative inquirers who use the English Language with both impact and affect. Xingnanians engage with authentic language daily by listening to their teachers read aloud and accessing a wide variety of audiobooks in the library. These experiences allow them to model fluent and expressive speech patterns. As discerning readers, they read widely and critically across various genres and formats, including both print and digital texts. Apart from exposing students to contemporary literary works and publications, they are also encouraged to keep abreast with current affairs using the Little Red Dot by the Straits Times.
In the classroom, students practice speaking confidently and empathetically by sharing their thoughts and engaging in meaningful discussions using Talk Moves. Through exploring a range of writing styles, techniques, and skills, Xingnanians develop their own unique voice to express ideas clearly and meaningfully in writing.
Key Programmes
EL Enrich
EL Enrich is a customised programme designed for linguistically proficient Primary 4 to Primary 6 students.
In the first semester, students participate in reading circles featuring award-winning literature. Working in collaborative groups, they engage with acclaimed texts through structured discussions that foster critical analysis, deepen comprehension, and cultivate personal connections with literature. This approach develops both academic discourse skills and autonomous learning habits.
In the second semester, students examine contemporary civic and global issues by adopting the approach of Inquiry Through Dialogue. These facilitated discussions cultivate essential 21st Century Competencies - critical thinking, communication, collaboration, and global awarenes - as students analyse multiple perspectives, evaluate sources, and articulate informed viewpoints. Through this engagement with real-world complexities, students develop the analytical skills and empathetic understanding necessary for responsible global citizenship.
Reading Programme with The Little Red Dot
To cultivate globally minded students capable of critically examining contemporary issues, our school integrates The Little Red Dot as an essential pedagogical resource. The educational publication enables students to develop informed perspectives on local and international developments while strengthening analytical competencies.
Through guided exploration of topical issues, students evaluate multiple perspectives, question assumptions, and synthesise complex information. This engagement bridges classroom learning with real-world applications, deepening their understanding of social, economic, and global dynamics.
Students actively share their insights by journalling their thoughts and posting them on the Little Red Dot corners in their classrooms. Additionally, students also present at assembly sessions, fostering a school-wide culture of informed discourse and civic engagement.
Learning Support Programmes
Learning Support Programme (LSP)
The Learning Support Programme (LSP) is a specialised early reading intervention programme that provides additional support to Primary 1 and Primary 2 students who would benefit from strengthening their foundational skills. Delivered through daily 30 minutes lessons in small groups of 8 to 10 students, trained LSP teachers focus on systematic phonics instruction to level up students’ English language and literacy skills.
School-Based Dyslexia Programme (SDR)
The School-based Dyslexia Remediation (SDR) Programme is a specialised and intensive literacy intervention programme. It addresses the individual literacy needs of Primary 3 and 4 students with dyslexia, particularly those with significant difficulties in reading and spelling.
Conducted in weekly cycles, each SDR cycle consists of three 1-hour sessions held after school. The frequency of sessions is necessary to provide students with sufficient opportunities for practice and to regularly reinforce their learning
Reading Remediation Programme (RRP)
The Primary 3 and Primary 4 Reading Remediation Programme (RRP) aims to enhance the reading competency of students who require targeted intervention to strengthen their literacy skills at the word and text levels. The objectives are to enable students to read grade-level texts with fluency, and to demonstrate understanding of these texts. These sessions are conducted after school with a trained RRP teacher. At the Primary 5 level, the lessons are conducted both in curriculum and after school
After School Programme (ASP)
In addition to MOE-initiated support programmes, the English Language Department identifies students who would benefit from enhanced language support for the After School Programme. For 2025, the focus is on strengthening reading comprehension skills and strategies through specially curated teaching and learning resources.
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