English

OUR VISION

Passionate and Effective Users of Good English (PEG for Life)! 

English serves as Singapore's primary language of communication, connecting people across diverse communities and enabling participation in our multicultural society. Beyond daily conversations, English empowers our students to navigate essential life situations with confidence—whether seeking information, following instructions, or expressing their ideas clearly and persuasively. Our comprehensive English programme nurtures students to become passionate and effective users of good English through six fundamental language skills.

• Listening & Viewing

• Reading & Viewing

• Speaking & Representing

• Writing & Representing

• Grammar
• Vocabulary

OUR MISSION
By creating a dynamic learning environment where students cultivate a passion for learning English, we seek to develop self-directed learners who are discerning readers, empathetic communicators and creative inquirers

OUR PHILOSOPHY
We believe every student possesses an innate desire to learn and the capacity to excel through meaningful, student-centred experiences. Language learning flourishes when students feel genuinely engaged and recognise English's relevance in preparing them for 21st century complexities.

Passion for English emerges through authentic engagement with diverse, purposeful activities that connect to students' interests and experiences. This intrinsic motivation forms the foundation for self-directed learning that extends beyond the classroom.

We nurture discerning readers who demonstrate critical thinking by analysing, evaluating, and synthesising information from varied texts. Students question assumptions, examine evidence, and form reasoned judgements, developing analytical skills to navigate complex information with intellectual rigour.

Our empathetic communicators master sophisticated communication skills beyond basic proficiency. Through collaborative learning and meaningful dialogue, students articulate thoughts clearly and engage respectfully with diverse perspectives across various contexts and audiences.

As creative inquirers, students demonstrate adaptive thinking by approaching challenges with flexibility, innovation, and resilience. We foster environments where curiosity thrives and students develop mental agility to apply English skills creatively across disciplines and real-world situations.

Aligned with the English Language Syllabus 2020, we integrate oracy, reading, and writing holistically, ensuring language development occurs through interconnected experiences that simultaneously build essential 21st century competencies, making English learning transformative and lifelong.

Key Programmes for English Language
Core Pedagogy for English Language:

Philosophy for Children (P4C)
What is P4C?

Since 2013, Huamin Primary School has implemented Philosophy for Children (P4C) as a key pedagogical approach developing critical thinking skills. This student-led, enquiry-based methodology transforms students from passive information receptors into active thinkers through explicit instruction in questioning, reasoning, and analytical evaluation.

P4C operates through Communities of Inquiry where students collaborate to explore thematic ideas and multiple perspectives. This approach builds on natural curiosity whilst developing adaptive thinking through flexible problem-solving and innovative responses to complex philosophical concepts.

The methodology foregrounds communication skills through exploratory talk, mutual respect, and constructive feedback. Students articulate thoughts clearly, listen actively, and engage respectfully with diverse viewpoints across various contexts.

Teachers facilitate collaborative learning using questioning techniques and thinking routines, enabling purposeful knowledge co-construction whilst demonstrating critical thinking through evidence evaluation and reasoned judgement formation.

This inquiry-based approach strengthens receptive and productive language skills during active knowledge construction. Students develop mental agility when approaching philosophical concepts whilst mastering sophisticated communication abilities essential for academic studies and complex problem-solving.

Through P4C, supportive classroom routines emerge naturally, creating environments where students actively engage with language learning whilst developing critical, adaptive, and communicative capabilities necessary for 21st century success.

Philosothon 2025
As an extension of our Philosophy for Children curriculum, we host an annual symposium where students showcase their philosophical thinking capabilities. The Philosothon develops critical thinking, adaptive thinking, and communication skills - core 21st Century Competencies - through collaborative exploration of complex philosophical questions.

In 2025, selected Primary 4 and Primary 5 students participated under the theme "Empathy for the Elderly - SG60." Our young philosophers engaged in dynamic discussions, demonstrating critical thinking by questioning assumptions and forming reasoned judgements about intergenerational care.

Students exhibited adaptive thinking by approaching elderly perspectives with flexibility, whilst showcasing sophisticated communication skills through respectful dialogue and collaborative reasoning. They discovered how perspective-taking transforms understanding and explored empathy in action.

As one student reflected, "While it may be difficult to care for the elderly because of their lived experiences, they still deserve respect for the hardships they have endured."

Such insights demonstrate the thoughtfulness and emotional intelligence our students bring to philosophical inquiry, embodying our vision of developing passionate, effective English users who think critically and communicate empathetically.

MLEA Experiences (Primary 1-4)

Following Modified Language Experience Approach, students get to experience outdoor lessons with their teachers and peers and write about them. With activities ranging from a digital learning journey that delves into making roti prata, visiting the hawker centre, drawing still life portraits of flowers and growing their own plants, students work collaboratively to experience the joy of learning. 

Reading Culture @ Huamin
Reading Culture Through a variety of reading programmes, students are immersed in a world of reading and fun. Reading activities are then extended to discussions to stretch students’ learning beyond books.

1. Library Instructional Programme (LIP/ Library periods)

2. D.E.A.R (Drop Everything And Read) for P1 & P2

3. Book Club for P3 – P6

4. Class Libraries

5. E-book Reading

6. Little Red Dot

Good English Week (GEW)
Good English Week is an annual departmental event held over a week to promote the love of English Language through various exciting and meaningful activities. During the week, the school is abuzz with a wide array of activities through pre-assembly, assembly and recess programmes. Both students and staff are encouraged to participate in story telling events, games and quizzes which are specially planned to immerse the entire Huamin family in the application of English Language in daily life. For 2025, the theme was ‘Adventure on Every Page. The Primary 1-3 students participated in the Book Character Day. They dressed up in their favourite book character and did presentations of their favourite book character. 

NLB Collaboration
The school collaborates with National Library Board (NLB) to enhance our reading culture. Librarians from NLB conduct activities in the school to promote a love for reading among the students. Some of the programmes are:

• Books Buzz

• Read, Swop and Share

• Read, Reap and Write

• Dare to Read

• Book Bugs

• Read for Books

Wish E Book Programme
This programme showcases our students’ good work and celebrate their success as avid writers. Our teachers are encouraged to use these resources in the classroom during writing-based lessons. 

Extension  Programmes
1) High-Ability Learners (HAL) Programme
The English Higher Ability Learners (HAL) Programme is designed to stretch and support students with strong aptitude in oracy through enriched and inquiry-based learning experiences. Identified through oral assessment data and teachers’ recommendations, students in Primary 4 engage in Reading Circles using the novels Frindle and Wish, while Primary 5 students participate in Reading Circles and Philosophy for Children (P4C) discussions based on The One and Only Ivan. The programme aims to develop confident communicators who can think critically, express ideas clearly, and engage meaningfully with others.

2) Mic Masters Programme
Mic Masters is an oracy-based programme that identifies and nurtures students with potential in public speaking. Through ad hoc training, students are prepared to participate confidently in English language competitions, emcee school events, and host our very own school podcast. Aligned with the English curriculum, the programme develops oracy skills, effective communication, student agency, and holistic growth. As part of Mic Masters, students take ownership of a school podcast where they engage in cultural sharing, conduct interviews with special guests, and present light-hearted, engaging segments that inform, entertain, and connect the school community.

Achievements:
1. Mythos Competition: Semi-finalist - Sumayyah Binte Mohamed Yassir
2. Speak-up Competition: Finalists - Iffah Ilyana Binte Farhan, Stellan Shen Junhui, Rhea Vikneswaran & Tng Enzo

Intervention Programmes

1) Learning Support Programme (LSP)
  The Learning Support Programme is an early intervention program by the Ministry of Education (MOE) for selected Primary 1 & 2 students with weak English literacy, focusing on foundational reading, spelling, and language skills in small groups with trained teachers to help them catch up with their peers. Students are identified via screening tests and receive daily, short lessons to build confidence and core competencies. This program aims to help students achieve age-appropriate reading levels and pass English, allowing them to be discharged from the program. 

2) School-based Dyslexia Remediation (SDR) [P3 & P4]
The SDR programme, a two-year intervention (P3 & P4) for identified dyslexic students, offers intensive, small-group support using MOE-designed strategies to build decoding, spelling, and comprehension skills through trained teachers, complementing mainstream learning and fostering independence. It is conducted in a small class size and is conducted thrice a week after school. This programme aims to equip students with skills to become strategic readers and spellers, helping them keep pace with the mainstream curriculum.

3) Reading Remediation Programme (RRP) – [Primary 3-5]
The Reading Remediation Programme 2.0 is aimed at supporting P3, P4 & P5 students who still face consistent difficulty in reading in the English Language despite having completed the Learning Support Programme in P1 and P2. The programme exposes students to a range of coping strategies for reading and comprehension which will enable them to better manage their daily learning. This programme is held in conjunction with the remediation programme for the students after school.

4) EL Structured Remedial Programme
The English Remedial Programme is designed to provide targeted support for students who require additional scaffolding to strengthen key language skills. The focus for the P5 lessons is on developing foundational writing skills, including idea generation, organisation, sentence construction, grammar accuracy, and the use of appropriate vocabulary. Lessons are structured to build confidence and competence through guided practice, modelling, and feedback. In P6, support is highly targeted and differentiated, based on students’ specific areas of need. This may include writing, comprehension skills, language use, or examination strategies, with an emphasis on addressing gaps and preparing students for assessment demands.

5)  KidsRead
KidsREAD is an initiative by National Library Board (NLB) which aims to promote the love of reading and cultivate good reading habits among children. Our school has been actively collaborating with NLB and students from Chung Cheng High (Yishun) School students to conduct weekly sessions for over 20 weeks for our struggling, young readers identified by their English teachers. Besides improving literacy, KidsRead has provided an avenue for children to interact and built confidence amongst themselves.

Through the unwavering efforts of our dedicated teachers, parent volunteers, and student leaders, this reading programme also aims to uplift their literacy levels and reading potential, especially when they are exposed to a wide variety of stories. This includes Singapore Titles, Classics, Cotemporary, Folktales and even stories on  Festivals. These fulfilling sessions are wrapped up through a gratitude celebration at the end of the year where students and volunteers reflect on their experiences and express their gratitude to one another.