English Language

Discover how Changkat Primary nurtures confident English learners through STELLAR, structured writing, and active reading programmes across all primary levels.

Last updated 12 May 2026

Mission

Developing students to be empathetic communicators, discerning readers and creative inquirers

Description of Programmes

STELLAR @ Changkat

A typical English language classroom at both the Lower and Middle Primary is filled with bursts of colours from classrooms displays – mostly handiworks of our enthusiastic language learners – and of thoughtful chatter of the students . The vibrancy in colours and of the students’ conversations is mainly due to the implementation of STELLAR.

STELLAR, which stands for Strategies for Teaching English Language Learning and Reading, aims to:

a. strengthen language and reading skills; and

b. 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

Writing, Reading & Oral Communication

We believe in equipping our language learners with a host of strategies to tackle various components of the English Language.

Three boys in yellow school uniforms write colorful notes on a large paper poster spread across a table.

A boy in yellow uniform reads from a paper to a group of students sitting on a classroom floor.

Our writing packages, which begin in the Middle Primary (P3 & P4) through to the Upper Primary (P5 & P6), teach students to write using an array of skills to connect with their readers. Strategies are taught to equip our students with the skills to plan their story, work on plot development and strengthen the use of language skills when creating a masterpiece. At the Lower Primary (P1 & P2), the students learn to put magic into their writing through a simpler structure.

There are many reading strategies when it comes to interacting with a text. In CKPS, students are taught to be more deliberate readers – one who is able to connect with the text, the world and self. They do so through effective reading comprehension skills such as annotation. Students learn to stop to ask questions as they read texts so as to glean a better understanding of what the author is putting across. In oral communication, students use the EEC (Express, Elaborate and Conclude) strategy to communicate their ideas wholly and clearly.

Students in yellow uniforms take turns presenting in front of a projected diamond poem lesson in a classroom.

CKPS Whole School Reading Plan

As part of our efforts to promote a reading culture in the school, we work hand in hand with the National Library Board (NLB) and our Parent Support Group (PIE Club – Partners in Education Club) in ensuring that various groups of students are supported in developing a love for reading.

Differentiated Instruction, Formative Assessment & Cooperative Learning

Our teachers engage the students through the use differentiated instruction to customise the students’ learning experience. Students are often grouped flexibly to suit the learning intentions of the lesson. Cooperative learning structures such as Jigsaw, Numbered Heads Together, Rally Robin and Round Robin are commonplace in our classroom, as are formative assessment tools such as white boarding, exit cards and the use of thumbs up-down during lessons.