The English Language is a life skill. It is the first language component for the exams and the language of negotiations, persuasion, sales, and marketing: our curriculum is tailored to ensure that our students – notwithstanding their level of study – master these skills for life.

We believe in a blended approach. This means that our curriculum is cumulative, and students that stay with us in the long run will be equipped with a canon of knowledge and skills that are built upon each academic year. In addition, our teacher training programmes ensure that educators are kept on par with the changing syllabus and relevant skills. While ensuring such a holistic approach, all our materials are also specially developed and customized for each level, and educators that train with us will learn how to use and produce these resources.

For our national exams, Words Worth uses the 2010 MOE Syllabus as our guide for materials preparation. Some of our strategies for honing English Language skills include role play, speeches and debates, which are age specific activities that are intended to promote confidence and persuasion techniques. At the same time, we focus on developing the soft skills required in the field of communication.

Core Programme: English Language and Literature

Words Worth offers English Language and Literature programmes for Primary, Secondary, Junior College, IB and IGCSE candidates.

Lower & Upper Primary / PSLE

We adopt a Spiral Curriculum framework, which means that teaching and learning occurs on a thematic level. For example, the image illustrates how the theme of friendship is adopted holistically yet simultaneously altered to suit the complexity and nuances of each level. While other institutions might focus on various (often disjointed) themes as students venture further up the ladder, we ensure that knowledge is acquired progressively, and students that stay with us from Primary to Secondary serve to benefit the most from this schema.

Lower & Upper Secondary / GCE ‘O’ Level

Our thematic-based curriculum is aimed to build general knowledge and content that can be translated to the syllabus requirements. Students will be prompted to engage their own thoughts and ideas which will advance their command of the English Language. Our students are exposed to concepts and skills that will evoke critical thinking to identify the vocabulary and various tones to use in their essays and daily lives.

Junior College / GCE ‘A’ Level

The JC or ‘A’ Level curriculum is designed to allow students to be equipped with the necessary skills to answer Application Questions, as well as write sophisticated essays through exposing them to themes and ideas that they can develop independently.

International Baccalaureate (IB) and International General Certificate of Secondary Education (IGCSE)

We encourage our IB and IGCSE students to interact with their texts to appreciate and understand how the language is constructed and developed. A thematic approach is also adopted to break down the concepts, as well as devour the core of the text.  We urge our students to think critically and creatively through prompting study questions that guide our students to key concepts of the text, while at the same time allowing them the artistic freedom to explore thoughts of their own.

Core Teacher Development Programmes

We believe that our programme is robust and rigorous yet sufficiently engaging to add value to the English Language teaching competency of each teacher that comes to us.

A. Using Books and Stories to Teach Language and Literacy*

Target audience: Preschool or Primary School Teachers

Young children make numerous language discoveries as they play, explore, and interact with others. Language skills are primary avenues for cognitive development because they allow children to talk about their experiences and discoveries. Children learn the words used to describe concepts such as up and down, and words that let them talk about past and future events.

Many play experiences support children’s emerging literacy skills. Sorting, matching, classifying, and sequencing materials such as beads, a box of buttons, or a set of coloured cubes, contribute to children’s emerging literacy skills. Rolling playdough and doing fingerplays help children strengthen and improve the coordination of the small muscles in their hands and fingers. They use these muscles to control writing tools such as crayons, markers, and brushes.

Objectives of the Workshop:

By the end of the workshop, participants would be able to

  • Discover techniques to teach a range of grammar and vocabulary items using texts
  • Apply phonics skills (e.g. blending, end consonants etc) using words from the texts
  • Build on writing skills using ideas from the story
  • Work on extension activities for the EL classroom

*this workshop can be customised for parents as a reading workshop to bond parent and child and suggested activities can be introduced to parents.

B. Strategies to Engage Young Learners and Strategies to Engage Teenagers

Target audience: Primary School teachers / High School teachers

When we think of student engagement in learning activities, it is often convenient to understand engagement with an activity as being represented by good behaviour, positive feelings and critical thinking. A classroom which is engaging promotes active participation and learner potential is maximised. Language learning is very much about skills development and the ability to make learning meaningful.

By the end of the workshop, participants would be able to

  • Apply cooperative learning strategies in the EL classroom
  • Differentiate activities using strategies such as RAFT and Tic Tac Toe
  • Conduct student-led and student-centric lessons

 

Enrichment Programme: Literacy, Public Speaking, Speech & Drama

Early Literacy and Reading Programme

Words Worth offers Reading and Literacy programmes for children aged 4-7 years. These lessons include phonics classes as well as a comprehensive and interesting reading collection to stretch the potential of young children and encourage reading. We believe in expanding and developing cognitive thinking from a young age to facilitate the understanding of the English Language.

Public Speaking

Communication is the backbone of our society. It allows us to negotiate, convey messages, and form connections. However, public speaking is also one of the most feared skills amongst people in the world; many lack the proficiency to communicate effectively.

Words Worth aims to develop every child’s ability to communicate fluently and effectively using the English Language. We aim to help students gain the confidence to speak articulately and purposefully. This is an essential skill that will prove to be useful for both interviews and presentations.

Speech and Drama

At Words Worth, Speech and Drama is used as a tool to generate critical and creative thinking. Through Speech and Drama, students are exposed to various possibilities and encouraged to think out of the box. The liberty to explore endless possibilities and experiment artistically will eventually be of second-nature to the students.

By encouraging students to be active and creative, they not only build confidence, but obtain the ability to question their own thoughts and think deeply.

Our students grow to embody the language and become independent learners who can pen their thoughts and experiences succinctly and eloquently.

Special Programmes

English as a Second Language

We believe that learning is a lifelong process, and the English Language can be mastered and appreciated at any age, if one acquires the right kind of help. We offer specific, targeted classes for individuals from particular societies and/or communities who do not speak or write English as their first language. Our one-on-one and group classes expound on skills that are tailored to the various industries that our students live and work in. Lessons on speaking include pronunciation, the building of a vocabulary bank and general public speaking skills, while those on writing address emails, proposals, and reports. We aim to provide a holistic learning environment where students may grasp any other form of speaking and writing deliveries within the English Language.

Special bridging programmes and preparatory programmes for foreign students take on a specific ESL approach. Our teachers adopt a Communicative Teaching Approach comprising Immersion together with Task-based Language Learning Methods. This is in preparation for entrance exams including the Admission Screening Test (AST) for the BCA Academy and the Admissions Exercise for International Students (AEIS) offered by the Ministry of Education (Singapore), among other programmes.

DSA Interview Preparation

Words Worth offers programmes that train students for their DSA interviews – arguably the most important component in this process. Our educators tailor the interview skills based on the respective, and unique backgrounds of each potential school. It is important that our students are set apart from other candidates, and we ensure that they can successfully sell themselves based on confidence and an acute sense of motivation.

C. Using Non-Print Material in the EL Classroom**

Target audience: Primary School teachers / High School teachers

Students today are bombarded with a range of print and non-print material, from songs to images, video clips and electronic posters. The ability to uncover the messages in these audio and visual texts is essential in the digital world.

By the end of the workshop, participants would be able to

  • Select suitable non-print resources for English language Teaching and Learning
  • Craft lesson objectives and learning tasks around the videos, songs and other non-print sources

**this workshop can be customised for parents as well

D. A Thematic Approach to English Language Learning

Target audience: Primary School teachers / High School teachers

The purpose of a thematic approach is to show integration between disciplines. Language is skills based and content is used to develop these skills. A thematic approach helps to foster deep and critical thinking and goes beyond the textbook. It allows teachers to show the relevance of topics and issues and makes use of current and contemporary topics and allows for experiential learning.

By the end of the workshop participants would be able to

  • Discover broad themes and sub-themes suited to the level they are teaching
  • Plan a semantic web of possible topics
  • Plan suitable learning outcomes
  • Craft EL activities surrounding the theme

E. Teaching Writing Skills (Participants can choose from Creative Writing, Descriptive Writing, Narrative Writing, Letters and Emails etc.)

Target audience: Primary School teachers / High School teachers

 At various stages in our lives, we are made to write several things – journals, reports, diary entries, proposals etc. To many, writing is a chore because the techniques have not been effectively taught.

 By the end of the workshop, participants would be able to

  • Identify of purpose, audience and context in writing
  • learn to organise their thoughts and structure their pieces
  • Gain an understanding of the process of writing and editing
  • Build their vocabulary and grammar skills in relation to the text type

Teacher Training Intensive Programme

Part 1: Learning Theories and Lesson Planning

Target Audience:

This programme is intended for participants with little or no teaching experience

  • Expected to teach pre-school or primary curriculum
  • Not much exposure to English Language
  • Medium of instruction – Regional Language and English as a second Language.

 Objectives: 

To ensure that teachers are equipped with the knowledge of

  • Learning Theories
  • Syllabus planning, Unit Planning and finally Lesson Planning
  • Writing lesson plans with specific objectives and outcomes
  • Locating Resources
  • Testing and Assessing Skills

Deliverables:

  • Notes and handouts for teachers (inclusive of tasks and activities, resources, visual aids, video clips, rubrics etc)
  • PowerPoint slides
  • Sample lesson plans and unit plans
  • Hands on activities for teachers

Suggested Outline:

  1. Learning Theories – how students learn today, what engages them
  2. Syllabus and Curriculum Planning – crafting a year plan and breaking it down into units
  3. Lesson Plans and Lesson Objectives – how do you create and customize your lessons
  4. Locating Resources – where to look for good resources, are they always from assessment books?
  5. Testing and Assessing – how do I know if what I have taught has been learnt

Part 2: Hands on Experience in the Classroom (this portion is to be carried out after 3 or 4 weeks)

Deliverables and Outcomes:          

  • Evaluation of lesson plans
  • Refining lesson plans with teachers
  • Lesson observations in the classroom
  • Guidance of how lessons may be improved

Structure:

  • Trainer will work with several teachers who attended Part 1 and go into the classroom with them each day.
  • After the class, trainer will provide feedback on lesson and suggest ways to improve (approximately 1 hour per teacher)
  • Trainer will then discuss how lesson for next day will be carried out and continue this process for 1 week