6 to 11 years

At AIS, the English Language program is delivered by specialist language teachers with specific pedagogical experience. In order to maximise the benefits and outcomes of the program and to ensure English Language acquisition is a whole school focus at AIS, all staff are exposed professionally to the theory and pedagogy of English language teaching.

AIS School Girls

Elementary students (Prep – Year 5) are assessed for their English proficiency during the enrolment process which determines the level of support each individual child requires. There are three levels of support in the Elementary school EAL Program: EAL Beginner Phase, EAL Transitioning Phase and EAL Consolidating Phase (Mainstream).

EAL Beginner Phase

The EAL Beginner Phase is designed to provide greater support for students who have limited basic communication skills, it comprises placement in a mainstream class and withdrawal classes with a dedicated EAL teacher for targeted English lessons. Students will be grouped appropriate to their English Language Proficiency and may receive dedicated language lessons in the relevant year group. The support targets specific English language instruction through the four main subdivisions of language usage: speaking, listening, reading and writing domains. Support may also be provided within the mainstream classroom by EAL teachers and teaching assistants. Students may graduate from the EAL Beginner Phase into the EAL Transition Phase once they have demonstrated the appropriate language levels. Students have full access to all Single Subject lessons including Mandarin.

EAL Transitioning Phase

The EAL Transitioning Phase is structured to meet the academic needs of students at more advanced stages in the English language acquisition process. Emphasis is placed upon improving the students’ English language skills through both social and academics that are needed for successful participation in mainstream programs. The support targets specific English language instruction continues to develop through the four main subdivisions of language usage: speaking, listening, reading and writing domains. A major focus of this program targets students’ writing development. Students may graduate from the EAL Transition Phase into the EAL Consolidating Phase once they have demonstrated the ability to access the Mainstream curriculum independently. Students have full access to all Single Subject lessons including Mandarin.

EAL Consolidating Phase

The EAL Consolidating Phase allows teaching staff to monitor students English language acquisition in the Mainstream classrooms. This supports the students and their teachers in differentiating the Mainstream curriculum for students to access independently.

The Elementary School EAL programs offer nurturing, group environments with smaller student to teacher ratios. Students move through the three EAL phases sequentially at their own individual pace and are reviewed regularly throughout the year. In this setting, students are able to gain confidence in coping with the challenges of instruction in their additional language whilst continuing to benefit both academically and socially from mainstream immersion.

English As An Additional Language - Tuition Fees

Additional Fees are applicable to the EAL Beginner Phase and EAL Transitioning Phase

CLASS PER SEMESTER
EAL Beginner Program Fee $5,088
EAL Transitioning Program Fee $3,687
Year 6 – 8 EAL Co-Teaching Program Fee $5,088
Year 9 – 10 EAL Senior Studies Preparation Program Fee $5,088
Intensive English Stream Fee (IES) $6,200

IES Program Overview

Program Overview

The Elementary English Intensive Stream is based on the proven Australian education model of Intensive English Units, using the ACARA objectives and delivered through the PYP framework. This program aims to enhance students’ language skills, foster critical thinking and inquiry, and promote international-mindedness.

Program Goals:

  1. To enhance students’ English language acquisition, including explicit teaching of reading, writing, speaking, and listening skills.
  2. To promote critical thinking and inquiry skills through an inquiry-based approach to learning using effective EAL pedagogy.
  3. To link the program’s English language objectives with the PYP transdisciplinary themes and key concepts, while developing their understanding about life in school and Singapore.

 

Program Structure

The program will be delivered as a full-time program, incorporating English language instruction across all subject areas (excluding Chinese). The program will be structured around the PYP transdisciplinary themes and key concepts, providing a context for English language learning and linking language skills with real-world applications.

Entry Requirements: This program is an intensive English language program.  It is designed for students below WIDA 2.0. In Year 5, a SLATE online test will be used which is comparable to a WIDA assessment.

Exit Requirements: Students who are above a WIDA 3.0 are not suitable for this program and are better placed in the EAL Beginner program or EAL Transitioning program.

*Students will have the opportunity to move out of the English Intensive Stream at the end of each school year pending space availability in the mainstream EAL program

Teaching Approach: students will be taught as one cohort through a range of Co-Teaching models designed to enhance learning engagements. Teachers will be leading specific areas of the curriculum. This will be recognised on the timetable as teacher and the second teacher will be identified as the Co-Teacher. All resources as per cohort classroom expectations will be available in the classroom.

IES Program Overview

Program Overview

The Elementary English Intensive Stream is based on the proven Australian education model of Intensive English Units, using the ACARA objectives and delivered through the PYP framework. This program aims to enhance students’ language skills, foster critical thinking and inquiry, and promote international-mindedness.

Program Goals:

  1. To enhance students’ English language acquisition, including explicit teaching of reading, writing, speaking, and listening skills.
  2. To promote critical thinking and inquiry skills through an inquiry-based approach to learning using effective EAL pedagogy.
  3. To link the program’s English language objectives with the PYP transdisciplinary themes and key concepts, while developing their understanding about life in school and Singapore.

 

Program Structure

The program will be delivered as a full-time program, incorporating English language instruction across all subject areas (excluding Chinese). The program will be structured around the PYP transdisciplinary themes and key concepts, providing a context for English language learning and linking language skills with real-world applications.

Entry Requirements: This program is an intensive English language program.  It is designed for students below WIDA 2.0. In Year 5, a SLATE online test will be used which is comparable to a WIDA assessment.

Exit Requirements: Students who are above a WIDA 3.0 are not suitable for this program and are better placed in the EAL Beginner program or EAL Transitioning program.

*Students will have the opportunity to move out of the English Intensive Stream at the end of each school year pending space availability in the mainstream EAL program

Teaching Approach: students will be taught as one cohort through a range of Co-Teaching models designed to enhance learning engagements. Teachers will be leading specific areas of the curriculum. This will be recognised on the timetable as teacher and the second teacher will be identified as the Co-Teacher. All resources as per cohort classroom expectations will be available in the classroom.

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