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P4 – Level Programmes

1) English 

In Qihua, we believe that success in language is the cornerstone to achievement in all areas. This has led to the school’s excellent performance in the English Language Paper of the PSLE. The school has consistently performed well and achieved above national averages for the PSLE. This is done through programmes that cater to each child’s ability through our distinctive, differentiated and experiential English Language programmes.

ICT- Based Lessons


Star Reading

Speech and Drama and Presentation Skills

EL Week: Spelling Bee

Reading presentation

2) Chinese《识字千句文》课程 Qian Ju Wen

Qian Ju Wen was first introduced in 2006. It is a curriculum innovation which aims to stretch the students’ ability in Chinese language.   Qian Ju Wen teaching materials consist of 4 books which comprise of all vocabulary words from Primary One to Secondary Four.  

The classroom activities are interactive and engaging as it involves roles play, poetry recitation and word recitation etc.

1) It consists of all the vocabulary words that students learn from Primary one to Secondary four with no repetition.

2) It is a specially design curriculum to meet the local needs of children.

3) It is an unique teaching methodology and a complete learning system.

4) It makes use of different colours to differentiate the various vocabulary words, idioms and synonyms taught to the students.

5) Words are formed into four word phases to enable students to memorize better.

3) Chinese Reading programme

 To encourage students in reading, the Chinese department has embarked on a Reading programme for all students from P1- P6. Classroom library books were selected for the students and Reading Passport were introduced to encourage them to be involved more extensive reading.


4) Chinese P4 Literature text <Romance of the Three Kingdoms>

P4 pupils were introduced to Literature text “Romance of the Three Kingdoms”. To stimulate their interest in reading and to enhance their understanding of the textSpeech and drama lessons were conducted during Literature lesson. Games was designed to stimulate interest and test pupils understanding on the text.


5) Mathematics : Programme to ENABLE and ENGAGE

Programmes to ENGAGE:

Structured Thinking Skills and Heuristics (P1 – P6):

Ensures progressions and continuity in the teaching of problem-solving skills

Math Literacy and Communication:

Provides opportunities for engagement in investigate work that develop the thinking, reasonsing and communication skills

SSM (Sustained Support for Mathematics):

Provides hands-on activities which develop conceptual understanding of Mathematics


Provides opportunities for self-directed learning

Programmes to ENRICH:

Math Olympaid Training (P3 – P6):

Enriches the learning experience of high progress pupils

Mathematics Competitions:

Provides opportunities for pupils to identify and explore their talent in Mathematics


P4 SSM Acitivity – Looking for right angles


P4 SSM Acitivity – Looking for right angles

P4 SSM Activity – Finding Perimeter

6) Science Experiential Learning Programme

The Experiential Learning Programme (ELP) is a structured programme that allows learning to take place through meaningful Science experience.


Inter-disciplinary Project Work

Through Inter-disciplinary Project Work (IPW), pupils have the opportunity to synthesize knowledge. It enables them to acquire skills like collaboration, communication and independent learning, and prepares them for lifelong learning and the challenges ahead.


Science Learning Journey

Science Learning Journey is an enrichment programme that allows pupils to extend their learning beyond the classroom setting. Pupils visit places like the Botanical Gardens and Singapore Science Centre.

7) Citizenship and Character Education : Start it Right programme / End it Right Programme

SQUAT programme

“Students spend many years in school and many social psychologists feel that the relationship between teacher and student has a great impact on the social development and academic success of the student.  Teachers, who experience close relationships with students reported that their students were less likely to avoid school, appeared more self-directed, more cooperative, and more engaged in learning”
(Birch & Ladd, 1997; Klem & Connell, 2004).

Guided by its Year Theme the school leveraged on improving teacher-student relationship to ensure that every student found joy in learning while developing 21st century skills and competencies.  The school developed the S.Q.U.A.T programme to create a safe and caring environment to cultivate the pupils’ holistic education. The S.Q.U.A.T programme also encourages the development of student leaders with a sense of responsibility
towards the nation, their families, and themselves along with the skills to discharge their duties.

S.Q.U.AT. reminds our teachers to Smile, Question and Understand the changes in emotions and behaviour of the students, to be Alert & Tune-in to the needs of the students. To develop a sense of common respect in the interactions between student and teacher, teachers are encouraged to position themselves so that they and their students appear to converse on a level field.

To systemically develop practices that make our SQUAT programme successful the school began a series of initiatives:

1. Let’s Grow:

Following a welcome address by the Principal talks are conducted on issues of student safety as well as support provided to students by the school on various issues. Structured periods are set aside for teachers to engage in activities that encourage class bonding, establishing clear expectations for acceptable behaviour and setting of class rules. The class cheer is also drawn up during the first week of term 1.

2. Start it Right:

This is carried out on the first day of terms 2 and 3.  It has 3 major components:

Team Building activities:

As a level pupils play together at different venues such as the Waterfront, school field, hall and parade square. During these sessions pupils are encouraged to interact with pupils outside their classrooms to foster their ability to communicate and work with different groups while encouraging them to respect the ideas and skills of everyone.

Deepening the Bonds with Form teacher and coform teacher:

This structured period is for teachers to re-establish a warm, safe and caring environment for students to become comfortable with sharing their thoughts and feelings with the teacher while further developing trust and respect for their fellow students. As part of this, teachers are encouraged to revisit classroom rules, review seating arrangements and other classroom issues. Circle time was created as a means for sharing of concerns, unhappiness at home, illness, and other issues by students.


The School Leaders present on school values while counselors remind students that they are available should they need to talk.

Team bonding games

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