Syllabus
The English Department has a pivotal role to play within the School providing the means for students to reach an advanced level of proficiency in English, as a support subject for other departments, as well as a to promote a greater sensitivity to the literary and cultural traditions of the language in a global context.
1st Form
In the first form, students are expected to reach a competent level in the four key areas of the curriculum. These include reading, writing, speaking and listening.
The curriculum is divided into Year 1 natives and Year 1 non-natives. The natives are allocated 11 periods over the 10 day timetable and the non-natives are allocated 19 periods.
Non-natives
It is essential for the non-native groups to have as much contact with the language as possible. Reading skills are promoted through the development of skills in simple comprehension, scanning, skimming, vocabulary development and work building, and readers. Class readers are also employed in lessons.
A variety of types of writing skills are acquired: picture compositions, describing people, daily routines, giving instructions, simple descriptions (places, objects, people), letter writing, simple narrative, giving opinions, simple book reports, project work.
Poetry and drama are also encouraged together with group presentations and debate. The intention is to provide as many opportunities as possible for students to be using language in creative, positive and challenging ways.
Natives
Literature and language skills are also promoted in the native group.
Through the literature we study, we explore the technicalities of the language, as well as the literary methods employed by the writers. We also focus our attentions on the impact these techniques have on the readers. The contexts of the texts we study are considered important in our understanding of them, so students will often be set with research tasks focused on the times they were written.
A wide variety of writing styles are used so that students can then adapt their own writing to suit purpose and audience.
All these skills and competencies are developed through a number of methods including drama, group presentations, debating, as well as a variety of writing tasks, in order for students to be able to apply the skills explored during lessons.
The curriculum is divided into Year 1 natives and Year 1 non-natives. The natives are allocated 11 periods over the 10 day timetable and the non-natives are allocated 19 periods.
Non-natives
It is essential for the non-native groups to have as much contact with the language as possible. Reading skills are promoted through the development of skills in simple comprehension, scanning, skimming, vocabulary development and work building, and readers. Class readers are also employed in lessons.
A variety of types of writing skills are acquired: picture compositions, describing people, daily routines, giving instructions, simple descriptions (places, objects, people), letter writing, simple narrative, giving opinions, simple book reports, project work.
Poetry and drama are also encouraged together with group presentations and debate. The intention is to provide as many opportunities as possible for students to be using language in creative, positive and challenging ways.
Natives
Literature and language skills are also promoted in the native group.
Through the literature we study, we explore the technicalities of the language, as well as the literary methods employed by the writers. We also focus our attentions on the impact these techniques have on the readers. The contexts of the texts we study are considered important in our understanding of them, so students will often be set with research tasks focused on the times they were written.
A wide variety of writing styles are used so that students can then adapt their own writing to suit purpose and audience.
All these skills and competencies are developed through a number of methods including drama, group presentations, debating, as well as a variety of writing tasks, in order for students to be able to apply the skills explored during lessons.
2nd Form
By the end of Year 2 students will be expected to have reached a good level of fluency in the language. There are 12 periods allocated to this year.
Students acquire new structures and revise the bulk of what they have studied in Year 1 in terms of grammar and usage. They are encouraged to develop further skills through practice.
As in Year 1reading skills are promoted through a variety of tasks. Skills include prediction, skimming, scanning, inference, text organization and general comprehension, based on a range of source material including newspaper articles, literary passages, readers, leaflets, adverts, non –fiction. Literature appreciation and relevant skills are promoted through the study of poetry and of a prose text. Reading independently, students are also encouraged to keep a Reading Record and to complete specific tasks about the books that they read throughout the academic year,
Written assignments include formal/informal letter writing, narrative, description (people, places, festivals, and ceremonies), biographies, film and book reviews, setting out arguments, for and against, opinions, news articles, projects, as well as their own autobiography which is presented to the class at the beginning of the academic year. Students also begin to learn how to analyse literature through the structure of point, evidence and explanation and continue learning literary techniques.
Students are encouraged to use ICT skills through research, power point presentations and projects.
For 6 periods over the ten day timetable, native or near native speakers are taught separately from the bulk of Year 2 students, focusing more on further literature, poetry, drama and more advanced discussion, debate, composition and reading.
Overall students are encouraged to use language in a variety of ways including oral presentations, debate and drama.
Students acquire new structures and revise the bulk of what they have studied in Year 1 in terms of grammar and usage. They are encouraged to develop further skills through practice.
As in Year 1reading skills are promoted through a variety of tasks. Skills include prediction, skimming, scanning, inference, text organization and general comprehension, based on a range of source material including newspaper articles, literary passages, readers, leaflets, adverts, non –fiction. Literature appreciation and relevant skills are promoted through the study of poetry and of a prose text. Reading independently, students are also encouraged to keep a Reading Record and to complete specific tasks about the books that they read throughout the academic year,
Written assignments include formal/informal letter writing, narrative, description (people, places, festivals, and ceremonies), biographies, film and book reviews, setting out arguments, for and against, opinions, news articles, projects, as well as their own autobiography which is presented to the class at the beginning of the academic year. Students also begin to learn how to analyse literature through the structure of point, evidence and explanation and continue learning literary techniques.
Students are encouraged to use ICT skills through research, power point presentations and projects.
For 6 periods over the ten day timetable, native or near native speakers are taught separately from the bulk of Year 2 students, focusing more on further literature, poetry, drama and more advanced discussion, debate, composition and reading.
Overall students are encouraged to use language in a variety of ways including oral presentations, debate and drama.
3rd Form
The 3rd Form is essentially the pre-IGCSE year. The focus at this stage is for students to be expanding their range of understanding and use of English in numerous ways. The intention is to centre much of the work on advanced language skills and literary appreciation. 10 periods are allocated. Structures and communicative competence are developed and form the basis for a broader spectrum of language use.
Similar reading and writing skills to those in the 2nd Form are promoted but to a more advanced degree.
Similar reading and writing skills to those in the 2nd Form are promoted but to a more advanced degree.
4th and 5th Forms
Year 4 students will follow a two year course in English Language and English Literature and at the end of Year 5 will sit two exams in IGCSE First Language English and two exams in English Literature.
The IGCSE First Language English (0500) and the IGCSE English Literature (0486) exams are the equivalent international versions of the GCSE exams that are offered to students in the United Kingdom.
The IGCSE courses encourage students to:
· Communicate accurately, appropriately and effectively
· Understand and respond appropriately to what they read and experience
· Enjoy and appreciate the variety of language
· Appreciate the importance and relevance of literature
· Undertake coursework, part of the IGCSE English Literature qualification which will be assessed as part of their final grade
The main advantage of IGCSE is its flexibility in that it allows students to show what they are capable of, rather than penalising for the mistakes they make. The coursework component, which accounts for 25% of their final mark in Literature, allows them to further develop their skills.
In addition, all students will be able to acquire two IGCSE qualifications at the end of their English course in Year 5. There is, therefore, no Literature option because of its inclusion within the mainstream programme of English offered.
Since this is a two year programme, literature coursework and work covered in language and literature in both class and homework will be relevant in the final assessment.
The English Department views the IGCSE as a relevant, enjoyable and productive course, which students are able to contribute to effectively and creatively.
The IGCSE First Language English (0500) and the IGCSE English Literature (0486) exams are the equivalent international versions of the GCSE exams that are offered to students in the United Kingdom.
The IGCSE courses encourage students to:
· Communicate accurately, appropriately and effectively
· Understand and respond appropriately to what they read and experience
· Enjoy and appreciate the variety of language
· Appreciate the importance and relevance of literature
· Undertake coursework, part of the IGCSE English Literature qualification which will be assessed as part of their final grade
The main advantage of IGCSE is its flexibility in that it allows students to show what they are capable of, rather than penalising for the mistakes they make. The coursework component, which accounts for 25% of their final mark in Literature, allows them to further develop their skills.
In addition, all students will be able to acquire two IGCSE qualifications at the end of their English course in Year 5. There is, therefore, no Literature option because of its inclusion within the mainstream programme of English offered.
Since this is a two year programme, literature coursework and work covered in language and literature in both class and homework will be relevant in the final assessment.
The English Department views the IGCSE as a relevant, enjoyable and productive course, which students are able to contribute to effectively and creatively.
6th and 7th Forms
Currently, the Department offers English Literature at AS and A2 Levels (EDEXCEL is the examining board), and English language AS/A2 Level.
