English
The core purpose of our subject area is to:
‘use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction’. MYP Language A Subject Guide
‘The study of literary, non-literary, visual and performance texts provides a focus for understanding how meaning is constructed within belief or value systems, and how it is negotiated across multiple perspectives generated by single or multiple readers. Thinking critically about texts, as well as responding to, producing or performing them, leads to an understanding of how language sustains or challenges ways of thinking and being. The study additionally builds an awareness that all texts may be understood in relation to their form, content, purpose, audience and their associated contexts, such as social, historical and cultural circumstances.’ Diploma Language A Subject Guide
In line with the IB philosophy our core aims are:
-
‘To ensure that students…develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty.’
-
To ensure that students ‘value language as central to developing critical thinking, which is essential for the cultivation of intercultural understanding, as well as for becoming internationally minded and responsible members of local, national and global communities.’
-
To encourage students to view language as ‘integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework to support conceptual development.’
MYP Language A Subject Guide
Our curriculum is carefully planned to ensure that innovative ideas and new approaches are included to create an Inspiring curriculum experience for students. Our curriculum is rich in experiences to ensure that students are Knowledgeable and experience a broad range of opportunities to explore both literary and non-literary texts. The idea of service is embedded into our curriculum, nurturing Enquiring and caring global citizens who, through their empathy and understanding, will seek to understand and contribute positively to society.
Excellence in education is at the core of what we do, both in the classroom experiences provided for students and in our expectations of their contributions to class. Students are encouraged to be reflective learners to improve their performance and understanding by constructively responding to feedback.
Our aims and curriculum in English are in line with the key aims and purpose of study as outlined in the National Curriculum for English schools.
A love of literature and language is central to promoting lifelong learning in English. Our concept-based and student-led Inquiry approach to teaching allows students to learn to ask questions and find answers for themselves. Student choice of tasks promotes curiosity and independence and encourages students to relate their learning to the world around them.
A range of teaching approaches are used in the classroom to support students’ learning. Differentiation and challenge is built into Curriculum Units to ensure that students make good progress. Feedback for learning is an essential part of the learning process with the appropriate assessment criteria embedded into lessons.
The nature of our English curriculum allows the promotion of International Mindedness and British values throughout each of the key stages. The topics we teach help to promote students' understanding of democracy, rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs, and for those without faith. Every opportunity is taken to discuss these themes in the classroom.
|
|
Year 7 |
Year 8 |
Year 9 |
|
Unit 1 Title |
Exploration Experience |
Superheroes |
Determination and Disaster |
|
|
Key Concept : Communication
Global Context Orientation in space & time (Civilizations and social histories)
Statement of Inquiry Social histories are shaped by the point of view and the purpose of communication.
ATL Focus Communication, Thinking and Research skills
Content Focus Students explore how information is communicated in a variety of forms. They discuss the implications of the communications of ideas through exploring the effects of colonialism.
|
Key Concept Communication
Global Context Identities and relationships (identity formation
Statement of Inquiry The communication of genre can shape cultural identity and the formation of relationships.
ATL Focus Thinking and Research skills
Content Focus The students explore the renewed popularity of the superhero genre. They investigate the various forms the genre can take and the effect this form of communication can have on society. They explore how the genre has changed over time and how it reflects issues in society. They evaluate how the genre can reflection and affect the cultural identities and understandings from around the world.
|
Key Concept Communication
Global Context Identities and relationships (Physical and psychological development, motivations)
Statement of Inquiry Communication of experiences exposes the audience to what motivates physical and psychological development.
ATL Focus Thinking, communication and research skills
Content Focus Students explore the elements of travel writing and literary non-fiction. They discuss how the knowledge of other’s experience can influence the reader. They investigate the concept of truth.
|
|
Unit 2 Title - |
Romeo and Juliet |
A Midsummer Night’s Dream |
Macbeth |
|
|
Key Concept Connections
Global Context Personal and Cultural expression (Human Nature)
Statement of Inquiry Connections between belief systems and perspectives can cause conflicting points of view.
ATL Focus Communication and Creative thinking skills
Content Focus Students explore the concept of connection through the exploration of belief systems. They investigate ideas of loyalty, guilt, morality and family are presented in the play.
|
Key Concept Connections
Global Context
Statement of Inquiry Exploring the connections between characters can shape our understanding of human nature.
ATL Focus Communication and Creative Thinking Skills
Content Focus Student inquiry into the historical, social, and political contexts of the play. They explore the archetypes of characters, making connections between characters and the context. Through their analysis, students explore the idea of human nature.
|
Key Concept Connections
Global Context Personal and Cultural expression (Human Nature)
Statement of Inquiry
Historical and social contexts shape the connections between character and human nature.
ATL Focus Communication and Research Skills
Content Focus Students explore the social, religious and political views of Shakespeare’s time. They make connections between the context and the play. Students investigate the consequences of free-will and the dichotomy in human nature.
|
|
Unit 3 Title - |
Literary Shorts |
Diverse Shorts |
Perspectives of Protest |
|
|
Key Concept Perspectives
Global Context Identities and Relationships (Identity formation and self-esteem)
Statement of Inquiry Perspectives of social attitudes and moral values have an impact on relationships and one’s sense of identity.
ATL Focus Research, Communication and Critical thinking skills
Content Focus Students read a variety of short stories exploring the theme of identity and perspectives. Student investigate how stories can change and influence perspectives. They explore how literature can be a force for change.
|
Key Concept Perspectives
Global Context Identities and Relationships (dignity and ethical reasoning)
Statement of Inquiry Literary perspectives encourage us to question our moral understanding of identities and relationships in the global community.
ATL Focus Research and Critical thinking skills
Content Focus Students explore a variety of extracts and short stories about justice, democracy, tolerance etc. They explore how these themes and issues are presented around the world. They discuss the concept of morality and debate if perspectives can impact one’s understanding of literature. They explore how literature can be a force for change.
|
Key Concept Perspectives
Global Context Identities and Relationships (dignity and ethical reasoning)
Statement of Inquiry Cultural context can shape perspective and ethical reasoning.
ATL Focus Research and Critical thinking skills
Content Focus Students explore a variety of texts about protest. They discuss the conventions of each type of communication and the effect it has in achieving change. They discuss the validity of types of protest and the impact it has on social change. Students research an issue they feel passionately about and create a protest campaign using some of the forms of communications they have studied.
|
|
Unit 4 Title - |
Fantasy Worlds |
Gothic Literature |
Dystopian Literature |
|
|
Key Concept Creativity
Global Context Personal and cultural expression (Artistry, Craft and Beauty)
Statement of Inquiry Creative exploration of structure and point of view can give us a deeper understanding of personal & cultural expression.
ATL Focus Creative Thinking, Communications and Innovation
Content Focus Students explore the elements the fantasy genre. Pupils investigate the elements of the genre and discuss the impact it can have on a reader. The pupils use their creativity of write their own fantasy stories by creating a children’s books.
|
Key Concept Creativity
Global Context Personal and cultural expression (Artistry, Craft and Beauty)
Statement of Inquiry Creative genres can push cultural boundaries and explore and express the darker side of humanity.
ATL Focus Thinking and Communication Skills
Content Focus Students explore the conventions of the gothic genre. They investigate how literature can reflect aspects to human nature. Students use their understanding to explore how issues in today’s society could be reflected in their own creative writing.
|
Key Concept Creativity
Global Context Personal and cultural expression (Artistry, Craft and Beauty)
Statement of Inquiry Cultural concerns can be expressed creatively through the use of genre and setting.
ATL Focus Communication and Creative Thinking skills
Content Focus Students investigate a variety of dystopian texts in the 19th, 20thand 21st centuries. They attempt to make connections between some of the issues presented and the real-world impact. They debate the purpose of literature as escapism or realism. Student choose a modern global issues and write their own dystopian fiction.
|
|
Year 10 |
|
|
Term 1 |
Introductory unit Understanding the Assessment Objectives Key skills Modern Text An Inspector Calls Language Unit Reading skills (approaching Paper 1) |
|
Term 2 |
Nineteenth Century Novel Jekyll and Hyde or A Christmas Carol Language Unit Writing skills (approaching Paper 1) Preparation for Year 10 Exams |
|
Term 3 |
Year 10 Exams Comparing Poetry Power and Conflict
Language Unit Persuasive writing (approaching Paper 2) |
|
Year 11 |
|
|
Term 1 |
Shakespeare Macbeth
Poetry Comparing Poetry Language Unit Approaching Paper 2 Year 11 Mock Exams |
|
Term 2 + Term3 |
REVISION TIMETABLE A carousel of lessons preparing students for the exams |
Year 12 Curriculum Map
|
LIT LANG HIGHER COURSE OVERVIEW 2021-2023 |
|||||
|
|
Area of Exploration |
Literary Works (6) |
Language focus |
Key assessments |
|
|
Year 12 |
Term 1
|
Time and Space
Readers, Writers and Texts |
Persepolis Marjane Satrapi
A Doll’s House Henrik Ibsen |
War, protest and oppression
|
Year 12 mock exams
|
|
Term 2
|
Readers, Writers and Texts
Time and Space |
Selected poems by Carol Ann Duffy or Grace Nichols
The Reluctant Fundamentalist Mohsin Hamid |
Stereotypes |
||
|
Term 3
|
|||||
|
Year 13 |
Term 1
|
Intertextuality
(Transformation, representation)
|
The Handmaid’s Tale Margaret Atwood
A View From The Bridge Arthur Miller |
Change and Diversity
|
Year 13 mocks exams
Higher Level essay |
|
Term 2
|
|||||
|
Term 3
|
|
|
|
Paper 1 exam: Analysis of unseen language texts Paper 2 exam:Comparative essay on literary works |
|
|
LIT LANG HIGHER ASSESSMENT OVERVIEW |
|||
|
Paper 1 exam |
Paper 2 exam |
Individual Oral |
Higher Level essay |
|
May 2023 |
May 2023 |
2022 |
Michaelmas Term 2022 |
|
35% |
25% |
20% |
20% |
|
2 hrs 15 mins |
1 hr 45 mins |
15 mins |
|
|
Lang |
Lit |
Lang and Lit |
Lang or Lit |
|
The paper consists of two previously unseen non-literary (language) texts. You will write separate guided analyses of each of these passages, supported by a guiding question for each one. |
The paper consists of four questions of a general nature. You write one comparative essay referring to two literary works studied during the course. |
A recorded oral assessment. A 10-min presentation about extracts from one literary work and one language text and how they present a global issue. Five mins of questions. |
A coursework essay of 1,200-1,500 words on an aspect of a literary work or a language body of work. |
|
LIT LANG STANDARD COURSE OVERVIEW 2021-23 |
|||||
|
|
Area of Exploration |
Literary works (4) |
Language focus |
Key assessments |
|
|
Year 12 |
Term 1
|
Time and Space
|
Persepolis Marjane Satrapi
|
War, Protest and Oppression
|
Year 12 mock exams |
|
Term 2
|
Readers, Writers and Texts
|
A Doll’s House Henrik Ibsen |
Stereotypes
|
||
|
Term 3
|
|||||
|
Year 13 |
Term 1
|
Intertextuality
|
The Reluctant Fundamentalist Mohsin Hamid
A View From The Bridge Arthur Miller
|
Change and Plurality
|
Year 13 mocks exams
Individual Oral
|
|
Term 2
|
|||||
|
Term 3
|
|
|
|
Paper 1 exam: Analysis of unseen language texts Paper 2 exam: Comparative essay on literary works |
|
|
ASSESSMENT OVERVIEW LIT LANG STANDARD |
||
|
Paper 1 exam |
Paper 2 exam |
Individual Oral |
|
May 2023 |
May 2023 |
2022 |
|
35% |
35% |
30% |
|
1 hr 15 mins |
1 hr 45 mins |
15 mins |
|
The paper consists of two previously unseen non-literary (language) passages from different text types. You choose one and write a guided analysis, supported by a guiding question. |
The paper consists of four questions of a general nature. You write one comparative essay referring to two literary works studied during the course. |
A recorded oral assessment. A 10-min presentation about extracts from one literary work and one non-literary (language) text, looking at how they present a global issue. Five mins of questions. |
|
LITERATURE HIGHER COURSE OVERVIEW 2021-23 |
||||
|
|
Area of Exploration (Concepts) |
Literary Works (13) |
Key assessments |
|
|
Year 12 |
Term 1
|
Time and Space
(Perspective, communication) |
Sophocles Antigone Marjane Satrapi Persepolis George Orwell 1984 Bob Dylan Selected lyrics |
Year 12 mock exams (May)
|
|
Term 2
|
Readers, Writers and Texts
(Identity, culture, creativity)
|
Henrik Ibsen A Doll’s House Carol Ann Duffy The World’s Wife F Scott Fitzgerald The Great Gatsby Tayeb Salih The Wedding of Zein |
||
|
Term 3
|
||||
|
Year 13 |
Term 1
|
Intertextuality
(Transformation, representation)
|
William Shakespeare Othello Arthur Miller A View From The Bridge OR EM Forster A Passage To India Margaret Atwood The Handmaid’s Tale Mohsin Hamid The Reluctant Fundamentalist Samanta Schweblin Fever Dream
|
Year 13 mocks exams (November)
Higher Level coursework essay |
|
Term 2
|
||||
|
Term 3
|
|
|
Paper 1 exam: Analysis of unseen language texts Paper 2 exam:Comparative essay on literary works |
|
|
LITERATURE HIGHER ASSESSMENT OVERVIEW |
|||
|
Paper 1 exam |
Paper 2 exam |
Individual Oral |
Higher Level essay |
|
May 2023 |
May 2023 |
2022 |
Michaelmas Term 2022 |
|
35% |
25% |
20% |
20% |
|
2 hrs 15 mins |
1 hr 45 mins |
15 mins |
|
|
The paper consists of two previously unseen literary passages, each from a different literary form and accompanied by a guided question. You will write separate guided analyses of both passages. |
The paper consists of four questions of a general nature. You write one comparative essay referring to two literary works studied during the course. |
A recorded oral assessment. A 10-min presentation about extracts from two literary works (one originally in English and one in translation) and how they present a global issue. Five mins of questions. |
A coursework essay of 1200-1500 words on an aspect of a literary work studied during the course. |
|
LITERATURE STANDARD COURSE OVERVIEW 2021-23 |
||||
|
|
Area of Exploration (Concepts) |
Literary Works (9) |
Key assessments |
|
|
Year 12 |
Term 1
|
Time and Space
(Perspective, communication) |
Sophocles Antigone George Orwell 1984 Marjane Satrapi Persepolis |
Year 12 mock exams (May)
|
|
Term 2
|
Readers, Writers and Texts
(Identity, culture, creativity)
|
Henrik Ibsen A Doll’s House Carol Ann Duffy The World’s Wife F Scott Fitzgerald The Great Gatsby
|
||
|
Term 3
|
||||
|
Year 13 |
Term 1
|
Intertextuality
(Transformation, representation)
|
Arthur Miller A View From The Bridge Mohsin Hamid The Reluctant Fundamentalist Margaret Atwood The Handmaid’s Tale
|
Year 13 mocks exams (November)
|
|
Term 2
|
||||
|
Term 3
|
|
|
Paper 1 exam: Analysis of unseen language texts Paper 2 exam: Comparative essay on literary works |
|
|
ASSESSMENT OVERVIEW LITERATURE STANDARD |
||
|
Paper 1 exam |
Paper 2 exam |
Individual Oral |
|
May 2023 |
May 2023 |
2022 |
|
35% |
35% |
30% |
|
1 hr 15 mins |
1 hr 45 mins |
15 mins |
|
The paper consists of two previously unseen literary passages in different forms. You choose one and write a guided analysis, supported by a guiding question. |
The paper consists of four questions of a general nature. You write one comparative essay referring to two literary works studied during the course. |
A recorded oral assessment. A 10-min presentation about extracts from one literary work originally in English and one in translation looking at how they present a global issue. Five mins of questions. |
Extra-curricular activities in English include a wide range of clubs, visiting performances and speakers. Students are also encouraged to write for real audiences, either within the College or by entering external competitions or connecting with other schools. Connections across year groups are encouraged via whole school activities e.g. National Poetry Day.
TOK questions linking to the areas of exploration are embedded into each unit at KS5, picking up again on many of the questions first asked of students in the MYP and considering them in more depth. These links are being reviewed and extended as a result of the on-going TOK working group.