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English

OVERVIEW

Living in contemporary society requires competence in communicating to others.  The acquisition of such competence is the responsibility of all Christians. The English Course is designed to progressively develop competence in the four basic areas of language: reading, writing, speaking and listening.

Within this basic framework, students are given the opportunity to:

  • Gain a critical understanding of language as an instrument for clear, and effective communication
  • Expand and enhance their creative and imaginative gifts
  • Become proficient in the processes of drafting, editing and assessing their own writing
  • Learn to read with enjoyment, perception and discrimination
  • Gain competence in their ability to evaluate information, organise ideas and form a personal opinion
  • Develop confidence in their ability to formulate, articulate and express (verbally or in writing) their thoughts and feelings about themselves, their world and their reading.

CONTENT

UNIT 1

AREAS OF STUDY

Reading and Creating Texts

This Area of Study encourages students to explore how meaning is created in a text. Students identify, discuss and analyse decisions authors have made. They explore how authors use structures, conventions and language to represent characters, settings, events, explore themes, and build the world of the text for the reader. Students develop the ability to respond to texts in various forms, such as writing an analytical essay and a creative response from within the world of the text.

Analysing and Presenting Argument

In this Area of Study students focus on the analysis and construction of texts that attempt to influence an audience. They explore the use of language, both written and visual, for persuasive effect and the structure and presentation of an argument.

UNIT 2

AREAS OF STUDY

Reading and Comparing Texts

In this Area of Study students explore how comparing texts can provide a deeper understanding of ideas, issues and themes. They investigate how the reader’s understanding of one text is broadened and deepened when considered in relation to another text.

Analysing and Presenting Argument

In this Area of Study, students continue to develop the skills from the same Area of Study in Unit 1.

Listening to texts - EAL Students Only

In this Area of Study, students develop and redifine their listening skills, while using active strategies.

UNIT 3

AREAS OF STUDY

Reading and Creating Texts

In this area of study students identify, discuss and analyse how the features of selected texts create meaning and how they influence interpretation. In identifying and analysing explicit and implied ideas and values in texts, students examine the ways in which readers are invited to respond to texts. They develop and justify their own detailed interpretations of texts.

Analysing Argument

In this area of study students analyse and compare the use of argument and language in texts that debate a topical issue. The texts must have appeared in the media since 1st September of the previous year. Students read and view media texts in a variety of forms, including print, non-print, and multimodal, and develop their understanding of the way in which language and argument complement one another in positioning the reader.

Listening to Texts – EAL students only

In this area of study students develop and redefine their listening skills. They listen to a range of spoken texts and use active listening strategies to understand information, ideas and opinions presented in texts.

UNIT 4

AREAS OF STUDY

Reading and Comparing Texts

In this area of study students explore the meaningful connections between two texts. They analyse texts, including the interplay between character and setting, voice and structure, and how ideas, issues and themes are conveyed. By comparing texts, they gain a deeper understanding of the ideas, issues and themes that reflect the world and human experiences.

Presenting Argument

In this area of study students build their understanding of both the analysis and construction of texts that attempt to influence audiences. They use their knowledge of argument and persuasive language as a basis for the development of their own persuasive texts in relation to a topical issue that has appeared in the media since 1st September of the previous year.

BIBLICAL PERSPECTIVE

As stated previously, competence in language both written and oral, is of vital importance if students are to become effective communicators of the Gospel. However, Christian students need to develop basic skills not only to communicate the truth, but also to discern truth. Students must be able to comprehend and analyse what they are reading and to be able to clearly explain and justify their responses.

Through the study of literature, the media, drama and the students’ own writing, various social values are examined from a Biblical perspective. Common issues which arise and are explored include:

  • Gender roles
  • The family
  • Relationships
  • Suffering and adversity
  • Race relations discrimination
  • The spiritual aspect of man’s personality
  • Ambition and aspirations

In addition, English purposes to extend the students’ appreciation of the beauty and goodness which exists in God’s world. Literature has an important role to play in the development of the students’ understanding of themselves and the world, and is a valuable tool in discussions on the nature of man and our Christian responsibility to God and His creation.

ASSESSMENT

UNITS 1 & 2

Tasks include:

  • An analytical response to a set text
  • A creative response to a set text such as a monologue, script or short story
  • An analysis of the use of argument and persuasive language in text/s
  • Oral presentations, intended to position an audience
  • Written persuasive tasks
  • A comparative analytical response to set texts
  • Listening tasks (EAL only)

UNIT 3

Outcomes

Assessment Tasks

Marks Allocated*

Outcome 1

Produce an analytical interpretation of selected text, and a creative response to a different selected text.

English Students

An analytical interpretation of a selected text in written form

AND

A creative response to a selected text in written or oral form with a written explanation of decisions made in the writing process and how these demonstrate understanding of the text.

 

30

30

EAL Students

An analytical interpretation of a selected text in written form

OR

A creative response to a selected text in written or oral form with a written explanation of creative decisions and how these demonstrate understanding of the text.

40

Outcome 2

Analyse and compare the use of argument and persuasive language in texts that present a point of view on an issue currently debated in the media.

For English Students

An analysis and comparison, in written form, of argument and the use of persuasive language in two to three texts that present a point of view on an issue. Texts must include written and visual material and have appeared in the media since 1 September of the previous year.

40

For EAL Students

A demonstration of understanding of two to three texts that present a point of view on an issue through:

  • Short-answer responses
  • Note form summaries

An analysis and comparison of argument and the use of persuasive language in the same two to three texts, in written form.

Texts must include visual material and have appeared in the media since 1 September of the previous year.

10

30

Outcome 3

EAL Only Comprehend a spoken text

For EAL Students

Comprehension of a spoken text through:

  • Short-answer responses
  • Note-form summaries

20

TOTAL MARKS

100

*School-assessed coursework for Unit 3 contributes 25 % to the study score

UNIT 4

Outcomes

Assessment Tasks

Marks Allocated*

Outcome 1

Produce a detailed comparison which analyses how two selected texts present ideas, issues and themes.

For All Students

A detailed comparison in written form of how two selected texts present ideas, issues and themes.

All Students

60

Outcome 2

Construct a sustained and reasoned point of view on an issue currently debated in the media.

For All Students

A written statement of intention to accompany the student’s own oral presentation, articulating the intention of decisions made in the planning process, and how these demonstrate understanding of argument and persuasive language.

 

A point of view presented in oral form using sound argument and persuasive language. The point of view should relate to an issue that has appeared in the media since 1 September of the previous year. The issue does not have to be the same as the issue selected for study in Outcome 2, Unit 3.

All Students

10

30

TOTAL MARKS

100

*School-assessed coursework for Unit 4 contributes 25 % to the study score