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English

Meet the Teachers

Timothy Lowey
Head of Department
IGCSE &
A Level Teacher

Andrea Carman
IGCSE &
A Level Teacher

Kendall Peet

IGCSE &
A Level Teacher

Gerhard Hartel
KS3 & EAL Teacher

Aims

To develop the knowledge of pupils in the three key areas of English: reading, writing, speaking and listening so that they are able to access the curriculum delivered by the whole school, in English.
To enable pupils’ exploration of literary texts and to encourage them to show their appreciation of the language and literary features of classic texts.
To encourage pupils to use English creatively and imaginatively and to plan out and compose their own imaginative texts (written and spoken) using a range of literary devices and vocabulary.
To expand pupils’ vocabulary, logical thinking skills and range of rhetorical devices to enable them to compose solid, well reasoned and effective persuasive texts, written and oral.
To train pupils to recognize the literary and rhetorical devices used by language experts in a range of texts, fictional and non-fictional and to explain the impact of vocabulary choices and devices on the reader effectively.
To build up the composition of a wide-range of texts for different audiences and purposes, especially in the field of non-fiction (summary writing, article writing).
To facilitate pupils’ understanding of grammar, parts of speech and sentence variation.
To encourage pupils to make the best decisions when writing in terms of lexis, punctuation, sentence variation, organizational and layout feature.
To expand pupils’ recognition of the purpose of specific types of writing, and identification of key features of non-fiction texts.
To facilitate basic comprehension skills so that pupils meet the prerequisite level of Basic English comprehension to enable them to succeed in the examinations at KS3 and KS4 and to promote good practice when answering comprehension-type questions.
To promote the analysis of literary and non-fictional texts in a way that prepares pupils to meet the requirements of Higher Education, the work place and the world at large.
To develop pupils’ appreciation of different patterns in formal speech, using manner, tone, logical thinking, ordering and structural devices to create excellent communicators who feel confident in expressing their views in ways suited to the adult world.

English at IBSB

The Cambridge Secondary 1 English curriculum covers the following key areas in Years 7, 8 & 9: Phonics, Spelling and Vocabulary; Grammar and Punctuation; Reading, Writing, and Speaking and Listening.

By year 9 pupils should be competent in the following key areas:

Phonics, Spelling and Vocabulary

• Spell correctly throughout a substantial text including ambitious or complex polysyllabic words.

• Continue to be aware of spelling errors and correct them.

• Continue to extend range of language and use it appropriately.

• Show some appreciation of how the writer’s language choices contribute to the overall effect on the reader, e.g. demonstrating the effectiveness of imagery in contrasting texts or arguing that the use of highly emotive language in an advertisement is/is not counterproductive in its effect on an audience.

• Shape and affect the reader’s response through conscious choices and in planned ways by selecting ambitiously from a wide and varied vocabulary for a range of tasks, purposes and readers.

Grammar and Punctuation

Reading

• Develop precise, perceptive analysis of how language is used, e.g. explaining how euphemisms conceal bias in a political statement or showing how language use reflects a character’s changing emotional state.

Writing

• Use a range of features to shape and craft sentences that have individual merit and contribute to overall development of the text, e.g. embedded phrases and clauses that support succinct explanation; secure control of complex verb forms; use antithesis, repetition or balance in sentence structure.

• Demonstrate control of wide variety of sentence types used for intended purpose and desired effect.

Reading, Writing, and Speaking and Listening

Reading

The following genres and text types are recommended at Stage 9:
Fiction and poetry: short stories with similar themes for comparison, contemporary stories including dialogue with dialect, novels written through letters or diary accounts, texts from different cultures and traditions, older drama from other cultures, different poetic forms from around the world.

Non-fiction: travel writing, advertising copy, reference books and encyclopedias – both concise and longer texts, reports and leaflets.

Fiction and poetry

• Analyse and respond to the range of ideas and differing viewpoints, purposes and themes in a variety of related texts.
• Analyse in depth and detail writers’ use of literary, rhetorical and grammatical features and their effects on different readers.
• Discuss their own and others’ reading, take account of others’ views of what they have read, express informed opinions and make recommendations.
• Develop interpretations of texts, supporting points with detailed textual evidence.
• Analyse the structures of different poetical forms. Demonstrate understanding of impact of vocabulary and meaning through the selection of appropriate quotations.
• Analyse how texts are shaped by audiences’ preferences and opinions.
• Develop an understanding of how ideas, experiences and values are portrayed in texts from different cultures and traditions.
• Understand how words are used for different purposes, e.g. to create atmosphere, to persuade the reader.

Non-fiction

• Select from a range of strategies and use the most appropriate ways to locate, retrieve and compare information and ideas from a variety of texts.
• Make notes using a range of different note-making formats and approaches (including mind-mapping and tabulating) when researching a variety of media.
• Analyse how meaning, including attitude, can be conveyed in different ways according to structural and organisational choices.
• Demonstrate understanding of the features of a wider range of non-fiction and media texts, e.g. travel writing, advertising material.
• Recognise ways in which writers use different registers and other methods to communicate with their audience.
• Understand the differences between formal and informal style.
• Use a repertoire of reading strategies to analyse and explore different layers of meaning within texts, including bias.
• Analyse how meaning is conveyed differently according to the form, layout and presentation selected by the writer for specific purposes.

Writing

Fiction

• Link a selection of ideas and planning choices explicitly to a clear sense of task, purpose and audience.

• Use the editing, proofreading and reviewing process, and revise as necessary, to evaluate the effectiveness and likely impact on the reader.

• Select the most appropriate text format, layout and presentation to create impact and engage the reader.

• Shape and craft language within paragraphs, and structure ideas between them, to achieve particular effects with purpose and audience in mind.

• Establish and sustain character, point of view and voice in their fiction writing.

• Begin to develop a range of registers and a personal voice.

• Add detail, tension and climax to their narratives by shaping the reader’s response through conscious choices from a wide and ambitious vocabulary.

• Understand ways to deploy range of formal and informal styles to enhance and emphasise meaning and create a wide range of effects.

• Understand ways in which writers modify and adapt phrase and sentence structures and conventions to create effects, and how to make such adaptations when appropriate in their own writing.

• Deploy a range of punctuation and grammatical choices to enhance and emphasise meaning, aid cohesion and create a wide range of effects.

Non-fiction

• Establish and sustain a clear and logical viewpoint through the analysis and selection of convincing evidence, opinions and appropriate information.

• Write to analyse, review and comment.
• Write persuasively, e.g. in letters or in the script of a commercial.
• Write arguments with a sense of linked progression.

Speaking and listening

• Use speaking and listening as a method of preparing for written assignments, exploring a wide range of subject matter with precision and effect.

• Make increasingly significant contributions both as solo speakers and as members of groups.

• Use speaking and listening to build up increasing personal confidence, managing and manipulating the content of their
presentation.

• Question and respond to others, shaping the direction and content of their talk with well-judged contributions.

• Work in groups for a variety of purposes, such as taking decisions and planning and organisation.

• Explore complex ideas and issues in drama, establishing roles and applying dramatic approaches with confidence.

• Evaluate meaning and impact of a range of features in own and others’ discourse, including broadcast media.

Key Stage 3 (Checkpoint)

The Cambridge Secondary 1 English curriculum promotes an enquiry based approach to learning to develop thinking skills and encourage intellectual engagement. The curriculum is presented in five content areas. Phonics, spelling and vocabulary and Grammar and punctuation relate to use of English. Grammar and punctuation is further divided into Reading and Writing to reflect the different ways in which grammar and punctuation are applied in each of these skills. Reading, Writing, and Speaking and listening are about developing thinking skills and encouraging intellectual engagement. The learning objectives span knowledge and understanding and other qualities.

This curriculum encourages learners who are confident, creative and intellectually engaged, capable of applying their skills to respond to a range of information, media and texts with enjoyment and understanding. Learners who follow this framework will develop a first language competency in English based on a curriculum designed to be successful in any culture and to promote cross-cultural understanding.

Key Stage 4 (IGCSE)

Candidates follow only the Extended curriculum in year 10, which involves a reading and writing paper (Paper 2) and a listening paper (Paper 4). All candidates should aim for Grades A*– C. Candidates are expected to sit the 0510 Second Language Paper at the end of the year, unless they have been fast-tracked in Year 9, or there are extenuating circumstances and the candidate requires further EAL support.

Cambridge IGCSE Second Language

Course content:

Teachers cover a range of material and past papers to support pupils in summary writing, article writing, and the analysis of non-fiction texts. Pupils are carefully guided through past listening papers and are given further support on the four key areas of Paper 2: responding to a persuasive advertisement (selecting key information); reading an article (for factual information); form completion based on a read passage (in character); short summary of key topic points in an article.

Further to this, pupils receive extra support with directed writing tasks through a guided study of related and carefully selected fiction: a novel, a selection of poetry and prose, a Shakespeare play or a modern play.

It is expected that pupils will receive a variety of approaches to the teaching of English that utilizes a range of logical thinking and analytical skills, and learning styles.

Assessment:

Pupils are assessed formatively at the end of a unit, and at designated check points throughout the year (e.g. Mock exams & end of half term); informal assessment takes place in the classroom on an on-going basis.

Examination:

Currently, pupils sit the Extended Paper 2 and Paper 4 modules. The school does not place candidates into the paper 5 or paper 6 components.

In Year 11 again all pupils follow the Extended curriculum, which involves a Reading Paper (2) and a directed writing and composition paper (3). In addition, pupils are encouraged to take the IGCSE in English Literature.

Cambridge IGCSE First Language

Course content:

Teachers cover a range of material and past papers to support pupils in summary writing, article writing, and the analysis of non-fiction texts. Further to this, pupils receive extra support with directed writing tasks through a guided study of related and carefully selected fiction: a novel, a selection of poetry and prose, a Shakespeare play or a modern play.
It is expected that pupils will receive a variety of approaches to the teaching of English that utilizes a range of logical thinking and analytical skills, and learning styles.

Assessment:

Pupils are assessed formatively at the end of a unit, and at designated check points throughout the year (e.g. Mock exams & end of half term); informal assessment takes place in the classroom on an on-going basis.

Examination:

Currently, pupils sit only the Extended Paper 2 and the Paper 3: Directed Writing and Composition modules.

Cambridge IGCSE Literature

Course content:

Teachers cover a wide range of literature from the resources available and provide pupils with necessary texts and support material, questions and workbooks. Teachers work alongside pupils to train them in the necessary analytical and technical skills required to comment on literature effectively, focussing on stylistics, social, cultural and historical background.

Pupils currently study a selection of poetry, selected prose (short stories), a classic modern novel, and a Shakespeare play.

Pupils also receive further support on how to construct a litery analysis or explication of a passage from a text, and how to write a literature essay.

Examination:

Currently, teachers have the option of putting pupils through coursework (Paper 2) or entering them for the unseen paper (Paper 3). Coursework is given out by the indivudual subject teacher. Teachers of literature have a wide range of texts to choose from, and are left to their own discretion to select their areas of expertise and preferences. All pupils currently sit Paper One.

Key Stage 5 (AS/A2)

Cambridge AS/A2 Literature

Course content:

Teachers cover a wide range of literature from the resources available and provide pupils with necessary texts and support material, questions and workbooks. Teachers work alongside pupils to train them in the necessary analytical and technical skills required to comment on literature effectively, focussing on stylistics, social, cultural and historical background.

Pupils currently study a selection of poetry, selected prose (short stories), a modern drama piece and a Shakespeare play at AS. Pupils also receive further support on how to construct a literary analysis or explication of a passage from a text, and how to write a literature essay.

Assessment:

Pupils are assessed formatively at the end of a unit, and at designated check points throughout the year (e.g. Mock exams & end of half term); informal assessment takes place in the classroom on an on-going basis.

Examination:

Teachers of literature have a wide range of texts to choose from, and are left to their own discretion to select their areas of expertise and preferences. Pupils have to sit Papers 3 & 4 (AS) and Papers 3, 4 and 5 to gain A2. All pupils will have to study Shakespeare at A2; it is therefore encouraged that they prepare for this by studying a Shakespeare play at AS.
The syllabus expects pupils to show a good appreciation of literature in the following key areas: Modern and classical drama, poetry, the novel, short-story writing.