Englsh and Drama

 

The Key Stage 3

Curriculum is designed to be developmental and ensures that students: build on the Literacy skills learnt in the primary school; learn a host of new skills in reading, writing, speaking and listening; complete a variety of written and oral tasks; study a wide variety of genres and are guided towards making progress in Key Stages 4 and 5.  Year 9, in particular, is designed as GCSE preparation year so that students can experience writing coursework style essays prior to beginning their portfolios.  In Key Stage 3, students have four lessons a week of English. 

 

 

 

 

Assessment is varied and continuous throughout the three years.  Marking aims to assess student progress in the skills of speaking and listening, reading and writing. Students’ class work and homework is marked on a regular basis by the classroom teacher.  Students are also assessed at half terms for reporting purposes, and at end of year examinations.  

Marks awarded range from basic (Level 1) through highly competent (Level 7). English attainment levels are outlined in the Appendix: British School Manila Key Stage 3 English Levels.

 

 

 

 

Key Stage 4

 

English is a compulsory core subject at GCSE, and is comprised of two parts: English and English Literature.  The main aims and objectives of the course are to build on students’ prior knowledge gained in Key Stage 3, and to further develop the depth and breadth of their understanding.  The course prepares them for higher education, creating critical thinkers and independent learners.  Students have one English lesson a day in Key Stage 4.

 

In English the aims and objectives of the course are to: 

• further develop students’ knowledge and understanding of language, and the various ways in which a writer uses language to create different effects on the reader,
• develop ability to read, understand and respond to a range of texts,
• develop the ability to construct and convey meaning in written language, matching style to audience and purpose.

 

In Literature the aims and objectives of the course are to:

 

• form links between English and Literature,
• develop the ability to read, understand and respond to a wide variety of types of literary texts,
• further develop their skills necessary for literary study,
• foster and develop an awareness of the social and historical context, and its influence on writers / Literature,
• enable students to explore relationships and comparisons between texts, selecting and evaluating materials,
• enable students to explore how language, structure and forms contribute to the meaning of texts, considering different approaches to texts and alternative interpretations.

 

What is covered?

 

 

Assessment at Key Stage 4 follows the English and English Literature subject guidelines over two years, as laid down by the Edexcel (UK) examination provider.

 

Class work and homework are marked using these grade descriptors, as is student coursework for later submission to the Edexcel Centre.  For all tasks, students are notified of assessment criteria.  Internal departmental moderation of submitted student tasks provides confirmation of teacher awarded grades.  The Edexcel Centre finally moderates these same tasks and confirms the awarded grades.  There is a separate terminal examination component set and marked by Edexcel for both English subjects studied.  

 

 

Edexcel GCSE English Spec. B (1204)

Coursework: 40%

 

 

1A: Speaking and Listening (20%)

 

Three assessments covering the following:

 

• explain, describe, narrate,
• explore, analyse, imagine,
• discuss, argue, persuade.

 

They must include a group discussion, an individual extended contribution and a drama based assessment.

 

1B:  Reading and Writing Coursework Portfolio (20%) 

 

Three units: 

 

• personal and imaginative writing (writing - 10%),
• response to media texts (reading - 5%),
• work based on a play by Shakespeare (reading - 5%).

 

Terminal Exam (60%) 

 

Papers 2F and 3F are foundation.  Almost all students do higher tier but the teacher may decide in some cases that the student would have a better chance of success by taking the foundation papers.  Preparation is similar (2F:4H and 3F:5H) but the questions and marking are slightly different. 

 

 

4H:  Craft of the Writer (30%)                                              2 hours

 

Three sections:

A: Modern Poetry

Edexcel Anthology – teacher must select one collection: In such a Time as this; Identity or Nature.  Each collection has about 18 poems, all of which must be covered for the exam where they will get a choice of two questions and will need to write about two poems.  Three out of four poems are usually specified by the questions.  These poems are also used in the English Literature exam.

 

B: Short Stories from Different Cultures and Traditions

Edexcel Anthology – there are six stories, all of which need to be covered for the exam. Here there is only one question and at least one of the two stories they need to respond to is specified in the question.

 

C: Writing to inform, explain, describe

There is a choice of questions here and they need answer only one.

5H: Unprepared Non-fiction (30%)                               2 hours

 

Three sections:

 

A: Unprepared non-fiction text reading question

 

Students are given a text and a single question to which they have to respond.

 

B: Writing to argue, persuade, advise

 

There is a choice of questions here and they need answer only one.

 

C: Writing to analyse, review, comment

There is a choice of questions here and they need answer only one.

Edexcel GCSE English Literature (1213)

 

Coursework (30%)

Three Units: One unit may be assessed orally and may be used as a crossover for speaking and listening for English.

Objective number four is very important for all these units: relate texts to social, cultural, historical background and literary traditions.

Pre-1914 Drama (10%)

 

This may be used as a crossover piece with English (Shakespeare unit) but must be marked for both English and English Literature using separate mark schemes.

B.  Pre-1914 Prose (10%)

 

Any major writer can be chosen from the list on page 36 of the National Curriculum. If choosing to do short stories, a substantial collection must be covered and students need to write about at least two of them in detail.

Pre-1914 Poetry (10%)

 

They should cover 15-20 shorter poems or fewer longer poems but the assignment should range across 5-6 poems although they don’t all need equal treatment. The number of poets covered does not matter (one or many).

Terminal Exam (70%)                                                 Paper 3H: 2 hrs 15 mins

There are four sections but students only need to answer three of the sections so we leave out D: Literary Non-fiction.

A: Post-1914 Poetry

 

There will be two questions on each thematic cluster (In such a time as this, Identity and Nature).  Students must answer one question exploring relationships and comparisons between poems.  They must write about a minimum of two poems, one named and the other named or selected.

B: Post-1914 Prose

Students will answer one question on one of the following (selected by teacher):

To Kill a Mockingbird

Of Mice and Men

The Other Side of Truth

21 Short Stories

 

C: Post-1914 Drama

Students will answer one question on one of the following (selected by teacher):

Educating Rita

Journey’s End

An Inspector Calls

A View from the Bridge

The Long and the Short and the Tall

Talking Heads

IB Diploma

The Language A1 programme is primarily a pre-university course in Literature.  It is aimed at students who intend to pursue Literature, or related studies, at university, as well as at students whose formal study of literature will not continue beyond this level.

Literature is concerned with our conceptions, interpretations and experiences of the world. The study of Literature, therefore, can be seen as a study of all the complex pursuits, anxieties, joys and fears that human beings are exposed to in the daily business of living.  It enables an exploration of one of the more enduring fields of human creativity and artistic ingenuity, and provides immense opportunities for encouraging independent, original, critical and clear thinking.  It also promotes a healthy respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.  The discussion of literature is itself an art which requires the clear expression of ideas both orally and in writing.

 

The Language A1 programme encourages students to see literary works as products of art and their authors as craftsmen whose methods of production can be analysed in a variety of ways and on a number of levels.  This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied.  It is further reinforced by the comparative framework emphasised for the study of these works in all parts of the programme.  

 

The flexibility of the programme allows teachers to choose challenging works from their own sources to suit the particular needs and interests of their students.  It also allows teachers to participate significantly, through the internally assessed oral component, in the overall assessment of their students.

World Literature

One of the most effective and humanizing ways that people of different cultures can have access to each other.s experiences and concerns is through works of literary merit.”  (Salma Jayyusi, The Literature of Modern Arabia)

In view of the international nature of the IBO, the Language A1 programme does not limit the study of Literature to the achievements of one culture or the cultures covered by any one language.

The study of World Literature is important to IB students because of its global perspective.  It can play a strong role in promoting a ‘world spirit’ through the unique opportunities it offers for the appreciation of the various ways in which cultures influence and shape the experiences of life common to all humanity.  The World Literature element of the Language A1 programme does not aim to cover the history of Literature or the so-called ‘great works’ of humanity.  Nor does it aim to equip students with a ‘mastery’ of other cultures.  It is envisaged as having the potential to enrich the international awareness of IB students and to develop in them the attitudes of tolerance, empathy and a genuine respect for perspectives different from their own.

The aims of the Language A1 programme at both Higher and Standard Levels are to:

• encourage a personal appreciation of Literature and develop an understanding of the techniques involved in literary criticism,
• develop the students’ powers of expression, both in oral and written communication, and provide the opportunity of practising and developing the skills involved in writing and speaking in a variety of styles and situations,
• introduce students to a range of literary works of different periods, genres, styles and contexts,
• broaden the students’ perspective through the study of works from other cultures and languages,
• introduce students to ways of approaching and studying Literature, leading to the development of an understanding and appreciation of the relationships between different works,
• develop the ability to engage in close, detailed analysis of written text,
• promote in students an enjoyment of, and lifelong interest in, Literature.

Objectives

Higher Level

Having followed the Language A1 programme at Higher Level (HL) candidates will be expected to demonstrate:

• an ability to engage in independent literary criticism in a manner which reveals a personal response to Literature,
• an ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication a command of the language appropriate for the study of Literature and a discriminating appreciation of the need for an effective choice of register and style in both written and oral communication,
• a sound approach to Literature through consideration of the works studied,
• a thorough knowledge both of the individual works studied and of the relationships between groups of works studied,
• an appreciation of the similarities and differences between literary works from different ages and/or cultures,
• an ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing a wide-ranging appreciation of structure, technique and style as employed by authors, and of their effects on the reader,
• an ability to structure ideas and arguments, both orally and in writing, in a logical, sustained and persuasive way, and to support them with precise and relevant examples.
  

 

Standard Level

 

Having followed the Language A1 programme at Standard Level (SL) candidates will be expected to demonstrate:  

 

• an ability to approach works in an independent manner which reveals a personal,
• response to Literature,
• an ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication,
• a command of the language appropriate for the study of Literature and an appreciation of the need for an effective choice of register and style in both written and oral communication,
• a sound approach to Literature through consideration of the works studied,
• a thorough knowledge both of the individual works studied and of the relationships between groups of works studied,
• an appreciation of the similarities and differences between literary works from different ages and/or cultures,
• an ability to comment on the language, content, structure, meaning and significance of both familiar and unfamiliar pieces of writing,
• an awareness of the effects of structure, technique and style as employed by authors,
• an ability to structure ideas and arguments, both orally and in writing, in a sustained  and logical way, and to support them with precise and relevant examples.

Both HL and SL students are taught together, however SL students are assessed on only 11 of the 15 texts covered. Texts vary from year to year depending on the teacher and the students but will fulfill requirements for the outline presented below.

 

Both HL and SL students are taught together, however SL students are assessed on only 11 of the 15 texts covered. Texts vary slightly from year to year depending on the teacher and the students but currently stand for cohort 2008-2010:

  

 

English A1 is essentially a Literature course.  A wide variety of texts (including international texts) are studied and assessed according to the IB criteria (appendix: IB Marking Criteria).  Students are assessed both internally and externally in a variety of methods, including:

Higher Level:   

• 2 World Literature Essays, externally marked,
• 2 Oral commentaries, internally and externally marked,
• 2 Examinations, externally marked.

 

Standard Level:

 

• 1 World Literature Essay, externally marked,
• 2 Oral commentaries, internally and externally marked,
• 2 Examinations, externally marked.                
  

Drama

 

The Key Stage 3 Drama syllabus recognises that Drama is a practical subject underpinned by certain key skills.  Complicity is taught explicitly in the first term, but remains the foundation of all drama work.  Each year seeks to balance the skills of improvisation and devising drama, with exploration of text.

 

 

By the end of the three years, students will have had many opportunities to create drama from different stimuli, and will have explored a range of theatrical styles.  The course is an ideal preparation for the Edexcel GCSE course, 60% of which is based upon exploration and improvisation – the other 40% being the performance of script. 

Assessment is done formally through HTA grades.  Informal assessment is constant, however, as the students' work is regularly shown throughout the lesson allowing regular discussion of achievement.

 

Drama is an optional subject at Key Stage 4, and, if chosen, will be taught for three lessons per week. 

 

The Key Stage 4 drama syllabus is as follows: