English

The English curriculum is designed to be a challenging and inspiring course, aligned with UWCSEA’s mission and values. Over the course of three years, students read widely—including novels, short stories, poetry, media, and visual texts—gaining an understanding of the ways in which big ideas and themes are conveyed through literary works. We foster critical thinking skills, encouraging students to understand and analyse texts and connect these to issues and experiences in our world. Alongside the reading done in class, we also support students to develop volume, stamina and fluency in their independent reading.

We know that reading widely and learning to analyse published writing enhances students’ written work. In Middle School, we develop students’ creativity and voice as writers, reinforcing their understanding and use of the writing process. In addition, we foster analytical skills through close reading of different text types. It is our aim that Middle School students leave Grade 8 as confident writers and lifelong readers who are fully prepared for the transition to Grade 9.

Students are encouraged to read widely and broadly, with time for independent reading built into every lesson. Our focus on independent reading is supported through carefully-curated classroom libraries and unit-specific book boxes. These book collections are continually developed with a focus on the needs and interests of international Middle School readers. All students keep a reading log to encourage good habits, regular reflection, and inform goal setting. Through personalised book recommendations and one-on-one reading conferences, we support students as readers, recommending just-right books alongside more challenging texts. 

Students can access grade-level book recommendations across genre through our  Middle School Core Collection, curated annually for Grade 6, 7 and 8 students. In addition to developing lifelong readers, our reading instruction focuses on building skills in annotation, close-reading, analysis and critical literacy. 

Students are expected to supplement their reading in school with 30-minutes of reading at home per day.

Students write in a variety of genres during their time in Middle School, including personal narrative, literary essay, and expository. Whatever the writing type, we cultivate good practice through the writing process, which includes growing and developing ideas, drafting, revising and editing. We emphasize the importance of revision and encourage students to see quality writing as something to be worked on through numerous drafts. We use the editing stage of the writing process to reinforce understanding of the way language conventions—grammar, punctuation and spelling—allow for clear communication. Through concept-based literacy, we teach transferable concepts and skills, exploring the way writers use structure and language to convey meaning.

Each of our units begins with a pre-assessment, designed to inform the teacher of the extent of a student’s understanding of the concepts and skills taught in the unit. These assessments are used as diagnostic tools to assist teachers in planning and effectively supporting students. Units are taught through a series of learning engagements, each aligned to one of the unit’s learning goals or structured inquiries. Throughout the unit, teachers model, scaffold, question and guide students through the learning objectives. We use work done in class and at home to assess each student’s understanding of the learning and to provide timely feedback, allowing students to transfer their thinking to different case studies or contexts. Our approach is designed to focus on learning outcomes rather than grades and to make learning goals relevant and clear to students.