english 6

English 6 assists graduating students to bring to life's struggles the twelve attributes specified in the curriculum, specifically: in their becoming 1) communicators who are 2) principled, 3) open-minded, 4) balanced, 5) reflective and 6) compassionate, seeing themselves and others as positive agents by developing effective communication skills -  a worthy pursuit of 7) lifelong learners. 

In line with PSHS system’s goal of providing integral formation, a combination of cognitive, affective, attitudinal and behavioral outcomes constitute the aims of English 6. The content and approach are organized round these interrelated goals that affect the whole person.

Cognitive goals focus on understanding the principles and processes of communication at a theoretical level. Specific objectives targeting the higher thinking skills are indicated in the activities. Scholars are expected to take time in assimilating the principles through a gradual, critical, and discerning metacognitive process.

Attitudinal and affective aims are intrinsic and aspirational, encouraging the scholar to develop competence in and sensitivity to the dynamics of human interaction, including the recognition that one’s linguistic ability is a gift or faculty at the service of the quest for truth. Opportunities for overcoming speaking anxiety, acquiring a listening ear, applying ethics in controversial communications as well as stretching, breathing and vocal exercises are incorporated in the assignments.

Behavioral outcomes are learning-by-doing activities that are scaffolded throughout the year to gradually hone leadership traits associated with communicating with empathy and excellence. 

Communication is an integrative and developmental human activity. The content and pedagogy are holistic, highlighting the immediate relevance of honest and sincere communication in human relationships and STEAM-service professions. English will help the scholar build bridges to the world!

1. Principles and Ethics of Communication 

A.  Processes and Models: Transmission and Transaction

B.  Pillars of NCA Credo: Truthfulness, Honesty, Trustworthiness, Goodwill, Respect for Human Dignity and Diversity

C.  Types: Intrapersonal, Interpersonal, Group, Public
D.  Language: Verbal and Non-verbal

    Review of rules for online communication including email correspondence, types of Creative Commons and resource attribution 

2. Listening and Speaking Skills for the University 

A.  Using, Finding, Creating, Note-taking and Remembering Information

B.  Types of Listening and Tips for Improvement

C.  Preparing for Public Speaking: Elucidating the Topic and Purpose with the Audience and Occasion; Researching

D.  Organizing Patterns: Conceptual, Categorical, Spatial, Chronological, Monroe's Technique, Cause-Problem-Solution

Micro-communication skills for university application (filling out forms, requesting for letters of recommendation, preparing for interviews, writing college essays, seeking follow ups)  

3. Nature of Public Speaking

A.  Types: Informative, Persuasive, Ceremonial; kinds of definition; patterns of persuasion; elements of ethos, logos, pathos

B.  Delivery: Manuscript, Memorized, Extemporaneous, Impromptu

C.  Structure: The Introduction, Body and Conclusion in Sentence Outline and Speaking Text 

D.  Personality Projection, Presentation Aids, Rehearsal and Recording Tips

4. Academic Fora
   A.  From Classical to Contemporary

B.  Hallmarks of Science Communication: rigour, readability, visibility, service component & lifestyle connection 

C.  Working in Virtual Teams 

D.  Practice in Conducting Academic Forum

Learning resources will be posted at Khub, our learning management system. The English learning portfolio (Latin v. porto, to carry or ferry or n., portus, harbour; and n. folium, leaf) will contain listening, reading, speaking and web-thinking tasks that will enable you to learn at a flexible pace, show evidence of your learning and earn a numeric grade. Optional tasks will improve your engagement and facilitate the transfer of skills to life beyond school, thereby widening your opportunities for communicating meaningfully and productively.

Home study and learner agency with school community support and minimal teacher supervision will be implemented. Discussions will be organized once a week at a day and time to be specified. Join the conversations: your online presence and participation count! 

Assessments for learning (25% formative tasks, 75% alternative/summative/performance-based tasks) will be reasonably paced within a 7-week grading period. Emphasis is placed on authentic, real-life assessments as instruments for learning. Assessments come with rubrics and are designed not only to demonstrate learning but also as gateway to deepen learning. The staggered scheme will help ensure that learning is continuous, enabling you to earn a grade by the end of each quarter. 

Students are responsible for their own learning and the teacher guides them in decision-making and proper planning so that obligations are met. It is therefore important to maintain open communication throughout the year. Please check your fulfillment of obligatory tasks through the self-monitoring features of Khub.