English

ENGLISH

Units 1-2

English aims to develop students’ critical understanding and mastery of the English language and to help them communicate in a wide range of situations. The study of English will help to develop the skills to meet the demands of employment, further education and participation in an open democratic society. 

UNIT 1 

In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. 

LEARNING ACTIVITIES • Plan analytical responses to texts • Plan creative responses to texts • Explain and justify decisions made in the writing process • Draft, review, edit and refine creative and analytical responses to texts, making choices about features of texts and using feedback gained from individual reflection, discussion, and peer and teacher comments • Develop sound arguments using logic and reasoning, and detect bias and faulty reasoning in the arguments of others • Plan analytical responses and texts that present an argument, taking account of the purpose, context and audience in determining the selected content and approach • Develop, clarify and critique ideas presented in their own and others’ arguments using discussion and writing. 

ASSESSED TASKS • An analytical response to a set text • A creative response to a set text • An analysis of the use of argument and persuasive language in text/s • An oral presentation presenting a point of view. 

UNIT 2 

In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences. Students develop their skills in creating written, spoken and multimodal texts. 

LEARNING ACTIVITIES • Use textual evidence appropriately to support comparative responses • Plan comparative responses, taking account of the purpose, context and audience in determining the selected content and approach • Develop and clarify ideas and insights gained through comparison using discussion and writing conduct research to support the development of arguments on particular issues and acknowledge sources accurately and appropriately where relevant • Select evidence to support particular positions • Plan analytical responses and texts that present an argument, taking account of the purpose, context and audience in determining the selected content and approach. 

ASSESSED TASKS • A comparative analytical response to set texts • A persuasive text that presents an argument or viewpoint • An analysis of the use of argument and persuasive language in text/s. 

Units 3-4 

The focus of this unit is on reading and responding both orally and in writing to a range of texts. Students analyse how the authors of texts create meaning and the different ways in which texts can be interpreted, compared and used to persuade. They develop competence in creating written texts by exploring ideas suggested by their reading and the ability to explain choices they have made as authors. 

UNIT 3 

Students identify, discuss and analyse how the features of selected texts create meaning and how they influence interpretation. Students prepare sustained analytical interpretations of selected texts, discussing how features of the texts create meaning and using textual evidence to support their responses. Students present sustained creative responses to selected texts, demonstrating their understanding of the world of the texts and how texts construct meaning. In developing a creative response they explore issues of purpose and audience and make key choices about structure, conventions and language. 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. 

LEARNING ACTIVITIES • Examine different interpretations of texts and consider how these resonate with or challenge their own interpretations • Plan analytical interpretations of texts • Plan creative responses to texts • Identify the ways authors construct arguments to position audiences, including through reason and logic, and written, spoken and visual language • Analyse the features of written, spoken and multimodal texts used by authors to position audiences. 

ASSESSED TASKS • An analytical response to a set text • A creative response to a set text • An analysis of the use of argument and persuasive language in text/s. 

UNIT 4 

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 the texts, they gain a deeper understanding of the ideas, issues and themes that reflect the world and human experiences. 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. 

LEARNING ACTIVITIES • Plan comparative responses, taking account of the purpose, context and audience in determining the selected content and approach • Develop and clarify ideas and insight gained through comparison using discussion and writing • Conduct research to support the development of arguments on particular issues and acknowledge sources accurately and appropriately where relevant • Gather, organise and synthesise information and ideas into a reasoned argument • Select evidence to support particular positions • Plan texts that present a point of view, taking account of the context and audience in determining the selected content and approach, and articulate the intention of their decisions in written form 

ASSESSED TASKS • A comparative analysis of two set texts. • A point of view response presented orally 

LITERATURE

Units 1-2 

The study of Literature is based on the enjoyment and appreciation of reading that comes from discussion, debate and the challenge of exploring the meanings of literary texts. Students reflect on their interpretations of texts and the views others hold. The subject requires a strong commitment to the set reading and covers a range of forms including film, novels, plays, short stories and poetry. 

UNIT 1 

Students focus on the ways in which the interaction between text and reader creates meaning. Students respond critically, creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They develop familiarity with key terms, concepts and practices that equip them for further studies in literature. They develop an awareness of how the views and values that readers hold may influence the reading of a text. 

LEARNING ACTIVITIES • Reflect upon the ideas and concerns raised by texts. • Analyse the views and values suggested by a text’s inclusions and exclusions. • Identify and comment on some of the techniques used in texts, showing how these contribute to meaning. • Develop analytical responses to texts. 

ASSESSED TASKS • An oral presentation. • A creative response with reflective commentary. 

UNIT 2 

Students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Ideas, language and structures of different texts from past and present eras and/or cultures are compared and contrasted. Students analyse the similarities and differences across texts and establish connections between them. By experimenting with textual structures and language features, students understand how imaginative texts are informed by close analysis. 

LEARNING ACTIVITIES • Develop critical responses to the text by examining the patterns of language and imagery used in the text. • Develop creative responses to the text by emulating its ideas, language style and structure. • Analyse how features of the text contribute to meaning. • Draw connections, contrasts and parallels between texts. • Explore and analyse the features particular to different texts • Make appropriate reference to textual detail to support a comparative interpretation. 

ASSESSED TASKS • A comparative analysis of two set texts. • A close analysis of a set text. 

Units 3-4 

The study of Literature is based on the belief that meaning is derived from the relationship between the text, the context in which it was produced and the experience of life and literature the reader brings to the text. The study of Literature encourages independent and critical thinking, which will assist students in the workforce and in future academic study. 

UNIT 3 

Students investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or influence the adaptations. Students draw on their study of adaptations and transformations to develop creative responses to texts. Students develop their skills in communicating ideas in both written and oral forms. 

LEARNING ACTIVITIES • Analyse the construction of texts in terms of characterisation, tone, style, structure and point of view. • Identify typical features of a range of forms of text, and evaluate their significance in the making of meaning. • Identify and analyse the similarities and differences between the original and the adapted or transformed text. • Identify elements of construction, context, point of view and form particular to the text, and apply understanding of these in a creative response. • Critically reflect on how language choices and literary features from the original text are used in the adaptation. 

ASSESSED TASKS • A creative response to a set text along with a reflective commentary. • An analysis of how the form of a text influences meaning. 

UNIT 4 

Students consider the context of their responses to texts as well as the ideas explored in the texts, the style of the language and points of view. They investigate literary criticism informing both the reading and writing of texts. Students develop an informed and sustained interpretation supported by close textual analysis. 

LEARNING ACTIVITIES • Explain how a literary criticism foregrounds particular views and questions texts in particular ways. • Compare, analyse and evaluate different perspectives of texts presented in literary criticism. • Analyse the features of a text and make appropriate connections between them. 

ASSESSED TASKS • A written interpretation of a text using two different perspectives to inform their response. • Two written interpretations of 2 different set text, supported by close textual analysis.