Years 8-13 English Oct 2010


Published on

A presentation for Years 8-13 parents on the English program at CIS.

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Years 8-13 English Oct 2010

  1. 1. Years 8-13 English Open House Presentation October 2010
  2. 2. MYP English Curriculum 7-11: skills based <ul><li>reading </li></ul><ul><li>writing </li></ul><ul><li>speaking </li></ul><ul><li>listening </li></ul><ul><li>viewing </li></ul>
  3. 3. MYP English Curriculum 7-11: informed by the five areas of interaction <ul><li>approaches to learning </li></ul><ul><li>what are the techniques and tools we use to communicate effectively? </li></ul><ul><li>How do others’ ideas influence our own? </li></ul><ul><li>How does English influence our understanding of other cultures? </li></ul>
  4. 4. These questions require: <ul><li>learning to learn </li></ul><ul><li>clear thinking </li></ul><ul><li>imaginative responses </li></ul><ul><li>structuring ideas </li></ul><ul><li>problem solving </li></ul><ul><li>collaboration </li></ul><ul><li>IT skills - writing, research </li></ul>
  5. 5. MYP English Curriculum 7-11: informed by the five areas of interaction <ul><li>community and service </li></ul><ul><li>What role does literature play in a community? </li></ul><ul><li>What would the world be like without literature? </li></ul><ul><li>How do English skills enable debate on ethical, spiritual, moral and social issues? </li></ul>
  6. 6. MYP English Curriculum 7-11: informed by the five areas of interaction <ul><li>health and social education </li></ul><ul><li>what does literature have to say about human emotions and issues? </li></ul><ul><li>How does our maturity influence our perception of language and literature? </li></ul><ul><li>How do language and literature facilitate our understanding of ourselves and others? </li></ul>
  7. 7. MYP English Curriculum 7-11: informed by the five areas of interaction <ul><li>environments </li></ul><ul><li>How does setting influence characterisation? </li></ul><ul><li>Which descriptive techniques do writers use to communicate a sense of place? </li></ul><ul><li>How do writers depict the inner landscape? </li></ul>
  8. 8. MYP English Curriculum 7-11: informed by the five areas of interaction <ul><li>human ingenuity </li></ul><ul><li>How do writers create a sense of what Gerard Manley Hopkins calls ‘thisness’? </li></ul><ul><li>How do texts make us think differently? </li></ul><ul><li>How does literature challenge us with its ‘infinite variety’ of styles and genres? </li></ul><ul><li>Which writers and ideas inspire me? </li></ul>
  9. 9. Curriculum Continuum <ul><li>cyclical curriculum </li></ul><ul><li>focus on literature and language </li></ul><ul><li>preparation for IB diploma and beyond </li></ul>
  10. 10. Focus on Literature <ul><li>novels </li></ul><ul><li>short stories </li></ul><ul><li>poetry </li></ul><ul><li>plays </li></ul><ul><li>media </li></ul>
  11. 11. Language <ul><li>grammar </li></ul><ul><li>syntax </li></ul><ul><li>punctuation </li></ul><ul><li>vocabulary </li></ul><ul><li>spelling </li></ul><ul><li>dictionary/thesaurus </li></ul><ul><li>editing </li></ul>
  12. 12. Outline of Study in MYP Years <ul><li>Each year is organised around a central idea or literary focus: </li></ul><ul><ul><ul><li>Year 7: Growing up </li></ul></ul></ul><ul><ul><ul><li>Year 8: Journeys </li></ul></ul></ul><ul><ul><ul><li>Year 9: Ways of Seeing </li></ul></ul></ul><ul><ul><ul><li>Year 10: Literary genres and media </li></ul></ul></ul><ul><ul><ul><li>Year 11: Literary genres: novels, short stories, plays, poetry, non-fiction, autobiography </li></ul></ul></ul>
  13. 13. Activities <ul><li>reading and discussion </li></ul><ul><li>writing in response to literature </li></ul><ul><li>persuasive writing </li></ul><ul><li>creative writing </li></ul><ul><li>dramatisations, debates </li></ul><ul><li>oral presentations </li></ul><ul><li>prepared and impromptu talks </li></ul><ul><li>interviews </li></ul><ul><li>individual and group research </li></ul>
  14. 14. Developing skills Dramatic Recital of The Odyssey
  15. 15. Assessment <ul><li>students are assessed on oral and written work </li></ul><ul><li>three criteria: </li></ul><ul><ul><li>A: content </li></ul></ul><ul><ul><li>B: organisation </li></ul></ul><ul><ul><li>C: style and language use </li></ul></ul>
  16. 16. Reporting: criteria  mark  grade <ul><li>written comments outline the student’s strengths and suggest ways of improving </li></ul><ul><li>a mark for each criterion </li></ul><ul><li>an overall grade which indicates the level at which the student consistently performs </li></ul>
  17. 17. Library and Reading Programme <ul><li>library period </li></ul><ul><li>listening to taped books </li></ul><ul><li>independent reading </li></ul>
  18. 18. Homework <ul><li>CIS policy </li></ul><ul><li>quality, not quantity – time not task </li></ul><ul><li>communication </li></ul>
  19. 19. Years 7-11 <ul><li>curiosity </li></ul><ul><li>engagement </li></ul><ul><li>imagination </li></ul><ul><li>critical thinking </li></ul><ul><li>reflection </li></ul><ul><li>assurance </li></ul><ul><li>sound foundations for diploma programme </li></ul>
  20. 20. IB Diploma Programme <ul><li>English A1 Higher and Standard Level </li></ul><ul><li>English A2 Higher and Standard Level </li></ul>
  21. 21. English A1 programmes enable students to <ul><li>understand and appreciate literature </li></ul><ul><li>develop clear and effective written and oral expression </li></ul><ul><li>broaden their perspectives </li></ul><ul><li>enjoy and take a lifelong interest in literature </li></ul>
  22. 22. English A1 content <ul><li>15 texts at higher level, 11 at standard level </li></ul><ul><li>a range of poetry, novels, short stories, plays, non-fiction, works in translation </li></ul><ul><li>selected from a number of periods, writers and places. </li></ul>
  23. 23. Four parts for both HL and SL <ul><li>part 1: world literature </li></ul><ul><li>part 2: detailed study </li></ul><ul><li>part 3: groups of works – drama texts </li></ul><ul><li>part 4: school’s free choice of texts </li></ul>
  24. 24. Assessment <ul><li>External </li></ul><ul><li>paper 1: commentary 25% </li></ul><ul><li>paper 2: essay on drama texts 25% </li></ul><ul><li>world literature assignment 20% </li></ul><ul><li>(2 assignments at higher level) </li></ul><ul><li>Internal </li></ul><ul><li>individual oral commentary 15% </li></ul><ul><li>individual oral presentation 15% </li></ul>
  25. 25. English A2 programmes enable students to: <ul><li>develop clear and effective written and oral expression </li></ul><ul><li>explore a wide range of literary and non-literary texts </li></ul><ul><li>understand writers’ techniques </li></ul><ul><li>appreciate different cultures </li></ul>
  26. 26. English A2 content <ul><li>Analysis of wide range of literary and cultural texts, including biography, drama, essay, short story, poetry, travel writing, advertisements, editorials, magazine articles, news reports, letters and texts related to various issues and topics. </li></ul>
  27. 27. A2 Assessment <ul><li>External </li></ul><ul><li>paper 1: comparative literary commentary 25% </li></ul><ul><li>paper 2: an essay on language and culture or media and culture </li></ul><ul><li>25% </li></ul><ul><li>written tasks: 1) literary, 2) cultural </li></ul><ul><li>20% </li></ul>
  28. 28. A2 Assessment cont. <ul><li>Internal </li></ul><ul><li>individual oral based on a cultural or literary option </li></ul><ul><li>15% </li></ul><ul><li>interactive oral activity based on either a cultural or literary option </li></ul><ul><li>15% </li></ul>
  29. 29. Developing skills Preparing for an IB Individual Oral Presentation
  30. 30. Journey’s End click icon
  31. 31. ‘ The real voyage of discovery consists not in seeking new landscapes, but in having new eyes.’ Marcel Proust