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English
Head Of Department - Mr S T Walker, MA (Hons)(Cambridge), MInstM (UK) English lies at the heart of our experience of the world. An understanding of the language and its literature is essential in almost all aspects of life. All careers demand an ability to analyse written material and to articulate one's conclusions. Literature in English will be placed at the centre of the English programme. We believe that the lives of our students will be enriched by reading novels, plays and poems written by human beings who are sensitive, perceptive and enquiring. We hope that this experience will assist young people to understand the world in which they live, to weigh up some of the great questions of life, to respond to the subtleties of language and to become aware of our literary heritage. We would like to think that the literature class helps our students to become more discriminating and discerning, enabling them to distinguish between what is true, and what is superficial and trendy. Students choose between two courses: the CIE IGCSE Examinations; and, NCEA Level 1 Assessments. We learn English to:
So Why is English important?Firstly - note the minimum requirement of Literacy fo UE - 8 Credits in Reading and Writing at Level 2 English or an E pass in AS English. Many tertiary courses, however, require Level 3 English or a very good pass in AS English: a particular flair or talent for English suggests a future career in any area which places a premium on communications skills, in which case it is advisable to study for full A Level English e.g. B. Communications, at AUT, stipulates 18 Level 3 Credits, or a Grade C in AS English or an equivalent language-rich subject. Note that the University of Auckland now requires all undergraduates to complete two General Education papers in their degrees: www.auckland.ac.nz/generaleducation Students contemplating the First Year Science programmes at University of Auckland and University of Otago, for competitive entry to Year 2 undergraduate Medicine should be aware that, for the UMAT test, part of the selection criteria includes: www.acer.edu.au/tests/university/umat/intro.html. It comprises three sections, the first two of which are Logical Reasoning & Problem Solving, and Understanding People, which require sophisticated comprehension and excellent English Language skills. UMAT is also part of the selection process for most school-leaver, direct entry, undergraduate Medical programmes in Australian Universities. In the U.S.A. A level English and the SAT II English equivalent is required for entry to most Ivy League institutions. Employer surveys frequently emphasise strong verbal and interpersonal communication skills as a top priority: www.vuw.ac.nz/st.services/careers/job.hunting/employer.skills.survey.html Graduates also comment that they are expected to "write really well" i.e. demonstrate excellent writing and oral communication skills. One graduate, with a Masters in Finance 1st Class Hons, currently working as an Investment Banker, specialising in mergers and acquisitions, noted at a 2006 University Update day: "Don't jump out of English: work on your writing skills as they are really important in your job". English - Year NineThe Year 9 course is a foundation for later, more advanced study. The aim is to cover the following:
As always, the skills of close reading and accurate writing in a range of styles form the basis of the study of language. Students are encouraged to experiment and practise both formal and personal writing styles. The essay, on an issue of the day or a topic from the study of literature, forms the cornerstone of this approach. Listening and visual skills are honed by several means over the year. The listening comprehension, note-taking and lectures focus on listening skills, while the specific study of an aspect of visual language is undertaken. This study may take the form of a film study, an advertisement production or other project. In addition to reading and writing, students will participate in the creation of several forms of written or spoken expression. They may produce a newspaper, a radio interview or a short film, mount a scene from a play or they may devise an advertisement. They will be involved in debating at class level and have to deliver a short speech. The skills of independent research receive close attention. Students will undertake several short and focused pieces of individual research. English - Year Ten Year 10 courses are foundations for later, more advanced study. The aim is to cover the following:
As always, the skills of close reading and accurate writing in a range of styles form the basis of the study of language. Students are encouraged to experiment and practise both formal and personal writing styles. The essay, on an issue of the day or a topic from the study of literature, forms the cornerstone of this approach. Listening and visual skills are honed by several means over the year. The listening comprehension, note-taking and lectures focus on listening skills, while the specific study of an aspect of visual language is undertaken. This study may take the form of a film study, an advertisement production or other project. In addition to reading and writing, students will participate in the creation of several forms of written or spoken expression. They may produce a newspaper, a radio interview or a short film, mount a scene from a play or they may devise an advertisement. They will all be involved in debating at class level and all students have to deliver a short speech. The skills of independent research receive close attention. All students will undertake several short and focused pieces of individual research. Note: The top 25 students in the Year 10 group will be deemed the 10R1 set. 10R1 sits the CIE IGCSE First Language English [0500] paper. English - Year Eleven Course Details(See also ESOL) IGCSE English Literature Through the study of literature students are encouraged to read, interpret and evaluate literary texts. They will develop an understanding of texts in terms of literal meaning, relevant contexts and deeper themes or attitudes. They will learn to recognize and appreciate the ways in which writers use language to achieve their effects, and to communicate an informed personal response. The study of literature allows students to explore areas of universal human concern, thus leading to a greater understanding of themselves and others. Candidates sit two papers; Paper 4 (2hours 15 mins) with 3 essays and Paper 5 (45 mins) with one essay. Texts will be chosen from each of the following categories: Prose, Poetry, and Drama. The fourth question depends on the text studied by each class from one of those options.
Students enrolling in IGCSE English Literature will also enrol in IGCSE First Language English. IGCSE First Language English (0500) (sat also by 10R) The First Language English syllabus will develop students’ ability to communicate accurately, appropriately and effectively in speech and writing. Students will be encouraged to use relevant vocabulary, to employ correct grammar, spelling and punctuation, and to display a sense of style and audience. The syllabus will help students to understand and respond appropriately to what they see, hear and experience, and to enjoy the full variety of the English language. In addition it will complement their other studies by developing general skills such as the ability to analyse, synthesise, make inferences, order facts and present opinions. Candidates sit Paper 2 Reading and Directed Writing (120 mins) and Paper 3 Continuous Writing (120 mins) Paper 2 will test candidates’ ability to select, summarise, compare specific information from two passages; and, in a further question, to invite a response to the pair of passages. Students are also required to analyse language use in one passage. This will test candidates’ ability to use and develop given information in another form. Paper 3 will test candidates’ skill in continuous writing. A selection of eight titles will be provided calling for an imaginative, narrative or argumentative response in an appropriate style. A second question directs students to write a response to a given passage. NCEA English Level 1 The student’s aim is to attain up to 24 Credits in a Level 1 NCEA English course which consists of: are internal assessments of Achievement Standards spread over three terms collectively worth 12 Credits; and; an end-of-year examination that will assess four Achievement Standards collectively worth 10 Credits. Literacy Requirement for NCEA Level 1 for students to be awarded their NCEA Level 1 certificate, they must have obtained at least eight (8) credits from their English Achievement Standards. The Achievement Standards • AS 1.1: Produce Creative Writing; 3 credits internal assessment • AS 1.2: Produce Formal Writing; 3 credits externally assessed • AS 1.3: Read, study and understand and extended written texts; 2 credits externally assessed • AS 1.4: Read, study and understand a number of short, written texts; 2 credits externally assessed. • AS 1.5: View/listen to, study and understand a visual or oral text; 2 credits externally assessed. • AS 1.6: Read and understand unfamiliar texts; 3 credits externally assessed. • AS 1.7: Deliver a speech in a formal situation; 3 credits internal assessment. • AS 1.8: Produce a media or dramatic presentation; 3 credits internal assessment. • AS 1.9: Process and present information for research purposes; 3 credits internal assessment NOTE: All Year 11 students also write and deliver a public speech. English - Year Twelve Course DetailsStudents choose between two courses: the CIE AS Examinations; and a course of NCEA Level 2 Assessments. Literature in English Advanced Subsidiary Level (AS) This course is compulsory if students are to move to A level English in Year 13. The candidates are assessed on their ability to respond to texts in the three main forms (Prose, Poetry and Drama) from different cultures. They must demonstrate understanding of the ways in which the writers choices of form, structure and language shape meanings. Candidates are required to demonstrate the ability to produce informed, independent opinions and judgements on literary texts. They must also be able to communicate clearly their knowledge, understanding and insight at an appropriate level. Students take two papers: Paper 3 Poetry and Prose (2hrs 30mins) and Paper 4 Drama (2 hrs 30mins). Paper 3 will test candidates’ ability to answer on two texts: one from an anthology of poetry, the other from a prose text. Paper 4 will test candidates’ ability to answer two questions on two plays: one a Shakespeare, the other a modern play. AS English Language is also offered as an additional course but Year 12 students require HOD permission to enrol in this paper. NCEA English Level 2 The student’s aim is to achieve a maximum of 28 credits, across 8 Achievement Standards and 1 Unit Standard. Five of these standards are assessed by means of internal assessments, held during the year, and four are tested externally, by means of an end-of-year exam. In a competitive marketplace students need to aim for more than just an “Achieve” but should aspire to “Merit” or “Excellence”. In addition to their total credits, students must achieve “Literacy” in order to enter a New Zealand university. “Literacy” is established by the achievement of 8 credits from both reading and writing standards, from a prescribed list. The Achievement Standards • AS 2.1: Creative Writing; 3 credits internal assessment. • AS 2.2: Transactional Writing; 3 credits internal assessment. • AS 2.3: Read, study and understand and extended written texts; 3 credits externally assessed. • AS 2.4: Read, study and understand a number of short, written texts; 3 credits externally assessed. • AS 2.5: Read visual texts; 3 credits externally assessed. • AS 2.6: Read and understand unfamiliar texts; 3 credits externally assessed. • AS 2.7: Oral Presentation; 3 credits internal assessment. • AS 2.8: Research; 3 credits internal assessment. • US 8823: Investigate a Theme; 8 credits internal assessment English - Year Thirteen Course DetailsEnglish at Year 13 is an optional subject. Three courses are offered: • A2 Level English Literature (“A Level”) • AS Level English Language • NCEA Level 3 A2 Level English Literature A prerequisite for this course is AS English Literature, which all students except NCEA classes will have taken in Year 12. The aims of the course are as follows: • An appreciation of, and an informed personal response to literature in English in a range of texts, and from different periods and cultures. • The interdependent skills of reading analysis and communication. • Effective and appropriate communication. • Wider reading and an understanding of how it may contribute to personal development. Students will be encouraged to demonstrate: • The ability to respond to texts in 3 main forms (Prose, Poetry and Drama) of different types and from different cultures. • An understanding of the way sin which writers’ choices of form, structure and language shape meanings. • The ability to communicate clearly and accurately the knowledge, understanding and insight appropriate to literary study. • The ability to appreciate and discuss varying opinions of literary works. The A Level qualifications consists of four papers, two of which (papers 2 and 3) will have been sat at AS level. Thus the year 13 course comprises of study for two papers. Paper 5 (compulsory for all candidates) Shakespeare and other pre-20th Century texts from a range of novels, poetry and plays. Paper 6 (optional), 20th Century texts, from a range of novels, plays and poetry all written in the 20th Century. AS English Language This course will be subject to an adequate demand. The aims of this course are to encourage: • A critical and informed response to writing in a range of forms, styles and contexts. • The interdependent skills of reading, analysis and communication. • Effective and appropriate communication. Students will be encouraged to demonstrate: • The ability to read with understanding written material in a variety of forms, and to comment on its effectiveness. • A knowledge and understanding of features of English language. • The ability to write clearly, accurately and effectively for a particular purpose or audience. The exam consists of two papers. Paper 1, Passages for Comment: Students will be asked to comment on previously unseen extracts, from a range of styles, on their use of language, relating form to function. Paper 2, Composition: There are two sections. In Imaginative Writing, students will be required to write in an interesting and creative way. In Argumentative Writing, students will be required to construct an argument, presenting views clearly, coherently and persuasively. The year’s course will consist of regular and close contact with texts in a range of styles and practice in writing across a number of genres. NCEA Level 3 The student’s aim is to achieve a maximum of 24 credits from 7 Achievement Standards. Four of these Standards are assessed by means of an external exam, at the end of the year, whilst three are tested internally in the course of the year. In a competitive marketplace, students need to aim as high as they can, achieving “Merit” or “Excellent” wherever possible. The Achievement Standards • AS 3.1: Extended Writing; 4 credits internal assessment. • AS 3.6: Speaking; 3 credits internal assessment. • AS 3.7: Research; 3 credits internal assessment. • AS 3.2: Respond to Written Text; 4 credits externally assessed. • AS 3.3: Shakespeare; 4 credits externally assessed. • AS 3.4: Oral/Visual Text; 4 credits externally assessed. • AS 3.5: Unfamiliar Text; 2 credits externally assessed. |
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