Mission Statement
The English Department at ISB recognizes that English is a vital way of communicating in school, in public and internationally and is likely to continue to grow in importance.
To this end our aim is to :
- Design and follow schemes of work that allow all students to develop their Speaking & Listening, Reading and Writing skills to their full potential, regardless of the student's race, gender, religion r social backgroun
- assist with students' spiritual, moral, social and cultural development by engaging in a carefully planned range of tasks and activities and the study of a variety of literary texts
- Equip all students to become independent, critical thinkers and learners to enable them to succeed in all areas of school life, in public examinations and in life after school
The Department
The English Department at ISB consists of six specialist teachers, backed by the Learning Support team. All the teachers are widely experienced and have taught in a wide range of schools and institutions around the world.
Dmitri Haas, the Head of Department, joined the school in August 2009. He has taught English to all secondary age and ability groups in the UK, Switzerland, Taiwan and now Brunei.
Ian Miller has a wide breadth of experience in teaching English in the UK, Saudi Arabia, China and Brunei.
David Bracken joined the school in September 2009. He has a wide experience of teaching English in Australia, the UK and Taiwan.
Natalia Szymaszkiewicz joined ISB in 2005. She specialises in English as a Second Language and has taught English to students of all ages and abilities in Poland and Brunei.
There are at present four dedicated English classrooms, all of which are equipped with video and DVD players, a TV and a computer. All have overhead projectors. The English teachers also make extensive use of the two ICT suites in the school.
Photo Gallery
on progress
Curriculum
Lower Secondary
The curriculum in Lower Secondary is based on the UK National Curriculum. Students complete at least one of the following units each year: Prose, Drama, Poetry, Non Fiction, Media and Original Writing. These units are designed sequentially so that each year the units build on previous knowledge and skills. Students will also work on the technical aspects such as spelling, punctuation and grammar.
There is flexibility built into the programmes to reflect the different needs of the students and the different strengths and interests of the staff. However, all classes will follow an agreed programme each term so that if there is a need to move students from one group to another, this can be done seamlessly at the end of each term.
In Years 7 there are two parallel mainstream groups with two smaller support groups for those students who need extra help. In Year 8 and 9 students are set according to ability.
In each year group a small number of students whose native tongue is not English and who are still in the process of mastering the language are taught by the Language Support Department.
All work is regularly marked and assessed. For major pieces of work students are graded according to the ISB 1-7 scale (7 being the highest). The mark-scheme is available on the website. Students are also assessed for their reading age, using the NFER assessments. All students will take a standardised National Curriculum SATS test at the end of each year so that the department can make comparisons across the year group.
One major aim of the department, and the school as a whole, is to encourage the students to take responsibility for their own learning. Students regularly undertake self-assessment exercises where they set realistic goals for themselves.
Curriculum Overview
Assessment Criteria
Lower Secondary Assessment Criteria
Assesment Criteria for writing poetry
IGSE
The English Department enters students for two IGCSE examinations in English: English Literature and English Language.
English as a Second Language can also be taken as an alternative by students if this is appropriate.
There are two parallel mainstream groups at IGCSE students in these groups take both the English Literature exams and a smaller third group will only take the English Language exam and an internally assessed Literature component. There is also a smaller support groups for those students who will only take the Second Language exam. However, it should be stressed that the highest grades are available to all students, regardless of the set they are in.
All written work is regularly marked and assessed, using the IGCSE criteria where appropriate. However, for the purposes of consistency, the grades are given as a 1-7 scale (7 being equivalent to A*).
ENGLISH - FIRST LANGUAGE
Course Summary
At ISB most students will study IGCSE First Language English. Students can be entered for either the Core or Extended level. The IGCSE First Language English course develops the ability to read critically and write in a variety of styles for different purposes and audiences.
The aims of the course are to:
- Enable students to communicate accurately, appropriately and effectively in speech and writing.
- Enable students to understand and respond appropriately to what they hear, read and experience.
Encourage students to enjoy and appreciate variety of language. - Complement students' other areas of study by developing skills of a more general application, e.g. analysis, drawing of inferences, etc.
- Promote students' personal development and an understanding of themselves and others.
Assessment Summary
IGCSE First Language English is assessed by a combination of coursework and final exams:
- Paper 1/2 - Reading passage counts for 50% of final grade.
- Paper 4 - Coursework Portfolio - three assignments, each of about 500 - 800 words; counts for 50% of final grade
ENGLISH - LITERATURE
Course Summary
At ISB, the majority of students will also study IGCSE English Literature. The IGCSE English Literature involves the analysis of demanding and challenging literature drawn from different countries and time periods. Group 3 will also study Literature but they are assessed internally.
Students will analyse texts from the following areas:
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Drama
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Prose
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Poetry
The course aims to develop students' ability to:
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Enjoy the experience of reading literature
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Understand and respond to literary texts in different forms and from different periods and cultures
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Communicate and inform personal responses appropriately and effectively
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Appreciate different ways in which writers achieve their effects
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Experience literature's contribution to aesthetic, imaginative and intellectual growth
Assessment Summary
IGCSE English Literature is assessed by a combination of coursework and final
exams:
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Paper 1 (Exam) - 2 hrs 15 minutes, 3 essays; one on each of the following genres: Drama, Prose, Poetry
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75% of Marks
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Paper 2 (Coursework), 2 Coursework Essays 600-800 words each
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25% of Marks
Curriculum Overview
Year 11 Overview and Syllabus
ENGLISH AS A SECOND LANGUAGE
Course Summary
The IGCSE English as a Second Language programme caters for the needs of students from non-English speaking backgrounds who are still in the process of mastering English.
This course requires a reasonable level of proficiency in English and grades A, B and C are recognised by most universities as proof of a student's competence in English.
The aims of the IGCSE English as a Second Language course are:
- To develop the ability to use English effectively for the purpose of practical communication in a variety of second language situations
- To form a sound base for the skills required for further study or employment using English as a medium
- To develop awareness of the nature of language and language learning skills along with skills of a more general application (e.g. interfacing, analysing, synthesising)
Assessment Summary
IGCSE English as a Second Language is assessed by final exams. There are two levels of entry, Core (grades C - G) and Extended (grade A* - E).
Paper 1 - Reading and writing; core curriculum; counts for 70% of final grade
Paper 2 - Reading and writing; extended curriculum; counts for 70% of final grade
Paper 3 - Listening; core curriculum; counts for 30% of final grade
Paper 4 - Listening; extended curriculum; counts for 30% of final grade
Students are also assessed on their oral communication in the form of a speaking test. If students perform to an appropriate standard their certificate records their achievement. This does not count towards the final grade.
International Baccalaureate (IB)
Students in Years 12 and 13 follow the IB Diploma course. All students need to study English as part of their IB course. From August 2011 we will be offering two courses in English:
Language A: Literature
Language A: Language and Literature
Students can choose to do either course at either Higher or Standard Level.
The IB course places great emphasis on independent learning and students are constantly encouraged to offer their own opinions, based on their reading of the texts. Wider reading is essential for success at this level.
All written work is regularly marked and assessed, using the IB criteria where appropriate.
IB Language A: Literature:
The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.
Through the study of a wide range of literature, the language A: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the language A: literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and define their command of language.
The course is divided into four parts, each with a particular focus.
• Part 1: Works in translation
• Part 2: Detailed study
• Part 3: Literary genres
• Part 4: Options (in which works are freely chosen)
Each part is assessed in a different way.
Students are assessed in four areas:
Paper 1: Unseen Commentary 20%
Paper 2: Essay 25%
Coursework Written Assignment 1500-1900 25%
Individual Oral Commentary 15%
Individual Oral presentation 15%
IB Language A: language and literature:
Language A: language and literature comprises four parts-two relate to the study of language and two to the study of literature. The study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. A key aim of the language A: language and literature course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text's wider context in shaping its meaning is central to the course.
The language A: language and literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The course is designed to be flexible-teachers have the opportunity to construct it in a way that reflects the interests and concerns that are relevant to their students while developing in students a range of transferable skills. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.
Assessment
Paper 1: Textual analysis The paper consists of two unseen texts. Students write an analysis of one of these texts. 25%
Paper 2: Essay In response to one of six questions students write an essay based on both the literary texts studied in part 3. 25%
Written Task Students produce at least three written tasks based on material studied in the course. Students submit one written task for external assessment. 20%
Individual Oral Commentary Students comment on an extract from a literary text.15%
Further Oral Activity Students complete at least two further oral activities. 15%
Extra Curricular Activities
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The English Department is involved in several activities outside of the classroom. We try to ensure that each year we provide activities which complement the Key Skills in English: Speaking and Listening, Writing and Reading. Speaking and Listening: ISB prides itself in the opportunities it provides for students to practice their speaking and listening. The school runs the BGIC Conference and many of our students apply to run as delegates and chairs at this prestigious event. The school also runs a trip to the Model United Nations (MUN) in Qatar which again allows students opportunities to hone their speaking and listening skills in a formal setting. Reading: Students visit the library on a regular basis and are encouraged to read books outside the curriculum. Students can earn merits and Reading Awards for their efforts. Book lists are available from the library. Writing: Students have a range of opportunities to extend their writing should they wish to: There is a reporting group which produces a newsletter for the BGIC Conference. This is a prestigious event and the students work under pressure to produce high quality document that all candidates take away back to their own schools. All students have a chance to submit work to the World Book a FOBBISEA publication celebrating the best creative writing in South East Asian International Schools. This year, Year 8 students entered an essay writing competition run by the forestry department. |
Writer Visit: ISB tries to bring in an established author to run workshops where possible. This year Alan Gibbons visited the school and ran writing workshops with Years 7, 8 and 9.
