English Department Overview:

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The English Department's Mission Statement

At St Peter's College the English Faculty aims to make students aware of the importance of literacy in our rapidly changing society. English is an important subject because it provides the basis of everything we do. In all facets of life we need to be able to read, analyse what we read and articulate oneself. Literature introduces students to life experiences and the world.

English in the school curriculum aims to reinforce that:

• Language expresses identity.
• Language is fundamental to thinking and learning.
• Language is essential for living in society.
• Language programs should be learner-centred.
• Language development is fostered by an environment which provides challenges and high expectations for students.
• Language learning requires interaction and active participation.
• English programs should reflect the New Zealand context.

English Courses:

The English Department has two pathways from Year 11 through to Year 13. They are NCEA and the Cambridge International Examinations.

Year 9 English:

This program at work is to introduce students to English Language at the Senior School . Students will be required to develop the skills outlined in the three strands of English: written, oral and visual.

Furthermore, it will begin preparing students for the dual pathways offered at the school, bearing in mind that the language elements are generic to both. Although the top three classes will be doing Cambridge in Year 10, they still require language development to cope with the course.

The purpose of any English programme should at the very least, set out to create functionally literate students in the three strands indicated in the New Zealand curriculum: written, oral and visual. They must be able to read and understand everyday items, write specifically in the context required by world situations and be able to discern reality in visual settings. Thus the programme is driven by the 1993 Curriculum Framework, External Examination Syllabuses ( Cambridge and NCEA) and the philosophical aim of producing functionally literate citizens.

Thus, the sub-strands outlined in the Curriculum Framework will be specifically met in the content for the year.

Term 1:

Creative (reading and writing)

Novel (reading and writing)

Term 2:

Film study (viewing and presenting, close reading, transactional writing)

Visual – Static Image (viewing and presenting, close reading)

Shakespeare ( listening and speaking, poetic writing)

Term 3:

Inquiry (close reading, transactional writing)

Argument (listening and speaking, transactional writing)

Term 4:

Speech (reading, transactional writing, listening and speaking)

Advertising (close reading, viewing, speaking)

Year 10 English:

The three top Year 10 classes sit the CIE First Language examinations. The remaining classes sit a NCEA preparatory course. The NCEA prep course follows the guidelines and year plan of the Year 11 Level 1 students.

IGCSE First Language English 0500

AIMS:

The aims are to:

1 enable students to communicate accurately, appropriately and effectively in speech and writing;

2 enable students to understand and respond appropriately to what they hear, read and experience;

3 encourage students to enjoy and appreciate variety of language;

4 complement students' other areas of study by developing skills of a more general application (e.g.

analysis, synthesis, drawing of inferences);

5 promote students' personal development and an understanding of themselves and others.

ASSESSMENT OBJECTIVES:

READING

Candidates will be assessed on their ability to:

R1 Understand and collate explicit meanings

R2 Understand, explain and collate implicit meanings and attitudes

R3 Select, analyse and evaluate what is relevant to specific purposes

R4 Understand how writers achieve effects

WRITING

Candidates will be assessed on their ability to:

W1 Articulate experience and express what is thought, felt and imagined

W2 Order and present facts, ideas and opinions

W3 Understand and use a range of appropriate vocabulary

W4 Use language and register appropriate to audience and context

W5 Make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling

Assessment:

Candidates will take:

Component 2

Reading Passage (Extended)

Component 3

Directed Writing and Composition

Description of Components

Component 2 Reading Passages (Extended)

Questions will relate to two passages of approximately 600 – 700 words each, linked by a common theme. These passages will be printed on the question paper.

Question 1 (20 marks), which may be subdivided, will require candidates to respond to Passage 1 only. It will test the following Reading Objectives (15 marks):

R1. understand and collate explicit meanings

R2. understand, explain and collate implicit meanings and attitudes

R3. select, analyse and evaluate what is relevant to specific purposes.

In addition, 5 marks will be available for Writing Objectives W1 – W5.

Question 2 (10 marks), which may be subdivided, will be based on Passage 1 only.

It will test Reading Objective R4: Understand how writers achieve effects.

Question 3 (20 marks), which may be subdivided, will require candidates to write a summary based on Passage 1 and Passage 2.

It will test the following Reading Objectives (15 marks):

R1. understand and collate explicit meanings

R2. understand, explain and collate implicit meanings and attitudes

R3. select, analyse and evaluate what is relevant to specific purposes

In addition, 5 marks will be available for Writing Objectives W1 – W5.

Candidates are advised to spend approximately 15 minutes reading the passages.

Dictionaries may not be used.

Component 3 Directed Writing and Composition

This paper will be divided into two sections:

Section 1 – Directed Writing (25 marks)

Candidates will read one or more short texts which will be printed on the question paper. They will be required to use and develop the given information in another form, e.g. a letter, a report, a speech, a dialogue.

This question will test the following Writing Objectives (15 marks):

W1. articulate experience and express what is thought, felt and imagined

W2. order and present facts, ideas and opinions

W3. understand and use a range of appropriate vocabulary

W4. use language and register appropriate to audience and context

W5. make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling

In addition, 10 marks will be available for Reading Objectives R1 –R3.

Section 2 Composition (25 marks)

Two argumentative / discursive, two descriptive and two narrative titles will be set. Candidates will be required to write on one title only.

Candidates will be advised to write between 350 – 450 words.

This question will test the following Writing Objectives (25 marks):

W1. articulate experience and express what is thought, felt and imagined

W2. order and present facts, ideas and opinions

W3. understand and use a range of appropriate vocabulary

W4. use language and register appropriate to audience and context

W5. make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling

Dictionaries may not be used.

Year 11 English:

Level One English:

NCEA English is open to all students. The only prerequisite for Year 11 Level One English is a good grasp of English skills. The course builds on the skills developed in Year 10 NCEA Preparatory English.

A total of 24 credits are offered, 12 of which are internal.
The Achievement Standards are:

IGCSE English Literature [0486]

Aims:

The aims are to develop the ability of the students to:

1. communicate accurately, appropriately and effectively in speech and writing;
2. understand and respond imaginatively to what they hear, read and experience in a variety of media;
3. enjoy the reading of literature and appreciate its contribution to aesthetic and imaginative growth;
4. explore areas of universal human concern, thus leading to a greater understanding of themselves and others.

Assessment Objectives:

The Assessment Objectives in Literature are grouped under the following headings:

1. knowledge with understanding
2. critical interpretation
3. judgement and personal response.

A. Knowledge With Understanding

Students should be able to:

1. acquire first-hand knowledge of the content of literary texts;
2. understand the literal meanings of texts and the contexts of those meanings.

B. Critical Interpretation

Students should be able to:

1. understand literary texts beyond their literal meanings in terms of the issues and attitudes they raise;
2. recognise and appreciate ways in which writers use language to create their effects of narration, description, characterisation and literary structure.

C. Judgement and Personal Response

Students should be able to:

1. explain and discuss evaluations;
2. communicate a sensitive and informed personal response to what is read.  

Assessment:

Scheme of Assessment:

Paper 4         Closed Books (2 hours 40 minutes)

                   Weighting of paper:   100%

The paper will contain one passage-based and two essay questions on each prescribed text. In the passage-based questions candidates will be asked to read an extract printed on the exam paper before answering a question. Candidates must answer four questions, one on each of their set texts. They must answer at least one passage-based question and at least one essay question. At least one text must be chosen from each of the categories: prose, Poetry and Drama.

SKILLS:

Candidates should be able to demonstrate an appreciation of texts and themes in ways which may range from straightforward knowledge of content and surface meaning to the communication of an informed response.

Year 12 English:

Level Two English:

To gain entry into Level 2 English a minimum of 15 credits needed to have been gained. Of these 1.6 ‘Read and Show understanding of Unfamiliar texts ' is compulsory and a further 4 Achievement Standards needed to have been gained.

A total of 24 credits are offered, 12 of which are internal.
The Achievement Standards are:

Literature in English Advanced Subsidiary Level (AS) [9695]

The aims of the course:

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 ways in which writers' choices of form, structure and language shape meanings.

The ability to produce informed, independent opinions and judgements on literary texts.

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.

Students take two papers: Paper 3 (Poetry and Prose) and Paper 4 (Drama).

Paper 3: Poetry and Prose

Candidates will be required to answer on two texts: one question from each section. Texts will not be allowed in the examination room. On each text an essay question and a passage based question will be set. All questions require candidates to demonstrate a response showing understanding of the text and an informed independent opinion, and to communicate these clearly and appropriately. Questions on the relation of textual parts to their wholes, on the effective use of narrative methods, and on the style and language of texts will test candidates' understanding of the ways in which writers' choices of form, structure and language shape meanings.

Paper 4: Drama

Candidates will be required to answer two questions on two plays. Texts will not be allowed in the examination room. On each text an essay question and a passage-based question will be set. All questions require candidates to demonstrate a response showing understanding of the text and an informed independent opinion, and to communicate these clearly and appropriately. Questions on the relation of textual parts to their wholes, on the effective use of narrative methods, and on the style and language of texts will test candidates' understanding of the ways in which writers' choices of form, structure and language shape meanings, and their appreciation of dramatic qualities of texts.

Year 13 English:

Level Three English:

To gain entry into Level 3 English a minimum of 15 credits needed to have been gained. Of these 2.6 ‘Read Unfamiliar Texts and Analyse the ideas and Language Features' is compulsory and a further 4 Achievement Standards needed to have been gained.

A total of 24 credits are offered, 10 of which are internal.
The Achievement Standards are:

Literature in English Advanced Level [9695]

A prerequisite for this course is a grade of 60% gained in AS English Literature.

The aims of the course:

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 ways in which writers' choices of form, structure and language shape meanings.

The ability to produce informed, independent opinions and judgements on literary texts.

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 qualification consists of four papers, two of which (papers 2 and 3) will have been sat at AS Level. The Year 13 course comprises study of the two remaining papers.

•  Paper 5 - Shakespeare and other pre-20th Century texts from a range of novels, poetry and plays

•  Paper 6 - 20th Century texts, from a range of novels, plays and poetry all written in the 20th Century

All of the above papers are examined by a 2 hour exam for each paper.

Drama:

The English Department recognises that a student's work in Drama increases their ability to work collaboratively, express themselves and develop their public speaking skills. These skills enhance work within English classes, as they compliment the oral language strand of the English curriculum.

Drama provides an opportunity to work in a collaborative setting. This collaborative work develops the students' interpersonal skills such as interaction, vignetting and speaking to others.

Drama encourages physical expression and taking on personal personas which are valuable outlets for some students. Drama encourages students to explore their own identities by stepping outside themselves and pretending to be something or someone else.

Drama develops essential skills of verbal and non-verbal forms of communication. It provides the speaker with a purpose and audience for speaking publicly. Speech giving skills such as memorisation, vocal style and projection are honed. Drama class provides a forum for students to work on the challenges of public speaking in a more concentrated and less formal atmosphere.

Junior Drama - Year 9

The Year 9 Drama course is a two-term option. The emphasis of this

course is on the basic tenets of performance and preparing for

performance. The course also helps establish a basic appreciation of

Drama and an understanding of its history (Classical Drama).

Topics included are:

An introduction to space, movement, acceptance and improvisation

Greek Theatre

Shakespeare

Modern Theatre

Junior Drama – Year 10

The Year 10 course is held over the whole year. The main emphasis with this course is building on what they have learnt in Year 9 and preparing them for Drama NCEA Level 1.

Term 1:

Theatre sports and improvisation

Dialogue and monologue

Burlesque

Term 2:

Radio play

Dance

Classical theatre

Term 3:

Short films

Commercials

Shakespeare

Term 4:

Fairytales

Public theatre

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