The language A: language and literature course introduces students to the critical study and interpretation of written and spoken texts from a wide range of literary forms and non literary text-types. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption.
The course is organized into three areas of exploration and seven central concepts, and focuses on the study of both literary or non-literary texts. Together, the three areas of exploration of the course allow the student to explore the language A in question through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy.
The aims of English A: language and literature is to enable students to:
- engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures
- develop skills in listening, speaking, reading, writing, viewing, presenting and performing
- develop skills in interpretation, analysis and evaluation
- develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
- develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues and an appreciation of how they contribute to diverse responses and open up multiple meanings
- develop an understanding of the relationships between studies in language and literature and other disciplines
- communicate and collaborate in a confident and creative way
- foster a lifelong interest in and enjoyment of language and literature.
Please click on the arrow for a detailed breakdown:
| Unit / Block of work | Key Episodes / Questions | Additional Details | Length of time. | Learner Attribute(s) |
| Paper 1: Visual Texts | How do writers use visual methods alongside linguistic devices to convey their thoughts and ideas about different global issues? | Range of non-fiction and literary texts analysed Links to Global Issues explored Non-fiction/media terminology Practice examination questions Assessment: Paper 1 | 3 weeks | Open-minded Inquirer |
| IO: The World’s Wife | To what extent can Literature reduce inequalities and injustices in the world? | Introduction to gender inequality and context of the poet Analysis and study of poems from The World’s Wife Analysis of moving image and/or animation – Analysis of Liza Donnelly cartoons and/or #MeToo movement PSAs Assessment: Practice IO | 6 weeks | Balanced Communicator |
| Paper 2 Gender: A Doll’s House | How does our understanding of context, time and space alter our perspective on the writer’s purpose and success? | Context – issues of gender in Victorian Europe Analysis and study of A Doll’s House Assessment: Paper 2 (non-comparison) | 10 weeks | Principled Knowledgeable |
| Paper 2 Race: Othello OR | What role do writer’s play in exposing society’s prejudices and injustices? | Context – attitudes to race Analysis and study of Othello Assessment: Paper 2 | 9 weeks | Open minded Risk Taker |
| Paper 1: Language-based Texts | How do writers use linguistic devices to convey their thoughts and ideas about different global issues? | Range of non-fiction and literary texts analysed Links to Global Issues explored Non-fiction terminology Practice examination questions Assessment: Paper 1 | 3 weeks | Inquirer Thinker |
| IO: Gender or Race | To what extent can Literature reduce inequalities and injustices in the world? | Revision and analysis of A Doll’s House or Othello Analysis of moving image and/or animation – Analysis of Liza Donnelly Race cartoons or Nike adverts Exploring global issues Assessment: Practice IO | 6 weeks | Communicator Risk Taker |
| Unit / Block of work | Key Episodes / Questions | Additional details | Length of time. | Learner Attribute(s) |
| IO Practice | How does the learning and discussing of global issues help us to become better citizens? | Analysis of literary and non-literary BOW Exploring global issues Assessment: Practice IO | 3 weeks | Communicator Caring |
| Paper 1: Visual Texts | How do writers’ linguistic, structural and presentational choices communicate meaning? | Recap of skills required Range of non-fiction and literary texts analysed Links to Global Issues explored Non-fiction/media terminology Practice examination questions Assessment: Paper 1 mock | 4 weeks | Knowledgeable Inquirer Principled |
| Paper 2 Revision | How do writers of Literature invite readers to empathise with different situations? | Recap of skills required Revision of literary terminology Revision of texts for Paper 2 Practice examination questions Assessment: Paper 2 mock | 5 weeks | Reflective Balanced Communicator |
| IO Final | How does the learning and discussing of global issues help us to become better citizens? | Analysis of literary and non-literary BOW Exploring global issues Assessment: Final IO | 5 weeks | Communicator Risk Taker |
| The Great Gatsby | Do capitalist ideals create an unequal society? | Introduction to context — 1920s USA Analysis and study of The Great Gatsby Non Literary BOW on American Dream Paper 2 skills Assessment: Paper 2 | 9 weeks | Reflective Risk-Taker |
| Revision | How do writers’ linguistic, structural and presentational choices communicate meaning? How do literary texts effectively communicate the authors’ intentions and contexts? | Revision of Paper 1 Revision of Paper 2 Practice exam questions Assessment: Final IB examinations | 3 weeks | Reflective Knowledgeable |