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:
| THE LEARNING JOURNEY FOR ENGLISH | ||||
| IB1 | ||||
| Unit / Block of work | Key Episodes / Questions | Additional Details | Length of time. | Learner Attribute(s) |
| Introduction to Global Issues | How does the learning and discussing of global issues help us to become better citizens? | Introduction to IB skills/course Introduction to Global Issues | 2 weeks | Communicator Open-minded |
| The World’s Wife | To what extent can Literature reduce inequalities and injustices in the world? | Introduction to gender inequality Introduction to context Analysis and study of poems from The World’s Wife #Metoo movement Analysis of moving image and animation Assessment: Practice IO on Gender Paper 2 essay comparing two poems | 10 weeks | Balanced Thinker |
| Othello | What role do writer’s play in exposing society’s prejudices and injustices? | Introduction to context — Elizabethan attitudes to race Analysis and study of Othello Paper 2 skills Anlysis of Nike adverts Analysis of Liza Donnelly Race cartoons Assessment: Practice IO on Race Paper 2 essay – non-comparison | 9 weeks | Caring Principled |
| 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 Paper 2 skills Liza Donnelly cartoons on gender Paper 1 skills Assessment: Paper 2 essay | 9 weeks | Inquirer Knowledgeable |
| 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: Full paper 1 and Paper 2 exams | 9 weeks | Reflective Knowledgeable |
| THE LEARNING JOURNEY FOR ENGLISH | ||||
| IB2 | ||||
| Unit / Block of work | Key Episodes / Questions | Additional details | Length of time. | Learner Attribute(s) |
| The Great Gatsby | Do capitalist ideals create an unequal society? | Introduction to context — 1920s USA — Excess and Wealth Analysis and study of The Great Gatsby Non Literary BOW on American Dream Paper 2 skills Assessment: Paper 2 essay | 7 weeks | Reflective Risk-Taker |
| IO (Individual Oral) | 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 Caring |
| Paper 1 Revision | 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 | 6 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 | 6 weeks | Reflective Balanced Communicator |