Email: s.walker@kingscollege.school.nz


Why do English?

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.

We learn English to:

1. Help students to write and to speak the English language clearly, accurately and fluently
2. Encourage students to become aware of the world in which they live and to help them explore that world through language
3. Expose students to the civilising power of literature.

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 . The Architecture, Health Sciences and Nursing Faculties also require 16 to 18 credits in Level 3 English or an equivalent good AS English or language-rich subject pass, the level of which is determined by the university. The University of Canterbury Engineering School has introduced a compulsory Year 1 English paper, for 2007.

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 Nine

---

The Year 9 course is a foundation for later, more advanced study. The aim is to cover the following:

1. The history and development of the English language
2. An appreciation of the development of literature in English
3. An understanding of the basic structure of the English language
4. The acquisition of basic terminology for an analysis of language and literature.

Such aims will be achieved by a wide and diverse exploration of many facets of language and literature. Students will study texts from a wide range: both New Zealand and overseas, modern and historical. The study of the whole or part of a Shakespeare play will feature at this level.

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:

1. The history and development of the English language
2. An appreciation of the development of literature in English
3. An understanding of the basic structure of the English language
4. The acquisition of basic terminology for an analysis of language and literature.

Such aims will be achieved by a wide and diverse exploration of many facets of language and literature. Students will study texts from a wide range; both New Zealand and overseas; modern and historical. The study of the whole or part of a Shakespeare play will feature at this level.

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

Students choose between two courses: the CIE IGCSE Examinations; and, NCEA Level 1 Assessments.

IGCSE English Literature [0486] (Sat by all IGCSE Sets)

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 recognise 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 (2 hours 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 additional text studied by each class from one of those options.

All answers are essays of about 400 - 500 words. Questions are either:

• based on an extract which invites response to and discussion of its immediate and wider significance within the text; or,
• focussed on specific aspects of the text.

A candidate must answer at least one of each question type.
IGCSE First Language English (0500) ( sat also by 10R1, 2007)

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.

A study of First Language English will promote personal development and an understanding of self and others.

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. Candidates write two essay of 350 - 500 words.

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 This standard requires drafting, re-working and presenting writing which shows imaginative and creative ideas, is organized using an appropriate format and structure, and uses acceptable spelling, punctuation and grammar.
• AS 1.2: Produce Formal Writing; 3 credits externally assessed This standard requires drafting, re-working and completing, within a set time, a piece of formal writing which expresses ideas, information and/or opinions, is organized using an appropriate format and structure, and uses acceptable spelling, punctuation and grammar.
• AS 1.3: Read, study and understand an extended written texts; 2 credits externally assessed This standard requires the reading and study of at least one extended written text (e.g. novel, drama script, biography etc) and writing a response that shows understanding of ideas and techniques.
• AS 1.4: Read, study, understand a number of short, written texts; 2 credits externally assessed This standard requires the reading and study of a number of short written texts (e.g. short stories, poetry, magazine articles etc) and writing a response which shows understanding of ideas and techniques.
• AS 1.5: View/listen to, study and understand a visual or oral text; 2 credits externally assessed This standard requires viewing and study of a visual text (e.g. film, television programme) or listening to and study of an oral text (e.g. radio programme, audio performance) and writing a response which demonstrates understanding of ideas and techniques.
• AS 1.6: Read and Understand Unfamiliar texts; 3 credits externally assessed This standard requires reading a range of short texts or extracts which have not been previously studied and writing a response to questions which test understanding of ideas, style and language use.
• AS 1.7: Deliver a speech in a formal situation; 3 credits internal assessment This standard requires preparing and delivering a speech, which communicates ideas, information or opinions, and uses language, presentation techniques and a level of formality appropriate to audience, situation and purpose.
• AS 1.8: Produce a media or dramatic presentation; 3 credits internal assessment; This standard requires constructing and presenting a media presentation (e.g., poster, short film, audio tape, layout of a newspaper front page) or rehearsing and performing drama (e.g., role play, performance poetry, a scene from a play), choosing and using appropriate language and visual or dramatic techniques to enhance the presentation or performance.
• AS 1.9: Process and Present Information for Research Purposes; 3 credits internal assessment This standard requires application of appropriate processes to undertake a research task and then organizing and presenting the information and findings as a final product.

NOTE:
All Year 11 students also write and deliver a public speech.


English - Year Twelve

---

Students choose between two courses: the CIE AS Examinations; and, a combination course of NCEA Level 2 Assessments, and Unit Standards Assessments. The majority of students will sit the former option.

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) and Paper 4 (Drama).

Paper 3 Poetry and Prose 2hrs 50%

Candidates will be required to answer on two texts: One question from each section. 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 2 hrs 50%

Candidates will be required to answer two questions on two plays. 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.

NCEA Level 2, Unit standards & Communications Skills:

The student's aim is to achieve a maximum of 28 credits, across 8 Achievement Standards an d1 Unit Standard. Five of these standards are assessed by means of internal assessments, held druing 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 Standards offered are:

Number	Description	Credits	Internal/External
2.1	Creative Writing	3	Internal
2.2	Transactional Writing	3	Internal
2.3	Read Extended Text	3	External
2.4	Read Short Texts	3	External
2.5	Read Visual Texts	3	External
2.6	Unfamiliar Text	3	External
2.7	Oral Presentation	3	Internal
2.8	Research	3	Internal
US 8823	Investigate a Theme	8	Internal

English - Year Thirteen

---

English 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 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. Thus the year 13 course comprises 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

All of the above papers are examined by a single 2 hour exam for each paper. Texts are prescribed and changed on an annual basis by the examiners.

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, standents need to aim as high as they can , achieving "Merit" or "Excellent" wherever possible.

The Standards offered are:

Number	Description	Credits	Internal/External
3.1	Extended Writing	4	Internal
3.6	Speaking	3	Internal
3.7	Research	3	Internal
3.2	Respond to Written Text	4	External
3.3	Shakespeare	4	External
3.4	Oral/Visual Text	4	External
3.5	Unfamiliar Text	2	External