THE ENGLISH CURRICULUM AT HKUGAC

INTRODUCTION

The English curriculum at HKUGAC has been planned in accordance with the philosophical and structural framework of the Middle Years Programme (MYP) of the International Baccalaureate Organisation (IBO), and in accordance with the overall academic philosophy of the school.

The general aim of the MYP programme, and subsequently the English curriculum, is to develop in students the ability to:

• become lifelong learners
• adapt to a rapidly changing world
• problem solve: practically and intellectually
• act confidently as an individual and as part of a group
• be sensitively aware of global issues and act responsibly
• engage in communication globally
• have respect for others and appreciate similarities and differences

PHILOSOPHICAL FRAMEWORK

To this end, the English curriculum has acknowledged the three fundamental philosophical concepts that underpin the development of the MYP:

1. HOLISTIC LEARNING

This concept stresses the interrelationship between disciplines in order to provide a global view of learning and it also enables students to realise the interconnectedness of knowledge. 

In the English study unit of myths and legends students examine a variety of cultures and come to the conclusion that there is a universal pattern to societal development in different parts of the world as indicated by the myths of those cultures: every culture has a creation of the universe myth; a ‘first human’ myth, a fire myth etc. Additionally, they examine also the relevance of fairy tale and fable in literature.

The English unit of work on myths and legends also complements the humanities department’s study of the beginnings of the universe.

2. INTERCULTURAL AWARENESS

This concept is self-explanatory: intercultural awareness fosters tolerance and respect through the exploration of literature – poetry drama, prose - from different parts of the world. There is also a close curricular link with the previous concept of Holistic Awareness.

Thus, the English curriculum includes literature from China, India, Europe, Australia, New Zealand, as well as encourages students, through the library lessons and DEAR, to explore literature outside their immediate culture and to extend their reading ‘comfort zone’.

3. COMMUNICATION

The language of communication – English – encompasses the five skill areas of language A of the IB programme:

• speaking
• listening
• reading
• writing
• viewing

All the units of work of the English curriculum include these elements, in order to develop equally students’ English language experience.

Therefore, in every English unit of work throughout their schooling:

• all students will present orally to others in the class and the year
• all students will be expected to listen carefully to others and ask relevant questions
• all students will read for understanding, read to entertain and read for enjoyment
• all students will engage in a variety of writing tasks, for different purposes and for different audiences
• all students will be given the opportunity to work with different texts: newspapers, magazines, videos, posters leaflets, television etc. in order to understand text conventions, communication and context

AREAS OF INTERACTION

Alongside these three broad philosophical concepts are set the five Areas of Interaction which provide for the development of skills and knowledge and which form the educational framework of the English language MYP. In addition, these five areas “…contribute to an education resulting in global awareness, international understanding and an appreciation of cultural diversity.” (“Middle Years Programme of the IBO”)

i. APPROACHES TO LEARNING.

This area concentrates on:

• the organisation and presentation of oral and written language effectively
• reading for a variety of purposes
• working independently and co-operatively.

It also includes reflection upon the various stages of work in the process of achieving a particular goal.

In all units of English work students will address the following skills and:

• present work neatly and accurately
• become active listeners
• be aware of different types of language
• read and interpret critically
• take notes
• analyse texts of all types
• write in a variety of forms
• improve vocabulary
• use the library and IT effectively
• reflect critically
• set goals and solve problems
• develop interpersonal skills

ii. COMMUNITY AND SERVICE

This area sharpens students’ awareness of the world around them and encourages responsible and caring participation in the local setting and wider community. The current charity programme, which encompasses the investigation, presentation of and fund-raising for charities has been developed and is run by the English Department.

Addressing this area will also include work on:

• photo-journalism
• making videos
• designing posters
• preparing oral presentations using IT
• corresponding with pen friends

iii. HOMO FABER

Literally, ‘what man fashions’ and refers to the contribution humanity makes to the world in which we live, through the innovations, developments, transformations in literature, art, architecture.

Students can therefore appreciate the human capacity to invent, create, transform and improve the quality of life for all.  

Work in this area includes:

• The development of creative writing
• The use of symbols
• Multimedia presentations
• Independent Integrated Studies: The Ancient World; The Blue Planet; The World of Architecture; Our Neck of the Woods – a study of south-east Asia; A Picture of China; The World of Art; A History of Sport

iv.   ENVIRONMENT

This area looks at the world we have made around us and challenges students to accept responsibility for maintaining a natural and sustainable world now and in the future.

This will include work on:

• investigation of the global environment
• exploring the relationship between the human and non-human world, in realty and in literature
• the environment across time
• the environment issue in different countries
• photo journalism

v. HEALTH AND SOCIAL EDUCATION

As a life-skills area, this is also an important element of the English curriculum because intellectual development depends very much upon the health of the body and mind and the willingness of students to address issues that may be controversial.

Work in this area includes:

• Investigation of a range of health and social issues
• Presentation work of various forms
• Discussing moral issues in debate

AIMS AND OBJECTIVES OF ENGLISH IN THE MYP

The aims of the teaching and study of English are to encourage and enable the student to:

• use English as a vehicle for thought, creativity, reflection, learning and self-expression
• use English as a tool for personal growth, social interaction and for developing relationships within the international community
• comprehend more clearly aspects of their own culture and those of other cultures by exploring the interdependence of human beings
• explore the many facets of the language through the use of media and IT
• develop the skills involved in speaking, listening, reading, writing and viewing a variety of contexts
• respond appropriately to a variety of texts
• read widely to promote a lifelong interest in English and literature
• develop a critical and creative approach to studying and analysing literature
• develop English skills through interdisciplinary work
• consider the role of literature, both culturally and historically
• reflect on the learning process in various ways and at various stages
• empathise with real people and fictional characters as and when appropriate

OBJECTIVES

At the end of the course (by S5) students should be able to:

• understand and comment on the language, content, structure, meaning and significance of both familiar and previously unseen pieces of writing
• demonstrate a critical awareness of a range of written and visual texts
• use English to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings
• compare and connect themes to show similarities or differences across genres
• express informed personal responses to literary and non-literary texts and demonstrate the ability to approach works independently
• understand connotations within English in order to interpret the author’s or speaker’s intention
• express ideas with clarity and coherence in both oral and written communication
• structure ideas and arguments, both orally and in writing, in a sustained and logical way and support them with relevant examples
• distinguish the main ideas in a text from secondary ideas
• use and understand an appropriate and varied range of English vocabulary and idiom
• use correct grammar with appropriate and varied sentence structure
• show awareness of the need for an effective choice of register suited to the audience in both oral and written communication

Students in S1 will have opportunity throughout the year to practise many of the bullet points above.

CONTENT OF THE ENGLSH CURRICULUM

The English S1 Syllabus

The S1 English syllabus is called “UNDERSTANDING THE LANGUAGE USER’S CRAFT” and encompasses the philosophical (the three concepts) and structural (the Areas of Interaction) framework and the aims and objectives of the MYP.

This year-long syllabus will examine, through a wide and various writing, speaking, listening, reading programme and split into a number of different units of work, the presentation of language in its different forms.

The units of work include:

Myths and legends
The Novel
The Origins of the Theatre
The Poetic Voice
The Power of Language
Language and Society
The Language of the Media

All students will be required to:

• write for different purposes and audience in different styles
• make oral presentations as individuals and as part of a group
• research in the library and on the internet
• listen carefully to others
• read in order to understand and construct, as well as for enjoyment. 

The units of work are eclectic and have been specially developed for the students at HKUGAC. Therefore, no one text book has been used in their construction, but a variety of texts has contributed to the overall units.

The units require a great deal of critical thinking on the students’ parts, and are designed to allow for the different ways of learning: auditory, kinaesthetic, oral, visual.

The lessons are a mix of group-interactive and individual learning processes and are skills- and knowledge-based, requiring students to make decisions and form opinions about the relevance of the information collected and to decide on the language skills needed to complete tasks satisfactorily.

As each unit is completed, so it will be placed on the English web page for all to see.

For further information, please contact me at the College.

Julian Harniess

HOD English

November 2006