English course in our school
Its position as a global language means that English is vital for communicating with others in schools and in the wider world, and is fundamental to learning in other curriculum areas. Through studying English, pupils develop skills in speaking, listening, reading and writing that are necessary to participate in society and employment; pupils learn to express themselves precisely, creatively and imaginatively and to communicate with others confidently and effectively.
Literature in English is rich and universally influential. It reflects the experiences of people from many countries and societies and from different times; it contributes to individuals’ sense of cultural identity. Through its study, pupils learn to become enthusiastic and critical readers of stories, poems and plays as well as of non-fiction, media and multimodal texts, gaining access both to the personal pleasure and enlightenment that reading offers and to the world of knowledge and experience that it reveals.
Studying the patterns, structures, origins and conventions of English helps pupils understand how the language works and how to develop and improve their own use of it. Drawing on this understanding, pupils can choose and adapt what is appropriate to say and write in different situations, as well as appreciate and interpret the choices made by other writers and speakers.
The following didactic principles are intended to guide the teaching and learning of English LI, L2, and L3:
- communicative and intercultural competences are overarching learning goals; an integrated approach to teaching should be adopted, in which the skills of speaking, listening, reading, and writing should all have a place.
- In teaching and learning the target language should be used as much as possible.
- a variety of teaching methods and approaches should be used. A range of types of differentiation strategies is needed in order to meet the individual needs of all students;
- students’ mistakes and errors should be viewed as an integral part of the learning process and be used constructively as a springboard for improvement;
- students should be encouraged to draw on and extend their existing subject skills and learning strategies;
- students’ individual strengths and weaknesses, their preferred styles and pace of learning and their social skills should be taken account of in planning lessons;
- students should be helped to achieve independence in learning through using a wide range of learning materials, including digital and electronic resources.
- approaches to teaching and learning should reflect the contextualised nature of language use, historically and socially, in order to enable students’ understanding of how language has developed as a system;
- students’ sociolinguistic competence should be developed to make them aware of differences in linguistic register, language varieties, etc. so that they are able to use language appropriately in different contexts;
- priority should be given not only to functionality in teaching syntax, morphology and vocabulary, but to creativity and to the use and recognition of imaginative uses of language and how these achieve particular effects.
The above list is neither exhaustive nor in order of importance.
By the end of the 1st cycle, the student should be able to:
- read and understand written texts of appropriate lexical demand from a range of fiction and non-fiction sources, including electronic and digital media, identifying obvious linguistic, literary and presentational features and ideas;
- write coherent texts in varying forms and structures on topics which express individual points of view, or describe personal experiences, impressions and ideas;
- in speech or writing, present reasons and explanations for opinions and ideas in a variety of forms;
- listen and respond appropriately to others’ spoken or written productions;
- show some awareness of how language and literature relate to their social, cultural and historical setting;
- show some awareness of how language changes over time and in different contexts;
- begin to choose and use strategies to organise individual learning, applying a range of study skills and tools suggested by the teacher
By the end of the 2nd cycle the student should be able to:
- read and understand written texts of increasing lexical demand from a range of fiction and non-fiction sources, including electronic and digital media, responding to and interpreting linguistic, literary and presentational features, ideas and concepts;
- write coherent texts in an increasing range of forms and structures, and of increasing length and complexity, from impersonal as well as personal viewpoints;
- in speech or writing, present developed reasons and explanations for opinions and ideas in a variety of forms and in different contexts;
- listen and respond appropriately to others’ spoken or written productions, challenging content or expression when appropriate;
- show increasing awareness of how language and literature reflect their social, cultural and historical setting;
- show increasing awareness of how language changes over time and in different contexts;
- choose and use effective strategies to organise learning, developing individual responsibility for identifying appropriate study skills and tools.
By the end of the 3rd cycle the student should be able to:
- read and understand written texts of complex lexical demand from a range of fiction and non-fiction sources, including electronic and digital media, analysing and evaluating sophisticated linguistic, literary and presentational features and ideas;
- write complex and sophisticated texts, using appropriate forms, structures and registers, on a range of challenging topics;
- in speech or writing, present supported, evidenced reasons and explanations for opinions and ideas, in a variety of forms, contexts and situations;
- listen and respond appropriately to others’ spoken or written productions, challenging where appropriate and acknowledging successes;
- show detailed understanding of how language and literature relate to their social, cultural and historical setting;
- show knowledge and understanding of how language changes over time and in different contexts;
- accept full responsibility for organising his/her individual learning, independently adopting a variety of appropriate study skills and tools.
|AYERS Sidney||Language 2|
|BACHA Flora||Language 2/3|
|BOFFEY Nicola||Language 2|
|CHETCUTI Natalie||Language 3|
|CHRYSANTHOPOULOS Panagiotis||Language 2/3|
|COSTELLO Brendan||Language 1/2 (Coordinator L2/L3)|
|FRYER Lisa||Language 1 (Coordinator L1)|
|HALASZ Daniel||Language 2/3|
|HAWTON Ann||Language 2/3|
|MICALLEF CANN Sharon||Language 2/3|
|MURPHY Clara||Language 1/2|
|MUSIC-SOFTIC Mersiha||Language 2/3|
|O SUILLEABHAIN Donal||Language 1|
|O SULLIVAN Martin||Language 1/3|
|OWEN Richard||Language 1/2|
|PETROCHEILOU Katya||Language 2/3|
|PRATT Sarah||Language 2|
|RANGELOVA Lilyana||Language 2/3|
|STATHIS Maria||Language 2/3|
|STROVS Mateja||Language 2 (Subject Referent)|
|THEOLOGOU Stella||Language 2/3|
|VERELST Emily||Language 1/2|
|WOLTER Andreas||Language 2|
Syllabus and Descriptors (Official Docs)
https://www.eursc.eu/Syllabuses/2016-11-D-2-en-4.pdf (Syllabus for all L1)
https://www.eursc.eu/Syllabuses/2015-01-D-33-en-6.pdf (Syllabus for all L2)
https://www.eursc.eu/Syllabuses/2010-D-49-en-7.pdf (Syllabus for all L3)