English & Literature

Teachers in English Language

Mr. Benjamin Lim
Ms. Farah Zeeba Kasbolla
Ms. Jessica Yap
Ms. Nur Syarmeen Ehsan Ahmad
Mrs. Rani Rama
Mr. Rodney Goh
Ms. Siti Latifah Ishar
Ms. Koh Hwee Kiang
Ms. Cheong Li Yun

Objective

Every Gabrielite to be effective and confident in communicating in the English Language.

Programme

The curriculum seek to develop linguistic competencies in our students through the teaching and learning of English to enable Gabrielities to be empathetic communicators, discerning readers and creative enquirers. The syllabus develops effective and affective language use in students in the following areas:


Pictorial representation of English Language	Student learning outcomes to impact head, heart, hands 1. Discerning Reader (Hand) - Students are able to read, listen and view critically and with accuracy, understanding & appreciation of a wide range of literary and informational/functional texts from print and non-print sources 2. Empathetic Communicator (Heart) - Students are able to speak, write & represent in Standard English that is grammatical, fluent, mutually intelligible & appropriate for different purposes, audiences, contexts & cultures. 3. Creative Inquirer (Head) - Understand and use Standard English grammar and vocabulary accurately & appropriately as well as understand how speakers/writers put words together & use language to communicate meaning and achieve impact.
Key teaching and learning pedagogies and strategies Introduction of 3 foci: Inquiry through Dialogue (1st focus) Multiliteracies (2nd focus) Metacognition (3rd focus) Pedagogy - the 5Ts: Connecting Theme, Text, Talk, Task & Technology Guided by LLIPS amp; ACoLADE(General) Learner Strategies to be taught: Close reading skills (Reading & Viewing) Note-taking skills (Writing & Representing) Presentation skills (Speaking & Representing) (Simple) research skills	Assessment indicators of students achieving the learning outcomes Assessment Tools: Discrete performance tasks that assess specific EL skill taught (e.g. podcast: pronunciation & reading aloud, quizzes, targetted practice like essays etc.) Integrated assessment to assess different EL skills taught (e.g. oral presentations, compositions, written reflections) Assessment Indicators: Students can read, listen & view widely a range of multi-modal text & text forms. Students will speak, write & represent for creative, personal, academic & functional purposes by using language in a sustained manner & by representing their ideas in a range of multimodal texts & text forms. Students can display/attain SSABs in EL Syllabus 2020

Pictorial representation of English Language

Student learning outcomes to impact head, heart, hands

1. Discerning Reader (Hand)

- Students are able to read, listen and view critically and with accuracy, understanding & appreciation of a wide range of literary and informational/functional texts from print and non-print sources

2. Empathetic Communicator (Heart)

- Students are able to speak, write & represent in Standard English that is grammatical, fluent, mutually intelligible & appropriate for different purposes, audiences, contexts & cultures.

3. Creative Inquirer (Head)

- Understand and use Standard English grammar and vocabulary accurately & appropriately as well as understand how speakers/writers put words together & use language to communicate meaning and achieve impact.

Key teaching and learning pedagogies and strategies

Introduction of 3 foci:
Inquiry through Dialogue (1st focus)

Multiliteracies (2nd focus)
Metacognition (3rd focus)
Pedagogy - the 5Ts:
Connecting Theme, Text, Talk, Task & Technology
Guided by LLIPS amp; ACoLADE(General) Learner Strategies to be taught:
Close reading skills (Reading & Viewing)
Note-taking skills (Writing & Representing)
Presentation skills (Speaking & Representing)
(Simple) research skills

Assessment indicators of students achieving the learning outcomes

Assessment Tools:
Discrete performance tasks that assess specific EL skill taught (e.g. podcast: pronunciation & reading aloud, quizzes, targetted practice like essays etc.)
Integrated assessment to assess different EL skills taught (e.g. oral presentations, compositions, written reflections)
Assessment Indicators:
Students can read, listen & view widely a range of multi-modal text & text forms.
Students will speak, write & represent for creative, personal, academic & functional purposes by using language in a sustained manner & by representing their ideas in a range of multimodal texts & text forms.
Students can display/attain SSABs in EL Syllabus 2020

Teachers in Literature

Ms. Jessica Yap
Ms. Siti Latifah Ishar
Ms. Koh Hwee Kiang

Programme

Lower Secondary

Gabrielites are introduced to a range of literary texts in prose, poetry and drama. They also begin to learn how to respond to and analyse such literary writing. Those who are keen on Literature can choose to offer Literature in English at GCE O Level at the end of Secondary Two.

Upper Secondary

Garbrielites will study the subject more deeply; delving into the literary analysis of the texts offered. They will also be taught to hone and produce sustained and critical responses to the texts they study.

Upper Sec. Literature Texts for 2022

Drama: Macbeth by William Shakespeare
Prose: Hook & Eye: Stories from the Margins edited by Philip Holden
Unseen Poetry

Upper Sec. Literature Texts for 2023

Drama: Boom by Jean Tay
Prose: The Chrysalids by John Wyndham
Unseen Poetry

Lower Sec. Literature Texts for 2023

Drama: Frankenstein adapted by Phillip Pullman
Novel: The Boy in the Striped Pyjamas by John Boyne
Poetry

Pictorial Representation of Literature in English	Student learning outcomes to impact head, heart, hands To develop students’ ethical, aesthetic and intellectual considerations through the study of Literature so that they can become: Global & Empathetic Thinkers Critical Readers Creative Meaning-makers Convincing Communicators
Key teaching and learning pedagogies and strategies: Teaching Pedagogies: Personal Engagement with Literature texts Making Meaningful Connections to self, others and the world Critical Appreciation Reflective Practice Learning Pedagogies: Study of Prose, Poetry and Drama through: Experiencing Story, Appreciating Style & Interpreting Themes Strategies for teaching & learning: Close reading skills Inductive questioning Role play Exploratory talk Draw up AfL success criteria using LOs & KSDs	Assessment indicators of students achieving the learning outcomes: Assessment Tools: Students display/attain KSDs listed in 2019 Syllabus Written reflections, small-scale projects, guided passage-based questions/essays etc. Formal assessment of students in all three genres of Literature, and on their ability to produce sustained, critical responses to: passage-based and essay questions (for Express students); and modified passage-based and guided essay questions [for NA students].

Pictorial Representation of Literature in English

Student learning outcomes to impact head, heart, hands
To develop students’ ethical, aesthetic and intellectual considerations through the study of Literature so that they can become:
Global & Empathetic Thinkers
Critical Readers
Creative Meaning-makers
Convincing Communicators

Key teaching and learning pedagogies and strategies:
Teaching Pedagogies:
Personal Engagement with Literature texts
Making Meaningful Connections to self, others and the world
Critical Appreciation
Reflective Practice

Learning Pedagogies: Study of Prose, Poetry and Drama through:
Experiencing Story,
Appreciating Style &
Interpreting Themes

Strategies for teaching & learning:
Close reading skills
Inductive questioning
Role play
Exploratory talk
Draw up AfL success criteria using LOs & KSDs

Assessment indicators of students achieving the learning outcomes:

Assessment Tools:
Students display/attain KSDs listed in 2019 Syllabus
Written reflections, small-scale projects, guided passage-based questions/essays etc.

Formal assessment of students in all three genres of Literature, and
on their ability to produce sustained, critical responses to:
passage-based and essay questions (for Express students); and
modified passage-based and guided essay questions [for NA students].