English & Literature

A) English Language

Introduction

Language is the light of the mind - John Stuart Mill, philosopher.

Teachers:

1. Ms. Anna Chew
   
2. Mr. Benjamin Lim
   
3. Mr. Brandon Low
   
4. Mr. Eng Chai Meng
   
5. Ms. Farah Zeeba Kasbolla
   
6. Ms. Jessica Yap
   
7. Ms. Lim Boon Siang
   
8. Ms. Katherine Gay
   
9. Ms. Nur Syarmeen Ehsan Ahmad
10. Mrs. Rani Rama
    
11. Mr. Rodney Goh
12. Ms. Siti Aisha Abdul Aziz
    
13. Ms. Siti Latifah Ishar
    

Objective:

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

Programme:

The curriculum for English Langauge in St. Gabriel's focuses on the concept of 'A Strong Foundation and Rich Language for All' as set out in MOE's 2010 EL syllabus. When they graduate, Gabrielites will be able to communicate effectively in English as a result of their development in:

1. Receptive Skills: Listening, Reading and Viewing are skills which are required for the making of meaning from ideas or information

2. Productive Skills: Speaking, Writing and Representing are skills that enable the creation of meaning.

3. Knowledge about Language: Understand and use internationally acceptable English (Standard English) grammar and vocabulary.

Pictorial representation of English Language

Student learning outcomes to impact head, heart, hands 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 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. 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 skill

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 2010

B) Literature in English

Introduction/Teachers:

1. Mr. Brandon Low
   
2. Ms. Jessica Yap
   
3. Ms. Patricia Leong

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 or GCE NA 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 2019:

1. Drama: Off Centre by Haresh Sharma
   
2. Novel: Fiela’s Child by Dalene Matthee
   
3. Unseen: Poetry & Prose
   

Lower Sec. Literature Texts for 2019:

1. Drama: Frankenstein adapted by Phillip Pullman
   
2. Novel: The Boy in Striped Pyjamas by John Boyne
   
3. Poetry
   

Pictorial Representation of Literature in English

Student learning outcomes to impact head, heart, hands To develop students’ ethical, asethetic 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].