English has a unique position at ISH as it is a subject at the heart of the curriculum and is the language of instruction at the school.
We recognize and celebrate the cultural and linguistic diversity of our student body yet we are aware that proficiency in English is essential for academic success at the school. In order to meet the needs of students who enter the school with limited competence in English we offer a structured programme of EAL support. However, we also encourage students to continue tuition in their Mother Tongue. Advice and guidance can be obtained from the Mother Tongue Co-ordinator.
Course Content
Grades 6-8
In the Middle School students will be introduced to a range of classic and contemporary literature for young people. They will be encouraged to experiment with a range of different writing styles and forms, begin to develop skills for critical thinking and respond to literature creatively and more formally. Students will also begin to examine language closely and become aware of its power and impact.
Grades 9-10
The Pre-IB English course is designed to build on the foundations of the Middle School programme over two years and to prepare students for the range of language options offered at IB (A1, A2,B). Students will explore a range of the traditional genres and be introduced to more formal literary analysis of texts.
Grades 11-12
In IB English three courses are offered:
A1 Literature
A1 Language and Literature
B Language
Students must take one A1 language as part of their IB diploma programme.
All of these options can be taken at higher or standard level.
The study of A1 course requires a high level of language competence and experience of using the language in an academic context.
A1 Literature focuses on the study of a wide range of literature from different periods, genres and styles, including a selection of four works in translation. The course aims to engage students in close critical analysis of texts and to encourage an appreciation of different perspectives and contexts. The course also aims to develop independent critical thinking and the students` powers of both written and oral expression.
A1 Language and Literature focuses on how meaning is constructed in language through the exploration of literary and non-literary texts. Promotes critical inquiry and an understanding of how culture and context shape understanding. Two parts of the course relate to language and two to the study of literature.
Both courses are constructed to reflect the interests and concerns of students while developing a set of transferable skills.
These courses carry equal weight and students who take any combination of A1 languages in the diploma programme will receive a bi-lingual diploma
*Students can take an A1 Literature course in their mother tongue.
Language B
This is a language –learning course designed for students with some previous learning of that language. The main focus of the course is on language acquisition and the development of language skills through the study of a range of written and spoken materials. The aim is to develop mastery of language skills and intercultural understanding.
At higher level literary texts will be studied.
In the design of our programme, the selection and presentation of our materials we aim to reflect the ideals of the IB Learner profile.
At all levels we aim to encourage students to express their ideas clearly and precisely, coherently and creatively, experimenting with a variety of styles and forms in both oral and written communication.
The central focus of all courses is the study and enjoyment of literature in all its forms, through time and across cultures. An exciting range of works is offered to inspire students to reflect on literature and to develop skills of critical thinking. Ideally, students will develop an appreciation of the richness and complexity of human experience that literature records, greater self-knowledge and an understanding and respect for perspectives different from their own.
We also invite students to examine textualities beyond the literary as well as visual media in order to develop a discriminating critical awareness of the way language is used in the world around them.