Language is a tool for thought and communication. It is through language that cultural diversity and social relations are expressed and constructed. Learning to use language effectively enables the learners to think and acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. The following learning outcomes are language skills which are developed throughout the high school years: listening, speaking, reading and viewing, writing and reasoning and language structure and use. These aspects are of course integrated through the creation and interpretation of several different kinds of text.
GRADE 8 AND 9
In this phase learners should be able to reason independently and to debate important issues. Learners will read and write texts which will gradually become complex throughout the two years. Learners will also develop study skills for lifelong learning. They will learn how to read in different ways for different purposes; improve their reading speed; skim and scan texts; summarise texts, use reference sources such as dictionaries, encyclopaedias and the internet; and take a critical approach to texts and information. Short stories, short dramas and poetry will also be studied.
GRADE 10 – 12
Home Language: The Home Language will be developed in such a way that it would form the basis for learning an additional language. The cognitive level of the home language is of such value that it can be used in both teaching and learning.
Listening and speaking skills will be further developed and specialized but on this level the emphasis will fall on the development of the learner’s reading and writing skills.
First Additional Language: The study of a first additional language leads to multi-language mastering and inter-cultural communication. First additional language focuses on competency levels which are essential for effective learning across the curriculum. This includes the abstract, cognitive academic language skills, listening, speaking, reading, observing and writing are given equal attention.
Specific aims of learning languages
- Learning a language should enable learners to:
- acquire the language skills required for academic learning across the curriculum;
- listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
- use language appropriately, taking into account audience, purpose and context;
- express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become
independent and analytical thinkers;
- use language and their imagination to find out more about themselves and the world around them. This will enable them to express their experiences and findings about the world orally and in writing.
- use language to access and manage information for learning across the curriculum and in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for life-long learning; and
- use language as a means for critical and creative thinking;
- for expressing their opinions on ethical issues and values; for interacting critically with a wide range of texts;
- for challenging the perspectives, values and power relations embedded in texts;
- and for reading texts for various purposes, such as enjoyment, research, andcritique.
SET WORKS FOR LITERATURE:
ENGLISH HL AND FAL
The following literature is studied by the various grades:
Grade 8 HL – Core reader
Grade 8 FAL – Core reader
Grade 9 HL – Core reader
Grade 9 FAL – Core reader
Grade 10 HL – Drama: Merchant of Venice – Shakespeare
Novel: Crocodile Burning – M. Williams
Grade 10 FAL – Short stories
Grade 11 HL – Drama: Macbeth – Shakespeare
Novel: Things fall apart – Chinau Achebe
Grade 11 FAL – Drama: N.a.
Novel: Dreaming of Light – Jayne Bauling
Grade 12 HL – Drama: Othello – Shakespeare
Novel: Animal Farm – George Orwell
Grade 12 FAL – Drama: Romeo and Juliet