Te Au Ingarihi English

The teaching of English involves developing students in reading, writing, literature, and language skills. It aims to develop students' critical thinking, communication abilities, and appreciation for diverse literary works through the study of texts and expressive writing.

English Class 8

English class 8

In Class 8, students become aware of structures and forms of language, becoming aware of other perspectives, and their own unique voice. This includes visual, oral and written texts.

Students have developed an appreciation and a rich language base through exposure to narrative, history and imaginative story during their lower school education.

They explore central themes of identity; they explore central themes of identity by looking out to the world through role-modelling, biographies, and fiction with aspects of the human condition, fostering a sense of connectedness to the world.

In the Class 8 year, students are introduced to a multitude of text forms and structures as they begin to become aware of the audience and author's purpose.

They express their ideas through experimentation with a variety of formats. Utilising language features deliberately, exploring contexts and interpreting the author’

UNITS OF LEARNING

In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.

Play/Drama

Possible Content:

Identity
Origins (setting, place, people)
Who Am I?
Threshold (transition)
Manaakitanga
Independence
Whanaungatanga

Relevant Pedagogical Aims:

To foster a sense of connectedness to the world.
To polish skills for learning.
To develop social skills more consciously.
To re-discover notions of beauty and goodness in light of one’s own responses to the world.
To support the individual’s developing sense of uniqueness.
To encourage courage.
To promote active searches for meaningful role-models or people who are worth emulating.
To stimulate personal goal setting and a sense of responsibility for oneself.

Biography/Literature

Possible Content:

Identity
Origins (setting, place, people)
Who Am I?
Threshold (transition)
Manaakitanga
Independence
Whanaungatanga

Relevant Pedagogical Aims:

To foster a sense of connectedness to the world.
To polish skills for learning.
To develop social skills more consciously.
To re-discover notions of beauty and goodness in light of one’s own responses to the world.
To support the individual’s developing sense of uniqueness.
To encourage courage.
To promote active searches for meaningful role-models or people who are worth emulating.
To stimulate personal goal setting and a sense of responsibility for oneself.

Projects

Possible Content:

Identity
Origins (setting, place, people)
Who Am I?
Threshold (transition)
Manaakitanga
Independence
Whanaungatanga

Relevant Pedagogical Aims:

To foster a sense of connectedness to the world.
To polish skills for learning.
To develop social skills more consciously.
To re-discover notions of beauty and goodness in light of one’s own responses to the world.
To support the individual’s developing sense of uniqueness.
To encourage courage.
To promote active searches for meaningful role-models or people who are worth emulating.
To stimulate personal goal setting and a sense of responsibility for oneself.

English Class 9

Students arrive with a sense of individual awareness and have developed opinions which can tend to be black and white. They are developing their awareness of their own biases and others points of view so they can move beyond this limitation into an awareness of the other and beyond the self.

The year of polarities seek to develop students' critical thinking skills and substantiate arguments with specific evidence and empathy towards differing points of view. Students begin to become aware of the spectrum of human experience, ideas and reasoning.

Through texts, students initially explore polarities and dualistic constructs, eventually employing their critical thinking to critique and expand their understanding of polarities on a pathway to the achievement of balanced thinking.

Students are ultimately working towards the development of increased control in both their writing and reasoned arguments. In Class 9 students become able to integrate sources of information to express increasingly sophisticated ideas that illustrate their understanding of the complexities of the world around them.

In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.

UNITS OF LEARNING

Tragedy & Comedy/Drama

Possible Content:

Romeo and Juliet
Comedy and Tragedy
Short texts
Novel
History of Language/Language Development

Relevant Pedagogical Aims:

To awaken to the polarities of subject knowledge through both heart and will.
To develop the reasoning power of the student.
To show how causes, issues, “facts”, phenomena, opinions, etc. can pull in two directions, have two sides.
To work with accurate observation, objectivity and detail.
To bring claims of rights and responsibilities to consciousness.
To foster tolerance and social engagement.
To build inner courage and perseverance.
To bring idealism to the fore, to push ideas to the limit.
To work with the hands and soil.
To work with the discovery of assertion and a sense of place in the world.

History of English/Literature

Possible Content:

Romeo and Juliet
Comedy and Tragedy

Relevant Pedagogical Aims:

To awaken to the polarities of subject knowledge through both heart and will.
To develop the reasoning power of the student.
To show how causes, issues, “facts”, phenomena, opinions, etc. can pull in two directions, have two sides.
To work with accurate observation, objectivity and detail.
To bring claims of rights and responsibilities to consciousness.
To foster tolerance and social engagement.
To build inner courage and perseverance.
To bring idealism to the fore, to push ideas to the limit.
To work with the hands and soil.
To work with the discovery of assertion and a sense of place in the world.

Short Texts

Novel

History of Languge/Literature

English Class 10

Students arrive with a marked difference in their perception of the world, more ready to understand different points of view with a growing sense of nuance and complexity. They are developing their awareness and clarity of thought and are developing their increasing ability to exercise judgement.

The year of balance seeks to develop students' critical thinking skills and substantiate arguments with specific evidence and empathy towards differing points of view. Students should begin to achieve objectivity and clarity in thinking as they are able to form common sense judgements. They are increasingly able to form opinions and be able to explain and justify them.

Through texts, students are encouraged to develop balance between using language to target a specific audience and deliver their message. They also explore the concepts of themes, character development and motivation, and learn to research and report objectively. Emphasis on the links between the human beings and the texts that we are studying, including the relationships between author, audience, genre, purpose and context.

Students are ultimately working towards the development of balanced thinking, meaningful communication that considers purpose, audience and context. In Class 10 students become able to integrate sources of information to express increasingly convincing ideas that are logical, justifiable and well-evidenced.

UNITS OF LEARNING

In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.

Drama/Class Play

Possible Content:

Relevant Pedagogical Aims

To find the balance between the polarities.
To bring more consciously the aesthetic sense.
To bring to recognition the virtues of truth, goodness, beauty as active choices.
To help begin recognizing the individual’s life-path toward adulthood.
To overcome selfishness, develop compassion, have ready hearts.
To bring the rhythmic system/emotions into harmony.
To recognise relationships between the inner and outer worlds.
To foster awareness of one’s own actions.
To broaden the powers of perception.

Language

Research

Short Texts

English Class 11

UNITS OF LEARNING

In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.

Parsival

Relevant Pedagogical Aims

To develop and guide capacities for critical thinking.
To develop a reflective questioning attitude to the world of phenomena and opinions.
To develop an understanding of the individual in relation to the community.
To craft personal opinion with awareness, reasoning and reflection.
To retain an attitude of reverence for life in all its manifestations.
To be given time to reflect on philosophical issues as they arise in relation to their studies.
To develop a personal sense of aesthetics and style.
To develop an awareness of the internal processes of phenomena.
To encourage free and healthy individualization.
To explore the meaning of destiny: what have I got to offer the world?

Language

Relevant Pedagogical Aims

To develop and guide capacities for critical thinking.
To develop a reflective questioning attitude to the world of phenomena and opinions.
To develop an understanding of the individual in relation to the community.
To craft personal opinion with awareness, reasoning and reflection.
To retain an attitude of reverence for life in all its manifestations.
To be given time to reflect on philosophical issues as they arise in relation to their studies.
To develop a personal sense of aesthetics and style.
To develop an awareness of the internal processes of phenomena.
To encourage free and healthy individualization.
To explore the meaning of destiny: what have I got to offer the world?

Media

Relevant Pedagogical Aims

To develop and guide capacities for critical thinking.
To develop a reflective questioning attitude to the world of phenomena and opinions.
To develop an understanding of the individual in relation to the community.
To craft personal opinion with awareness, reasoning and reflection.
To retain an attitude of reverence for life in all its manifestations.
To be given time to reflect on philosophical issues as they arise in relation to their studies.
To develop a personal sense of aesthetics and style.
To develop an awareness of the internal processes of phenomena.
To encourage free and healthy individualization.
To explore the meaning of destiny: what have I got to offer the world?

English Class 12

In some schools these could be stand alone Main Lessons and in some schools they could be taken as ongoing practice lessons or a combination.

UNITS OF LEARNING

Relevant Pedagogical Aims

To perceive the inter-dependence of phenomena, processes and human endeavours.
To be able to acknowledge one’s own strengths, weaknesses, capacities, learning needs, learning style.
To be aware of themselves as members of a world community.
To feel in command of their future direction/destiny.
To have well-developed moral, ethical and personal standards.
To make visible and refine their areas of strengths.
To find appropriate ways of dealing with their areas of weaknesses.
To be able to stand by the fruits of their creation/productivity.
To foster a sense of one’s potential to make a difference.

Play

Relevant Pedagogical Aims

To perceive the inter-dependence of phenomena, processes and human endeavours.
To be able to acknowledge one’s own strengths, weaknesses, capacities, learning needs, learning style.
To be aware of themselves as members of a world community.
To feel in command of their future direction/destiny.
To have well-developed moral, ethical and personal standards.
To make visible and refine their areas of strengths.
To find appropriate ways of dealing with their areas of weaknesses.
To be able to stand by the fruits of their creation/productivity.
To foster a sense of one’s potential to make a difference.

Projects

Relevant Pedagogical Aims

To perceive the inter-dependence of phenomena, processes and human endeavours.
To be able to acknowledge one’s own strengths, weaknesses, capacities, learning needs, learning style.
To be aware of themselves as members of a world community.
To feel in command of their future direction/destiny.
To have well-developed moral, ethical and personal standards.
To make visible and refine their areas of strengths.
To find appropriate ways of dealing with their areas of weaknesses.
To be able to stand by the fruits of their creation/productivity.
To foster a sense of one’s potential to make a difference.

Literature