Heads Of Department
Mrs D Davidson L6 - U6
Mrs J Mundawarara F1 - F4
Members of staff:
Ms Y Ahsing, Mrs J Curle, Mrs F Lawson, Mrs F Odwee, Mrs D Birditt, Mrs M Warren-Codrington, Mrs J Wienand
Pupils of all abilities are taught reading at the Secondary School level, drama, poetry and affiliated media in a stimulating environment, with a view to personal and academic growth. In connection with the development of discussion, speaking and listening skills, they are expected to speak and write clearly and are encouraged to participate orally, be creative and think for themselves, having the courage of their convictions, and to develop self-confidence, empathy, and insight into others.
Forms 1 & 2 syllabus
All pupils study creative writing, comprehension skills, grammatical foundations and the application thereof. They are taught report and letter writing, are introduced to novels, poetry, drama and public speaking and are strongly encouraged to use the library to initiate a culture of reference and research.
Forms 3 & 4 syllabus
From form 3 onwards, the syllabus continues developing that learnt in the lower forms but adds to it. At this stage, summaries, discursive and argumentative essay writing are introduced. Pupils are given an introduction to literary analysis and the development of critical faculties, to deepen their overall literary approach.
CIE IGCSE English Language and Literature in English examinations are offered at the end of Form 4. The 2015 set books include: Songs of Ourselves, The Merchant of Venice, Nervous Conditions and An Inspector Calls.
AS / A2 syllabus
The AS English Language examination consists of Paper 1 (Passage for Comment) and Paper 2 (Composition).
The A2 Literature in English examination focuses on Poetry and Prose (Paper 3), Drama (Paper 4), Shakespeare and other pre-20th century texts (Paper 5) and Comment and Appreciation (Paper 7). This year's set books include: Paper 3 (Wilfred Owen's Selected Poems, A Passage to India); Paper 4 (Richard III, A Man for all Seasons, An Ideal Husband); Paper 5 (As You Like It, Othello and The Wife's Prologue and Tale).
It is a fact that cognitive discourse occupies almost the entire secondary school curriculum. Affective discourse (the arts) gets scant recognition on the timetable. The imbalance is both huge and frightening ... To stop examining literature would be to remove from large numbers of pupils the only affective discourse they are exposed to at school.