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E NGLISH - A RABIC L ANGUAGE A Steve Markey – Reem Yassin Head of English- Head of Arabic –

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Presentation on theme: "E NGLISH - A RABIC L ANGUAGE A Steve Markey – Reem Yassin Head of English- Head of Arabic –"— Presentation transcript:

1 E NGLISH - A RABIC L ANGUAGE A Steve Markey – Reem Yassin Head of English- Head of Arabic –

2 L ANGUAGE A; AIMS OF THE COURSE Use language as a vehicle for thought, creativity, reflection, learning, self-expression and social interaction Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts Develop critical, creative and personal approaches to studying and analyzing literary and non-literary works Engage in literature from a variety of cultures and representing different historical periods

3 L ANGUAGE A; OBJECTIVES Explore and analyze aspects of personal, host and other cultures through literary and non-literary works Engage with information and communication technology in order to explore language Develop a lifelong interest in reading widely Apply language A skills and knowledge in a variety of real-life contexts

4 A SSESSMENT C RITERIA Three criteria (A, B, C) All out of 10 Final 1-7 grade is determined by the total of all three criteria (out of 30) MYP published grade boundaries determine how the mark out of 30 converts to a 1-7 scale For example—between total points is equivalent to a 4 on the 1-7 scale, between points coverts to a 5.

5 C RITERIA A: C ONTENT Understand and analyze the language, content, structure, meaning and significance of both familiar and previously unseen oral, written and visual texts Understand and apply language A terminology in context Analyze the effects of the author’s choices on an audience Compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention Compare and contrast works, and connect themes across and within genres Express an informed and independent response to literary and non-literary texts.

6 B O RGANIZATION Create work that employs organizational structures and language-specific conventions throughout a variety of text types Organize ideas and arguments in a sustained, coherent and logical manner Format their work correctly

7 C S TYLE AND LANGUAGE MECHANICS Use language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings Use language accurately Use appropriate and varied register, vocabulary and idiom Use correct grammar and syntax Use appropriate and varied sentence structure Use correct spelling (alphabetic languages) or writing (character languages).

8 A N E XAMPLE OF G RADE 10 C RITERIA. 7-8  The student consistently employs organizational structures and language specific conventions that serve the context and intention.  The work is usually well-organized, clear and coherent and the ideas being expressed build on each other.  The student employs critical apparatus correctly  The student consistently employs sophisticated organizational structures and language-specific conventions that serve the context and intention.  The work is consistently well-organized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner.  The student integrates critical apparatus correctly and effectively.

9 AN EXAMPLE OF G RADE 6 C RITERIA 7-8  Ideas organised by clustering related points or by time sequence. (S1)  Ideas are organised simply with a fitting opening and closing, sometimes linked. (S1)  Ideas or materials generally in logical sequence but overall direction of writing not always clearly signalled. (S1)  Paragraphs/ sections help to organise content, e.g. main idea usually supported or elaborated by following sentences. (S2)  Within paragraphs/ sections, limited range of connections between sentences, e.g. overuse of ‘also’ or pronouns. (S2)  Some attempts to establish simple links between paragraphs/ sections not always maintained, e.g. firstly, next. (S2) 9-10  Material is structured clearly, with sentences organised into appropriate paragraphs. (S1)  Development of material is effectively managed across text, e.g. closings refer back to openings (S1)  Overall direction of the text supported by clear links between paragraphs. (S1)  Paragraphs clearly structure main ideas across text to support purpose, e.g. clear chronological or logical links between paragraphs. (S2)  Within paragraphs/ sections, a range of devices support cohesion, e.g. secure use of pronouns, connectives, references back to text. (S2)  Links between paragraphs/ sections generally maintained across whole text. (S2)

10 E NGLISH D EPARTMENT STAFF Steve Markey, Diploma Language and Literature, Head of Department Nadia Abdullah, Grade 10 MYP, Diploma Literature, MYP Coordinator Lulu AlFadel, Grade 8-10 MYP, Diploma Language and Literature Hala Assad, Grade 7-9 MYP Susanne Marchant, Grade 6 and 7 MYP specialist Raghad Shweihat, MYP Language A, Diploma English B

11 A RABIC D EPARTMENT STAFF Reem Yassin, Head of Department Grade 10,8 MYP, Diploma Literature Yousef Jabali : Grade MYP, Diploma Language B Alaa Arar Grade MYP, Diploma Language B Hanan Badar Grade MYP Dina Grade MYP Mahmoud Sukar MYP Language B Grade 6-10


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