Syllabus For English LI Secondary Cycle - Eursc.eu

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Schola EuropaeaOffice of the Secretary-GeneralPedagogical Development UnitRef: 2016-11-D-2-en-41Orig.: ENSyllabus for English LI – Secondary cycleAPPROVED BY THE JOINT TEACHING COMMITTEE ON 9 AND 10 FEBRUARY2017 IN BRUSSELSEntry into force : on 1 September 20171) Attainment descriptors:On 1 September 2018 for S1-S5On 1 September 2019 for S6On 1 September 2020 for S71st Baccalaureate session in June 20212) New model of written exam – Harmonisation L1:Immediate entry into force for S61st Baccalaureate session in June 20181Further to the decision of the BIS taken by Written Procedure 2020/16 on 15 May 2020, the differentmaterials for the written examination papers to be used in the context of adoption of the new markingsystem in the European Baccalaureate for English Language I were inserted in the syllabus.2016-11-D-2-en-4

1. General objectivesThe European Schools have the two objectives of providing formal education and ofencouraging pupils’ personal development in a wider social and cultural context.Formal education involves the acquisition of competences – knowledge, skills andattitudes across a range of domains. Personal development takes place in a variety ofspiritual, moral, social and cultural contexts. It involves an awareness of appropriatebehaviour, an understanding of the environment in which pupils live, and adevelopment of their individual identity.These two objectives are nurtured in the context of an enhanced awareness of therichness of European culture. Awareness and experience of a shared European lifeshould lead pupils towards a greater respect for the traditions of each individual countryand region in Europe, while developing and preserving their own national identities.The pupils of the European Schools are future citizens of Europe and the world. Assuch, they need a range of competences if they are to meet the challenges of a rapidlychanging world. In 2006 the European Council and European Parliament adopted aEuropean Framework for Key Competences for Lifelong Learning. It identifies eightkey competences which all individuals need for personal fulfilment and development,for active citizenship, for social inclusion and for employment:1. communication in the mother tongue;2. communication in foreign languages;3. mathematical competence and basic competences in science and technology4. digital competence;5. learning to learn;6. social and civic competences;7. sense of initiative and entrepreneurship;8. cultural awareness and expression.2The European Schools’ curriculum seeks to develop all of these key competences inthe students. The language syllabuses make a significant contribution not only to thedevelopment of communicative competences, but also to social and civic competencesand to the students’ cultural awareness and expression. Numerical, statistical andscientific content in written texts, physical or electronic, support the development ofstudents’ mathematical, scientific, technological and digital competences. Creatingopportunities for individual research and private study assists students in learning tolearn in those ways that best fit both the subject studied and their personal preferences.The teaching of L1 has a special importance in the European Schools: it is a vitalmeans of establishing and confirming the pupil’s linguistic and cultural identity, thereby2see page 13 below for commentaries on how the Key Competences are addressed in this syllabus2016-11-D-2-en-42/60

providing a foundation for engagement with other subjects, notably other languagesand cultures. A course in L1 should: develop pupils’ abilities to communicate effectively in speech and writing and tolisten and respond with sensitivity and understanding;encourage pupils to be enthusiastic, responsive and knowledgeable readers;assist pupils‘ development when transferring these skills to other learningcontexts;enrich pupils’ lives by introducing them to experiences beyond thoseencountered in their daily lives, and contribute to their personal and socialdevelopment.Its position as a global language means that English is vital for communicating withothers in schools and in the wider world, and is fundamental to learning in othercurriculum areas. Through studying English, pupils develop skills in speaking, listening,reading and writing that are necessary to participate in society and employment; pupilslearn to express themselves precisely, creatively and imaginatively and tocommunicate with others confidently and effectively.Literature in English is rich and universally influential. It reflects the experiences ofpeople from many countries and societies and from different times; it contributes toindividuals’ sense of cultural identity. Through its study, pupils learn to becomeenthusiastic and critical readers of stories, poems and plays as well as of non-fiction,media and multimodal texts, gaining access both to the personal pleasure andenlightenment that reading offers and to the world of knowledge and experience that itreveals.Studying the patterns, structures, origins and conventions of English helps pupilsunderstand how the language works and how to develop and improve their own use ofit. Drawing on this understanding, pupils can choose and adapt what is appropriate tosay and write in different situations, as well as appreciate and interpret the choicesmade by other writers and speakers.2. Didactic principles3The following didactic principles are intended to guide the teaching and learning ofEnglish LI: communicative and intercultural competences are overarching learning goals; an integrated approach to teaching should be adopted, in which the skills ofspeaking, listening, reading, and writing should all have a place;3See Annex 1, page 11 below, for commentary on these principles2016-11-D-2-en-43/60

a variety of teaching methods and approaches should be used. A range of typesof differentiation strategies is needed in order to meet the individual needs of allstudents; students’ mistakes and errors should be viewed as an integral part of thelearning process and be used constructively as a springboard for improvement; students should be encouraged to draw on and extend their existing subjectskills and learning strategies; students’ individual strengths and weaknesses, their preferred styles and paceof learning and their social skills should be taken account of in planning lessons; students should be helped to achieve independence in learning through usinga wide range of learning materials, including digital and electronic resources.Access to ICT (Information and Communication Technology) should be allowedwherever possible and appropriate; approaches to teaching and learning should reflect the contextualised nature oflanguage use, historically and socially, in order to enable students’understanding of how language has developed as a system; students’ sociolinguistic competence should be developed to make them awareof differences in linguistic register, language varieties, etc. so that they are ableto use language appropriately in different contexts; priority should be given not only to functionality in teaching syntax, morphologyand vocabulary, but to creativity and to the use and recognition of imaginativeuses of language and how these achieve particular effects.The above list is neither exhaustive nor in order of importance. Further detail isprovided in Annex 1, Commentaries.3. Learning objectives43.1The competence modelBy the end of year 7, students should have achieved overall:a)subject-specific competences in the narrower sense, i.e. the ability to elaboratea personal interpretation and to express different points of view using differentsources of information and set texts or books covering a wide range of social,cultural, political and literary topics;b)subject-specific competences in a broader sense, i.e. differentiatedcommunication skills and interpersonal and social skills through engagementwith and reflection on language, literature and media;4See Annex 1, page 13 below, for commentary on these objectives2016-11-D-2-en-44/60

c)cross-curricular competences, i.e. the acquisition of learner independence andautonomy, including the development of metacognitive strategies andtechniques such as academic writing and presentation skills in order toguarantee success in further/higher education.Specific competences, which may be learnt and assessed separately or incombination, will be acquired throughout the student’s secondary education, from cycle1 to cycle 3. They are: reading;writing;arguing/reasoning;language al thinking.An explanation of these competences is provided in Annex 1, Commentaries. Theyserve as reference for the assessment of English (First Language) in the EuropeanBaccalaureate written examination.3.2Learning objectives for the 1st cycle (S1-S3)By the end of the 1st cycle, the student should be able to:1. read and understand written texts of appropriate lexical demand from arange of fiction and non-fiction sources, including electronic and digitalmedia, identifying obvious linguistic, literary and presentational features andideas;2. write coherent texts in varying forms and structures on topics which expressindividual points of view, or describe personal experiences, impressions andideas;3. in speech or writing, present reasons and explanations for opinions andideas in a variety of forms;4. listen and respond appropriately to others’ spoken or written productions;5. show some awareness of how language and literature relate to their social,cultural and historical setting;6. show some awareness of how language changes over time and in differentcontexts;7. begin to choose and use strategies to organise individual learning, applyinga range of study skills and tools suggested by the teacher.3.3Learning objectives for the 2nd cycle (S4-S5)By the end of the 2nd cycle the student should be able to:2016-11-D-2-en-45/60

1. read and understand written texts of increasing lexical demand from a rangeof fiction and non-fiction sources, including electronic and digital media,responding to and interpreting linguistic, literary and presentational features,ideas and concepts;2. write coherent texts in an increasing range of forms and structures, and ofincreasing length and complexity, from impersonal as well as personalviewpoints;3. in speech or writing, present developed reasons and explanations foropinions and ideas in a variety of forms and in different contexts;4. listen and respond appropriately to others’ spoken or written productions,challenging content or expression when appropriate;5. show increasing awareness of how language and literature reflect theirsocial, cultural and historical setting;6. show increasing awareness of how language changes over time and indifferent contexts;7. choose and use effective strategies to organise learning, developingindividual responsibility for identifying appropriate study skills and tools.3.4Learning objectives for the 3rd cycle (S6-S7)By the end of the 3rd cycle the student should be able to:1. read and understand written texts of complex lexical demand from a rangeof fiction and non-fiction sources, including electronic and digital media,analysing and evaluating sophisticated linguistic, literary and presentationalfeatures and ideas;2. write complex and sophisticated texts, using appropriate forms, structuresand registers, on a range of challenging topics;3. in speech or writing, present supported, evidenced reasons andexplanations for opinions and ideas, in a variety of forms, contexts andsituations;4. listen and respond appropriately to others’ spoken or written productions,challenging where appropriate and acknowledging successes;5. show detailed understanding of how language and literature relate to theirsocial, cultural and historical setting;6. show knowledge and understanding of how language changes over time andin different contexts;7. accept full responsibility for organising his/her individual learning,independently adopting a variety of appropriate study skills and tools.2016-11-D-2-en-46/60

4. Content54.1Cycle 1 (S1-S3) and 2 (S4-S5)Building on the knowledge and skills already gained in the primary cycle, studentsshould have acquired by the end of Cycle 1, and continue to broaden and developduring Cycle 2, the ability to:1. speak and listen in a range of contexts, both formal and informal, learning to adapttheir speech to different situations; participate in small and large group discussionsand in a wide range of drama activities; consider and reflect on significant featuresof their own and others’ spoken performances;2. read a variety of literary and non-literary texts, both fiction and non-fiction, acrossa range of genres, in print and in electronic, digital or multimodal formats; in Cycle1, the range of literary reading should include: one play by Shakespeare; a dramatext by another significant playwright; a work from the English literary heritage pre1900; two post-1900 works of fiction; a substantial selection of poems from differentperiods, including pre-1900; one text written in English from another culture ortradition; in Cycle 2, students should read at least one additional text from each ofthe preceding six categories;3. write in a wide variety of genres and for different purposes, for themselves and forspecific or unknown readers, choosing appropriate language, styles, forms andstructures; take notes from written and oral sources, summarising and reportingaccurately; develop the use of narrative, non-narrative and dramatic techniques;4. use the grammatical, lexical and orthographic features of standard English asappropriate; write neatly, fluently and legibly; use ICT skills to produce printed,electronic or digital copy; employ a variety of simple, compound and complexphrase, clause and sentence structures to enable precise shades of meaning; showawareness of effective discourse structure; use an increasing range of punctuationand presentational devices;5. develop an awareness of how language changes over time and of how meaningsrelate to specific social, cultural and historical contexts;6. develop self-awareness and self-assessment skills as a speaker, listener, readerand writer and set appropriate targets to improve and enhance competences inEnglish.4.2Cycle 3 (S6-S7)Building on the knowledge and skills already gained in Cycles 1 and 2 students should,by the end of Cycle 3, have acquired the ability to:5See Annex 1, page 16 below, for commentary on content2016-11-D-2-en-47/60

1. show increasing independence when speaking and listening in an extensiverange of contexts, both formal and informal, involving subject-matter of achallenging or complex nature, learning to adapt their speech to differentsituations through participation in a variety of activities, including self-review andassessment;2. read a variety of literary and non-literary texts, both fiction and non-fiction,across a range of genres, in print and in electronic, digital or multimodal formatsand from different social, cultural and historical settings; the scope of thisreading will be influenced by, but not limited to, texts and themes set for thecurrent European Baccalaureate written examination;3. write with sophistication, creativity, flair and sensitivity in a variety of genres andfor different purposes, and on a range of challenging or complex subjects, forthemselves and for specific or unknown readers, successfully choosing andadapting appropriate language, styles, forms and structures;4. use accurately the grammatical, lexical and orthographic features of standardEnglish, or choose to consciously employ non-standard forms for effect; usehandwriting or ICT to produce appropriate final copy; employ a full range ofgrammatical structures to enable precise and fine shades of meaning; employeffective discourse structure to shape texts; use a full range of punctuation andpresentational devices to affect the reader or listener;5. develop an understanding of how and why language changes over time,showing understanding of how meanings are shaped by social, cultural andhistorical contexts;6. develop a sophisticated self-awareness of personal skills as a speaker, listener,reader and writer; be constructively self-critical, identifying and relishing waysto improve and enhance competences in English.5. Assessment5.1 Cycle 1 (S1-S3)Formative assessmentThe assessment should be mainly formative. It builds on the learning achieved andprogress made in the primary cycle. By means of an initial assessment, teacherobservation, tests and self- and peer-assessment, students should be enabled toenhance their awareness of both their current levels of attainment in each of the skillareas and of how to make further progress throughout the course. The basis ofassessments should be the competences and the learning objectives for the cycle(section 3 above). Use should be made of the detailed assessment grids in the currentHandbook for English L1/L1A to identify precisely students’ achievement and targets2016-11-D-2-en-48/60

for improvement and of the attainment descriptors (Annex 2). Marks awarded shouldcorrespond to the harmonised marking scale currently in use.5.2 Cycle 2 (S4 - S5)A)Formative assessmentThe assessment should be mainly formative. It builds on the learning achieved andprogress made in cycle 1. By means of an initial assessment, teacher observation,tests and self- and peer-assessment, students should be enabled to enhance theirawareness of both their current levels of attainment in each of the skill areas and ofhow to make further progress throughout the course. The basis of assessments shouldbe the competences and the learning objectives for the cycle (section 3 above). Useshould be made of the detailed assessment grids in the current Handbook for EnglishL1/L1A to identify precisely students’ achievement and targets for improvement and ofthe attainment descriptors (Annex 2). Marks awarded should correspond to theharmonised marking scale currently in use.B)Summative assessmentAt the end of the cycle there will be a harmonised written examination to assessreading comprehension and written production. Detailed requirements for the format,content and administration of this examination are found in the current Handbook forEnglish L1/L1A. The calculation of a student’s final mark will follow current regulationsissued by the Pedagogical Development Unit of the Office of the Secretary General ofthe European Schools.5.3 Cycle 3 (S 6- S7)A)Formative assessmentMuch assessment, especially in S6, will be formative. It builds on the learning achievedand progress made in cycle 2. By means of an initial assessment, teacher observation,tests and self- and peer-assessment, students should be enabled to enhance theirawareness of both their current levels of attainment in each of the skill areas and ofhow to make further progress throughout the course. The basis of assessments shouldbe the competences and the learning objectives for the cycle (section 3 above). Useshould be made of the detailed assessment grids in the current Handbook for EnglishL1/L1A to identify precisely students’ achievement and targets for improvement and ofthe attainment descriptors (Annex 2). Marks awarded for classwork and homework,which constitute the ‘A’ mark when calculating the overall Baccalaureate mark, shouldcorrespond to the harmonised marking scale currently in use.2016-11-D-2-en-49/60

B)Summative assessmentSummative end of semester examinations, including the ‘Part Bac‘ which is in essencea ‘mock‘ examination for the Baccalaureate, contribute to the candidate’s ‘B‘ mark thatis included in the calculation of the final Baccalaureate mark.At the end of cycle 3 all students take a written Baccalaureate examination, whichassesses all the competences through reading comprehension, written production andunderstanding literature. Students also take an oral Baccalaureate examination, whichassesses a number of competences, principally: reading; argumentation/reasoning;interpretation; and language awareness. Annex 3 provides details of the oralexamination.The calculation of a student’s final mark in the Baccalaureate, in individual subjectsand overall, will follow current regulations issued by the Pedagogical Development Unitof the Office of the Secretary General of the European Schools.Specific guidance concerning the requirements for proposals for both the written andoral examinations, and marking schemes, together with other assessment procedures,will be issued annually by the Pedagogical Unit of the Office of the Secretary Generalof the European Schools and/or by the national inspector(s).5.3 European Baccalaureate proposals and calculation of candidates’ marksGuidance concerning the requirements on schools to submit proposals for both thewritten and oral examinations will be issued annually by the Pedagogical Unit of theOffice of the Secretary General of the European Schools and/or by the nationalinspector.Any required updating of marking schemes together with other assessment proceduresand materials, and instructions concerning the calculation of a candidate’s final markin the European Baccalaureate, will also be issued by the Pedagogical Unit of theOffice of the Secretary General of the European Schools and/or the national inspectoras appropriate5.4 Attainment descriptorsA set of attainment descriptors, detailing expected attainment at different marks/gradesacross all seven subject competences in all three secondary cycles, is included asAnnex 2(a) below. These attainment descriptors should be used as the basis of allgeneric, formative assessments. Specific marking schemes for summativeassessments in S1-S5 should be developed by teachers to match tasks set, ensuringthat the level of demand equates to the attainment descriptors in Annex 2(a). Markinggrids to use in assessing the work of candidates in the European Baccalaureate, or insummative pre-Baccalaureate tests/examinations, are provided in the NMSassessment grids/matrices attached to this document.2016-11-D-2-en-410/60

Annex 1: COMMENTARIESThe following section expands on those parts of the syllabus where clarification and/orexemplification is felt to be helpful for the preparation of schemes of work that will meetthe syllabus requirements. Quotations from the syllabus are in italics.a) Didactic principles An integrated approach to teaching should be adopted, in which the skills ofspeaking, listening, reading, and writing should all have a place.All four skill areas should be developed. They should be given equal weightingwithin schemes of work; authentic language contexts and situations should bedrawn upon wherever possible. A wide range of texts should be presented, andvaried forms of writing required; speaking and listening activities should drawon different contexts, including social media. A variety of teaching methods and approaches should be used. A range ofdifferentiation strategies is needed in order to meet the individual needs of allstudents Students’ individual strengths and weaknesses, their preferredstyles and pace of learning and their social skills should be taken account of inplanning lessons.It is important to employ a variety of teaching methodologies appropriate to thesubject-matter, the skills being taught and the needs of all learners. Differentmethods of classroom organisation, and active learning tasks such as pair andgroup work, independent research and project work, role play, and portfoliowork are effective. Whole-class teaching should take account of individualneeds, e.g. through questioning, recapitulation and re-presentation asnecessary. In order to address heterogeneous grouping, differentiation must beused, such as in the level of difficulty of chosen texts or tasks and by takingaccount of the learner’s ability, interests, learning styles and preferencesthrough a variety of teaching methods. Students’ mistakes errors should be viewed as an integral part of the learningprocess and be used constructively as a springboard for improvement.Mistakes and errors can be used to enhance the students’ learning. Accuracyand correct usage of the language should be the aim but the correction ofmistakes should be constructive, and not hinder fluidity in speaking nordiscourage students from writing. Errors or infelicities should provide the basisfor specific targets for improvement; the processes of planning, drafting and redrafting should be encouraged.2016-11-D-2-en-411/60

Students should be encouraged to draw on and extend their existing languageskills and learning strategies.Teachers should take into account the competences students have learned anddeveloped in the Primary Cycle, using the principle of continuity to develop andconsolidate them. The focus should be on progressive learning between thePrimary and Secondary Cycle, especially in the transition between P5 and S1.Account should be taken of students’ learning styles and strengths (visual,auditory, kinaesthetic, etc.) are linked to different intelligences (linguistic, logical,musical, etc.). Students should be helped to achieve independence in learning through usinga wide range of learning materials, including digital and electronic resources.Access to ICT (Information and Communication Technology) should be allowedwherever possible and appropriate.Different resources should be provided not only by the teacher but may besuggested also by the students themselves, as they develop independence andresponsibility, to explore both at school and in self-directed study at home. Theincreasing significance in the modern world of electronic and digital sourcesshould be acknowledged. Approaches to teaching and learning should reflect the contextualised nature oflanguage use, historically and socially, in order to enable students’understanding of how language has developed as a system Students’sociolinguistic competence should be developed to make them aware ofdifferences in linguistic register, language varieties, etc. so that they are able touse language appropriately in different contexts.Through studying a range of fiction and non-fiction texts, and records of speech,from a variety of societies, cultures and times, students should be helped toappreciate how and why language changes and evolves over time and indifferent settings. This understanding will enable them to be sensitive to theappropriate use of language in their own lives. Priority should be given not only to functionality in teaching syntax, morphologyand vocabulary, but to creativity and to the use and recognition of imaginativeuses of language and how these achieve particular effects.Instrumental functions and purposes of language should not dominate schemesof work and teaching approaches to the exclusion of studies and practices thatfocus on creative and imaginative approaches.2016-11-D-2-en-412/60

b) Learning objectives, the European Framework for Key Competences forLifelong Learning and subject competencesThe learning objectives derive from the skill areas within English of: speaking and listeningreadingwritinglanguage development and changeIn order to meet one of the requirements of the European Framework for KeyCompetences (KCs) for Lifelong Learning (page 2, above), the learning objectivesrefer also to the importance of developing students’ study skills and providingopportunities for independent learning (KC 5). KC 1 (communication in the mothertongue) underpins the entire syllabus; other KCs are supported through students’development, in reading and responding to spoken and written texts, of social andcivic competences and of cultural awareness and expression (KCs 6 and 8);studying and responding to texts in translation may support students’understanding of communication in other languages (KC 2); numerical, statisticaland scientific content in texts, including electronic media, enhances students’mathematical, scientific, technological and digital skills, as does their own use ofelectronic media in producing their own texts (KCs 3 and 4). Finally, encouragingcreativity and confidence as both receivers and producers of texts developsstudents’ potential for initiative and entrepreneurship (KC 7).Subject competences are addressed in greater detail below. Reading competence Identifying and using the general and particular information which a textcontains.The ability to reflect on the purpose of the text, on the communicationobjectives, on what the text articulates, on the intention of theauthor/narrator, on the different respective viewpoints, whatever the kindof anding and using contentPicking out the significant details in the textAnalysing the significant details in texts froma linguistic and literary viewpoint13/60

Writing competence The ability to use language with sufficiently accurate syntax, vocabularyand spelling.The ability to produce texts which comply with the instruction given andwith their context.The ability to use different language registers and the stylistic deviceswhich are suited to the genre of text and to its theme and purpose.Sub-competences:1.2.3.4.Producing texts which take account of thetarget readershipMeeting textuality criteriaMeeting style/expression criteriaFormal accuracy, compliance with the rules Arguing/reasoning competence The ability to argue, in speech or writing, contentious questions andimportant issues of a social, political and/or cultural nature, by adoptingdifferent viewpoints.The ability to convince, to persuade, to refute or to follow a line of thoughtin speech or writing, using theses, arguments and examples.The ability to formulate a clear, structured and coherent strategy forpresenting arguments in speech or writing, employing appropriatesyntactical, lexical and grammatical elements.Sub-competences:1.2.3.Id

system in the European Baccalaureate for English Language I were inserted in the syllabus. 2016-11-D-2-en-4 2/60 . while developing and preserving their own national identities. The pupils of the European Schools are future citizens of Europe and the world. . 2 see page 13 below for commentaries on how the Key Competences are addressed in .

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