Language and Literature Curriculum Progression DP to MYP
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Areas of FocusGrade 7Grade 8Grade 9Grade 10Grade 11 and 12
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Language Syllabus (include IA/External assessement in the language component)Main Topic:
• Media and Mass communication
• social history, civilizations, journeys
• health and well-being, environment, lifestyle


a) Writing to persuade and entertain
b) Persuasive Writing through Media. Advertisement and Posters (Possible IDU with Digital Design)
c) Non-fiction Text can be Mentor Text.
d) Video-Watch, Documentaries related with the topic related to health and well-being, environment, lifestyle.
( Response could be as non-verbal communication)

Summative Assessment:
a) Creative Written Task: Persuasive Writen task
b) Oral Presentation: How do Documentries/videos Persuade/ Inform and Entertain
c) Term-end Exam
Main Topic:
• Media and Mass communication
• identity, heritage, culture, diversity
• health and well-being, environment, lifestyle

Unit 5 -: Forms of Writing Report/Article Writing (Inform to write, entertain , and describe)


Summative Assessment:

Creative and Analytical Written Task
Oral Presentation
Term-end Exam
Main Topic:
• Media and Mass communication
• social history, civilizations, journeys
• health and well-being, environment, lifestyle
Unit: Forms of writing (Argumentative, Analytical, Opinion)





Summative Assessment:

Creative and Analytical tasks
Research
Term-end Exam
Main Topic:

• Media and Mass communication
• social history, civilizations, journeys
• health and well-being, environment, lifestyle

Unit:
Forms of writing (Evauate, Create, Analyse)

Summative assessment -:

Creative and Analytical tasks
Research
Term-end Exam
E-assessment
"Part 1 - Language and Cultural context
Subtopics : (Teachers to pick 3 to 4 of these with every new batch)
• Gender (inequality, constructions of masculinity and femininity) • Sexuality (its construction through language) • Language and communities (nation/region, subcultures) • Language and the individual (multilingualism/bilingualism, language profile/identity) • Language and power (linguistic imperialism, propaganda) • History and evolution of the language (disappearing and revival languages, Creoles) • Translation (what is added and what is lost) • Language and knowledge (science and technology, argot and jargon) • Language and social relations (social and professional status, race) • Language and belief (religious discourse, mythology) • Language and taboo (swearing, political correctness)



Part 2 -Language and Mass Communication:
Subtopics : (Teachers to pick 3 to 4 of these with every new batch)
•Textual bias (news reporting, sports coverage) • Stereotypes (gender, ethnicity) • Popular culture (comics, soap operas) • Language and presentation of speeches and campaigns (elections, lobbying) • Language and the state (public information, legislation) • Media institutions (television channels, internet search engines) • Role of editing (news bulletins, websites) • Use of persuasive language (advertising, appeals) • Arts and entertainment (radio and television drama, documentaries)



Internal Assessment - Further Oral Activity

External Assessement - Written Task(s), Paper 1"
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Language component learning outcome:Learning Objectives:

Analysing:
a) Identify and comment upon significant aspects of texts .
b) Identify similarities and differences in features within and between texts.
c) Justify opinions and ideas using examples , explanations and terminologies.

Organizing:
i. employ organizational structures that serve the context and intention
ii. organize opinions and ideas in a logical manner
iii. use referencing and formatting tools to create a presentation style suitable to the context and intention.

Producing Text:

i. produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative process
ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
iii. select relevant details and examples to support ideas.

Use of Language:
i. use appropriate and varied vocabulary, sentence structures and forms of expression
ii. write and speak in an appropriate register and style
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy
v. use appropriate non-verbal communication techniques.
Learning Objectives:

Analysing:
i. identify and explain the content, context, language, structure, technique and style of text(s) and the
relationship among texts
iii. justify opinions and ideas, using examples, explanations and terminology
iv. interpret similarities and differences in features within and between genres and texts.

Organizing:
i. employ organizational structures that serve the context and intention
ii. organize opinions and ideas in a coherent and logical manner
iii. use referencing and formatting tools to create a presentation style suitable to the context and intention.

Producing Text:
i. produce texts that demonstrate thought, imagination and sensitivity, while exploring and considering new perspectives and ideas arising from personal engagement with the creative process
ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
iii. select relevant details and examples to develop ideas.


Use of Language:
i. use appropriate and varied vocabulary, sentence structures and forms of expression
ii. write in an appropriate register and style
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages) and write (character languages) with accuracy
v. use appropriate non-verbal comunication techniques.
Objectives:
Analysing:
identify and analyze the content, context, language, structure, technique and style of text(s) and the relationship among texts.
justify opinions and ideas, using examples, explanations and terminology
interpret similarities and differences in features within and between genres and texts.

Organizing:
employ organizational structures that serve the context and intention
organize opinions and ideas in a coherent and logical manner
use referencing and formatting tools to create a presentation style suitable to the context and intention.

Producing text:
produce texts that demonstrate insight, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process
make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
select relevant details and examples to develop ideas

Using Language:
use appropriate and varied vocabulary, sentence structures and forms of
write and speak in a register and style that serve the context and intention
use correct grammar, syntax and punctuation
spell (alphabetic languages), write (character languages) and pronounce with accuracy
use appropriate non-verbal communication techniques.
Learning Objectives:
Analysis
i. analyse the content, context, language,
structure, technique and style of text(s) and the relationship among texts
ii. analyse the effects of the creator’s choices on an
audience
iii. justify opinions and ideas, using examples,
explanations and terminology
iv. evaluate similarities and differences by connecting features across and within genres and texts.

Organizing:
i. employ organizational structures that serve the context and intention
ii. organize opinions and ideas in a sustained,
coherent and logical manner
iii. use referencing and formatting tools to create a presentation style suitable to the context and intention.

Producing:
i. produce texts that demonstrate insight,
imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process

ii. make stylistic choices in terms of linguistic,
literary and visual devices, demonstrating awareness of impact on an audience
iii. select relevant details and examples to develop ideas.

Using Language
i. use appropriate and varied vocabulary, sentence
structures and forms of expression
ii. write and speak in a register and style that serve the context and
intention
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write
(character languages) and pronounce with accuracy
v. use appropriate non-verbal communication
techniques.
Big Ideas -
1. Analyse how audience and purpose affect the structure and content of texts.
Areas to be considered could include: – the use of persuasive language in political speeches – the features of SMS messages – postcolonial rereadings of texts.
2. Analyse the impact of language changes.
Points to be considered could include: – the impact of electronic communication on meaning – the influence of government policy – the emergence of new vocabulary from the language of groups (for example, young people) – the disappearance of vocabulary and of languages themselves.
3. Demonstrate an awareness of how language and meaning are shaped by culture and context.
Points to be considered could include: – the ways in which jargon and professional language are used – the ways in which language affirms identity – the status given to standard and non-standard forms of the language – the status of minority languages in multilingual societies.

4. Examine different forms of communication within the media.
Areas to be considered could include: – advertising – news coverage – opinion – blogs – mobile media.

5. Show an awareness of the potential for educational, political or ideological influence of the media.
Areas to be considered could include: – public service broadcasting – campaigns – censorship – satire – propaganda.

6. Show the way mass media use language and image to inform, persuade or entertain.
Points to be considered could include: – the diversity of audiences – use of style and register – overt and covert forms of bias – layout and use of images – deliberate manipulation of audience – placement and the selection of platform.


DP Assessment Objectives to be addressed (as per the subject guide) -
Knowledge and understanding
Application and analysis
Synthesis and evaluation
Selection and use of appropriate presentation and language skills
At HL only: Demonstrate an ability to write a balanced, comparative analysis
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Literature Syllabus (include IA/External assessement in the language component)Main Topic -
1. Childhood, adolescence, youth, rebellion, innocence and experience
2. Families, friendships, relationships


Texts Covered:

a) Fiction Text (Novel study)
b) Non-Fiction (Articles and Blogs)
c) Poetry


3. • social roles, norms and expectations, gender, inclusion, minorities, class
a) Excerpts from Shalespearean Drama
b) Drama (Excerpts from Shakesperean Drama)

Summative Assesment:

a) Analytical Tasks
b) Research
c) Term-end Assessments.
Main Topic -
1. Systems, power and protest, justice, peace and conflict, freedom and independence
Poetry IDU

2. Communities, globalization, migration, displacement
3. Social history, civilizations, journeys

Fiction text-: Novel, Short Story

4. Social roles, norms and expectations, gender, inclusion, minorities, class

Drama - Graphic Novel






Summative Assesment:

a) Analytical Tasks
b) Research Report
c) Term-end Assessments.
Main Topic:
religion, faith, values, ritual, spirituality, taboos
Unit: Non-fiction Text

utopias, dystopias, survival
Unit: Fiction Text (Novel)

allegiance, betrayal, revenge, atonement, forgiveness
childhood, adolescence, youth, rebellion, innocence and experience
Unit: Poetry

families, friendships, relationships
Unit: Drama

Summative Assessment
Analytical Written Tasks
Oral Commentaries
Term- End Exams
Main Topic
Systems, power and protest, justice, peace and conflict, freedom and independence
Non Fiction Texts


utopias, dystopias, survival
Unit: Fiction Text

Social Roles, norms and expectations, gender, inclusion, minorities, class.
Poetry Unit

Religion, faith, values, rituals, spirituality and Taboos
Drama

Summative assessment -:
Analytical Written Tasks
Oral Commentaries
Term- End Exams
E-assessment
Part 3: Literature—texts and contexts (Teachers pick texts for every batch - which may or may not be different from the previous batches)
Standard level: At SL students study two literary texts.
• One text must be taken from the PLT list • One text can be chosen freely— from the PLA or elsewhere—and must written in the language A studied

Higher level: At HL students study three literary texts.
• One text must be taken from the PLT list • One text must be from the PLA for the language A studied • One text can be chosen freely—from the PLA, the PLT list or elsewhere—and may be in translation

External Assessment - Written Task(s), Paper 2



Part 4: Literature—critical (Teachers pick texts for every batch - which may or may not be different from the previous batches)

Standard level: Students study two literary texts, both of which must be taken from the PLA for the language A studied.

Higher level: Students study three literary texts, all of which must be taken from the PLA for the language A studied.



External Assessment - Written Task(s), Individual Oral COmmentary
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Literature component Learning outcome:Analysing:
a) Identify and comment upon significant aspects of texts .
b) Identify similarities and differences in features within and between texts.
c) Justify opinions and ideas using examples , explanations and terminologies.
d) Interpret similarities and differences in features within and between genres and texts.

Organizing:
i. employ organizational structures that serve the context and intention
ii. organize opinions and ideas in a logical manner
iii. use referencing and formatting tools to create a presentation style suitable to the context and intention.

Producing Text:

i. produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative process
ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
iii. select relevant details and examples to support ideas.

Use of Language:
i. use appropriate and varied vocabulary, sentence structures and forms of expression
ii. write and speak in an appropriate register and style
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy
v. use appropriate non-verbal communication techniques.
Analysing
:i. identify and explain the content, context,language, structure, technique and style of
text(s) and the relationship among texts
ii. identify and explain the effects of the creator’s
choices on an audience
iii. justify opinions and ideas, using examples, explanations and terminology iv. interpret similarities and
differences in features
within and between
genres and text

Organizing
i. employ organizational
structures that serve the
context and intention
ii. organize opinions and
ideas in a coherent and
logical manner
iii. use referencing and
formatting tools to create
a presentation style
suitable to the context and
intention.

Producing text

produce texts that
demonstrate thought,
imagination and
sensitivity while exploring
and considering new
perspectives and ideas
arising from personal
engagement with the
creative process
ii. make stylistic choices
in terms of linguistic,
literary and visual devices,
demonstrating awareness
of impact on an audience
iii. select relevant details and
examples to develop ideas.

Using language

i. use appropriate and varied
vocabulary, sentence
structures and forms of
expression
ii. write and speak in an
appropriate register and
style
iii. use correct grammar,
syntax and punctuation
iv. spell (alphabetic
languages), write
(character languages) and
pronounce with accuracy
v. use appropriate non-verbal
communication
techniques
Objectives:
Analysing:
identify and analyze the content, context, language, structure, technique and style of text(s) and the relationship among texts.
justify opinions and ideas, using examples, explanations and terminology
interpret similarities and differences in features within and between genres and texts.

Organizing:
employ organizational structures that serve the context and intention
organize opinions and ideas in a coherent and logical manner
use referencing and formatting tools to create a presentation style suitable to the context and intention.

Producing text:
produce texts that demonstrate insight, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process
make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
select relevant details and examples to develop ideas

Using Language:
use appropriate and varied vocabulary, sentence structures and forms of
write and speak in a register and style that serve the context and intention
use correct grammar, syntax and punctuation
spell (alphabetic languages), write (character languages) and pronounce with accuracy
use appropriate non-verbal communication techniques.
Learning Objectives:
Analysis
i. analyse the content, context, language,
structure, technique and style of text(s) and the relationship among texts
ii. analyse the effects of the creator’s choices on an
audience
iii. justify opinions and ideas, using examples,
explanations and terminology
iv. evaluate similarities and differences by connecting features across and within genres and texts.

Organizing:
i. employ organizational structures that serve the context and intention
ii. organize opinions and ideas in a sustained,
coherent and logical manner
iii. use referencing and formatting tools to create a presentation style suitable to the context and intention.

Producing:
i. produce texts that demonstrate insight,
imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process

ii. make stylistic choices in terms of linguistic,
literary and visual devices, demonstrating awareness of impact on an audience
iii. select relevant details and examples to develop ideas.

Using Language
i. use appropriate and varied vocabulary, sentence
structures and forms of expression
ii. write and speak in a register and style that serve the context and
intention
iii. use correct grammar, syntax and punctuation
iv. spell (alphabetic languages), write
(character languages) and pronounce with accuracy
v. use appropriate non-verbal communication
techniques.
Big Ideas:
1. Consider the changing historical, cultural and social contexts in which particular texts are written and received.
Areas to be considered could include: – the impact of different forms of publishing, for example, serialization – political pressure and censorship – dominant and minority social groups – the role of the individual and family in society – the impact of prevailing values and beliefs – protest and polemic.

2. Demonstrate how the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influenced by context.
Aspects to be considered could include: – narrative technique – characterization – elements of style and structure – poetic language.

3. Understand the attitudes and values expressed by literary texts and their impact on readers.
Students should be able to recognize that: – there can be very different readings of the same text – the context of reception, including the individual reader, influences the way a text is read – different values may be in contention within a text.

4. Explore literary works in detail.
Points to be considered could include: – understand the explicit and implicit meanings in a text – identify and situate a text or an extract in the context of a larger work – respond to the key features of texts such as language, characterization and structure.

5. Analyse elements such as theme and the ethical stance or moral values of literary texts.
Issues to be considered could include: – identify the evidence in the text for a particular stance – consider point of view in different literary genres.

6. Understand and make appropriate use of literary terms.
Examples could include: – imagery – persona – tone – metaphor – irony.


DP Assessment Objectives to be addressed (per the subject guide)
Knowledge and understanding
Application and analysis
Synthesis and evaluation
Selection and use of appropriate presentation and language skills
At HL only: Demonstrate an ability to write a balanced, comparative analysis
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