English in Sutton Park

Programme

Junior School

Subjects

Academics / English

English


Sheila Sanders Head of English Dept	Michael Finucane Teacher of English	Derek Bohan Teacher of English

English is a Core Subject, and must be taken by all students. English is normally taught at mixed ability level throughout the Junior Certificate course (First to Third Year), although there may be some division, for examination purposes, in the final half of Third Year. In the Senior Cycle (Fifth and Sixth Year), English classes are normally divided in to distinct Higher and Pass Level groups in preparation for the Leaving Certificate examinations.

Junior Cycle Curriculum

In Sutton Park School, English is a core subject that every student must take in order to matriculate from the school. Both language and literature elements are taught. The syllabus at Junior Certificate level is defined by the Irish Department of Education. Junior Cycle texts are selected by the teachers to fulfill the criteria set out by the Department of Education.

Rationale
English is a ‘core’ subject in the Irish educational system. All NUI (National Universities of Ireland) colleges require students to have taken the English Examination at Leaving Certificate. A Grade ‘C’ at Ordinary Level in the Leaving Certificate is the minimum entry requirement to any course. Most courses demand a higher qualification. The Junior Cycle English programme introduces the students to those skills needed for success at Senior Cycle.

Vision/Aims
In the English Department, we prepare students not only for the State exams, but also for life. While the achievement of success in the State examinations is, of course, vital, we believe that there is more to education than this. As well as enabling students to attain academic excellence appropriate to individual ability, we also strive to encourage intellectual awareness and curiosity and to develop a sense of moral responsibility.

Curriculum Content
Students are prepared for the Junior Certificate examination in Language and Literature.
Literature: Students are introduced to the study of poetry, drama and prose, to fulfil the requirements for the Literature aspect of the Junior Certificate examination.
Language: The emphasis is on the coherent organisation of materials and
the appropriate use of language. (A detailed description of all topics covered in - the three Junior Cycle years is provided in the English Syllabus document.)

Approaches and Methodologies
The teaching methodology at Sutton Park School is child centred, and reflects the needs of all the children in the classroom. A wide variety of approaches are employed in teaching English.

The following methodologies are used: Active learning | Co-operative learning | Collaborative learning | Inquiry / Guided learning | Talk and Discussion | Problem solving | Independent learning

Homework
Regular assignments are given to all students. These assignments are targeted at the level and ability range in the class, and are designed to both test and reinforce material covered in class. A list of basic homework assignments from 1st to 3rd year might look as follows: (Please note that this is neither a prescriptive nor comprehensive list, and merely illustrates the type of homework set).

Resources
The English Department has the following resources at its disposal for the implementation and facilitation of curricula:
1)The three classrooms are adjacent to each other, enabling the pooling and centralisation of resources and teaching materials. Each teacher has a filing cabinet and we can access materials whenever we need them.
2)Each classroom has a flat screen television, DVD player and video player. This enables the teaching of film. This is now an integral part of the curriculum at all Leaving Certificate levels, and an option at Junior Certificate level. We have a wide range of films, documentaries, television series and plays at our disposal.
3)Students can avail of the range of texts in the Library, to research their assignments. The English Department members, in collaboration with the Library Staff, update these resources regularly.

ICT
Students can avail of the computers in the Library for the purposes of research at any time during the day. If they attend Evening Study, they may access information on the computers during that period, too, with the permission of the attending supervisor.

Planning and Reporting
Time is devoted to the planning of every class. Classes are not seen in isolation, but as part of a unified educational programme. The purpose of each class is not merely to convey knowledge, but to encourage in the students the habits of independent and critical thought.
The members of the English Department work closely together, in order to provide a unified programme for all students. At the end of 2nd year, based on their knowledge of each student, the teachers advise students as to the level they are best suited to take in the Junior Certificate examination. All resource materials are developed and shared in common.

Reporting
Several methods of assessment are utilised, and the results of these assessments are communicated to parents:
1) Students are assessed by means of graded home-works, occasional class tests and end of semester in-house examinations. The results of these are communicated to parents.
2) 3rd years sit ‘Mock’ examinations in the February preceding their State examination. After these exams, parents are invited to a parent-teacher meeting where they can discuss their child’s progress with every teacher
3) Parents are sent monthly reports on their children’s progress.
4) The Academic Advisor programme in SPS identifies any student with a problem and the Advisor communicates this to the teacher in question.
5) In cases where it is deemed necessary, the teacher or the AA may contact the parents directly to arrange a meeting.

Transition Year Cycle Curriculum

Transition Year is a one-year programme developed to provide a transition between the Junior and Senior Cycles. Students are exposed to texts of a more challenging nature than those they experienced at Junior Certificate level. Focus is directed on themes that encourage them to consider the world in which they live. Such themes are explored through a variety of texts (prose, poetry, film). As these texts are not prescribed on the Leaving Certificate course, the students have the chance to explore a wider variety of material than they might otherwise encounter.

Rationale
The rationale of Transition Year is to enable the students to mature. They are encouraged to think in an independent and informed way. It also provides an opportunity for them to develop the skills (linguistic and analytical) needed for success at the Senior Cycle. It is assessed on a continuous basis so that the students come to an awareness of the importance (and benefits) of continuous effort and application

Vision/Aims
In Transition Year, we strive to encourage a facility for language and a love of literature in the students. The year gives an opportunity to practise the skills required for the Leaving Certificate in a less pressurised environment, using accessible material.

Curriculum Content
Students are introduced to a wide variety of texts to prepare them for the assignments they undertake. (A detailed description of all topics covered in the Transition Year is provided in the English Syllabus document.)

Approaches and Methodologies
The teaching methodology at Sutton Park School is child centred, and reflects the needs of all the children in the classroom. A wide variety of approaches are employed in teaching English.

The following methodologies are used:
1 Active learning
2 Co-operative learning
3 Collaborative learning
4 Inquiry / Guided learning
5 Talk and Discussion
6 Problem solving
7 Independent learning

Homework
Regular homework is given. These assignments are specific to the task being undertaken.
1) In Term 1, each student completes 7 pieces of “autobiography work” every week.
2) After Christmas, the second element of our Transition Year course is introduced, a comparative study of Film and a Prose text. Students are required to show that they are responding to these texts through a variety of exercises. A rough draft of the paper is required.
3) A similar approach is taken to the ‘Sounding Off’ essay assignment.

Resources:
The English Department has the following resources at its disposal for the implementation and facilitation of curricula:
1) The three classrooms are adjacent to each other, enabling the pooling and centralisation of resources and teaching materials. Each teacher has a filing cabinet and we can access materials whenever we need them.
2) Each classroom has a flat screen television, DVD player and video player. This enables the teaching of film, which is an integral part of the curriculum at all Leaving Certificate levels.
3) We have a wide range of films, documentaries, television series and plays at our disposal.
4) Students can avail of the range of texts in the Library, to research their assignments. The English Department members, in collaboration with the Library Staff, update these resources regularly.

ICT:
Students can avail of the computers in the Library for the purposes of research at any time during the day. If they attend Evening Study, they may access information on the computers during that period, too, with the permission of the attending supervisor

Planning and Reporting:
Time is devoted to the planning of every class. Classes are not seen in isolation, but as part of a unified educational programme. The purpose of each class is not merely to convey knowledge, but to encourage in the students the habits of independent and critical thought.
1) The members of the English Department work closely together, in order to provide a unified programme for all students.
2) In Transition Year, as in all years, the English Department teachers co-ordinate the presentation of topics
3) All resource materials are developed and shared in common.

Reporting:
Several methods of assessment are utilised, and the results of these assessments are communicated to parents:
1) In Transition Year, students are assessed on a continuous basis by means of graded assignments.
2) Parents are sent reports on their children’s progress twice in every term. At Christmas and in the final summer report, the members of the English Department give very detailed assessments of the individual student’s application and progress.
3) In cases where a student may not be performing satisfactorily, we liaise with the Academic Advisor to 4th year.
4) In cases where it is deemed necessary, the AA or the teacher may contact the parent directly to arrange a meeting.

Senior Cycle Curriculum

In Sutton Park School, English is a core subject, which every student must take in order to matriculate from the school. Both language and literature elements are taught. The syllabus at Leaving Certificate level is defined by the Irish Department of Education and Science. Senior Cycle texts are selected from a list prescribed by the Department.

Rationale
English is a ‘core’ subject in the Irish educational system. All NUI (National Universities of Ireland) colleges require students to have taken the English Examination at Leaving Certificate. A Grade ‘C’ at Ordinary Level is the minimum entry requirement to any course. Most courses demand a higher qualification.

Vision/Aims
In the English Department, we prepare students not only for the State exams, but also for life. While the achievement of success in the State examinations is, of course, vital, we believe that there is more to education than this. As well as enabling students to attain academic excellence appropriate to individual ability, we also strive to encourage intellectual awareness and curiosity and to develop a sense of moral responsibility.

Curriculum Content
Students are prepared for the Leaving Certificate examination in Language and Literature. Practice is implemented in areas of language required for the Leaving Cert. paper. These include Functional Writing exercises, which utilise the five forms of writing – the language of narration, argument, persuasion, description, and the aesthetic use of language. Three literature modules are also taught: a Core Text, a Comparative Study, and Poetry. (A detailed description of all topics covered in the two Senior Cycle years is provided in the English Syllabus document.)

Approaches and Methodologies
The teaching methodology at Sutton Park School is child centred, and reflects the needs of all the children in the classroom. A wide variety of approaches are employed in teaching English.

The following methodologies are used: Active learning | Co-operative learning | Collaborative learning | Inquiry / Guided learning | Talk and Discussion | Problem solving | Independent learning

Cross-curricular Links
At present, there are no formal cross-curricular links

Homework
Regular assignments are given to all students. These assignments are targeted at the level and ability range in the class, and are designed to both test and reinforce material covered in class. A list of basic homework assignments in 5th and 6th year might look as follows: (Please note that this is neither a prescriptive nor comprehensive list, and merely illustrates the type of homework set).

5th year (Higher Level) Literature | Poetry Essays | Comparative Essays – students use the comparative skills developed in 4th year, to compare texts under three modes. These modes include: General Vision and Viewpoint, Cultural Context, and Theme or Issue. Core text essay – students study a Shakespeare tragedy for Leaving Certificate, and answer a range of essay type questions on it.

Language
Language work must cover each of the language types on the Leaving Certificate course, including the language of Information, Description, Argument, Persuasion, and the Aesthetic use of language.
1 Reports
2 Reviews
3 Comprehension passages
4 Diary Entries
5 Speeches
6 Stylistic Analysis
7 Compositions

6th year (Higher Level): as above.

5th and 6th year, Ordinary Level: assignments are given in the equivalent modules, relevant to the syllabus at this level and to the students’ ability.
Resources. The English Department has the following resources at its disposal for the implementation and facilitation of curricula: The three classrooms are adjacent to each other, enabling the pooling and centralisation of resources and teaching materials. Each teacher has a filing cabinet and we can access materials whenever we need them.
6 Each classroom has a flat screen television, DVD player and video player. This enables the teaching of film, which is an integral part of the curriculum at all Leaving Certificate levels. We have a wide range of films, documentaries, television series and plays at our disposal.

Students can avail of the range of texts in the Library, to research their assignments. The English Department members, in collaboration with the Library Staff, update these resources regularly.

ICT
Students can avail of the computers in the Library for the purposes of research at any time during the day. If they attend Evening Study, they may access information on the computers during that period, too, with the permission of the attending supervisor

Planning and Reporting
Time is devoted to the planning of every class. Classes are not seen in isolation, but as part of a unified educational programme. The purpose of each class is not merely to convey knowledge, but to encourage in the students the habits of independent and critical thought.

The members of the English Department work closely together, in order to provide a unified programme for all students. At the beginning of the third level (5th year) the Higher and Ordinary level teachers co-ordinate topics to facilitate those students who have not yet come to a final decision as to which level is most suitable for them. All resource materials are developed and shared in common.

Reporting
Several methods of assessment are utilised, and the results of these assessments are communicated to parents:
Students are assessed by means of graded home-works, occasional class tests and end of semester in-house examinations. The results of these are communicated to parents.
6th years sit ‘Mock’ examinations in the February preceding their State examination. After these exams, parents are invited to a parent teacher meeting where they can discuss their child’s progress with every teacher
Parents are sent monthly reports on their children’s progress.
The Academic Advisor programme in SPS identifies any student with a problem and the Advisor communicates this to the teacher in question.
In cases where it is deemed necessary, the AA contacts the parent directly to arrange a meeting.

Debating (The Concern Debates)

Mr Finucane with the Debating Team

Debating is a hugely valuable extra-curricular activity. Not only does it perfectly complement Leaving Certificate English, but it inculcates in students an appreciation of rhetoric, the facility to argue spontaneously and to articulate their ideas in a coherent and well-structured manner. It is a very worthwhile and rewarding experience for those who put the effort in. Just ask any of the students involved what they think!

Sutton Park School compete very successfully against other schools in the Concern Debates, which aim to stimulate awareness and discussion through the medium of a public debate on world issues such as poverty, aid, genetically modified foods, etc.

Model United Nations (MUN)

Transition Year students have the opportunity to participate in the Sutton Park School MUN Programme. Delegates attend annual Conferences in Dublin, the UK and The Hague. This is an ideal opportunity for students to research current hot political topics, to apply their debating skills, and to work co-operatively with students from other nations. Plenty of hard work is involved, but lots of fun too!

MUN Team delegates preparing for the next conference