English (Y10-13)


Students at Chester International School will study English subjects aimed at developing their analytical, research and communication skills as well as the ability to delve into the rich world of English literature. Students will explore and engage with Language and Literature using traditional formats as well as digital media, film, art, music, culture, performance and will be encouraged to critically evaluate online information and resources.

At CIS we value the art of scholarship and face-to-face teaching and learning. Lessons are facilitated by the teacher and combine authentic and open classroom experiences, augmented by e-learning opportunities for students to create, share, reflect, get organized, seek support and to access resources and curriculum materials.

Students will explore traditional and contemporary texts and other forms of communication, ranging from poetry, literary canons and Shakespearean drama to social media, online news and opinion, vlogs and blogs and beyond. Students will develop their teamwork and independent learning skills, they will be encouraged to interpret and analyse, to think critically and creatively, to become discerning consumers of media and become effective researchers. Our literacy programs integrate elements of public speaking, performance, media and drama to develop confident and creative young presenters of ideas.

The learning of English at CIS is driven by our belief in creating students that are flexible, spirited and effective communicators with a life long passion for language, literature and reading. We will empower students to use language in a variety of modes, for a variety of purposes. Through our programmes, our students develop the necessary skills to engage in further study, to become informed and meaningful communicators, articulating ideas clearly and imaginatively, for active citizenship, the world of work and as members of the global community.

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Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b
Year 10 Jekyll and Hyde (19th Century novel Lit Paper 2 Section B)

Language Paper 2 reading (assessment)

Poetry (Lit Paper 2 Section B) The 15 poems from the Power and Conflict Anthology (assessment)
Dennis Kelly's DNA (Modern Text Lit Paper 1, Section 1) (assessment)

Language Paper 1 Reading (assessment)
Language Paper 1 and Paper 2 Writing (assessment)

Preparation for the Year 10 examination on: Language Papers, and Lit Paper 1 Section B and Lit Paper 2 Sections A and B Begin Macbeth (Shakespeare - Lit. Paper 2 Section A)
Year 11 Macbeth (Shakespeare play Lit Paper 1) (assessment)

Unseen Poetry (Lit Paper 2) and revise Dennis Kelly's DNA (Lit Paper 2)

Mock examinations and feedback
Revision Dennis Kelly's DNA (Lit Paper 2)

Language Paper 1 Language Creative Writing

Seen Poetry (Lit Paper 2) Unseen Poetry (Lit Paper 2)
Revision Jekyll and Hyde (19th Century novel - Lit Paper 1)

Macbeth (Shakespeare play Lit Paper 1) Examinations

Year 12/13 IB

Year 12 Language and mass communication
Students will examine the role that media plays in dictating the public perception of events
Students will look closely for metaphorical examples of bias in mainstream mass media
Students will investigate the various ways that the language of advertisers persuades consumers
Topics to be studied include:
a) Language and public perception (assessment: timed writing)
b) Metaphorical bias in mainstream media (assessment: oral presentation)
c) Media and persuasion (assessment: Written Task: type 1)
Literature critical study
Students will explore the archetypes of comedy and tragedy in Shakespeare’s Midsummer
Night’s Dream and Fitzgerald’s The Great Gatsby, respectively. Students will analyse how personal and social dramas are constructed in the respective texts, and will determine and assess the ethical stances presented in these works. Higher Level students will examine the intersection between visual art and literary art in Faulkner’s As I Lay Dying. Midsummer Night’s Dream (assessment: FOA)
The Great Gatsby (assessment: Written Task, type 1)
As I Lay Dying (assessment: Written Task, type 2)
Assessment In-class timed writings
Short oral presentations of media events
Video productions illustrating persuasive techniques
Practice written task (both tasks 1 and 2)
SL: Written Task #1 (January) Task 1
HL: Written Task #1 (January) Task 1
Each of three units will be accomplished over 6-8 weeks, with the final weeks of the term devoted to preparation for the Individual Oral Commentary.
In-class timed writings
Short oral presentations (as individuals and small groups)
Practice written task (both types)|
Resources Readings and videos from contemporary media sources representing various geographical and cultural origins.

a) Students will look at language from presidential speeches, for instance, President Bush’s use of the "cowboy" metaphor
b) Students will examine various media outlets, such as www.espn.com and www.foxnews.com for patterns of bias in the media’s choice of metaphors
c) Students will compare news stories from various organizations and will examine authorial objectivity or subjectivity
Shakespeare, Midsummer Night’s Dream
Fitzgerald, The Great Gatsby

Faulkner, As I Lay Dying
Year 13 Part 1 : Language in a cultural context
Students will investigate the nature of language to start and fuel social revolutions. Students will analyse the effect of purpose and audience on text structure and content, considering the use of rhetorical strategy and artistic expression. Students will investigate and compare a narrative of freedom indigenous to the United States and the post-colonial realization of a national independence in India.
Finally, students will research the people and the language that wrought the Civil Rights movement in the United States

Topics to be studied include:
a) Language and Power
b) Language and Race
c) Language and Revolution
Part 3 : Literature - texts and contexts Students will investigate the role of the artist in determining truth by exploring the journalistic text of Garcia Marquez’s Chronicle of a Death Foretold and will explore the influence of society on the individual in Morrison’s The Bluest Eye, examining each work as both a product and a reflection of the historical and cultural contexts of its origins. Students will consider the reader’s role in truth-seeking from multiple perspectives and the parallel role of the consumer in a modern linguistic context.

Higher level students will examine the cultural context of the production of Woolf’s A Room of One’s Own and its subsequent literary reception.
Chronicle and Bluest Eye (assessment: Written Task, type 1)
Room of One’s Own (assessment: Written Task, type 2)
Assessment In-class timed writings
Short oral presentations of media events
Video productions illustrating persuasive techniques
Practice written task (both types)
Each of three units will be accomplished over 6-8 weeks, with the final weeks of the term devoted to preparation for the external exam.
Resources a) Jefferson, "Notes on the State of Virginia" Jacobs, Incidents in the Life of a Slave Girl Kipling, "The White Man’s Burden" Nehru, "Awake to Freedom"
b) Kennedy, "Inaugural Address" King, "Why We Can’t Wait" Powell, "Rivers of Blood" Kennedy, "On the Assassination of MLK"
c) Readings from contemporary media sources regarding social change in Africa and Middle east
Garcia Marquez’s Chronicle of a Death Foretold
Woolf’s A Room of One’s Own
Morrison’s The Bluest Eye