UWCSEA Grade 9–10 First Language course
Dutch, French, German, Korean, Japanese Pathways and purpose UWCSEA’s Grade 9–10 First Language course provides the opportunity for native or near native speakers to improve their language skills and engage in a deeper study of the culture. Students study this course to prepare for a Language A course in this language at IB Diploma level and/or return to a first language medium secondary school.
Core units 3. Identity and language
A student who studies any Language A other than English in their IB Diploma will be awarded a Bilingual Diploma, regardless of the English they take: some students study English A next to their ‘own’ Language A; others study English B; and some don’t study English at all if they opt for a second other language at any level.
Linguistic competence–This unit addresses the main aspects of language including phonetics, phonology, morphology,syntax, semantics, and pragmatics. The focus here is on the fundamental building blocks of language and how this particular first language works. This unit incorporates vocabulary, grammar, the formation of words and sentence structure, and stylistic aspects such as register, idioms, and rhetoric. This unit also contains an element of comparative linguistics as students have an opportunity to explore how their language compares to others. This unit contributes to progress towards mission competency in both Essential Literacies and Interpersonal and Intercultural Understanding
The importance of first language for UWCSEA students Respect for diversity is at the heart of the UWC mission. Linguistic diversity is an important component of diversity. Bi/multilingualism brings cognitive, linguistic, socio-cultural and emotional benefits. English may be the lingua franca of our community and we are an English-medium school, but we have an extremely diverse linguistic profile and are committed to supporting bi/multilingualism. We know how important it is for students to have a strong first language for learning and wellbeing, so we have a first language-inclusive ethos and where possible capitalise on first language proficiency. The benefits to a student from first language development are distinct from those arising from foreign language acquisition.
Course content The course content is organised into six common units. Foundational units are skills based, integrated with the core units and taught over the two years of the course. Core units are organised around thematic content. All students on the first language course address the same conceptual understandings and skills, yet through the context of their own first language. The learning outcomes are designed explicitly to support progress towards the UWCSEA Mission Competencies.
4. Culture and contexts 5. Sustainability and environmental issues 6. Global Citizenship
Literary competence–This unit focuses on the comparison, analysis, interpretation, and evaluation of works of literature and writing. Students develop their literary competency through the exploration of different genres including poetry, novels, short story, narrative and nonfictional forms including essays, argumentative writing. By studying diverse works and literary movements, students gain an understanding of the scope and evolution of writing in their first language. Literary criticism is essentially an opinion, supported by evidence, relating to theme, style, setting or historical or political context, so students explore their personal responses to what they read and develop their writing skills as they encounter a variety of stylistic devices used by other authors. This unit is thus a crucial element in progress towards mission competency in Essential Literacies.
Foundational units 1. Linguistic competence 2. Literary competence
Last updated 11 November 2021 | ADM-2122
Identity and language–In this unit students explore the relationship between language and identity. The scope ranges from a personal exploration of what their own linguistic identity means to them, and a broader understanding of how societal factors can impact who we are. Students consider aspects such as style and voice, the notion of artistic expression through language and how this connects to personal wellbeing and agency. A particular focus is the transition from childhood into adulthood, and how character and personality shape how we communicate in our first language. Issues such as sexism in language, the experience of migrants and linguistic discrimination and how these affect individuals are addressed. This unit contributes to progress towards mission competency in both Interpersonal and Intercultural Understanding and Self and Community Wellbeing. Culture and contexts–In this unit students explore the relationship between language and culture, gaining an appreciation of how the context in which language is used, including its geographical, historical, cultural and political aspects, will affect meaning. The context of when works are written but also when they are read and how this impacts the way in which they are received, are explored, together with how our own context shapes the way in which we interpret language. The role of aspects such as ideology, colonisation and politics in shaping group experience will be explored. This unit contributes to progress towards mission competency in Interpersonal and Intercultural Understanding. Sustainability and environmental issues–This unit provides students with the vocabulary and analytical tools to investigate and debate contemporary environmental issues. By examining a range of environmental issues students have an opportunity to explore the concept of sustainability in their first language. The goal is to equip them to engage in conversation around these issues in meaningful and contextually appropriate ways, and so they will examine perspectives on sustainability and environmental problem solving in their home countries, comparing lifestyles, environmental activism and political approaches. As their Cognitive Academic Language Proficiency (CALP) improves, they will be better able to engage in learning on these topics in subjects such as Geography and Science. This unit includes an opportunity to see how the arts can help people engage with environmental issues (Art-ivism), with a study of perspectives and experiences of Climate Change through poetry, drama, film and song. Students are encouraged to critically examine the way in which dominant paradigms/world views have affected our relationship with the environment, and in particular the contrast between indigenous and dominant culture-driven lifestyles. Students will have an opportunity to apply their first language as a tool for sustainability related projects at school. This unit contributes to progress towards mission competency in Sustainable Development.
Global Citizenship–In this unit students tap into current affairs in order to develop an appreciation of the role of language for Global Citizenship. By studying a variety of contemporary, controversial and mission-related global issues, in areas such as Ethics, Technology, Media and Human Rights, students gain a deeper understanding of the complexity and interconnectedness of our world and the significance of language and communication skills in contributing to positive change (through for example social and mass media). As they develop digital and information literacy skills and a sense of the importance of intended audience and voice, they will have an opportunity to use their first language as a tool for advocacy, discussion and debate. This unit contributes to progress towards mission competency in Peacebuilding.
Skills developed Students develop a number of Essential Linguistic and Literacy competencies over the course: Speaking–Students will be actively involved in classroom activities and will be expected to participate in discussions, debates, interviews and presentations based on the units studied in class. Listening–Active and receptive language skills are developed in an integrative way. Students will learn to appreciate the variety of languages. Students’ personal development and an understanding of themselves and others is promoted. Reading–Students are encouraged to read widely, both for their own enjoyment and in order to develop an appreciation of how writers achieve their effects. Literary texts are studied to introduce students to an exploration of literary themes and contemporary issues. The books chosen have been carefully selected in order to promote critical reflection and classroom discussion and debate. Literary analysis tools are introduced and students understand and respond appropriately to what they read. Writing–Students communicate accurately, appropriately and effectively in a range of writing formats including literary commentary, character and plot analysis, imaginative and personal writing; factual, argumentative and persuasive writing. Students learn the importance of planning, drafting and redrafting as part of the writing process. Students learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation and develop a personal style and an awareness of the audience being addressed. Language Understanding–Students will develop skills in interpretation, analysis and evaluation, including critical thinking.
Last updated 11 November 2021 | ADM-2122
Assessment Internal assessment Attainment is reported using the UWCSEA 7-1 attainment grading scale. Approaches to learning are reported using the UWCSEA ATLs of Self management, Communication and Collaboration. Assessment at UWCSEA is holistic and so the attainment grade and ATLs are based on a range of formative (ongoing) and summative assessment tools. The common summative assessment tools are used by all languages on the First Language course to allow for standardisation. Assessment type
Assessment tools
When
Formative Based on professional judgement of teacher
Includes class assignments, student engagement, home work
Ongoing
Summative Based on common assessments and rubrics, standardised across first languages
Written examination 2 x 1 hours Section A - Reading comprehension Section B - Choice of 1 essay from the 6 units
End of Grade 9
Oral presentation Based on content from units. Will vary by language.
November of Grade 10
Capstone project Independent extended project involving application and transfer of learning
January– May of Grade 10
External assessment A variety of additional external assessment tools can be used in different languages: Language
External assessment tool
When
Dutch*
One or two age-appropriate Diataal: online assessments conducted by Diatoets, assessing reading comprehension skills and Dutch vocabulary.
Undertaken by all students the end of Grades 9 and 10
Japanese
Level 3-4: Japanese sentence proficiency test Level 3-5: Japanese Kanji proficiency test (Japan Kanji Proficiency Test Association)
Optional after discussion with the teacher, and conducted three times a year
German
German is taught in Grade 9 according to the Swiss curriculum, which is a compulsory requirement for students coming from the Swiss School or intending to return to Switzerland. As Grade 9 concludes the Swiss Stream, students follow the guidelines of the Swiss curriculum.
At the end of Grade 9, students sit for an exam, which is based on the Swiss entry test for High School
UWCSEA has an agreement with the Dutch community in Singapore to operate a joint scheme to employ a fully qualified teacher of Dutch. The teacher provides Dutch tuition both within (Grades 9-12) and outside (Grades 7-8) the normal timetable for native speakers of Dutch. The teacher is a full-time employee of UWCSEA Dover but the Dutch community contributes to the total cost of their employment. Therefore, an extra charge is levied by the Dutch community for any Dutch tuition; the cost depends on the number of students taking Dutch lessons. Please ask for further details before enrolling. There are no extra costs for Dutch exams in Grades 9 or 10. *
For more information, please contact Admissions admissions@uwcsea.edu.sg | +65 6774 2653
Last updated 11 November 2021 | ADM-2122