British (UK)

The National Curriculum of England (UK) is a very structured curriculum that is designed to meet the needs of all students, stretching brighter children and supporting those who need it through differentiated teaching and learning activities. The curriculum extends and excites all students, whatever their interests or ability. Through it, teachers are able to identify, celebrate and nurture the talents and intelligences of students.

British education is renowned for concerning itself with the development of the whole personality.

In the British education system, students are taught to learn by questioning, problem-solving and creative thinking rather than by the mere retention of facts, hence giving them analytical and creative thinking skills that they will need in the working world. A variety of teaching and assessment methods designed to develop independent thought as well as a mastery of the subject matter is used.

The National Curriculum of England has a clearly defined series of academic and other objectives at every level. mydrasa focuses on Key stage 3 (Year 7-9), Key stage 4 IGCSE/GCSE (Year 10-11) and Key stage 5 A-Level (Year 12-13).

mydrasa added subjects related to Key stage 4 to Year 9, and added subjects related to Key stage 5 to Year 11 for student preparation.

IGCSE stands for the "International General Certificate of Secondary Education". It is a program leading to externally set, marked and certificated examinations from the University of Cambridge. Any student who takes an IGCSE subject will be gaining a qualification that is recognized globally.

The exam boards covered under the International GCSE are Cambridge, Edexcel, and Oxford AQA.

SUbjects

Subjects

Cambridge - English - Literature - 9695

  • Overview
  • Chapters

The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• enjoy the experience of reading literature

• develop an appreciation of and an informed personal response to literature in English in a range of texts in different forms, and from different periods and cultures

• communicate effectively, accurately and appropriately in written form

• develop the interdependent skills of reading, analysis and communication

• analyse and evaluate the methods writers use in creating meaning and effects

• encourage wider reading and an understanding of how it may contribute to personal development

• build a firm foundation for further study of literature.

  • 1: Drama and Poetry
    1.1: Drama
    1.1.1: Arthur Miller
    1.1.2: William Shakespeare
    1.1.3: Wole Soyinka
    1.1.4: Thomas Middleton and William Rowley
    1.2: Poetry
    1.2.1: Robert Browning
    1.2.2: Owen Sheers
    1.2.3: Songs of Ourselves, Volume 2
    1.2.4: Gillian Clarke
  • 2: Prose and Unseen
    2.1: Prose
    2.1.1: E M Forster
    2.1.2: Andrea Levy
    2.1.3: Stories of Ourselves, Volume 2
    2.1.4: Ngũgĩ wa Thiong’o
    2.2: Unseen
    2.2.1: Unseen text
  • 3: Shakespeare and Drama
    3.1: Shakespeare
    3.1.1: William Shakespeare - The Winter’s Tale
    3.1.2: William Shakespeare - King Lear
    3.2: Drama
    3.2.1: Athol Fugard
    3.2.2: Tennessee Williams
    3.2.3: Tom Stoppard
  • 4: Pre- and Post-1900 Poetry and Prose
    4.1: Pre-1900 Poetry and Prose
    4.1.1: Geoffrey Chaucer
    4.1.2: Emily Dickinson
    4.1.3: John Milton
    4.1.4: Jane Austen
    4.1.5: Thomas Hardy
    4.1.6: Charles Dickens
    4.2: Post-1900 Poetry and Prose
    4.2.1: Derek Walcott
    4.2.2: Stephen Spender
    4.2.3: Jackie Kay
    4.2.4: Virginia Woolf
    4.2.5: Margaret Atwood
    4.2.6: Barbara Kingsolver

As education evolves, mydrasa is at the forefront, shaping tomorrow's schooling experience.

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