IGCSE / GCSE English

The English Language exam

The English Language exam mainly focuses on comprehension as well as a student’s compositional skills and ability to respond in different writing styles, such as articles, journals, letters, interviews, and speeches.

In the English Language exam, a student will be given several unseen passages (the number will differ depending on the particular exam board opted for) and they will be expected to answer short essay questions on the content of these texts. At times they will also be asked to comment on the writer’s use of language and structure, expanding on the effects of the words and structural features utilised.

Students will also be provided with a creative writing question where they can choose to write either a narrative or a descriptive piece. This question requires the students to be highly imaginative, producing a story or a mere description within 45 minutes. Attaining a high grade for this component of the exam is dependent on the student’s use of literary devices, sentence structures, punctuation, and their ability to use the five senses. The student needs to ensure that their descriptions are vivid enough to bring the scenes and characters to life. Students need also to pay close attention to their use of grammar and their spelling.

In the directed writing component of the exam the students are given a random prompt the student would have not seen before (the prompt can be about any topic from technology to health and education to lifestyles) and they will be asked to write a non-fiction text about this subject matter. The student will not know what the text type will be, however, they will have extensively studied the structural features of these non-fiction text types over the course of the two years of their I/GCSE studies. In this section of the exam students need to make sure that they employ the correct structural features of each text type (i.e., headings for articles, Q & A formatting for interviews, appropriate addressal in letters), along with persuasively or informatively (depending on the text type) conveying their ideas with appropriate use of tone and voice. In order for students to obtain a level 9 they need to ensure that they are up to date with the current social and political events taking place around the world, as they will have to incorporate examples into their writing to support their claims. As is the case in the creative writing component of the exam, students need to make sure that they use correct grammar and spelling.

The English Literature Exam

The English Literature exam tests students’ ability to understand, analyse and evaluate literature in the form of prose, poetry, and drama. Depending on the exam board, the student will be provided with an anthology of poetry which they will be studying in detail prior to the exam (as is the case with the Edexcel and AQA exam boards). However, they will also be expected to answer long essay questions on poems that they will not have seen before the exam. In regards to poetry, students need to pay particular attention to how poets present their themes, the different literary devices and techniques they employ, and the effects that these devices have on audience and understanding. Because students will have diligently analysed the anthology poems before the exam, they will not be allowed to take these poems into the exam, instead they will be expected to memorise quotes.

Students will have also studied longer literary pieces such as novels and plays (generally Shakespeare’s plays) and they will be asked to answer a long essay question on either the text’s characters or themes. Much like the poetry anthology mentioned above, the students are not permitted to bring these texts into the exams with them, instead they will need to create theme-based and character-based quote banks which they will memorise before sitting the exam. It is important to note here that students will not be aware of the precise questions and so will have to memorise a wide variety of quotes.

The English Literature exam tests the student’s ability to analyse the deeper meanings of language and structural features. The exam also evaluates the student’s understanding of how these literary texts are linked to social and historical context, hence how they reflect the time in which they were written.

Sitting the I/GCSE English Language exam, regardless of whether the student achieves a Level 9 or A*, does not exempt the student from taking an IELTS or TOEFL. Students studying at international or local schools outside of the UK are required to take an IELTS or TOEFL if they are going to attend a university in England, Australia, Hong Kong, and Canada (although Canada does have more lax rules where a proof that you have studied in an English language school situated in a country where the dominant language is English may be sufficient to exempt the student from having to sit an English proficiency test).

Students desiring to attend a university in the UK, Australia, or Hong Kong need to take the IELTS exam, receiving an overall grade of 7.0 out of 9.0 (with a minimum of 6.5 in each component- speaking, writing, listening, reading). Of course, it is important to note here that the grade requirement may change depending on the university the student is applying to and the degree that they are planning to do.

TOEFL is the required English proficiency exam for Canada and the US. In regard to TOEFL, obtaining 90-100 out of 120 will allow the student to get acceptance from most universities. However, if the student wants to attend an Ivy League university they should aim to get a minimum grade of 100.

Introduction

As our children grow older we become more concerned about doing our best to make sure they are set up to become successful adults. This is why choosing their educational institution and path is so important, particularly when it comes to English language and literature programmes. This is because the subject plays a significant role in terms of higher education and future employment, as it represents the ability to communicate effectively.

The two most prevalent language courses provided at international schools for students entering secondary education are the IGCSEs (International General Certificate of Secondary Education) and the MYP (Middle Year Programme) provided by the IB (International Baccalaureate). As such, you may face the choice in selecting which is better for your child. The below offers an overview of MYP and IGCSE English language and literature, and provides a description of the differences between the two courses.

IGCSE English Language and Literature Overview

A number of different examination boards offer IGCSE English language and literature, with Cambridge being one of the most popular. While the different examination boards differ greatly in terms of teaching material provided to their respective schools, with the biggest reflection of these differences being in the number and types of texts each exam board requires a student to study, the skills that are eventually tested by each board are relatively similar.

In IGCSE English language, students are expected to gain an understanding of how to comprehend a piece of writing’s denotational meaning, exploring how an author uses language to construct a piece of writing. Students will also learn how to create different types of writing, developing an insight for the subtleties that change in language that can be created through an understanding of word choice, tone, and audience. Additionally, they will be asked to engage in creative writing, developing their imagination and skills in generating a narrative or piece of descriptive work.

In IGCSE literature courses, students must study a set number of different texts. This will include books from different genres, forms, and countries than they may have been used to up until this point. They will also be expected to gain the skills to not only unpack and analyse these works, but to also be able to do so for unseen texts.

At the end of their course of study, students will be expected to sit examinations testing what they have learned. These exams are mostly externally marked and a student will receive a grade and certificate from the examining body. This certificate is internationally recognised and provides proof of a student’s level.

MYP English Overview

The MYP in English language and literature is designed to take the language skills learned at younger ages and apply them in a sophisticated manner to a broader, and more demanding, range of texts. To accomplish this, the MYP programme slowly becomes more challenging over the 5 years the course is provided. The course’s main goal is to prepare students for the IB’s DP (Diploma Programme), which is conducted from ages 16-19. One of the IB’s main ideological principles is allowing educators the freedom to educate students how they think best. As such, each academic institution is free to design their own curriculum; there are no set texts or required reading that comes from the IB (schools are free to set their own reading lists), only the exploration of certain ideas and concepts.

Regarding these ideas and concepts that all MYP institutions will share: throughout the length of the MYP, students learn the intricacies of analysis, gaining an understanding of the effects of an author’s choices and how to create engaging and critical arguments based on these works. They should study a range of texts from across a multitude of genres and cultures, as well as literature from different historical periods. An institution will help develop these skills in students by focusing on inquiry based exploration. However, such expectations will not remain theoretical, as students are taught to develop the use of their language in their own writing, maturing their use of grammar and vocabulary.

Since there are no compulsory examinations linked to the IB while a child completes MYP, it is up to each individual school to create their own examinations. These will be designed and conducted by the school’s staff. While not specifically a requirement, some schools will engage in an eAssessment provided by the IB that is externally moderated and tests the level of a student in their final year of MYP, just before they transition into the DP. Again, schools have the choice to use this external examination process, so they may only use their own tests to gage level instead.

Benefits of MYP English over IGCSE English Language and Literature

The biggest benefit of a child taking an MYP course rather than IGCSEs is continuity. Teachers at an MYP school are given free rein to create their own syllabus, go over a variety of topics they think beneficial, and study the books they think their students will get the most out of when moving onto DP. In an ideal world, MYP will allow students the most time to prepare for their final IBDP tasks and examinations by using them as a template for MYP. For example, in the DP for language and literature, students may be asked to write about the persuasive techniques of an advertisement poster. Such a topic could be covered throughout MYP to make sure that by the time students are at IBDP level they have sufficient understanding of the topic, making it as a whole easier to understand and allowing students to generally do better in this examination.

Once again, this aspect of being linked is perhaps the most important difference between MYP and IGCSE, particularly if students go from studying the latter to IBDP instead of GCE (General Certificate of Education) A Levels. As mentioned earlier, IGCSE English and literature tests different skills, such as creative and transactional writing. Whilst learning the ability to engage in different kinds of discourse is an admirable skill with a myriad of uses, they do not directly translate to DP English Language and Literature or DP English Literature. That is to say, students will not be asked to create such written work at these higher levels. Moreover, there is a lot of content, more so for IBDP English Language and Literature rather than the IBDP English Literature, that is not covered in IGCSEs that could be in MYP. For instance, the ability to analyse the aforementioned advertisement poster would not be taught at IGCSE level, and, in transitioning to DP, students would be required to learn a host of new terminology and techniques in order to gain a high mark. DP English Literature offers less change from IGCSE English language and literature since much of what is studied would be more familiar to students.

Benefits of IGCSE over MYP

As mentioned previously, teachers, students, and parents know exactly what is expected by the IGCSE examination board in terms of the content of study and the expectations of examinations. There is a sense of clarity that comes from being able to view and understand the various topics that will be covered over the course of the next two years. It will also provide students a basis if they go on to take English language and/or literature at GCE A Level.

Probably the biggest benefit that comes from taking one of the many options for IGCSE English language and literature is that at the end your child will have a certificate recognised by institutions all over the world for their hard work. This qualification follows a student their whole lives, and can be a factor in university applications, particularly in the UK, and even going forward to their professional careers beyond academic life.

While we all wish to remove burdens and stress from our children’s lives, the responsibility that comes with taking an international examination allows them to feel prepared for what is to come. Although IGCSE English language and literature, not to mention nearly every IGCSE subject, is demanding for this age group, they pale in comparison to DP or GCE A levels. While individual MYP schools may try and prepare their students for these bigger challenges by creating their own examinations, the stress, subject specificity, and ability to gain an internationally accepted certificate is only achieved by taking IGCSE examinations.

Conclusion

So, as can be seen, MYP and IGCSE have both favourable and negative aspects in terms of English language and literature. With the information provided above, it is my hope that you can now make a choice to select an institution that offers the best course suited for your child.

However, if you still have questions or would like to go into more detail to discuss your options, do not hesitate to contact us at Cana Elite.

Depending on the school, students may study either IBMYP or IGCSE in middle school. The MYP (Middle Years Programme) is an international five year program that leads directly into IB. The IGCSE (International General Certificate of Secondary Education) is a two-year program originating from the U.K. that prepares students for A-levels. For English students, there are a few significant differences between the two programs.

Language vs. Literature

The MYP English course integrates both language and literature components, so students don’t get to select one over the other. In the course, students will encounter prose, novels, poetry, plays etc. and also examine non-fiction and mass media texts such as advertisements, speeches, interviews, etc. This format introduces students to a wide variety of text formats so they can develop inquiry, analysis, and writing skills without specifically focusing on language or literature. When they reach IB, they will have experienced both options and can select their preference for English A: Literature or English A: Language and Literature.

IGCSE, on the other hand, offers separate courses for English Literature and English Language. The IGCSE English Literature course focuses on fictional texts such as prose, novels, poetry, and drama. Their exams test students’ ability to write essays analysing literary techniques and their effects. IGCSE English Language features non-fiction texts such as articles, opinion pieces, travel writing, etc. Their exams are questions-based and focused on comprehension and explanation. Depending on the school and the students’ confidence in English, they could potentially select Literature or Language based on their preference.

Mark Schemes

IBMYP English does not have standardised assessments, so mark schemes are often vague and subject to the teacher’s interpretation. Grading may also be more subjective and differ between schools. However, this can be beneficial because there is more space for discussion and direct feedback from the person who marks their work. Struggling students could also ask their teacher for individual help.

IGCSE English is more straightforward because students can easily access and review years of past papers and mark schemes. It’s clear what style of answers are preferred, and mark schemes often specify which key words or key points will earn marks. IGCSE English also ensures students learn technical skills in writing and comprehension. It shows students their level in comparison to peers and to other schools by assigning concrete grades. However, there is no chance of discussing your grades personally with your examiner, which can be daunting to some students.

Internal assessments vs. external standardised exams

IBMYP does not have external assessments, which is arguably a less stressful way to learn. Instead, students may have in-class assessments, take-home essays set by their teacher, or end of year exams set by the school. Also, MYP students in years 4-5 typically focus more on analytical writing, but assessments in MYP years 1-3 can be anything the teacher decides. Class projects could include putting on a play, making posters/short films, giving speeches, making a drama set, conducting a multimedia social experiment, etc. It could be a lot more fun!

IGCSE is based around external assessments at the end of two years, which is better preparation for high school. It’s helpful to have experience managing exam stress in middle school - it's more risky if a student’s first serious exams are their A-levels or IB. IGCSE English is also globally recognised as a long-established, well-respected assessment. However, students get less choice in pursuing their interests. IGCSE is more about analysing set texts and fulfilling requirements.

Global lens vs. close analysis

IBMYP aims to foster a global-minded, community-oriented mindset in students, so MYP English focuses on global issues and relates them to literature and language. MYP English students may gain a better sense of key historical events and current events around the world, which later helps with cultural awareness in IB English. This also greatly aids students in understanding and interpreting texts. MYP English trains students to be inquirers and independent thinkers, which is useful in a subject with few concrete answers.

IGCSE English, on the other hand, is more reliable in training students to write essays, communicate their interpretations, analyse passages, comment on word choices and language techniques, etc. There is more focus on understanding, memorising, and learning from teachers, rather than developing a skill for independent inquiry. IGCSE English provides more guidance, which is very helpful for some students and limiting to others.

Separation of subjects

IBMYP English features cross-subject work which allows students to combine other interests (such as social issues, pop culture, scientific discoveries) with English. Students will explore how English links to other subjects through the MYP community project (years 3-4) and MYP personal project (year 5). In MYP English, students have freedom to pick any area, e.g. combining literature with religious studies to examine medieval sacred plays, or combining language, chemistry, and social sciences to explore how pop culture scientific articles spread misinformation.

Conversely, IGCSE features clear separation between subjects with virtually no overlap. This can help students make clearer goals and study in a more organised way. By separating subjects, students can easily identify and work on their weakest areas more effectively. However, they may miss the opportunity to pursue student-led projects.

The transition from primary to secondary school is an exciting time for students. This change signals growth and new developments in their academic future. With this in mind, both students and parents would benefit from understanding the scope of changes that are ahead of this big move.

Aside from the obvious academic content, primary schools differ significantly from their secondary counterparts–even simply in terms of classroom environments. Most primary school classrooms are supported by an educational assistant. Having learning support staff in the classroom allows primary teachers to divide their workload and spend more time with individual students or small groups of students. By contrast, a majority of secondary school classrooms no longer have learning support staff present. This means that the interaction between teachers and individual students is noticeably lower, with the expectation that students are able to work more independently. For new secondary school students, this sudden change in expectations can be incredibly challenging. Virtually all at once, they are expected to remain focused, organised, and productive completely on their own. The required discipline to achieve this work ethic is a huge learning curve for some students.

Similarly, learning objectives in secondary classrooms begin to invite context from the outside world. This means that students are expected to connect the content they learn in the classroom with real world experiences and issues. Primary schools that offer inquiry based learning do tend to equip students with this change more adequately, as the students are taught to conduct research. However, students who attended primary schools that follow a rote learning approach may struggle with this shift in learning objective and focus in their secondary school. The inclusion of real world issues in their learning allows secondary students to understand their role in their communities and society, as a whole. Ideally, this helps not only broaden their perspectives, but also develop character. That being said, applying a broader perspective onto their work can be daunting for students who have previously only been taught to focus on their individual experiences.

A clear example of this shift in expectations is in the writing assigned to students. Below is an excerpt of a writing submission from a student in Year 5:

The above is a persuasive writing assignment. The student was asked to write a letter to a fictional principal who was previously encouraged to cancel the upcoming Christmas holiday. The task required the student to reflect on their own response to the presented argument and to use persuasive writing techniques previously learned to try and persuade the principal of their own stance.

Although this assignment does already require a level of analysis and writing technique, it still relies heavily on the personal experiences and thoughts of the student. In summary, as long as the student is able to present reasonable arguments and demonstrate persuasive skills previously taught, they have successfully completed the task.

For comparison, below is an excerpt of an essay submitted by a student taking the Edexcel IGCSE English Literature exam:

The length of the description of a moment differs greatly in each poem, but both serve to give emphasis on each poem’s themes. In Blessing, a moment in time is extended to be a continual description of small facets and details of the scene. The entirety of the second and third paragraphs describe the moment when a pipe of water bursts. An asyndeton in “pots, brass, copper, aluminum, plastic buckets, frantic hands” lists every kind of container people fill water in, creating a never-ending buildup of desperation. This exacerbates the extent of drought as this happens in only a single moment in time. Meanwhile, La Belle Dame sans Merci only uses short vignettes to describe every moment in time. For example, in the fourth stanza, the knight meets the lady of his affection: “Full beautiful - a faery’s child.” Although this is just the first time he sees her, he already refers to her as otherworldly, a quality encapsulated by “faery”. This emphasizes her eye-catching beauty as she immediately catches the knight’s eye in one moment. At the same time, this also foreshadows that in the same way that she is, supernatural things will happen to the knight once he is with her. Also, since the poem is structured where each vignette is a short four-lined stanza on its own, this quickens the pace of the narrative. So, a sense of briefness and transience to the relationship is created, allowing readers to long for it to stay, just like the knight.

The above is a comparative literary analysis that requires the student to compare and analyze two different poems. This task requires the student to be able to identify language and structural devices in the texts and connect these devices to the overall theme or message.

Writing a literary analysis necessitates a combination of skills: a broad knowledge of literary devices, an ability to understand more than the surface level message of texts, and a strong writing voice to communicate both. If this seems particularly daunting, secondary students (and their parents!) can take comfort in the knowledge that most, if not all, secondary schools take time and a carefully curated curriculum to develop these skills.

At home, parents and guardians can support students transitioning from primary to secondary by helping them develop a consistent routine. As expectations and academic pressure mounts, it is vital that students keep a routine that helps them stay on track and purposefully use their time. Often, the challenges that students face in the classroom and with their schoolwork is a result of not having enough time to fully apply themselves to their tasks. By teaching students how to manage their time, parents and guardians are providing them with a tool that will be essential throughout their life.

Change is always a challenge. But with proper support, primary students can take the leap into their secondary education and look forward to growing further and upwards.