Level Three E introduces and orients students to a brand new set of requirements for English — without incorporating Literature specifically. Technical deconstruction, strategic approaches and conceptual frameworks for thinking about essays are swiftly established and ramped up in the short runway to the end year examinations. After an introductory period, all examination components are cycled through systematically to build performance confidence.
Secondary 1 O Levels English
Secondary 2 O Levels English
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Narratives and Personal Recounts: Transcend the boundaries of yesteryear to construct personalised and reflective narrative texts, intentionally employing literary techniques to develop a unique writing style. Students are introduced to new frameworks for creative development and awareness.
Descriptive-Reflective Writing: Students learn how to construct essays that rely not on narration but intersperse descriptions with reflections. The ability to reflect meaningfully and purposefully can be applied to a wide range of reflective tasks that enhance metacognition.
Literary Comprehension: Critically analyse and respond to narrative texts, including the use of language and literary elements. Develop sensitivity to literary devices and their effects on the reader.
Expository Comprehension: Explore information-dense texts and learn to discern meaning in rhetorical devices and other textual effects. Analyse language accurately and insightfully.
Summary: Be introduced to sourcing points critically and paraphrasing idiomatically in context.
Stimulus-Based Critical Writing: Develop a range of textual responses to various stimuli or sociocultural artefacts, through deconstruction of texts and scaffolded brainstorming.
Multimodal Analysis: Learn how to use semiotic systems analysis as a clear theoretical framework to critically analyse multimodal texts with graphics and other visual media. Respond sensitively and insightfully to questions about textual effects and language use.
Grammar: Establish a critical literacy grammatical framework to understand the function and effects of grammar in texts.
Vocabulary: Use technically accurate and precise vocabulary in context to paraphrase idiomatically and express ideas with clarity.
Orals: Produce structured verbal responses that are personalised and include opinions, suggestions and reflections.
Active Listening: Listen accurately, analysing inferences and counterfactuals, with varying globalised voices and diverse contexts, in order to capture meaning and answer questions or annotate graphic organisers.
The Academia Advantage
Liberal Arts Programme: Texts are intentionally architected to expose students to a stream of global diverse texts with high sociocultural value, endowing them with real-world insight.
Self-Aware Performance: A competitive training culture managed in a structured and psychologically safe manner under the auspices of a 360 coaching approach ensures that students are able to manage their own performance with self-awareness and understanding.
Critical Literacy: Students are well-equipped to successfully critically analyse texts, including their inferred meanings, textual effects and use of language at the highest examination levels.
Metacognition: Students gain awareness of texts, their abilities, and learning objectives in various objectives, endowed with the skills and strategies to allocate their time, energy and resources efficiently throughout the year.
Optimised Flow: Students successfully enter psychologically optimised flow states at peak performance, enjoying high-functioning mental states in all conditions.