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LITERATURE IN ENGLISH SYLLABUS

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English

Literature, Syllabus

769 Students enrolled

Description
Curriculum
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The Botswana senior secondary Literature in English programme builds on to the three year junior secondary English course and is designed to provide a basis for tertiary English courses as offered by the colleges of education, the University of Botswana and institutions elsewhere. The subject provides a foundation for lifelong interest in Literature and wider reading in general.

It is offered under the optional group Humanities and Social Sciences within the framework of the revised senior secondary programme.

Subject Statement

In keeping with the principles established by the philosophy of the senior secondary curriculum, a balance should be drawn in the delivery of the subject, between theoretical knowledge and practical skills. As far as possible the learners should be involved in active learning processes that not only develop the subject skills but also the foundation or ‘key’ skills across the curriculum. The subject caters for a wide range of abilities providing equality of opportunity for all so that learners are able to realise and fulfil their potential at different levels of achievement. Ultimately differentiation will be by outcome.

Methodology

The subject methodology will embrace learner-centred activities including simulations and role play, drama activities, project work, pair and group activities and discussions, and the use of multi media technology such as artwork, audio tapes, videos, films and computers.In the teacher’s overall approach, care should be taken to recognise different abilities and experiences alongside different learning styles and needs and so encourage individual performance and achievement. In this way it is intended that learners will utilise their personal skills and talents while interacting with others, and through the study and enjoyment of the literature programme actively develop their own creativity.

Some choices are offered in the selection of texts to be studied. The criteria for this is explained under the section on Subject Content. Once a selection has been made, the chosen texts should be studied in relation to the General and Specific Objectives which are listed herein. The objectives should be covered in a cyclic and spiral manner on the understanding that in any given teaching activity several different objectives might be covered simultaneously. Occasionally, the teacher can check coverage and focus from time to time on a particular objective, if necessary.

With a timetable allocation of four teaching periods( in a 40 minute period timetable) per week, it becomes critical that the learner takes a share of responsibility for his/her own learning through homework assignments and other directed activities related to the texts. A policy of wider reading resourced by the school library should also be actively pursued.

Rationale

In preparation for the ‘world of work’, the study of Literature will provide a solid foundation for jobs and professions which require empathy and interpersonal skills. It provides insight into what other people think, do and say and helps learners to see more through the “eyes” of others, leading to an improved understanding of the world around them.

Literature in English provides pleasure, enjoyment and an appreciation of language in a variety of forms. It also stimulates interest in wider reading and enhances the prospects for a lifelong interest in Literature and the promotion of a reading culture.

It develops the capacities for moral and intellectual discrimination, judgement and decision-making and a creative relationship to the world around us, encouraging learners to feel they are part of a wider community of learning and culture.

The study of Literature facilitates conceptualisation and helps provide better insights for learning and problem solving in other subjects. It deepens the learner’s knowledge base and helps to develop personal philosophies of life.

Furthermore, the study of Literature develops the ability to infer deeper meaning from text and in other communicative situations. It will lead learners into expressing not only facts but speculations, deductions, opinions and feelings that will extend their communicative abilities and develop their own learning.

Finally, in practising, analysing and interpreting the language in the texts there is reward for the learner in improved language facility and communication skills.

Assessment Objectives

Based on the texts chosen for study, the learners should be able to demonstrate competence and proficiency in the following areas : –

Knowledge with understanding

display first hand knowledge of the literature texts studied

explain literal meanings and contexts

Critical Interpretation

show understanding of texts beyond literal meanings in terms of issues and attitudes raised

comment on ways in which the writers use language to create effect e.g. description, dialogue, characterisation, imagery and literary form