English language support

English language support is provided throughout the school to meet the needs of non-native English-speaking students or students whose level of English does not allow them to fully access our curriculum independently. Depending on the level of the students, language support may take one or more of the following forms:

  • In-class language support.
  • Differentiation of subject pathways.
  • Language focused co-curricular activities.
  • Differentiation of instruction. 

 

In-class language support (K3 - Grade 10)

Additional in-class English language support (ELS) is provided for any students in K3 through Grade 10, based on priority, who have not reached a level of English language proficiency which facilitates success in the classroom. This is to enable students the maximum opportunities to use language in meaningful contexts, particularly in their interactions with fellow students. As different students have different levels of language proficiency, the language needs of all students in the class are considered during joint planning sessions with the ELS teachers and classroom teachers and provided to students based on particular needs.

 

Differentiation of subject pathways (Grades 6 - 12)

Two pathways for English language subjects are provided for students in Grades 6 through 10, and three for students in Grades 11 and 12 as shown below.

 

CurriculumGradesSubjectDescription
MYPGrades 6 to 10English ADesigned for native or near-native English speaking students or those who do not require language support. It is a literature-based subject that requires full proficiency in reading, writing, listening and speaking skills.
English B AdvancedDesigned for students who have had limited communicative and academic exposure to English. It includes a literature component as well as a heavy language component that leads to improvement.
DPGrades 11 and 12English A Literature (Higher/Standard)A rigorous course designed for native or near-native speakers of English who enjoy reading literature. It assumes in-depth understanding and high level skills in reading, writing, listening and speaking.
English A Language and Literature (Higher/Standard)Designed for native or near-native speakers of English who have developed a good understanding of and proficiency in the English language, but may need further focus in developing high level skills in some/all of reading, writing, listening and speaking.
English A Language and Literature (Higher/Standard)Designed for students who have had limited communicative and academic exposure to English. It includes a literature component as well as a heavy language component that leads to improvement.

 

For new enrollments, English language subject allocation is determined from the results of an assessment test conducted at the time of initial application to enroll at KIST. Students identified as requiring language support will undertake English B Advanced (MYP) until they have developed the necessary skills to enter the English A course. By Grade 11, it is an expectation that most students will undertake one of the English A courses.

As separate in-class language support is not provided to students in Grades 11 and 12, due to the nature of the course of study, applicants seeking admission to these grades are likely to be unsuccessful if the results of their assessment test show that they would be unable to function independently in the classroom. 

Language focused co-curricular activities

As part of the Co-Curricular Activities Program across the school, a range of academic clubs is offered. These are designed to support students through increased opportunities for output and meaningful interaction within specific language strands (e.g. creative writing, drama, debating etc.). Participation is optional. If applicant numbers for the language clubs exceed places available, preference is given to students identified as requiring language support. 

 

Differentiation of instruction

KIST recognizes that all teachers are language teachers and that language must be taught across the curriculum, not only in designated language activities. It is also recognized that each student is an individual with an individual learning style and individual needs. Teachers tailor classroom activities to allow students to develop to their full potential within their individual language level.