Non-Literary Unit of Study

Parent page: IB Learner Profile

English A: Language and literature (Cat.1): Module Two Wiki

Notes: It is important to use questions: WHO / WHEN / WHAT / WHY / HOW / WHICH / DO / DID / etc.

ConceptIdentity
Who is Boris Johnson? What was his political background? How did he rise to power? What roles did he have? How do you measure his success? Based on your analysis of several magazine and newspaper covers, is it possible for you to comment on his character? To what extent do these covers reflect his identity? Has he stylised his approach to that of Sir Winston Churchill?
Communication
Political parties and their members need communication methods. A voice within a newspaper column can have a great effect on the potential electorate. Every word is carefully written, edited, drafted and calculated.
How do people remember words from speeches?
How do people see written text and compare this to spoken dialogue through various sources?
Culture
Negative campaigns and advertisements are characteristic of certain cultures. Some cultures take these techniques much further than others.
§ How do texts in this unit compare to the election & political culture in your country?
§ Are they more negative or less negative than what you are used to seeing?
§ How are trends in negative advertising changed over the years in your country? Why is this?
Global issuePolitical landscape – battles of power
Area of ExplorationReaders, writers, texts
What are the different ways in which people are affected by texts and their attached imagery?
Time and space
What is the influence of cultural contexts on how texts are written and received?
Intertextuality: connecting texts
Which diverse texts have features in common?
Assessment ObjectivesHow are notions of political power constructed by the media? (Local, regional or international influence?)
How do newspapers play a role in shaping public opinion? (Or, to try to remain unbiased?)
How do politicians use language to persuade voters? (Or to dissuade?)
What kinds of debate techniques and argumentation fallacies are common in televised and political debates? (Is it civil? Or, closer to that of a talk show? Or, akin to that of Jerry Springer?)
In what ways do politicians use language to tear down their rivals? Is it respectful to the viewing audience’s collective maturity and intelligence?
Respond to non-literary texts to demonstrate an understanding and develop a personal interpretation (Paper 1)

1. Gather ten political figures on different magazine or newspaper covers. Review the presentation, first impressions and back-up their opinion using the material evidence.
2. Observe a debate video. Discuss their answer. Refer to their arguments. Discuss fairness and tactical language usage.
Non-Literary textsMagazine covers
Front pages 
Debates (ITV News: Corbyn v Johnson) (BBC Newsnight: Johnson v Corbyn debate analysis) (Johnson declines debate) (Debate regarding Bexit deal)
Ads (Love Actually parody) (12 Questions) (Greenpeace: Wasteminster) (Boris vs. Obesity)
Overview & ProcedureText typesHow to develop activities / expansion ideas / Links to TOKthings to consider
An introduction.

See column 4.

Link to oral exam: YES/NO.
Video 

Social media source

News feed

Article

magazine piece

Speech

Transcript
Discuss the connection between:

Discuss the relationship between:

Compare the differences between:

What/how do we differ between right & wrong?

How do we know information is clear and accurate before voting at an election?

Do politicians lie?

How can you be certain your vote counts?

What are objective facts?

Is there an appeal to emotions in order to shape public opinion?

Do we have an ethical obligation to understand political issues/events/global issues?

Should language be simplified for the benefit of voters or the general public?

Should language and campaign materials be fact-checked and cross-referenced before being made public?

Is misinformation legal?

How far does freedom of speech go before it becomes libel?
audience

diction

mode

genre

register

rhetoric

purpose

linguistic relativity

stereotypes

receptive

interactive
images below belong to the publication title (as per their cover) – these are selected from Der Spiegel / GQ British edition / The Mail On Sunday magazine Live / The London Magazine / Elle / Panorama – Canberra Times / Time / The Sunday Times magazine / The Big Issue / New Statesman / The Guardian Weekly / The Spectator / Daily Mail / Private Eye / The Economist / The Philadelphia Trumpet
Wrap-up/reflectionWhat aspects of this activity resonated strongest with you?
How could I have improved this Non-Literary Unit of Study inquiry?
Has anything changed the way you look at the world?
How important is it to know what is fair or unfair?
Is there an aspect you would like to explore further? Why?

Review examples (1) (2) (3) (4)

Created by: Ahmed, Acton, and Olivia. Published at: INSERT LINK Submitted to: IB PD website on 21st JUNE 2021

English A: Language and literature (Cat.1): Module Two Reflection

  • “How did your thoughts about what you might teach change based on the TOK debate?”

The debate opened up new avenues of exploration, exposure to other influences shared by other teachers around the globe and created a wider lens to look at teaching options. The wider the scope of texts, the broader the issues that can be covered in comparative assignments.

  • “What is your role in creating an internationally minded literature syllabus?”

Turning negatives into positives, examples of adversity can be shown to create inspirational and deep characters. I believe I can highlight equality and inequality as a stepping stone from their comfort zones to the wider world around them, using relatable issues and examples. Trying to make students feel part of something or connect is a challenge and one that needs to be handled compassionately with complete empathy, and not through a patronising lens. We’re not trying to feel sorry for others. We can relate and encourage critical thinking and higher order thinking that seeks change for the better. We don’t want every issue or problem to overshadow the mood and emotion of study.

  • “Do you believe it is more important to teach canonical works or a diverse set of texts? Why?”  

Diverse foods create good tongues. Diverse music taste influences good listening skills and music knowledge. Diversity in reading creates a reader that can handle texts from numerous countries, cultures and backgrounds.

  • “And finally, what are you most excited about teaching and why?”

I am most excited to get students lifting new unfamiliar texts, through their own choice and confidence. In turn, I want to see each student set unique challenges and bring their own interests, choices to the classroom.

Syllabus construction

Parent page: IB Learner Profile

English A: Language and literature (Cat.1): Module Four Syllabus Construction – (draft II)

English A: Language and literature (Cat.1): Module Two Syllabus Construction – A checklist for language and literacy (draft I)

See Guide, pages 20-21. Use: Prescribed Reading List.

HIGHER LEVEL (6 works)
STANDARD LEVEL (4 works)
conceptsplace* (3 / 2)period*
(3 / 2)
literary form*
(3 / 2)
Areas of Exploration
PRL (English) 1: William ShakespearerepresentationEngland/ Europe16th/17th centuryliterary text: poetryreaders, writers & texts
PRL (English) 2:
Nurrudin Farah
perspectiveSomalia20th/21st centuryliterary text: prose fiction / dramatime & space
PRL (translated) 1: Persepolis & Persepolis II (Marjane Satrapi)Cultures & identity: How does a text bridge a cultural boundary and create an insight? How do we approach texts from different times and cultures to that of our students?Iran
/France
/Austria
21st centuryliterary text: graphic novelsconnecting texts
PRL (translated) 2: Hanqing Guan / The Ballad of Mulan, anonymous / Njal’s saga, Óþekktur höfundurcommunication: How can texts offer multiple perspectives of a single issue, topic or theme?China/
Iceland
13th century; 4th century onwards; 12th-14th centuryliterary text: drama / poetry / prose fictionreaders, writers & texts
Free choice 1: The Levellerscreativity: how does the listener understand the meaning of a song and its lyrics; How are we affected by texts in varied ways?UK/ Europe20th/21st centuryliterary text: music lyricstime & space
Free choice 2: Tash Awwhy & how do we study language and literature?Malaysia21st centuryliterary text: prose fiction/novel
variousallglobal21st centurynon-literary text: websitesreaders, writers & texts; times & space; connecting texts
variousallglobalvariousnon-literary text: opinion columnsreaders, writers & texts; times & space; connecting texts
variousallglobal20th/21st centurynon-literary text: magazine and newspaper coversreaders, writers & texts; times & space; connecting texts
variousallglobalpre-21st century; 20th centurynon-literary text: public information texts readers, writers & texts; times & space; connecting texts
variousallglobalpre-21st century; 20th centurynon-literary text: propaganda pamphlets readers, writers & texts; times & space; connecting texts
variousallglobalpre-21st century; 20th centurynon-literary text: advertisementsreaders, writers & texts; times & space; connecting texts
variousallglobal21st centurynon-literary text: blogsreaders, writers & texts; times & space; connecting texts
variousallglobal20th/21st centurynon-literary text: self-help guidesreaders, writers & texts; times & space; connecting texts
variousallglobalvariousnon-literary text: photographyreaders, writers & texts; times & space; connecting texts
various (some translated)allglobalvariousnon-literary text: speechesreaders, writers & texts; times & space; connecting texts
various (some translated)allglobalvariousnon-literary text: quotationsreaders, writers & texts; times & space; connecting texts

The Levellers were chosen for their breadth and depth of lyrics. I absolutely agree that I would be focusing on an exploration of the lyrics (as a form of poetry) more than any other aspect. The subculture of music videos, album art, posters, and instruments representing voices would supplement a non-literary body of work.

“Your daddy, well he died in the Falklands; Fighting for another man’s cause; And your brother he was killed in the last war; Now your mother’s, well she’s lying home alone” – Another Man’s Cause, The Levellers

There are songs within their 12 (or so) album catalogue that cover topics like human rights (food roof family), refugees (The Shame), peace (Exodus), anti-war (The Recruiting Sergeant), the 1917 Étaples Mutiny (Mutiny), homelessness (Cardboard Box City), identity (England My Home), nuclear trouble (Belaruse), being human (Julie), inequality (Dirty Davey), class and humanity (This Garden), a dived world (Generation Fear) and huge range of emotions, personalities and periods of time. There are many songs that mark a journey and an exploration of the individual. Some are simple. Some are deep.

“My father when I was younger; Took me up on to the hill; That looked down on the city smog; Above the factory spill” – One Way, The Levellers

The indie folk rock genre that The Levellers have inhabited for over three decades. They formed their own festival in opposition to the increasing numbers of festivals of a highly commercial nature. At first I was thinking about bands that are highly accessible like Coldplay and U2, but then I thought why not go off the beaten track?!

“The year is 1991, it seems that freedom’s dead and gone; The power of the rich is held by few; Keep the young ones paralysed, educated by your lies” – Sell Out, The Levellers

The Levellers were formed in the 1990s and were not afraid to speak and sing the truth. They’ve been on a musical revolution for over three decades. They edged on the fringes of pop in their early days but have found their home more across genres than any other British band. They have likely influenced more musicians disillusioned by the commercial and closed state of the music industry. Their lyrics have been heard by musicians, writers and poets. The alternative scene to as establishment has a voice that can echo far. This is a band named after a political movement during the 17th century, formed in the years of the late William Shakespeare’s growing influence (on the English language).

“They’re sending in the elite, complete with guns; To advertise the way to go; Faxing through the fax to make it clear; That they’re the ones who know” – Liberty Song, The Levellers\

Module II: Theory of Knowledge &

Parent page: IB Learner Profile

English A: Language and literature (Cat.1): Module Two Theory of Knowledge

Canon meaning (1): a general law, rule, principle, or criterion by which something is judged. Or meaning (2): the writings or other works that are generally agreed to be good, important, and worth studying. (Meanings interpreted from the Collins, Cambridge and Oxford dictionaries)

Module 2 mission:

I: theory of knowledge debate about the canon, the prescribed book list, and international-mindedness. Before building the course: What do you believe? Note: conceptual/flexible/international-mindedness core values (IB mission; allows freedom and exploration). Must be a connection between course of TOK and Language & Literacy.

Questions that spring to mind are:

Is there a difference to gaining knowledge from literacy, language or other methods of learning?

What do we actually learn through the study of text?

Is there a scientific method to language and literacy study?

What is the purpose of non-literary text and why is it often compared to fuller literary text types? How is it best to interpret these different forms? Any clinical ways to explore them?

Who understands and comprehends a text best?

Do clashes exist in interpretive strategies? How can you review such diverse viewpoints?

The word canon brings to mind William Shakespeare, Charles Dickens, T.S. Eliot, or Mark Twain. Homer, Geoffrey Chaucer, Samuel Beckett, Seamus Heaney and many others make up a largely male list. Jane Austen, the Brontë family, Virginia Woolf and Elizabeth Gaskell often make the list to offer a feminine perspective. Gwendolyn Brooks is the only writer of a different racial group that I recall reading in secondary school. That was because Mr Mack, my year 9 English teacher, loved poetry and wanted us as students to understand the world beyond England.

Western writers always appear elevated over often-so-called new world, African, Asian or other regional writers. I have found myself in China, reading translated pieces by Kǒng Fūzǐ (孔夫子) or as he is known globally, Confucius and trying to follow Sūnzǐ (孫子) or Sun Tzu, so I can relate to Chinese students trying to master Shakespeare or other works set and written in a different world! For me, text without Confucius and Sun Tzu needs to be accompanied by the interpretation of other writers. Canon writers are predominantly the popular and classical writers that A-Levels and GCSEs have covered. Those modelled courses and their American and Australian equivalents have travelled through international schools to far flung places and huge populations like India and China. It surprised me on arriving here in Dongguan, China to see Jack London’s Call of The Wild and O. Henry’s The Gift of Magi. The latter is on my reading list but struggling to find its way off it. I found it odd that English classics had more perspective than translated versions of domestic Chinese literature. Surely, writing an essay on such relatable matters would boost comprehension of western writing interpretation?

IB curriculum schools open doors to places around the globe lesser known. I wandered into a class earlier this year themed around Persepolis. Inspired by this choice in MYP, I found a transcript of writer Marjane Satrapi’s Chicken with Plums translated from French to English. I introduced the lesser graphic edit to my PYP Grade 4 students. Later, one of the students advised they had seen the movie and didn’t know there was a book! We were there and then led to Follow the Rabbit-Proof Fence (Doris Pilkington AKA Nugi Garimara), and Khaled Hosseini’s The Kite Runner – under slight edits to remove scenes unsuitable for ten year old students! A unit of inquiry about migration, refugees and where we are in place and time had been connected, all because of one literature piece’s indirect influence.

I’m a firm believer in diversity and multicultural integration. I’ve seen first-hand the horrors of divide, but also the beauty and magic of inclusion and togetherness. Access and exposure to literacy and language has the power to close divide and bring people closer. It can open discussion and encourage dialogue or understanding. Remake a Shakespeare play as a movie or live action theatre by all means, but make sure those watching know their stories and the stories that are relevant today.

Increasingly there is an element of pick and mix to reading texts. Newspapers, online media, word of mouth, social media and movie adaptations are highlighting international writers, giving readers chance to develop international mindedness. With that young learners are blessed to have education bodies and influencers that can modernise and expand Prescribed Reading Lists. Context that can easily get lost to the wrong audience should not be overlooked or ignored. It should be connected and explained.

English A: Language and literature (Cat.1): Module Two Learning Engagement

“What are the three things you want to make sure you do when you design your own course?”

Having reviewed the concepts that underpin the syllabus content, I began to unpack the course syllabus. Below is a work in progress. I am creating my tailored course outline to reflect the flexible nature of IB teaching and learning. Through freedom of design and under continual improvement, I hope to have a course outline ready for use and continued modification to enhance my learners and their learning experiences. I want to ensure that students can connect through their own identities, cultures and find a suitable perspective. The students must be offered a place to display their creative talents and all texts must represent both popular and obscure examples. In short, trio of design demands must engage, inform and educate in a natural flow.

CONCEPTS (underpin syllabus content)
1identityReading a text, for a student, or by a student, will see them make their own narrative and perspective. They may imagine the voices and characters, each in differing ways. They may imagine a deeper backstory or be influenced by movie or television adaptations. They may connect the characters to previously explored texts. This is normal. The writer and the reader each place part of their identity within the story. Sometimes the author doesn’t make reading easy to follow or understand. Their identity can bend, shift, change and be quite complicated. This complexity can make an understanding difficult to follow. Reading across texts may even deepen that mystery – or paint a clearer picture. Reading texts by James Herriot or Colin Dann gives a reasonable interpretation and insight into the writer’s background. The World War II fighter pilot, Roald Dahl, may be clear in some of his closer autobiographical books, but his children’s texts are far further from his life experiences. Or, are they not? Readers will have their own interpretation and it’s important to know that diverse responses to perspectives are possible.
2cultureJRR Tolkien penned the epic ‘The Hobbit’ and ‘The Lord of The Rings’ books. These works and his other compendium of titles reflected his life story in some shape and form. He was born in an independent nation the Orange Free State (now part of South Africa). The landscape of the African continent was complex and difficult. Family circumstance saw his widowed mother move to England. Place names from his upbringing, a spider bite, the tragedy of World War I and countless other stages of his life influenced his writings. Here was a man propelled into his first job at the Oxford English Dictionary and fell in love with language. His translation of ‘Beowulf’ showed considerable international mindedness, a theme that slips in and out of his Middle Earth adventures. Beliefs, values and attitudes shape a writer. They target an audience willing to lift open the pages. Quite often the writing follows a similar style to that read in the years before it. A connection between the familiar and the new is important for a reader. Does text reflect where it was formed and when? The place and time of a text can often be acknowledged from the feel of the text.
3creativityImagination is key. Creating something and engaging it has to be in reach of the reader. The writer’s role within a text is to paint a canvas vividly enough to make the words leap from the page. The often written cliche about transporting the reader to another place is important. Interpretations can take multiple forms and transcend that of a simple text. The writer and the text will be heavily original in ideas, shapes and forms. Originality will make a work stand out.
4communicationBoth non-literary and literary text have the problem of getting their message across loud and clear. Does the writing aim to convey a message to the reader? How can the writer know that the reader will see the message? The audience must be assumed to be in on the writer’s previous works, or of a particular kind that can easily access the text. Some readers may struggle to follow the messages hidden or directly thrown at them from the text. Some may ignore the bias of a message and value their own views more highly. Cooperative readers may follow more closely, but even so, text meaning is not always definitive.
5perspectiveAuthors can also write in ways that do not follow their views in any shape or form. They may take the role of devil’s advocate just to sell more books, or open a debate. This is one example of literacy devices available to writers that readers may or may not be aware is being used on their perception of a text. The reader may or may not bring their own complete perception which clashes with the views in the text. Before you know it, there’s critical thinking, attention and a discussion as the reader tries to interpret the text. What will the end result be? Will it influence the reader or not?
6transformationIntertextuality: the connection and relationship across texts, especially that of literary ones. One text can lead to a heavy influence on the next text. Sometimes it is the creation of new ideas from one text to another. Some texts may follow one another, across authors, or not. Some may be reimagining or taking elements of a story into their own works. C.S Lewis penned ‘Perelandra’ which is often cited to be a reworking of John Milton’s ‘Paradise Lost’ and the biblical ‘Book of Genesis’. Some texts will influence a reader changing their perception of reality. Reading Michael Crichton’s ‘Congo’ as a teenager opened my mind drastically to interspecies communication and in later years whilst volunteering at a zoo, I found myself communicating with an orangutan, like you do. Potentially, personal interpretations can be hugely transformative.
7representationSome texts are abstract. Some are relatable to reality. Some are every step between. Accurate reflections of reality, potential futures, to artistic imaginings are central to a reader connecting the text to meaning. The form and structure of the story must connect between both the author and the reader. The largely popular space soap opera epic ‘Star Wars’ started out under the pen of George Lucas. His dog, an Alaskan breed would find itself as a relatable humanoid representation in that of the character, Chewbacca. Throughout his writing he represented characters using human touches.

With the above in mind, the course can be further dissected and placed in the required syllabus areas of explorations. They can be supplemented by the Prescribed Reading List.

AREA OF EXPLORATIONS
1readers, writers text#0.1 Why do we study language and literature?
#0.2 How do we study language and literature?
#0.3 How does text affect us? [Use real world examples]
#0.4 How does text affect us? [Use variety]
#0.5 Meaning: constructed, negotiated, expressed and interpreting
#0.6 language use variation: text types/form/genre
#0.7 Building confidence through structure
#0.8 Non-literary and literary differences
#0.9 Language & literature: an introduction.
#1 Breaking down the complex
#1.1 Text type: style & structure – the affect on meaning
#2 Investigate texts, the various forms & types – pay close attention
#3 What choices do writers make to communicate meaning? (e.g. images, sounds and words)
#3.1 Texts: an insight? Form a response
#3.2 Texts: a challenge?
#3.3 Personal vs. academic responses
#3.3. expand your response
#3.4 metacognitive awareness
#4 What role do readers make to understand meaning? (e.g. images, sounds and words)
#5 The role of creative language.
#6 How does creative language relate through literature?
#7 The power of texts/perspectives
#8 Linguistic and literary messages: what are the authors communicating?
2time and space#A social capacity: connect to community, culture & history (advertisements, poems, etc)
#B variety of cultural contexts (places, cultures, times; insights?)
#C Do texts reflect or refract our world? (Is there a social or political agenda? How do we approach older texts? Still relevant or obsolete?)
#D How do cultural conditions affect language? (Any representation of social, political and cultural concerns? Do meanings and impacts change over time?)
#E How are cultural conditions a product of language? (Bound by societal framework and the implications? Do they represent cultural practices?)
#F How is identity and culture influential to how text is received?
#G Explore cultural and historical perspectives (Open, plural or cosmopolitan?)
#H The role of text to oneself, local and global connections (Does it provoke influence of raise questions?)
#I Is a text complex or dynamic? (Is there a hidden story of reality?)
#J An exploration of the author’s background (historical events, narratives in terms of critical reception; is it important?)
#K Who is the author’s audience? Obvious or unapparent?
#L The intricacies of relatable places and times across generations and boundaries (Is a society or identity represented reflected in language use?)
3intertextualityRelate: past to present.
Engage: literary & linguistic traditions.
#i Connections between text and audience (ideas and traditions in respect of diversity; is a classic text still valid?)
#ii Making a comparative (deeper appreciation; how can different perspectives highlight an issue, topic ore theme? Can a comparative and an interpretation be transformative?)
#iii Unique characteristics and complex systems as a connection (Similarities & differences? Can diverse texts share points of similarity?)
#iv How to and when to openly discuss your interpretations (create a critical lens; expand on a meaning; question it; what’s your view? How does a system of reference evolve over time?)
#v Mode & genre of text, literary form, chronological development, topic or concept, debate or theoretical perspective. Do texts deviate from literary forms and genre? Why? How?

“What two principles of course design spoke to you personally, why, and how will you use that to design your syllabus?”

Integration and variety will enhance interest. I believe as a teacher our heaviest influence sits in these two areas. Students are mostly familiar with autonomy and accountability. These should be well-trod paths across IB subject areas.

COURSE DESIGN PRINCIPLES
1varietyStudents can connect, compare and contrast across multiple texts. This can include translated texts and those in an original target language. The traditional canon and the voices of emerging voices can strike a balance to form a varifocal view of the world at large. The bigger the lens, the deeper the understanding? The text students are exposed to should reflect global society, local society and multiple cultures. The protection and preservation of texts should be side by side with literary forms, places times and most importantly voices. Is less more? Or, is in terms of literary form more diversity essential for diverse understanding? Linguistic and language evolution is ongoing, and tied to literary developments. Students must understand that they are the master of their own exploration. Their individual selection of texts will open new doors for others within the classroom cohort. “Variety is the spice of life” – William Cowper, British poet.
2integrationA learner profile needs more than reflection. How can a student look at each current and previous text to form a connection? Do students need to form spider webs and mind maps to draw and illustrate connections? Will as Minecraft-style virtual map help relate and show their connections? Lines can be drawn across areas of exploration and through the seven concepts. Organisation skills will be needed throughout.

Everything should connect. Compartmentalisation has little value to complimenting the study of multiple texts. Inherent, context-related and comparative text studies should be integrated to demonstrate to students that references from outside of the classroom cohort’s own research are relevant and supplementary to their development.

Why is integration important? Oral assessment / Paper 2 – meaning elaboration required.

“Integration happens when all your parts of your being are in harmony.” Amy Leigh Mercree, author.
3autonomyStudents must be empowered. They’re the keepers of their destiny. They prepare their likely routes of study individually. They work towards assessment, formative (self-assessment and peer-assessment will encourage evaluation skills) and summative. They must make decisions with care. They will need pushing through positive encouragement. A variety of materials and access to research tools, the right syllabus components, how an assessment is made, and full scaffolding support (in the case of students new to the IB or international schooling). A teacher’s role is to guide and ensure texts are appropriate to the short-term and long-term study at hand. Is the text connected to the concept or issue? “I want to sing like the birds sing, not worrying about who hears or what they think.” – Rumi, Persian poet
4accountabilityAcademic honesty.
Whole class awareness of the course requirements.
A plan of action that is clear and achievable: the pathway to assessments.
Individual assessment components must be used on a sole occasion, keeping it fresh and balanced.
“Simplify, slow down, be kind. And don’t forget to have art in your life – music, paintings, theater, dance, and sunsets.” – Eric Carle, author and illustrator

“What one question do you still have about the philosophy or the practicalities of designing a course syllabus?”

I want to think mainly in terms of reflection:

Is my course fit for purpose? Are all the outcomes specific, attainable and measurable? Does the content and method match the outcome? How well can students achieve the necessary outcome? How can I make the course a better fit for the differentiated learner? Are my course syllabus learning outcomes reasonable in relation to the contextual issues? Are all the outcomes going to be theory-based or will it be possible to draw on transdisciplinary skills to highlight skill-based outcomes?

I should hope any student on the course has a level of English that’s appropriate but I’m willing (as is the school) to intervene and develop that level. The level of interest is something I half-worry about. Parent power in China is strong. Some students may feel pushed into the more traditional areas of education and lose sight of their personal interest. A student studying English, here in Dongguan (China), is often a source of pride to family and face. Developing and maintaining an interest in era heavily flooded with video game, social networking and other distractions takes time and patience. As a teacher we must adapt and evolve with the times. Discouraging a student will only create a barrier. How can we integrate their other interests to reinforce interests in literature and language?

How did your thoughts about what you might teach change based on the TOK debate?” The understanding that knowledge is a reconstructed or constructed representation as opposed to a perfectly symmetrical mirror image of life and reality.

What are you most excited about teaching and why?” Engaging students in their time and place and uncovering their viewpoints. Watching as they evolve confidence in understanding the viewpoints of others. I’m excited to help our learners at TWIS develop inquiry and critical thinking skills alongside literature and language. I hope that they can recognise the value of reflection, transferring their skills into other disciplines. Explorations should be shared. Are we told by the author to read their text in a certain way? Can we choose to interpret their work in terms of our own cultural assumptions? How do communities of students, academics, teachers or other groups view a text? The same? Differently? Constructing knowledge around text will be enjoyable. Meanings shared are often enlightening.

As a teacher the challenge is monumental. Explaining things sometimes lost in translation will be challenging. Exploring how a text may have been written for a completely different audience (ethnicity, location, time etc) will determine how open-minded a learner can be. Perhaps, there will be absence of an international viewpoint that can be explored. Charlie Hebdo,a French publication known for satire have experienced extreme examples of how an approach to place and time could be considered divisive and unhelpful in international outlooks and mindfulness. Poets, bloggers, cartoonists, and journalists must all take careful approaches. The learner too. They are each subject to their interpretation techniques.

To I.B., or not to I.B.? [Wrap up]

Parent page: IB Learner Profile

English A: Language and literature (Cat.1): Module One reflection

Is the learner profile relevant?

help teachers build rapportdeepen a teacher’s professional relationship with their learner(s)connect support levels and buddy peersallow informed planningallow a teacher to observe a student’s perspective more closely
allow for suitable timetablingallow teachers the chance to create a relevant scaffolding of learningdetermine classroom layoutdevelop tutoring support through differentiationallow group and class participation
Information is not static. It moves. The student’s profile is a record and guidance for new teachers.Pertinent information such as interests can be aligned to teaching.Highlight strengths and needsAllows supply and cover teachers a fairer insight into the individualpersonalisation
it can be a document, a portfolio, a combination of digital and traditional formsTHISISABOUTINDIVIDUALS
Formal or informalCan contain conversations, questionnaires, video interviews etcA place for their aspirations & passionsRecommendationsTo inform discussions between teaching staff, parents and guardians
Insert things they dislike and wish to avoidDocument life experiences, people, pets, moments of inspiration or importanceHighlight what they do when help is neededExamplesExemplars selected from other sources that guide the student
Select appropriate curriculum material/supportHelp develop maximum engagementProvide assessment dataExplore the profile’s purposeReview snd evaluate the profile format
Two-way process between the teacher & the learnerUnderstandingA chance to show inclusion of all in the learning journeyHow does the individual adapt?What tools and/or techiniques and/or technologies do they favour?
A chance to express themselvesAddress assumptionsSkill setsHave their own saySupport transition

To I.B., or not to I.B.?

There are numerous forms of education systems and curricula out there. The University Admissions Officers Report 2017 may argue that A-Levels are in-depth looks at specific avenues. Many will have you look at US, Australian, or British curricula. The International Primary Curriculum is reportedly the fastest growing primary school system on Earth. So, as a teacher, a parent or a potential student, it pays to do your homework in the form of research. Which methods best fit you? Differentiation in learning is also about knowing when a system of study will or will not suit your learning style or method. Cost, demand, class size, location, and a plethora of other factors need to be taken into account. If a student or parent aspires to have holistic, rounded, international minds after primary, middle years and diploma years, then IB is the way to go. A range of skills as opposed to the ability to answer exams may help.

Native and foreign languages are encouraged with IB formats. Whereas, a language must be chosen separately in the AS- or A-Level formats. Students usually opt for 3 to 4 A-levels, but can take more. Obviously more subjects will equate to more homework and class time. That could also create more clashes in a timetable. The base AS-Level can serve as a foundation, paving the way for the A-2 Level which give the final result and grade. Their grading ranges from A* down to E.

The IB system is comprised of six subjects. There are academic cores (TOK: Theory of Knowledge), Extended Essay (EE) and Creativity, Action & Service (CAS). Optional subjects are plentiful and the opportunity to attempt Higher Level study is available. Points win prizes and diplomas are issued based on overall points gained. University entry, e.g. UCAS (The Universities and Colleges Admissions Service) in the U.K. requires a number of points earned. Overall, feedback via independent websites and student reviews indicates that students feel they’re better equipped at university. One student’s experience of course differs to another student’s feel. Perspective is key.

Close language analysis: what’s the point?

Words matter. Phrases matter. How you teach it and convey the comprehension of all text matters. Writers convey and highlight messages in their text. How your comprehension interprets this message matters. Figures of speech, idioms, sentence structures, tone of voice, choice of words and other techniques need to be clear. Literacy and language need good communication to avoid messages losing meaning or creating problems! We, as analytical thinkers, must decode and reconstruct the meaning. We must be able to say what it is about and the possible effects of the text.

Optional challenge: Further analysis

Parent page: IB Learner Profile

English A: Language and literature (Cat.1): Further textual analysis of two I.B. documents

IB Theory of Knowledge Guide Module 1Parent Pack FAQs About The PYP
purpose of textTo make all students and teachers aware that interpretation of knowledge is important. It is fundamental to ideological thinking. It is key to understanding bias, valid or not. It offers the chance to retain, revise or reject bias. Critical reflection is encouraged. Knowledge and knowing are there to be questioned and explored. With knowledge and exploration, it allows students a chance to apply it to real-world scenarios. The whole subject must be passed. Without it, then no certificate of diploma can be awarded.An introduction to the curriculum/framework of primary (those 3-12 years old) years programmes within the I.B. schooling systems.
dominant vs oppositional readingmostly dominanthighly dominant first page spread; second page is dominant also, with a slightly toned-down aggression
tone created/reasoningTOK (Theory of Knowledge) is assessed through an essay (1600 words) & by an oral presentation. It’s a broad spectrum reflection on what knowledge is, how it happens and why we know is what we know. It must argue how we know what we state to know. It’s a mandatory test within the I.B. Diploma Programme (D.P.) central core. As a student, you will need a broader mind. Arguments are presented to teachers. Question and answer style format. Adopted the role of interviewer and interviewee. Some bullet points and linked sources included to break down the monotony of paragraphed answers. Highlights I.B.’s interweaving style of teaching and emphasis
words or phrases have a highly charged connotation/ the effect on the reader“Theory of knowledge guide
intended to guide the planning, teaching and assessment of the International Baccalaureate (IB) Diploma Programme (DP) Theory of knowledge (TOK) course.”
curiosity, creativity, ability to reflect, stimulating, challenging, nurture, foster a lifelong love of learning (also smooth alliteration), transdisciplinary, investigating big ideas, gifted, special,
words or phrases demonstrate the ideological perspective of this text“Theory of knowledge guide
TOK teachers are the primary audience, although it is expected that teachers will also use the information in this guide to inform students and parents about the subject.”
Aimed at parents and guardians.
Other notesBertrand Russell (1926) invented the term Theory of Knowledge. The 8 areas of knowledge are mathematics, natural sciences, human sciences, arts, history, ethics, religious knowledge systems, and indigenous knowledge systems.N/A

Close textual analysis of the I.B.

Parent page: IB Learner Profile

English A: Language and literature (Cat.1): Close textual analysis of the I.B.

I.B. Mission Statement:

“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.” (Source: https://ibo.org/ accessed June 2021)

#1 What ideological biases exist in the IB mission statement and how do you know this as a reader?

Is education equally accessible to all? Do the elite get independent and private teaching with more ease? How many governments support IB teaching? Do regional governments back the IB system and methods? Is the IB system open to all, or to the few?

The notion that the target market is those classified as young. There is an assumption that people want to make peace. Some cultures and societies do not want other teaching methods placed to their population. The statement refers to international organisations, notably governments and schools. It implies that other systems of assessment and international education are less challenging, however, it acknowledges that other ways of life and education may also be right. These other methods of learning are other ways and means to continue life-long learning. The statement that it ‘encourages students across the world…’ is bold and clearly implies the IB backs its words up with statistical analysis. Social, intellectual and cultural bias could be implied from the first and third sentences of the statement. Similar to some countries not wanting an external influence on domestic education, it could be said that tolerance or understanding may also be subject to different perspectives. Marginalised and threatened social groups may not be treated equally within one kingdom. The paragraph on the whole highlights that nations and continents are connected, and more than ever, we as a race of people need to communicate and get along. Yes, there are many ideals, but aspiring to be better for everyone is a very human trait.

Cognitive verbs form the first half before the latter becomes less preachy, more clinical. The persuasion blends into intrigue and overlooks nationalism in favour of internationalism. The standing of populism, separatism and divide from internationalism shows this debate has plenty of room for the IB system. Isn’t together as a species for the preservation of the planet a better way to be than selfish ways?

Preferred (or Dominant) ReadingNegotiated ReadingOppositional Reading
An audience follows the direction of the media or writing in a way that was pre-calculated by the writer.The viewer or reader must make their own decision, be it in whole or partial agreement to the message of the writer. It is quite often a partial agreement.The audience are not expected to swing their views in favour of the writer or the message of the produced text/material.
Complete disagreement is expected.
e.g. An advertisement in a magazine triggers the reader to use a discount voucher or follow social media channelsA documentary, TV programme or show, or a movie.A political broadcast aimed at one party’s members but not the opposition following.

#2 What is the dominant reading of this text and what might be an oppositional reading of the IB learner profile?

Looking objectively through eyes that imagine that I have never encountered the IB system, I can see a few cases against IB learning. An oppositional reading may be one whereby a student or parent has been sold A.P., IGCSE, Cambridge Pre-U, or the BTEC National Schemes. The traditional AS- and A-Levels of the U.K. may be favoured due to their longevity and global usage. Advanced Apprenticeships, NVQs and T-Levels are other such alternatives. The world is fluid and these days, more than ever, with global uncertainty in the shadow of COVID-19 and political disagreements, mean that IB faces a challenge, like all education methods. Online teaching, isolation, illness and worry are barriers that prevent smooth collaboration and transition without dedication and focus. Education attitudes change and idealising every problem is far from, erm, ideal. And, as the semester crack on, there are stories of IB students weighed down by too many essays, from too many subjects. Are students reflecting too often and in too much detail on too many common sense matters? Should students and parents ultimately share their perspective of the IB system and its benefits, rather than the IB itself?

Dominant wording such as ‘integrity’, ‘honesty’, ’empathy’, and ‘compassion’ are qualities that many people aspire towards. These hard-selling words sit alongside people’s curiosity. We’re a species that asks questions, over and over again. And when we get answers, we seek more questions. For many questions start to fade, but there’s always a group of people asking more and more questions, continuing through their lives. We develop. We grow. We exercise our minds. We expand our knowledge. We express ourselves. We think about how the world works. We explore who we are and where we are in space and time. Consciousness gives us appreciation and we use it in empathic ways. The IB school appears to be a garden and source of higher learning. It shows a student who is an ideal: the champion of learning. A student who is hungry to excel, has drive and uses resilience to battle through studies. The IB method can’t create a ‘Super Student’ in a red cape with a blue suit, but it can stand students in the right position to know which tools to use, and when. Each will then be capable to use their best qualities and maintain their learning efforts throughout life.

#3 “What is the tone created in the aims and assessment objectives, how does the author create it, and why?”

Aims are presented clearly. They’re fed to the reader as a list. The assessment objectives are clear and again placed in a bullet-point list to allow clarity when reading. It has a dynamic shift using active words. Engage. Develop. Communicate. Foster. Collaborate. It screams of hands-on learning. Key skills are set out, and with that the scaffolding of the student’s eventual endgame assessments. Target acquired? Lock on and engage.

For a young learner it allows imagination and gives meaningful descriptive words to appeal to those who likely have at least one of the 10 IB learner profiles, even before they’ve encountered such things. There’s an emphasis on motivating a keen student, that shows at some stage they must ‘analyse and evaluate’ their own studies. Great responsibility awaits the learner seeking independence. A student can develop their own journey of learning.

#4 What words or phrases have a highly charged connotation and what is the effect on the reader?

All throughout you can celebrate learning. Who doesn’t like a celebration?! Did somebody mention learning? This key word appears in phrases throughout the text. Learning celebrates meaning. Learning means an open and inclusive classroom. Learning is for life. Learning processes are cyclic. Learning is a doctrine to develop purpose, culture and the environment of the classroom. These paraphrases give various simultaneous overtones and undertones, e.g. that of lifelong learning/It brings people together/be part of it.

The word democratic empowers people and perhaps those in more closed systems may be sold on the idea of governing themselves or bringing revolution to learning. It also implies that the teacher is not the be all, end all autocrat of traditional classroom environments. It says to the reader that they can command their own seas, and a voyage is possible (on the way to a pre-guided syllabus assessment). The student, however, will feel empowered.

#5 What words or phrases demonstrate the ideological perspective of this text?

The phrases allow creative minds to wander and focus. There’s an emphasis on connecting whilst taking responsibility. They allow outside the box thinking to dream of situations beyond the walls of a learner’s classroom or school. They encourage community, caring and service to others in active ways. It is an open invitation to think bigger than a page in a writing book. Inevitably there will often be students who carry causes or concerns to the classroom. The word empowers returns again. It gives them a chance to think of a way to rectify or influence change, even if it’s simply drawing attention to a concern that is lesser talked about. The examples serve to inspire and tap into the emotional level of a reader. It introduces projects as being possible and plausible. Contextualising opportunities gives ample opportunity for educational analysis, in a way that students participate. How can the learner create a more superior world? Can they start that process in their early days of the IB?

ATL (Approaches to Teaching & Learning)

Parent page: IB Learner Profile

English A: Language and literature (Cat.1): ATL (Approaches to Teaching)

“Your mission, should you choose to accept it…” Find pages 60-66. Read them, digest them and share them in a way that has meaning. “What is your criterion behind some having a higher or lower priority?

The below positions can be interchangeable dependent on a student’s needs. It’s important to differentiate and tailor tasks to a student’s needs. A student will be better equipped for inquiry work, if supported by peers and collaboration. This will iron out any doubt in a student’s mind. Inquiry can lead to putting those questions into a context (locally, regionally and globally) through real examples and exemplars. From that a conceptual understanding can form. Finally assessment should follow, whether formative or summative. All areas of approaches to teaching and learning are essential but to knock down any barriers to learning is a sounder starting point. Remove the barrier and forward progress can be made. Leave the barrier and growth will not come.

1Teaching designed to remove barriers to learning.
2 Teaching based on effective teamwork and collaboration.
3Teaching based on inquiry.
4Teaching developed in local and global contexts.
5Teaching focused on conceptual understanding.
6Teaching informed by assessment.

Further thoughts: The weight of importance in all six aspects are near equal, but in reality little is equal. So, I believe they are better thought of the form of a mode continuum (Gibbons 2003). This popular profiling can help us to show the understanding and needs of students, with respect to their development and targeted progression.

Additional thoughts: Following my own look and thoughts of this challenge, I found that other students on the course had similar ideas but also preferences on their own take of the ATL positioning. Perhaps a central title with arms spread equally and outwardly like a starfish is more appropriate. There’s a bigger picture at play in context, conceptual understanding and assessment. However, the removal of barriers, creation of teamwork and direction of assessment need to be in place for the latter three aspects.

English A: Language and literature (Cat.1): ATL (Approaches to Learning)

1Communication skills
2 Social skills
3Self-management skills
4Thinking skills
5Research Skills

What is your order of importance for the approaches to learning?

From the beginning of any course, students may or may not be new to one another. Communication is key to a smooth study. They must be able to talk with, e-mail or write to one another, or their teachers. Ineffective communication may lack social skills. The two are very closely related. Likewise, self-management links to thinking and research. Can all truly be prioritised over others? Not really, due to the fact they’re interactive and they’re dynamic. Essential agreements between students mean that they set their boundaries and regulations for study. Without that there would be an unclear pathway of communication. Social skills allow good communication, but good communication takes social skills. Holistic learning systems are like a dessert jelly. They shift and wobble to the needs of the learner. Self-management requires prior learning and knowledge. Not every student comes from the same background. The social and communication skills of a class allow self-management to filter through. With this skill in place, then thinking and research has a firm base to take part. Basic thinking is a natural skill, to take it further it needs inquiry and research. Research, like in real world scenarios (e.g. vaccine makers and pandemic preventers) takes the thinking of others and combination of all of the above skills.

On reading other student’s works and their ideas, I really liked Amy Bosnich’s Adobe Spark presentation.
Feedback“Thanks, Acton. As we proceed in the workshop, you’ll come to appreciate how fundamental visual literacy is to our course. Your choice to incorporate a visual interpretation when you respond is a good model for others — and will be a valuable practice in your teaching. Students are invariably familiar with the maxim “a picture is worth a thousand words”, but that’s a very superficial starting point to the broader examination of the interplay of image and text, how one can complement the other, or offer a nuanced interpretation of a single point etc. The authorial / creative choices behind the creation of an image is something we’ll explore often with our students (in photos, ads, documentaries, films, tv shows etc).” – Marie Baird, IB Diploma Teacher

Learner Portfolio.

English A: Language and literature (Cat.1): Portfolio task

Module One (2/6-8/6)
The Learner Profile
Notes
Analytical writing
Formative Approaches to teaching and learning (ATL)

Close textual analysis of the I.B.
Five questions:
I.B. Mission Statement; I.B. Learner Profile; Course Aims and Assessment Objectives; Standards & Practices; Creativity, activity and service.
Summative

Populating as we go.

C
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e
a
t
i
v
e
writing
HERE IT WILL BE, WHEN IT IS HERE

Talk to me.

Feedback“Thanks John. I like the idea of using this as an icebreaker early on … something you might share with students at the end of Week 1 or 2, after you’ve gone over various components of the course. It’s a good way for students to focus in on areas where there still may be uncertainty, questions outstanding, etc. Also a good prompt to have students consider ‘why did Mr Acton use this (or that) particular symbol or icon here?’ (discussions pertaining to authorial choices are always fundamental to our study of any text).” – Marie Baird

You need to be yourself.

Projects &/or alternative assessmentsAlso important.
A bullseye activity is a great way to explore a global issue. Imagine an ear bud. To you, it may be of use to clean your ear (individual) but then how do you dispose of it? Are there family rules about ear bus uses? How does the community see an ear bud? What are the city regulations on ear bud disposal? How has ear bud use been affected by regional hotel environmental laws? What problems do ear buds prevent to global pollution levels?

Voices.

ReflectionIt’s important.
1.     Begin by writing a bit about yourself: where do you teach? What’s unique about your IB situation? Let others get to know you. Write whatever you want others to know about you.I joined the I.B. candidacy school of TWIS in Dongguan, against the run of traffic. As I sat in quarantine, having returned to China (on the last possible day before a border closure in March 2020), I figured my job interview was not going to happen. It was due three weeks prior and there had been no response, because everyone had bigger things to worry about. So, I dropped one last e-mail & WeChat message to the principal of TWIS. Video interviews followed. The ball was rolling again. I was excited because the opportunity allowed for holistic teaching methods.

After transfer from my previous school, I realised that I was in a school facing the candidacy process and with many teachers stranded in other countries. Immediately, online meetings and collaborations allowed us as a team to perform effectively and deliver a clear near-uninterrupted school year of teaching. We’re less worried by a nearby outbreak in the city of Guangzhou and Shenzhen, because we know we can adapt and perform during this new norm.
2.     What is the most pressing question you have about the Language A: language and literature course?Actually, two matters arise that I wish to address:

How has this course managed to remain in touch with technology and changing social attitudes to literature and language?

How can the course better support those who require an English intervention programme to better enrich their comprehension and vocabulary skills?
3.     How can you develop positive online professional relationships for the workshop and beyond?We’re each more linked than ever through LinkedIn/Facebook/Weibo/Twitter and so on. Many channels like Xoom allows video calls. E-mails are simple enough. They’re the hassle-free electronic pen pal of the world right now. Meeting teachers at seminars face-to-face and via online courses can be invaluable. I remain in contact with university friends, first aid class companions, teaching colleagues and my door is firmly open. I read somewhere that teachers teach teachers. I couldn’t agree more.
4.     What does a successful outcome look like for you after this workshop? List three things you want to achieve.Diverse literature syllabus.
Balanced literature and language course formation (creative v analytical.
Enhanced teaching method strategies, specific to this course.

English A: Language and literature (Cat.1): Portfolio worksheets

Introduction worksheet for student learner portfolio. Features spaces with prompts and areas to trigger investigation or prior knowledge mind-maps of different text types; Electronic information space (as the portfolio will be analogue); gently stresses that learning is a journey and the portfolio is a pathway to the outcome. Can be used as a classroom ice-breaker early on. Customisable.
Feedback“Thanks John. There’s lots going on here, and at first it felt a little confusing, but when viewed in tandem with your “learner portfolio template” it all makes good sense. I’ve not seen a blog suggested before as an LP format, and I’m not sure if it would be the most appropriate of platforms for the demands of the Learner Portfolio (given the need to offer substantial organisational capabilities for 2 years). But in other respects the blog format accomplishes a great deal, particularly in terms of introducing students to their teacher as an individual, and as a means to demonstrate how organic our thinking and learning can be.” – Marie Baird, IB Diploma teacher

“By encouraging teachers to explore the widest possible array of text types, authors/creators, issues. You’ll see in Module 2 as we take our first look at the syllabus, that no (or very few) restrictions are placed on us in terms of course design — rather we are invited to design a course that takes into account our context, our students’ capabilities and interests, and invites and welcomes multiple interpretations and perspectives.” – Marie Baird, IB Diploma teacher (6/6/2021)

“Thanks John. I like the idea of using this as an icebreaker early on … something you might share with students at the end of Week 1 or 2, after you’ve gone over various components of the course. It’s a good way for students to focus in on areas where there still may be uncertainty, questions outstanding, etc. Also a good prompt to have students consider ‘why did Mr Acton use this (or that) particular symbol or icon here?’ (discussions pertaining to authorial choices are always fundamental to our study of any text).” – Marie Baird, IB Diploma teacher (5/6/2021)

“Thanks Acton. All good here. Just one query to note — in your IO you used The Levellers as a non-literary text (if I’ve understood correctly) – ie their music video. Here though you seem to be including them as a literary work (ie as lyricists – with a study of their lyrics only). Either of these options is possible (as they are not PRL and therefore designated as ‘literary’). However, you would need to make the choice clear to students. If they are studied as multi-modal texts, then they are non-lit (a BOW). If they are studied only as lyrics (a sub group of poetry) then they are a literary choice.
And with that, you’ve completed the requirements for our Cat 1 workshop. All the best as you implement your course — I hope the candidacy phase is nearing completion and you can put your plans into action soon!” – Marie Baird, IB Diploma teacher (29/6/2021)

“I too like your concept questions, Acton. I have been considering for a while this ideas of teaching texts as part of an inquiry. The questions you have included give me a better idea on how to do this. Thank you!” – Amy Climpson, teacher (15/6/2021)

“Hi Acton, When I think about the questions you will focus on, I saw once again how well the works you chose fit the criteria. Thank you” – Banu ÇELİKEL Yildiz, teacher (15/6/2021)

“Hi John, I found your text choices really interesting – so many are unknown to me but it seems a versatile choice offering a lot of unique perspectives which is great! I also like the idea of a unit that explores language change, especially through Shakespeare. This really could open students’ eyes to how we as humans create meaning and are in control of language: a great foundation for all kinds of analysis. I think it would be interesting to see an overall topic for each unit (perhaps this is something you have in mind already!) to better understand the links between texts and also the types of GI your students might consider for the IO.” – Erica Inman, teacher (29/6/2021)

“I’m really impressed by the amount of thought and energy you have put into coming up with a meaningful topic. The detail, especially regarding the press reviews and further reading are useful springboards to encourage students to flesh out their knowledge and this approach could very well make a positive difference to the final mark. However the non-literary text, although chosen from a BOW still has to focus on a single piece i.e. one video, picture, set of lyrics. You are referencing the whole Levellers BOW and from what I understand, I don’t think that’s possible. I wish you would hone down that aspect and focus one just one, then I think it would make an excellent IO. In the 10 points, it might be useful to make a few explicit references to the GI too. cheers Neville” – Neville Attree, teacher (29/6/2021)

“Thanks, Acton. As you’ll have noted I try to focus on one or two elements in each person’s contribution here (different elements, as much as I can) — so that there’s maximum learning from others’ work. Your post is quite comprehensive but I’ll limit my comments.
 
GI is clear – perhaps a further focus – representations of displaced persons – artists using their art as a vehicle for protest
 
Extracts — you’ve provided the non-lit (music video) perfectly — lyrics and screen grabs. (The lyrics run to 43 lines, and we have a 40-line limit, but here’s an example where discretion tells us it’s wise to run to 43. Remember to tell students to add line numbers: SO much value in terms of time saved in the presentation and follow-up discussion.)” – Marie Baird, IB Diploma teacher (30/6/2021)

“The intention of having the extracts is so that students don’t have to memorize quotes — they have the text right before them (and before the teacher, too). Thus, it’s not necessary for the student to use valuable bullets in quoting from extracts (which are there in hand). Perhaps you did this so that we here in the workshop could follow your thinking? if so, thank you. But tell your students to use their bullets for content, key vocab, shifts / way points. 
 
You’ve provided a wealth of other resources you’d use for contextualization etc. We can make double use of this kind of resource if we use the review (for example) as well to study it as a non-literary text type (a text type students might well encounter on their Paper 1). Have students look at 2 or 3 reviews of the same subject (eg The Levellers new album) and consider how bias, voice, intended audience etc shape meaning. (This all has relevance for Paper 1 success.) You’ve included another possible music video (by a different group / performer?). Why not use this for trial IO practice (giving students the chance to work with the form — multi modal text / music video — and thus ‘protecting’ your Levellers BOW for the authentic IO).
 
Thanks for a good pairing and all your thinking — this BOW seems ready to go!” – Marie Baird, IB Diploma teacher (30/6/2021)

Anything else goes below here:

English A: Language and literature (Cat.1): General notes

The course is available for students at both standard and higher levels. The higher level is a study of 6 works and lasts about 240 class hours. The standard is 90 hours and two works less in length. The material works must be broad in spectrum, representing literary forms, time periods and places.

What are your key expectations for this workshop?” Language changes. Literature evolves in meaning and interpretation. It keeps us on our toes, thinking and learning. I expect to enhance my personal critical thinking; collaborate and develop my personal appreciation of literature (and the surrounding language). I expect to encounter a variety of aesthetic or stylistic forms. I expect to find ways to unlock cultural differences to help deliver a deeper appreciation to young learners in the near future.

To support study on this course, students will encounter non-literary text. These bodies of work will include a wide variation in format. Students are to be enabled to deep think, use higher order thinking skills to give an analysis that is critical, shows understanding of culture and context. They must determine a meaning. What is the purpose of the text to the audience? The students will take their assessments through formal examinations, oral and written coursework and other spoken activities. Two essay papers will be taken: A comparative response to two previously studied texts; and then one analysis of a previously unseen, and unto that point, unknown text. Transferring those study techniques will come into action at that stage. Practice to performance. The inevitable coursework for higher level students features a 1200-1500 word essay on a previously studied text.

“How familiar are you with the subject of this workshop?” Language covers all forms of expression that allow communication. It can be written or verbal. Literature is the written form of language. It’s the words to painting in an art gallery. If a song has lyrics and they’re written down, then it sits alongside poetry. Unlike language, literature is always written.

Students are attending this online course from as far afield as Russia, Canada, the U.K., the U.S.A. and China. That’s one heck of a lot of land surface, and a fair old electronic journey. All connected students. Each together on a journey. The COVID-19 pandemic allows opportunity. We can’t stand still. We each must remain engaged, involved and collaborate from offices, school and apartments. At this moment I’m typing in a tent. A Friday night wander into Dalingshan Forest Park (Dongguan, China) seemed like a wise move.

How would you describe yourself as a learner? What helps you to learn best? I like to read, survey varied sources, research using a selection of articles and books before hitting the interweb for accountable sources and also gap-fillers.

To allow storage and to manage this I.B. exploration via a home page, I have a link for Announcements and one for the Resource Library. There’s an interactive forum too. Tomorrow, I’ll print off the Language A: Language and Literature Guide, first exams 2021. Blue, purple and yellow highlighters at the ready. Then, I’ll swing by the downloadable samples and have a gander at them. I am just reading THE ROADMAP for a more clear pathway to complete and collaborate my way to the end of June. Any questions, I can drop here at Burning Questions. Where else?!

I watched a video by Tim Pruzinsky and followed his designed workshop first steps. The take home being that I am a student and I need to create exemplars. Time to test my approaches to teaching and learning (ATL).

the key study chapters are as per below:

Module One (2/6-8/6)
The Learner Profile
Notesapproaches to teaching and learning (ATL)

Greater sense of confidence in class?

Module Two (9/6-15/6)

Learner Portfolio Educator

“Space of development”

“Formative”

“Autonomy”

“Authentic journey”
Exploration (make connections between texts?; reflect on their own responses; practice; preparation area; early introduction; increases in importance; evidence – think academic integrity; reports; experimentation; with creative writing; form, media and technology; insights; record of responses; create guiding questions)

Notepads, art books, post-it notes on a small board, reading logs, web based e.g. Padlet (2), OneNote 2, Moodle, PowerSchool Digital, Adobe Spark, blogs, other such ways.

Non-Literary Unit of Study
Transdisciplinary learning (beyond the classroom investigation); diverse; monitored; created independently; students can use digital or old-fashioned paper (choice); orally: link global issues, representation of different or similar perspectives;


Syllabus construction
Portfolio allows self-assessment of skills that lack confidence; keeps a running record; which text types will be a challenge? Monitor progression of Paper One/Two attempts. Reflect on challenges posed by essay writing.

Grouping of common themes; explore similarities and/or differences (build an awareness of the multiplicity); any significance; record references and quotations. Which works match the questions they may face?

How to tackle a beast

Module Three (16/6-22/6)
Assessing student work
Assessing student work: Paper 2 marking.

Looking closer

Module Four (23/6-30/6)
Close textual analysis of the IB
Notes

Greater sense of confidence in class?

AssessmentPaper OnePaper TwoProjects
Higher Level (6 works/240 hours) paper reviewAssessing the examiner’s marking.Assessment under review.Individual Oral Assessment example exploration (Close textual analysis of the IB)

Feedback

ReflectionSelf-assessment (self checking your own progress)

Module one reflection.

Module two reflection.

Module three reflection.
Peer (suitable audio recordings)

Pool and identify ideas.
Teacher (personal valued feedback; challenges overcome; challenges to overcome)Feedback & Evaluation (critical analysis – exploring possible meanings)

A little extra:

Optional ChallengeModule One challengeAlternative
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Language A: language and literature guide
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Jargon:

AOE = Areas of Exploration (there are 3)

ATL = Approaches to Teaching and Learning

BoW = Body of Work

IBDP = IB Diploma Program

IBEN / MyIB = IB Educators Network (accessible once you are employed in an IB school)

IO = Individual Oral

LE = Learning Engagement

LP = Learner Portfolio

PRL = Prescribed Reading List

TOK = Theory of Knowledge

TSM = Teacher Support Material

#VisitDongguan2021

Good morning/afternoon/evening/night/day,

Wherever you are, make sure it is a good one.

6th February 2021. Day 1 distance cycled: 94km. Tongsha Reservoir and Ecological Park (同沙生态公园) was the route chosen. Lodged beside the 107 National Highway, beginning at the Dongcheng District, the reservoir and ecological park stretches towards Foling Reservoir, linked by a stretch of road at the unknown named temple (under construction at grid reference 22.971147108234454, 113.82079775499022). The area is great for cycling, picnics, and walking. It has a mix of managed and wild forestry. There’s the odd farm selling fruits such as passion fruits, bananas and other such desideratum fruits. There’s often a good melody of bird calls and some wildlife can be found throughout, although patience is needed. The best way to enjoy the park, in my humble opinion, is on two wheels. There are some side cycle routes and the loop road throughout the area is safe enough to cycle on (with care). There’s a shop somewhere on the west flank and one towards the southern entrance (with cycle hire) which allows for snacks and refreshments. I often cycle to this parkland area just to buy my honey. I’ve yet to try flying kites or picking my own fruits. This park is the place for such joys.

On my return cycle, I swung by Songshan Lake and rolled through a new park (Central Park – ZhongXin GongYuan is next to 梦幻百花洲), discovering an abandoned theme park ruins and a good place to park my bottom whilst swigging a cup of hot cappuccino. Looking back at the day spent in a wetland and ecological park only built in 2006, I thought how quickly nature had taken hold of the area. For a teenage park, it has much more potential to blossom. The huge 40 square-kilometre region has small mountains, water bodies, flowery meadows and plenty of leafage. After that ride, I ate Hunan food with my friend Melody and then had dinner in Nancheng. It was a very pleasant day indeed.

7th February 2021. Day 2 distance cycled: 85km. Alongside my Spanish colleague Jaime, we set off for the most south-western point of Dongguan. We’re not allowed to leave Dongguan during the Chinese New Year festival. It’s part of the pandemic control. It makes sense. Why risk it? So, we headed to a place that overlooks Shenzhen’s most north-western tip. The new ecological park at JiaoYi Bay is so new that on arrival we found that most of the wild areas were under construction. The Marina Bay New District is being. Some land reclamation, some sea landscaping and plenty of soil was being moved. Still it was easy to work out what the end product would be. A Dongguan government propaganda piece has a alerted me to the area, and it wasn’t a bad wander. However the ride through Chang’an town and much of Dalingshan on the way there was an anticlimax. The ride back following the Dongbao river wasn’t bad even if sometimes the cycle path just vanished or had a construction site over it.

8th February 2021. Day 3 distance cycled: 70km. I went out for a coffee. I had no intention to do more than 20km. Songshan Lake has many inlets and side roads. Some areas are under intense building work, whilst others have immense environmental projects here and there. And then there’s Europe. Huawei’s European town is tacky and classy. It’s cheap and it’s extravagant. It’s simple and it’s complex. I’m unsure how I feel about this stack of contradictions. Although it does have a pretty cool railway system, I worry the scale is so large and so imposing that in a country struggling between Western and Eastern cultural identity that this piece of luxury is one step too far. Ox Horn Campus has 12 town styles inside it. And it seems to be growing, year on year, like a sinister James Bond nemesis set.

9th February 2021. Day 4 distance cycled: 0km. Today was our Murray’s F.C. x DGFC 30-man football tournament on Dongcheng rooftop. Between us all we had 5 teams, two fields (both 5 and 6 a-side) and a good evening of football, followed by beers and food at One For The Road and then Hollywood Baby Too. After many games throughout three hours, I was shattered and sore. The holiday needed me to have more energy…

Until next time.

The Mountains Are Calling

Greetings from Dalingshan, Dongguan, P. R. C.

I slept too much. Having showered around 6pm this evening, I lay on the bed drying in a towel. I woke up by 11pm. A glass of grapefruit juice and a bowl of honey nut loops followed. The crisp cold milk gave me a breakfast feel, despite no sunlight finding my balcony. I slowly awoke and reflected over a simple weekend.

For a few hours today, my Australian colleague, Mr Oliver and I walked up Lotus Mountain in Chang’an town. We descended towards Dalingshan. It was a pleasant walk but the questionable air quality and lack of visibility outside of the grey spectrum made it less impressive. Numerous people covered their mouths as two foreigners strode on by. The insulting behaviours have been less of late, but today it happened often enough to feel deliberate and perplexing. On the flip side, enough men cleared their throat whilst staring into my face, enough for me to remember this unusual yet familiar passing greeting. I still wonder if they clear their nose and throat out when they pass others, or even alone. If a tree falls in a forest and nobody is around to hear it, did it make a sound?

Today’s sweaty walk was riddled with steps. Yesterday’s activities involved an exchange of the B. Twin Rock rider 520ST for a Merida Challenger mountain bike. A need for a larger frame necessitated such a move. Plus the Decathlon bicycle seems cursed. Three punctures, two collisions and a creaky seat later, I feel 8 months of regret about this cycle needs to be resolved. Those who resolve conflict, seek solace.

A class with Tina, and a good salad made with heart yesterday were highlights amongst a day filled with BBC’s McMafia TV series and very little else. The autumn grey skies are here. It feels cooler but also warm at times. My mind is muggy and in need of something more. The mountains are calling.

Time to sleep. Peace and love x

Rails to Suzhou

Good day/Namaste/S’mae/How do/Hello/Nihao,

I’ve never done the U.K.’s longest train journey. If you depart Aberdeen at 08:20 you can be stepping into the Cornish night at 21:43 that same day. The destination of Penzance is around 13.5 hours (1162km/722 miles) from Aberdeen station (built 1867), via about 33 stops. The CrossCountry train costs £102.50 in advance or £241.00 on the day. It isn’t a sleeper train. It sounds tortuous.

So, boarding the sleeper train from Humen (Dongguan) via Shenzhen North (深圳北站) to Shanghai was a little less daunting. I could spend most of the journey kipping. I departed at 19:43 and arrived by 06:50 in Shanghai Hongqiao (上海虹桥站). Aside from a man taking my photos and two girls playing on their bright phones in the shared bedroom cubicle, it was an unremarkable but comfortable journey. Wearing a mask for the duration was a necessary evil. The return journey (10:20 from Hangzhou East[(杭州东站) to Shenzhen at 20:39) was much tougher, having to be seated for so long with little chance to stretch. The connecting journeys at either end made for a short wander (less than an hour each time). Considering Shenzhen’s station opened in 2011, Shanghai’s station the year before, and Hangzhou was built in 1992, but refitted in 2013, and all the trains were modern, it was surprisingly easy to scan my passport and travel ticketless, all for about 700rmb each way (around £79.10). Modern rail network. Fair prices – even if they were inflated for the Golden Week holiday period (黄金周).

Why did I travel so far? Well, madness. I haven’t left Dongguan’s city prefecture boundaries since March 26th 2020. The post-COVID-19 restrictions and worries haven’t helped. The first holiday of the school year gave me 8 days to play with. So, armed with an invitation by Tina, my coffee shop friend, off I trotted. The ancient city of Sūzhōu [苏州] is twinned with and often compared to Venice. It is in the same province as Nanjing, a walled-city I visited last summer. I liked there. I was certain that with everyone’s love for Suzhou that I wouldn’t be disappointed. For years I have been hearing from Tom, Dick and Harry how good the city is for travelling around. The hotel selected was the swanky Pan Pacific Suzhou (苏州吴宫泛太平洋酒店). Located close to the Auspicious Light Pagoda (1004 B.C.) it included access to the Panmen gardens and original South Gate of the once-walled-city. Built in 1996, the hotel bizarrely has U.K. plug sockets and other western trimmings but is now undergoing a substantial refurbishment. The location is ideal and relaxing with a great Xinjiang restaurant over the road, and restaurants onsite. The swimming pool looked good, but I didn’t take my trunks.

Suzhou’s tourist areas are colourful and lively. They’re a blend of the old world and new. There’re heaps of plastic and mass-produced goods claiming to be handmade and local. The shops that sell them, and snacks, are numerous. It can feel like Groundhog Day going by the frontages but amongst the clutter there are some genuine brilliant pieces of gold dust. There are collectible shops offering keepsakes and relics, coffee shops that have art galleries and art galleries that have coffee shops. There are hidden away alleys with tiny teashops and real dabs of history throughout the city. There’s a Finnish restaurant, the usual array of western food (Sera Nera [十全街吴衙场40-1号, 近迎枫桥弄] is one Italian place I will recommend), Ann’s teahouse offers English-style food, and then there’s local bites from bugs to great fish to choose from. Suzhou seems green and spread out, it’s rather like Norfolk in that hills and mountains are rare (as goes most of that general region to Hangzhou and Shanghai). It isn’t a terrible place to be, but it isn’t amazing either. Perhaps I hanker for the sea and mountains more.

So after a few days, I am sat back in Dongguan. Echobelly’s Great Things has just played on BBC Radio 6 Music. The bass and treble were just perfect for a summer’s day. It’s not summer here. It’s 24°C. This is autumn. It’s cooler and much more comfortable than other days this year. Yesterday’s walk around Dalingshan (from Cháng’ān [长安] town’s Lotus Mountain) was nevertheless a little sweaty and warm. I’d ate an excellent breakfast (English, of course) at Ziggy’s American Diner before zipping past Chang’an Park, and heading for what’s know as Lotus Mountain. Here I spotted a lake by the Lotus Villa Hotel (莲花山庄酒店, 长安镇莲花山). Within seconds the familiar flash of a kingfisher whisked by, and disappeared into a tree. Various herons, bitterns and egrets scattered around the quiet lakeside. A smell of sewage ruined the impression.

From the lakeside I headed upwards along a road, gently winding its way to a temple under restoration. Beyond that steps and a clearly marked-path guided me to numerous summits, but not the main peak (capped by radio masts and fenced off). The huge advantage of walking to the peak is that you can carry on towards Dalingshan Forest Park (大岭山森林公园)/. That is a far quieter and greener route, however like the Lotus Mountain litter lined many pathways and piled up hugely at rubbish bins. For a country with so many plastic reusable water bottles, single use plastics really do ruin parks. The reward of a wander through Dalingshan gave me the sight of the worst camouflaged moth ever and a pretty green mantid. That and a good stretch after the long train journey back from Suzhou via Hangzhou, Shenzhen North station and Humen town.

I’ve lived in China for six and a bit years. Too many flash bars pop up, look shiny and then go. Ziggy’s Bar has come, evolved and carries on, withing Chang’an town. With the nearby diner, and a proper set aside bar, it is a refreshing collective. Mitch, the boss, and his team are welcoming. The bar has great decor with movies, music and western culture slipping between a touch of the east. Expect great ciders and beers (domestic and imported). There’s Boddingtons Bitter from Manchester (well, now Luton), cider from Beijing, great ales on tap and in bottles. Spirits needed? Plenty here. Worth a ride out of central Dongguan or other areas for a proper knees-up, pool game, board game or a chill out session. Live music is also available. I didn’t visit the bar before the walk. I stopped by the diner. Joining friends, I grabbed the English breakfast and supped good coffee. The breakfast had great bacon, hash browns, warm beans, proper black pudding and filled my belly nicely. I can also recommend the fish and chips or the burger range, having been a few times in recent weeks. I don’t too much like the colour red, but the mood of the diner, with a jukebox, appears like an advertisement for Coca Cola. There’s other décor that makes you feel you’re no longer in China. It’s an oddity to step from the footpath of Chang’an into a different world. The good thing was that my belly enjoyed the leap of faith.

The world’s first purpose-built railway station terminus was Liverpool Road in Manchester. It opened in 1830. It was the start of the first true railway too. Two tracks, timetables and proper stations accompanied the steam locomotives. Not surprisingly the first railway warehouse, Liverpool Road Railway Warehouse followed. It houses much of the Manchester Museum of Science and Industry now. Looking at that example, it’s amazing to see the speed at which China slaps railway lines across its national soil. That day when Manchester and Liverpool opened their railway, the MP for Liverpool William Huskisson slipped and was ran over by Robert Stephenson’s Rocket. The Liverpool and Manchester Railway (L&MR) was the first of its kind, and just 50 kilometres long (31 miles). Now, in China, the network of rail covers 121,000 km (75,186 miles) and it is growing every year. It plans to plan to expand the network to 274,000 km (170,000 miles) by the year 2050. I am just thankful that the 1,758 kilometres (1,091 miles) from Dongguan (Humen) to Suzhou involved music by Los Lobos and the latest Doves album, alongside John Bude’s The Lake District Murder novel (a classical detective yarn with plenty of detail and little happening).

Thank you kindly for your time.

ALL CHANGE.

How do! / 你好 (nĭ hăo) / Namaste / Welcome!

August 2020 has seen a few new components to my life. A new apartment. A new place of work. A new kettle. A new model bridge in the balcony garden. And finally, like Star Wars, a new hope. Moving from Changping to Songshan Lake and Dàlǐngshān (大岭山) was relatively straight forwards.

The new apartment sits over the line of the township borders. I live in Dàlǐngshān but I work in Sōngshānhú district (piànqū / 松山湖片区). Dàlǐngshān Zhèn (大岭山镇) is part of Sōngshānhú but these days Sōngshānhú is a very high-tech centre within the 6 townships that surround Sōngshān lake itself. Shilong (石龙), Chashan (茶山), and Shipai (石排) aren’t really that close to the lake area but they’re part of the district. The lake area is mainly surrounded by Dàlǐngshān, Dàlǎng (大朗) and Liáobù (寮步). Sōngshānhú as a town has grown from 2003, from a simple high-tech park to the mammoth green living space around the lake that is now. Huawei and many other tech giants are here. It has a railway station on The Dongguan West to Huizhou railway and will soon join the subway with three stations in Dàlǐngshān on the line 1 route (东莞轨道交通1号线/Dōngguǎn Guǐdào Jiāotōng Yī Hào Xiàn), and one at Sōngshānhú itself. The new line opens in 2022, so I won’t get too excited right now. The subway Line 3 will also have 4 stations in Sōngshānhú but that hasn’t began construction.

The new job has been welcoming, well-paced and full of encouragement. I am confident that this is a new start with great potential. Two former students are following me from grade 3 at St Lorraine Anglo-Chinese School to the new Tungwah Wenzel International School (TWIS). I’m sure that they will enjoy their grade 4 class – and I will have to work hard as their Home Room Teacher to ensure that they do. Between various conference calls, meetings and introductions there has been good coffee and ample time to down tools to think of a plan of action. I am terribly excited about the coming semester. Even amongst these COVID-19 times there is a lighthouse and beacon when we look in the right places.

Dàlǐngshān town isn’t far away, and in the relatively short time since I first went to Dàlǐngshān, the place has grown and has modern districts, several branches of Lauren’s Pizza and even a Walmart. There are universities and amongst the Guangdong Medical University is just over the road from me and DG University of Technology (东莞理工学院) isn’t far off. The lake has one large section that is completely free of cycles and cars. There is a parallel cycle route below a highway and under a cooling tree canopy. Cycling around the rest of the lake is a must. It is a great spot for tourism with backdrops of Huawei’s impressive European-style town and numerous picturesque places along the way. Lotus leaves, lush green sprawls, flowers and bird call should be abundant. Around the many tranquil pathways, you can see Tai Chi, yoga, dates holding hands and families flying kites. I can’t wait to hang up my hammock sooner or later.

“I feel invigorated.” – Those were my words spoken to a new colleague on Friday. The evening was finished with a leaving day drink for Calum from Murray’s F.C. He’s only moving to Shenzhen but felt the need to arrange a leaving meal and drinks. I didn’t attend the meal as all new team members of Tungwah Wenzel International School were treated to a splendid buffet meal at the stylish Dongcheng International Hotel (owned by Tungwah/Donghua group). Even the coach journey was on a Tungwah group coach. They own factories, gardens, estates, hospitals and schools. They’re a sizable group and well-known in this region. Between the blooming peach and plum trees of Dongguan, the group’s assets aren’t far off. The ministry of optimism within my head is thankful for such a great opportunity. My only regret is not buying a crane from the car park exhibition at the Dongcheng International Hotel. Dahan Construction Machinery have some great pieces, ideal for placing hammocks within.

There are plenty of places within a short cycle ride now. Tongsha lake and the parks around it are just a stone’s throw away. Dalingshan Park is between here and Houjie. I’ve already cycled back to Irene’s Bar for a sandwich. There’s much to see and do in the area that I have yet to explore. On my doorstep, I will find the Tongji Bridge (通济桥 Song Dynasty, 920-1279) and cross that bridge soon. It will help me forget my worries. That’s the literal meaning, I believe.

“Quite apart from its meaty content, we believe we have found a real dramatist” – Gerry Raffles of Theatre Workshop speaking about Shelagh Delaney’s play A Taste of Honey.

Every story should have a beginning, an end, and some middle parts. There should be a plot, a setting with characters, some form of conflict (because something must happen), and a resolution (the smooth end). Some books carry the resolution or conflict over a series. That is life. Some things drag on. Others happen and fade away. There is no one-size-fits-all story to life. There will le a logical following and flow to a story because they must run smoothly to allow the follower to tag along. British dramatist and screenwriter Shelagh Delaney (who featured on album cover Louder Than Bombs, by The Smiths) intended A Taste of Honey to be a novel. It is a very famous play now. The drunken working-class single mum of Helen, and a daughter called Jo have spread from the monotonous 1958 skyline of a desolate Salford to London’s West End, Broadway, BBC Radio 3 and the Royal Exchange Theatre amongst other places. Peter, the wealthy southern lover of Jo’s mother Helen and a black sailor called Jimmy feature alongside a camp art student called Geoffrey. It is a complex and heavily questioning piece of drama. Class, gender, sexuality, and race are dissected which for mid-twentieth-century Britain was highly risky. The stars have followed the play with Stockport’s Sally Lindsay, a cluster of soap TV stars and Dr Who extras, Joan Ann Olivier, Baroness Olivier, DBE (born 28th October 1929) and notably Dame Angela Brigid Lansbury DBE joining the productions. A certain Billy Dee Williams (Lando Calrissian) has also featured on the stage for this production. From Salford to Home and Away to a Galaxy far, far away…

But, right here, right now my story at Dongguan’s Tungwah Wenzel International School has just began.

The Mancunian Way, Dongguan

How do! / 你好 (nĭ hăo) / Namaste / Welcome!

“I feel so extraordinary; Something’s got a hold on me; I get this feeling I’m in motion; A sudden sense of liberty.” – New Order’s song True Faith.

I’m patriotic towards the U.K. in a way. I sing praise and fly the flag for great people, wonderful history and fantastic places. I know that the story of the U.K.’s history has often been brutal, cruel and deserves little love. Even within the 21st century the U.K., as it moves away from a colonial and European past, and becomes less connected, yet more dependent on overseas trading and manufacture is and always will be a wonderful country. It’s my home. I was born in Manchester, England. I don’t call myself English. I’m British, when I choose to be. I’m Mancunian always. I have Celtic blood in me from my Irish and Welsh great grandparents. My roots are clear and free. But this tree doesn’t cling to the past and history. This tree wants to expand and be watered by different skies. For me tradition and culture are important but understanding and freedom to choose your own pathway are far more intrinsic to living. This tree is currently sat on its arse in Changping, Dongguan. Today’s and yesterday’s rugby and football have been washed out by Dragon Boat rains. I have some free time.


Today, I want to show a gallery and write a little about the culture of Dongguan and China. I’ve been here for the vast majority of the 2308 days now (11th February 2014). I believe many great days have passed and many more will follow. That’s why I am right here, right now. I arrived and didn’t feel too much way of culture shock. Around me a reasonably established cultured expat community threaded amongst the fabric of the local workforces and people of Guangdong.

“Because we need each other; We believe in one another; And I know we’re going to uncover; What’s sleepin’ in our soul” – Acquiesce by Oasis.

Since, I arrived I have seen Dongguan grow and grow. It is now classed as a Megacity. It seemingly will never stop growing. There are skyscrapers and apartment blocks skimming the sky in every single district of Dongguan. Whereas in 2014, I’d notice dozens of these mammoth constructions and many more sprouting buildings, now I am seeing hundreds and hundreds of established communities and hubs here, there and everywhere. I used to consider Nancheng and Dongcheng as the central axis of Dongguan. Now the townships of Chang’an (home of Oppo), Changping and the ever-growing former fields of Songshan Lake (home of Huawei), and the sprawls of Liaobu town could easily be seen as central areas. The arrival of the Huizhou to now West Dongguan Railway Station (soon to be Guangzhou East) or 莞惠城际轨道交通  /莞惠线 Guanhui intercity railway has added to rapid growth. As it joins the short-named Pearl River Delta Metropolitan Region Intercity Railway System (珠江三角洲地区城际轨道交通). That’s more than 65 railway stations in close proximity to Dongguan. Like all of the Pearl River Delta, this city is growing fast – and going places.

 

When not hopping on 200 km/h (124 mph) railway systems, I have ample opportunity to meet great people. Dongguan‘s community is largely migrant with people coming from all over China and the world beyond. International jet-setters with lives here, include Serbians, Kiwis, and even Scousers. They can be found in some of the office places, factories, bars and restaurants throughout the city. Playing football with Brazilians or Russians, or cycling with Dongbei people is possible or a spot of chess at Murray’s Irish Pub with Ukranian opposition. Anything goes here. Drinking homebrew at Liberty Brewing Company (曼哈顿餐吧) in Dongcheng after playing tag rugby with Tongans, South Africans, Germans and Malaysians makes me realise how lucky I am. This is a city that is tidying up and beautifying itself at an alarming rate.

Throughout the 6.5 years of life in and around Dongguan, I’ve slipped up and down ginnels, seeking out the new and old. There have been trips to pizza joints in obscure areas, Dragon Boat races watched, Cosplay events attended and English competitions observed. Dongguan, like Manchester, has a heartbeat that shows anything is possible and if it isn’t here, you make it. You can make something new, or your bring something to the party. You can sit and complain about people taking your photo or saying, “wàiguórén” (foreigner/外国人) or you can show the people around you, your worth.

This week I was asked by the Dongguan Foreign Bureau to teach them. Sadly, I cannot fit their demands into my day. I’ve bene lucky to narrate advertisements, wear watches for model shoots, test-drive new bicycles and play with new robotics before they reached their target audience or global factory floors. Daily life has been far from mundane here with oddities and pleasures as varied as can be. What’s around the next corner? Well, visas are quicker and easier to get, despite more rules and demands. It seems far quicker than when I first arrived. Sometimes, I doubt that I have done everything right, yet it seems clear and simple. Just a checklist. This week I received my medical report back. Now, I need just a few other items for the 2020/21 visa… That’s progress.

Bridges have been made and links that could prove lifelong. The west and east have collided in bizarre ways often forming a touch of the unique. There has been colour, rainbows and diversity amongst the traditional and the common. There have been flashes of light and inspiration. There have been days when solitude has been sought and there will be more, no doubt, but one thing I find, and have found throughout my time here, people are just that. Just simple down to earth, regular people going about their days, looking for peace and good opportunities to survive or better themselves. There are more cars and less bicycles, which shows that some people’s bank accounts and credit-ratings have improved. Quality of life needs balance, and with that the subway/underground system of Dongguan is projected to change from one line to seven lines.

Words can say how thankful I am for my time here. I am enjoying life in different ways to others, and being who I want to be, when I want to be. I’m selfish or I’m sharing. I’m open or I am closed. I read or I watch. I write or I dictate. There are times to slip unseen, and times to lead an audience. It is good for the mind to be bored or alone. I truly believe that’s where creativity lies. It sits there waiting to be tapped and delivered to paper, computers or other outputs. I can wander from craft beer breweries to model car clubs to fusion and western food restaurants with ease and all of the time remain connected to modern and old China.

There is plenty of ugly in Dongguan, just like the rest of the world. To quote the 18th century French phrase, “ne saurait faire d’omelette sans casser des œufs“:  You can’t make an omelette without breaking eggs. Humans must learn from the stains and damage we have caused to our planet globally, whether disease or pollution. We can’t give in. Our cultures, our pride and our people need to fight on and find solutions. Just as #BlackLivesMatter, all lives matter – whether human or worm or bug or panda. Life must find a way. Dongguan is radically changing its energy consumptions, factory practices and the way its environment is being respected. This is good for all. Maybe, I should really put my words into action and finish studying towards the HSK (汉语水平考试 Hànyǔ Shuǐpíng Kǎoshì) course for the Chinese Proficiency Test.

 

Dongguan has gone from a place with a handful of limited cinemas, to those with the IMAX, vibrating seats, private screens and many of the latest releases from the west. KTV bars make way for baseball batting cages, ten-pin bowling, archery cafes and all the latest crazes. The great thing is that with Wechat (born 2011), Alipay etc, you can leave your wallet behind and pay swiftly with ease using these simple electronic methods. Gone are the days of using equations and haggling to get a taxi a short distance. Piles of services are available via your phone, including electrical bills, water bills and Didi (driver and carshare service) is one such saving grace.

During these COVID-19 pandemic times, your phone provides your health code, advice in travel, guidance on health services and help. Dongguan’s local services for healthcare, private insurance and banking are on your fingertips, rather than a a few hours out of work. Life can be as fast or as slow as you wish. In 2010, Dongguan was named a National Model City for Environmental Protection and greenways, green belts and other greenery followed. There are hundreds of parks now, over 1200… it is easier than ever to stay healthy.

There is culture around us, old temples, modern pagodas, relics of time and shells of history. Dongguan’s landmarks are a tad tough to visit now. The Cwa humid subtropical climate here is far above the reported average annual temperature of 22.7 °C (72.9 °F). The rainfall is typical of the land below the Tropic of Cancer now. It is raining cats, dogs and occasionally elephants. Wellingtons and umbrellas are common sights these days, rather than the Dongguan Yulan Theatre, GuanYinShan (Budda mountain), Hǎizhàn bówùguǎn (海战博物馆 Opium War Museum) or Jin’aozhou Pagoda. Even a trip to my local coffee shop, Her Coffee, is like a swim in a river. It is blooming wet lately. As a Mancunian, I feel at home.

I’m here for education – to both teach and to learn. This city has hundreds of educational institutions, even Cumbria’s St. Bees are opening a school here. I’ve heard there are around 550 primary schools, 480 kindergartens and several universities now. To bump into a teacher amongst the 21,000 plus teachers is not unusual. Although it seems every second teacher works for one of the many Eaton House schools here. I’ve heard Tungwah Wenzel International School (TWIS) in Songshan Lake is one school to really watch. Like its neighbouring Huawei school, it is massive with around 1,000,000 square metres of surface area. I’ve seen the modern sports gyms, performance space and technology labs. It uses the latest gadgets and networking. It really is 21st century over there at Songshan Lake. Although Huawei have a German-style train-tram zipping around, piping back to older days. Dongguan University of Technology(DGUT; 东莞理工学院) is one of universities in the area meaning that you can educate beyond your teenage years here. It really is a place to learn. Watch out Oxford and Cambridge! Maybe that’s why Trump is always bad-mouthing China’s growth?

From eating chicken anus, to two weeks of quarantine in XiHu Hotel, Dongguan has given me more time to turn the contents of my head to words. Now that I am ready to publish a novel, I need a publisher, but how to do this during a pandemic? I haven’t a clue, but I know one thing, the challenge will be tough and worth it. Nobody ever climbed a mountain to sit at the top and look down without seeing another mountain, right? At the end of the day, the sun sets only to rise again. Dongguan faced lockdown impeccably and other challenges, just as the world did and does. Chin up, keep going and let’s crack on.

Last night, I ate Korean barbecue with great people to celebrate a treble-birthday, followed by proof that I am terrible at ten-pin bowling and awoke today feeling optimistic. The world is often reported to be going through a pandemic-sized recession. As the world sailed a wave in 2008 and Dongguan grew from that recession, I will everyone to go on. Manufacture a bucket of optimism. Just like the strings of New Dawn Fades by Joy Division, there is darkness but remember these famous lines: It was me, waiting for me; Hoping for something more; Me, seeing me this time; Hoping for something else. In 2008, low-tech industry switched to the high-tech. Boomtime arrived. Chances are that one in five phones around the globe were made in Dongguan. Is your phone Vivo, Oppo, Honor or Huawei? It was probably made down the road from me. So, Dongguan is closer than you think.


Manchester isn’t any place I will visiting in person for some time, so it has to come to me via playbacks of Oasis gigs at Maine Road and the written word. Over the next few months, I plan to read the following Mancunian-connected books:

Hell is a City – Maurice Proctor; The Manchester ManIsabella Varley Banks; Passing Time – Michel Butor; Magnolia Street – Louis Golding; Fame is the Spur – Howard Spring; Lord Horror – David Britton; The Emigrants – WG Sebald; Cold Water – Gwendolyne Riley; The Mighty Walzer Howard Jacobson; Manchester Slingback – Nicolas Blincoe; Vurt – Jeff Noon; A Man’s Game: The Origins of Manchester City Football ClubAndrew Keenan; Mary Barton – Elizabeth Gaskell; Cranford – Elizabeth Gaskell; North and South – Elizabeth Gaskell.

“I was thinking about what you said; I was thinking about shame; The funny thing how you said; Cause it’s better not to stay” – The Last Broadcast – Doves