GEORGIOU MARINA (Head of the English Language Department)

BA in English Language and Literature

University of Cyprus


KOUTSOUDES REBECCA (Head of the English Literature Department)

BA LaVerne University, California, USA

MA Comparative Literature at California State University



BA, Rutgers University, The State University of New Jersey, NJ USA

MSed, Queens College, City University of New York, USA



BA, Dip.Ed

University of Melbourne, Victoria, Australia



BA English Studies

University of Cyprus



B.S.Ed. with specialty in English language and literature

Lock Haven University, Pennsylvania, USA



BA Teaching Credential

California State University, Chico, USA



BA English Language and Linguistics (The University of Sheffield, UK)

Post-Graduate Diploma in Education (PGDE) (The University of Sheffield, UK)


Grade 1 English Tier: 

At The Grammar School, first year students entering the English speaking tier will experience a smooth transition from their elementary schools as the course is designed in such a way which allows them to both adapt and build on prior knowledge while also introducing new language concepts. The course includes practice of all the language skills: Reading, Writing, Listening and Speaking.

First year students have 7 periods of English each week during which they cover reading comprehension, writing and grammar units.


  • As part of the reading program, students are encouraged to read several teen fiction novels or even non-fiction such as memoirs throughout the year; a recommended reading list is provided and teachers ensure that the novels selected by the students are both appropriate and challenging.
  • After each book is read, the students will be expected to complete a BOOK REPORT which will take on various creative forms, as well as having to present some of their books orally.
  • In the 3rd term a literary novel is covered in class and a comprehensive study guide is used to allow the analysis of characters, plot, theme, symbolism, foreshadowing and much more of the writer’s craft. Comprehension questions and vocabulary are also included in the studying of the set class novel.


  • One of the course’s greatest objectives is to familiarize our students with various genres and a number of renowned writers through our carefully selected reading material. Exciting excerpts for our young learners are studied not only for the purpose of examining the writer’s use of language when developing characters, setting, atmosphere, plot, arguments and opinion; but the texts also provide opportunities for a beginner’s analysis of character, themes and the basic understanding of the historical context behind a work.
  • Moreover, the comprehension lessons are aimed at developing critical thinking skills as well as fluency, vocabulary and the use of various reading strategies, such as summarizing, inferencing, visualizing, interpreting, predicting and more.


  • Throughout the year, students closely examine the writer’s craft and build their knowledge of writer’s techniques (literary devices) which allow structure, richness and creativity to be added to their compositions. Similarly, the students develop confidence when writing as they gain a basic understanding of audience, purpose, style and tone.
  • Students start off by writing descriptions of themselves, real and imaginary characters, places they know and personal events (recount). They also complete letters, diary entries, as well as units in poetry and creative narrative writing.


  • All of the tenses will be covered in depth as well as a study of adjectives, adverbs, noun groups, modals, prepositions, phrasal verbs and connectives. The accurate use of punctuation and the correction of common errors made in writing will also be addressed.


  • Students are always required to be attentive in class and they are also encouraged to participate in class discussion at all times.
  • Students take part in discussions, games, role-plays and give presentations to exercise their speaking and listening skills and to build up confidence.


  • Students should know that they will be assessed on a daily basis, according to how well they are prepared for lessons (homework), class participation and conduct. These areas are considered when students are given their ORAL GRADE.
  • Students are also given grades for tests and quizzes as well as projects and book reports. All of these are used to produce a term average in English for the students.

Grade 2:  The second year syllabus aims at developing the students’ level of English proficiency in preparation of their pre-IGCSE year. It broadens their understanding of a variety of texts, such as autobiographies, newspaper articles, magazine articles, historical fiction, poems, diary extracts and teaches them to identify different genres and styles of writing. Reading, inferencing, predicting and critical thinking skills are cultivated, teaching students how to recognize a text’s style, purpose and aim. Students are able to identify a wide range of writer’s techniques and structures and to apply these elements to their own pieces of writing.

An introduction to poetry is also covered in the second year where students are introduced to a collection of poems, including works by Shakespeare, Rossetti and Walker. Students learn to look at a poem’s form, structure, and content, to appreciate poetry and to discuss and write about a poem’s effect, themes, and messages. Most importantly, by the end of the unit the students are able to offer their personal interpretation on poems they have read.

Students are also taught the fundamental skills of descriptive and persuasive writing and delivering speeches. Rhetorical devices and skills required are practiced throughout the year through debates and discussions to extend their literacy and understanding of the English Language. The effect of these skills on the intended audience and purpose allows students to comprehend the power of language in all areas of our lives.

Each term students are assigned various assessment tasks which all contribute to their English term average.  Assessment tasks include class discussions, projects,quizzes, tests, book reports and writing assignments.


  • Revision of Narratives
  • Description of place and event
  • News Articles- writing to inform
  • Introduction to and analysis of poems
  • Working with fiction and non-fiction texts
  • Formal letters
  • Book reviews
  • Class novel
  • Persuasive writing
  • Speeches
  • Grammar: review of tenses/passive voice/reported speech/conditionals/wishes/modals

By the end of the second year students are confident readers and are able to analyze and understand a range of texts and produce coherent pieces of writing using a wide range of vocabulary.

Grade 3: Year 3 is the pre-IGCSE year; therefore, there is a strong focus in language analysis which explores the techniques used by writers and how they influence the reader.  In Year 3, students are equipped to develop their skills in all areas—reading, writing, speaking and listening—in order to improve their fluency and communication in English.


  1. To give students a solid foundation that provides preparation for further study at International GCSE;
  2. To promote high standards of language and literacy by training students with a strong command of the spoken and written language;
  3. To develop their love for literature through a variety of genres in both fiction and non-fiction;
  4. To write clearly, accurately and coherently, adapting their language and style for a range of contexts, audiences and purposes;
  5. To use discussion in order to learn, explain and elaborate on their ideas and/or argument;
  6. To make formal presentations and participate in debates.


  1. Students will study a variety of texts—short stories, autobiographies/biographies, travel writing, news reports, magazine articles/webzines etc. in order to develop their skills in analysing what the writer is presenting and how it is conveyed;
  2. Students will examine a number of writing styles—narrative, descriptive, argumentative, discursive, persuasive, informative etc. and practice using these forms of writing;
  3. Students will explore prose and poetry and consider the context as well as what is being expressed. The student will have the opportunity to offer his/her own personal response through discussions or literary responses.


Various forms of continuous assessment are used throughout the terms—both at home and in class.

  1. Two tests per term
  2. Classwork (individual and as a group)
  3. Group projects (power-point presentations, posters etc.)
  4. Research and presentations (individual and in groups)
  5. Homework (Comprehension and Essay Writing)
  6. Oral Participation
  7. Independent Reading (with which they prepare 1-2 book reports per term)

Seven periods are allocated in Year 3.

Grades 4 & 5: English for the Fourth and Fifth Years focuses on preparing the students for the IGCSE examination that they will take at the end of the Fifth Year. The examination consists of two components: a written exam and an optional oral exam.

Written Examination

The part of the course based on the written examination is divided into three sections:

Section a: Students read a range of materials and learn to develop and express their understanding of the texts and their analytical skills. These skills not only express their understanding of the texts but also their appreciation of how writers create specific effects on the reader.

Section b: Students learn to demonstrate an understanding of materials given and express this information in their own, original way for a specific audience and purpose. They are required to effectively express this understanding through various genres such as letters, speeches or articles.

Section c: Students learn to express their creative writing skills through story and descriptive writing as well as express their opinions on rhetorical issues through discursive essays. They are taught to express themselves, in writing, with care of content, appropriateness and accuracy.

The Speaking Component

The speaking component prepares students to speak confidently in front of an audience with regards to a topic that is of interest to them. They develop rhetorical skills and effective body language techniques that will assist them in capturing the audience’s attention.

Grades 6 & 7: In the sixth grade, students are divided into groups according to their needs. The opportunity to repeat the IGCSE examination is given by revision of said course. A general course in essay writing, discussion of controversial topics and the study of one literary text is offered to students who have already passed their IGCSE examination. In the seventh grade, our aim is to keep students in touch with the standard of English demanded in other Advanced Level courses and by universities.

English Literature (IGCSE)

Grades 4 & 5 (elective): The syllabus aims to give the students the opportunity to engage with and respond to literary experience and to develop a critical appreciation of the writer’s craft through close textual study and through wide reading. It also encourages students to explore through literature the cultures of their own and other societies. Finally, emotional and intellectual growth are promoted.

Grades 6 & 7 (elective) – AS AND A2: The syllabus aims to encourage an enjoyment and appreciation of English Literature based on informed personal response and to extend this appreciation where it has already been acquired in previous years. Students will be required to demonstrate an ability to respond with understanding to texts of different types and periods. It is important for the student to obtain an understanding of the ways in which writers’ choice of form, structure and language express meanings. Students must develop the ability to discuss their own and other readers’ interpretation of texts as well as to produce informed, independent opinions and judgements. Finally, an ability to communicate clearly the knowledge, understanding and insight appropriate to literary study complete the objectives of the course.