Click the link to view the full version: WASCZ | Redefining English Learning: Teaching Students How to “Forget” English in Upper School
When our children begin to immerse themselves in a foreign language, what do we truly expect? Is it that the language will help pave the way for academic success and university entrance, or is it more about enabling them to break down barriers and engage with the world on a global scale?
For Upper School students, the role of English learning takes on a deeper significance: it is not only a tool for advancing academically, but also a bridge to international education, overseas living, and even future careers. From understanding complex academic texts, to articulating ideas clearly in class, and adapting to the learning environment of overseas universities, all of this is rooted in the English language foundation laid during Upper School.
Therefore, at WASCZ, we have constructed a comprehensive English learning path, one with a central focus on helping students “forget” the language itself. The aim is for English to be seamlessly integrated into their thinking, becoming as natural and instinctive as breathing, so that it serves as a tool for communication, critical thinking, and creativity without hindrance.
How is English Taught at our Upper School?
“Unlike traditional English courses that focus primarily on vocabulary memorisation, grammar drills, and exam strategies, we teach English as a practical academic language, helping students truly develop English thinking.” Ms Rheeder, Head of International Languages and Culture at WASCZ shared. From grades 7 to 12, students progressively enhance their language, thinking, and academic skills, transforming English into a tool that can be seamlessly utilised at any time for learning.
Grades 7-8:
Strengthening the Foundations of Language and Thinking
At this stage, students systematically build the foundational framework for both language and thinking. Through structured training in grammar, vocabulary, reading comprehension strategies, and writing structure, they gradually learn to organise their ideas, appreciate the beauty of literature, and practise delivering short speeches. More importantly, the cultivation of critical thinking begins to unfold through their language learning process.
Grades 9-10:
IGCSE Stage – Establishing a Tiered Pathway Towards Academic Depth
In grade 9, students enter the IGCSE stage of their studies. Based on a comprehensive assessment, each student is matched with the most suitable English learning path, preparing them for further academic depth.
For students with a strong language foundation and deep reading ability, the IGCSE First Language English course will offer more complex analytical reading and essay writing skills, fostering abstract thinking and academic independence.
For those still building their academic English foundation, supporting their learning in other subjects, the IGCSE English as a Second Language (ESL) course will focus on structured writing, reading comprehension strategies, and academic vocabulary development. Through gradual, step-by-step training, students will steadily build the language skills needed for interdisciplinary learning.
Grades 11-12:
A Level Intensive Language Learning – Fully Aligning with University Standards
In grades 11 – 12, students begin A Level studies and prepare for overseas university applications. At this stage, the English curriculum advances further into A Level English Language or Literature courses. From linguistic analysis to academic essay writing, from deep reading expansion to critical thinking training, this helps students transition from “learners” to “scholars.”
Additionally, from grade 11 onwards, all students will take a systematic IELTS course taught by British Council-certified IELTS examiners. This ensures that students meet the language requirements for top overseas universities before graduation, providing them with the “gateway” to the global stage.
Tiered Instruction and Personalised Pathways:
Helping Each Student Find Their Unique Breakthrough
We understand that every child arrives here from a different starting point–some are native English speakers, some have been raised in bilingual environments, and others are transitioning from a public school system. As a result, WASCZ’s English teaching is centred on precise diagnostics and personalised support, ensuring that each student’s unique growth trajectory is nurtured.
Tiered Instruction Based on English Proficiency Diagnostics
When dealing with students at varying levels of English proficiency, we have established a scientific diagnostic system to assess their language skills. This includes a range of evaluation tools, such as CAT4, CEM, AR reading levels, and assessments in speaking, listening, reading, and writing. Through this comprehensive data, each student is matched with the most suitable course and developmental pathway.
Additionally, our assessment system, which takes place twice per semester, helps re-evaluate students’ English learning progress. This ensures that students can promptly adjust to the most appropriate level of teaching, aligned with their current needs.
AEP English Intensive Course:
A Language Accelerator for Transitioning Students
For students with weaker English foundations who need to bridge the language gap quickly, WASCZ offers the focused and intensive AEP (Academic English Programme) course to help them integrate smoothly into mainstream classrooms. This course includes 6-12 lessons per week, focusing on phonetics, grammar, reading fluency, and subject-specific vocabulary. It also includes group teaching and bi-weekly development tests, enabling students to make the crucial leap from “not understanding, not keeping up” to “understanding, writing well, and speaking fluently.”
Ms Rheeder also shared some positive feedback: “Through the intensive English programme, ESL courses, vocabulary and reading intervention projects, and small-group tutoring provided by professional teachers, we typically see significant progress within 3-6 months. Motivated students tend to progress even faster.”
Targeted Support to Overcome English Learning Challenges at Different Stages
At different educational stages, students encounter distinct challenges in language learning. For example, during the lower secondary years, common issues include vocabulary deficits and poor reading comprehension. In higher grades, the main hurdle often becomes academic writing, such as establishing argument structures and deepening the analysis of ideas.
“For students at different stages, we have tailored strategies to help them overcome these challenges,” Ms Rheeder explains. “In grades 7 to 9, we focus on explicit vocabulary instruction, graded reading, and reading strategy training. In the higher grades, our teachers employ structured annotation techniques, one-on-one writing conferences, model essay deconstruction, and academic writing training to help students make key breakthroughs.”
Making English Truly Useful:
The Foundation for Standing on the Global Stage
Beyond classroom instruction and personalised tutoring, the true moments of using English at WASCZ often happen outside the classroom. It comes to life in the thought-provoking discussions of TED talks and debates, in the intellectual challenges of English writing competitions, and it shines brightly on the stage of English drama performances. It also flows gently through the hands of students in volunteer clubs as they provide online English teaching to children in impoverished areas.
Education is an art of slowing down, and so is language acquisition.It’s not about rushing to results or skipping over details; it’s about allowing students to feel the charm of language through consistent and incremental learning.
When they begin to use English to analyse professional data, discuss social issues, and demonstrate empathy for humanity, the key that English provides is not only the bridge to top universities but also a future that is open, confident, and capable of engaging deeply with the world.
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