Language Acquisition: English
The Language Acquisition: English program at ISS empowers students to develop their proficiency in English through engaging and meaningful contexts.
By focusing on communication, cultural awareness, and linguistic skills, students gain confidence to thrive in global environments.
Primary Years Programme (PYP)
Language Acquisition: English PYP Overview
International School of Stuttgart (ISS) English Language Acquisition programme is closely connected with the transdisciplinary themes of Primary Years Programme (PYP). Language is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts. In the “knowledge” area of the PYP, language is the most significant connecting element across the school’s curriculum, both within and outside its transdisciplinary programme of inquiry (PoI).
At ISS we provide authentic contexts for language learning and teaching in all areas of the curriculum that area reflection of, and relevant to, the community of learners, and to the educational theories underpinning the programme. English as an Additional Language (EAL) students follow the general Literacy program, but at the adapted pace of each individual EAL student.
Grade 3
Content:
- Design Cycle/Design Process
- Problem / issue identification
- Design proposal
- Idea/solution generation
- Testing methods
- Success evaluation
- Improvement explanation
Skills
- Creating/editing of 2D graphics
- Presenting / communicating
- Producing and editing film
- Developing brand / identity
- Using structure as function
Early Years 3
Content
Listening
- Turn-taking and sharing during conversations
- Simple instructions and questions
Speaking
- Turn-taking and sharing during conversations
- Basic vocabulary related to personal experiences, objects, and actions
Reading
- Uppercase and lowercase letters
- Print carries meaning
Writing
- Writing tools and materials
- Writing represents thoughts and ideas
Skills
Listening
- Beginning to listen to English speakers with guidance
- Responding to greetings with nods, gestures, or single words
Speaking
- Participating non-verbally in the classroom
- Understanding simple questions with actions or words
Reading
- Recognizing own name in print
- Holding a book and turning pages correctly
Writing
- Writing first name
- Relying primarily on pictures to convey meaning
Early Years 4
Content
Listening
- Turn-taking and sharing during conversations
- Simple instructions and questions
Speaking
- Active listening
- Simple responses
- Basic vocabulary related to personal experiences, objects, and actions
Reading
- Uppercase and lowercase letters
- Print carries meaning
Writing
- Writing tools and materials
- Writing represents thoughts and ideas
Skills
Listening
- Beginning to listen to English speakers with guidance
- Responding to greetings with nods, gestures, or single words
Speaking
- Participating non-verbally in the classroom
- Understanding simple questions and responding with actions or words
Reading
- Recognizing own name in print
- Holding a book and turning pages correctly
Writing
- Writing first name
- Relying primarily on pictures to convey meaning
Early Years 5
Content
Listening
- Beginning to listen to English speakers with guidance
- Responding to greetings with nods, gestures, or single words
Speaking
- Participating non-verbally in the classroom
- Understanding simple questions and responding with actions or words
Reading
- Recognizing own name in print
- Holding a book and turning pages correctly
Writing
- Writing first name
- Relying primarily on pictures to convey meaning
Skills
Listening
- Responding during classroom discussions with nods and gestures
- Participating non-verbally in the classroom
- Following one-step directions
- Understanding simple questions and responding with actions or words
Speaking
- Responding to greetings with single words
- Repeating English words and phrases with guidance
- Relying on personal experience as a stimulus for speaking and listening
Reading
- Recognizing some letter names and sounds
- Commenting on illustrations in books
- Listening and responding to literature
Writing
- Making marks other than drawing on paper
- Telling about own pictures and writing
- Beginning to label and adding own words to pictures
Grade 1
Content
- Sight Words: High-frequency words
- Vocabulary: New words, word meanings according to the units
- Grammar and Conventions: Capitalization, punctuation, sentence structure, complete sentences
- Story Elements: Characters, setting, events
- Retelling Stories: Key details and sequence of events
- Main ideas and details in stories: Visuals
- Narrative Writing: Stories with a beginning, middle, and end
- Opinion Writing: Opinions and supporting details
Skills
Listening
- Showing awareness of/beginning to respond to context cues
- Participating non-verbally in classroom
- Understanding simple questions and responding with actions or words
- Following two-step directions
Speaking
- Responding to greetings with single words to simple phrases
- Repeating English words and phrases clearly
- Beginning to communicate using short phrases
- Using home language to express needs and ideas
Reading
- Beginning to read signs, labels, and logos
- Using illustrations to tell stories
- Knowing letter names and some letter sounds
- Recognizing some names and words in context
Writing
- Writing first name
- Beginning to label pictures and adding own words to pictures
- Beginning to use beginning and ending sounds
- Beginning to use upper case letters
- Beginning to use describing words
Grade 2
Content
- Phonics and Word Recognition: Short and long vowel sounds, consonant blends, digraphs
- Vocabulary: New words, word meanings according to the units
- Main Ideas and Supporting Details: In texts
- Nonfiction Texts: Key ideas and details
- Sentence Structure: Subject-verb agreement
- Tenses: Present/past tense
- Story Elements: Characters, setting, plot
- Main Idea: Of a story
- Grammar, Capitalization, Punctuation, and Spelling: High-frequency words
- Storytelling: Beginning-middle-end structure
Skills
Listening
- Listening attentively
- Responding to greetings
- Predicting likely outcomes to texts when heard aloud
- Following classroom instructions, showing understanding
Speaking
- Beginning to actively use classroom language
- Beginning to use connected discourse to express needs, feelings, opinions
- Beginning to ask questions to clarify meaning and content
- Beginning to speak English clearly
Reading
- Retelling the main event or idea in literature
- Explaining why literature is liked or disliked
- Reading simple words
- Reading books with simple patterns
Writing
- Writing 1-2 sentences about a topic
- Generating own ideas for writing
- Beginning to use spacing between words
- Experimenting with punctuation
Grade 3
Content
- Complex Spelling Patterns: Prefixes, suffixes, multisyllabic words
- Vocabulary: New words, word meanings according to the units
- Figurative Language
- Recognition of Types of Texts
- Main Idea and Supporting Details: In texts
- Nonfiction Texts: Key ideas and details
- Varied Sentence Structures
- Usage of Grammar, Capitalization, Punctuation, and Spelling
- Character Traits: In stories
- Main Idea and Supporting Details: In stories
- Writing Process: Prewriting, drafting, revising, editing
- Personal Narrative
- Informational Writing
- Opinion Writing
Skills
Listening
- Listening attentively and speaking to express point of view
- Beginning to understand classroom and subject language
- Beginning to paraphrase oral information with guidance
Speaking
- Responding to simple questions with more than one-word answers
- Beginning to contribute in small groups
- Beginning to use correct verb form
- Beginning to use an expanding vocabulary
Reading
- Choosing reading material independently
- Reading early reader books
- Retelling beginning, middle, and end with guidance
- Discussing characters and story events with guidance
Writing
- Writing short nonfiction pieces with guidance
- Writing several sentences about a topic
- Beginning to use periods, capital letters, question marks, and exclamation marks correctly
- Spelling simple words, high-frequency words, and unit vocabulary words correctly
Grade 4
Content
- Vocabulary: New words, word meanings according to the units
- Speech Adaptation: To different audiences, purposes, and situations
- Oral Presentations: With clarity and organization
- Nonfiction Texts: Key ideas and details
- Connections and Comparisons: Between texts on the same topic
- Writing: Narrative, informational/explanatory texts, and opinion pieces
- Descriptive Language: Varied sentence structures
- Grammar, Capitalization, Punctuation, and Spelling: Conventions
- Character Traits: In the story
- Text Analysis: Structure, elements, literary devices (figurative language, symbolism)
- Narrative Writing: Plot, characters, dialogue
- Opinion Writing: Reasons, persuasive techniques
Skills
Listening
- Understanding classroom and subject area language with guidance
- Beginning to respond to more complex questions
- Paraphrasing oral information with guidance
- Using language appropriately across the curriculum for different purposes and audiences
Speaking
- Speaking English clearly with some hesitation
- Beginning to use correct form when asking questions
- Beginning to use correct verb tense to express past, present, and future
- Participating in classroom discussions and offering opinions
Reading
- Reading easy chapter books
- Summarizing and retelling story events in sequential order
- Responding to and making personal connections with facts, characters, and situations in literature
- Beginning to interpret meaning
Writing
- Writing a variety of short non-fiction pieces with guidance
- Writing short fiction and poetry with guidance
- Adding description and detail with guidance
- Editing for capitals and punctuation with guidance
Grade 5
Content
- Vocabulary: Meaning, figurative language, connotations, idioms, academic vocabulary
- Grammar and Conventions: Grammar, usage, capitalization, punctuation, spelling
- Language Usage: Standard English, verb tense consistency, subject-verb agreement
- Sentence Structure: Varied structures, phrases, clauses
- Character Analysis: Traits, changes, contribution to the story
- Main Idea and Supporting Details: Main idea, supporting details, analysis
- Text Features: Headings, graphs, charts, effectiveness
- Informational Writing: Topic examination, ideas, structures, evidence
- Opinion Writing: Claim, reasons, evidence, persuasive techniques
- Formal Presentations: Organization and supporting evidence
- Speech Adaptation: For audience
- Literature: Fiction, drama, and poetry
- Nonfiction Texts: Key ideas and details
- Opinion Writing: Reasons, evidence, persuasive techniques
- Informational Writing: Topic examination, ideas, structures, evidence
Skills
Listening
- Understanding classroom and subject area language at nearly normal speed
- Asking questions to clarify meaning
- Paraphrasing oral information
- Responding to complex academic questions independently
Speaking
- Using correct form when asking questions
- Using correct verb tense to express present, past, and future
- Contributing to whole class discussions
Reading
- Choosing reading materials at an appropriate level
- Reading medium-level chapter books
- Discussing setting, plot, characters, and point of view with guidance
- Interpreting meaning with guidance
Writing
- Writing organized nonfiction pieces with guidance
- Writing fiction with a clear beginning, middle, and end
- Writing about feelings and opinions
- Seeking feedback on writing
Middle Years Programme (MYP)
Language Acquisition: English MYP Overview
English Phases 1 and 2 learners respond to simple authentic texts, identifying some explicit and implicit information. They use short oral and written language to express understanding and opinions on everyday topics in familiar and some unfamiliar contexts, ensuring clarity and purpose.
English Phases 3 and 4 learners engage with simple and some complex texts, identifying and analysing explicit and implicit information. They produce simple and complex spoken and written language, participating in authentic conversations on personal, social, and global topics across diverse contexts with a clear audience focus.
English Phases 5 and 6 learners interpret complex texts, analysing explicit and implicit information effectively. They produce sophisticated spoken and written language, engaging in discussions on personal, academic, and global topics in diverse contexts, maintaining clarity, purpose, and audience awareness.
Grade 6
Content:
- Design Cycle/Design Process
- Problem / issue identification
- Design proposal
- Idea/solution generation
- Testing methods
- Success evaluation
- Improvement explanation
Skills
- Creating/editing of 2D graphics
- Presenting / communicating
- Producing and editing film
- Developing brand / identity
- Using structure as function
Emergent: English (Phases 1+2)
Content
Communication Contexts
Language Mechanics and Grammar (Phases 1+2)
- Basic Sentence Structure
- Simple Present
- Simple Present Progressive
- Simple Past
- Future Simple
- Question formation with Tenses
- Parts of Speech
- Personal Pronouns and Articles
- Indefinite Pronouns
- Determiners and Prepositions
- Modal Verbs for ability
- Past Continuous
- Present Perfect
- Conditional 2
- Compound Sentences with Commas and Conjunctions
- Direct and Indirect Objects
- Citations
Grade 6
- Modern Heroes
- The World Around Me
- Our Planet
- Fables & Myths
Grade 7
- International Foods & Traditions
- Poetry
- Literary Analysis: “A Midsummer Night’s Dream”
- Can You Hear Me? Podcast Project
Grade 8
- Ecotourism
- Wonder – Characterization
- Biographies
- The Best Words in the Best Order
Grade 9
- From Slavery to Freedom (“The Hate U Give”)
- Anne Frank (Remembering the Past)
- Commemoration
- Advertising
Grade 10
- “Fever 1793” Novel Study
- Play: Macbeth
- Culture & Creativity in Short Stories
- E-assessment Review
Skills
Listening
- Short video clips
- Tutorials
- Listening to read-alouds
- Podcasts
- Movie extracts
- Audio guides
- Clips of stage performances
- TED talks
- News stories
Reading
- Websites
- Articles
- Blogs
- Books
- Recipes
- Different types of poems
- Podcast transcripts
- Theatre plays
- Biographies
- Diary entries
- Novels
- Graphic novels
Speaking
- Presentations
- Group discussions
- TV talk shows
- Protests
- Debates
- Reading aloud
- Short skits
- Podcasts
- Acting out
- Role plays
Writing
- Facebook page
- Presentations
- Reflection writing
- Script writing
- Write your own fable
- Creating posters
- Writing comprehension questions
- Writing recipes (procedural writing)
- Writing a podcast script
- Storyboard
- Diary entry
- Poems
- Writing a biography
- Emails
- Speeches
- Blog entry
- Letter writing
- Summaries
Capable: English (Phases 3+4)
Content
Communication Contexts
Language Mechanics and Grammar (Phases 3+4)
- Past Perfect Conditional 3
- Modifiers (some of, most of)
- Gerunds and infinitives
- Nouns and adjective clauses
- Relative pronouns (who, whom, which, that) and with questions
- Review perfect and introduce other perfect aspects
- Review conditionals 1-3
- Review gerunds, infinitives, noun/adjective clauses
- Other aspects of perfect
- Phrasal verbs and prepositional verbs
Grade 6
- Modern Heroes
- The World Around Me (Holes)
- Our Planet (Persuasive language and speeches)
- Fables & Myths (The Odyssey)
Grade 7
- International Foods & Traditions (A Step from Heaven)
- Poetry (Poetry slam)
- Literary Analysis (Look Both Ways)
- Can You Hear Me? Podcast Project
Grade 8
- Travel and Ecotourism
- The World of Stories
- Love Across Time and Space (Romeo and Juliet)
- Be Yourself (Stargirl)
- Who Am I? (My identity)
Grade 9
- From Slavery to Freedom (“The Hate U Give”)
- Anne Frank (Remembering the Past)
- Commemoration
- Advertising
Grade 10
- “Fever 1793” Novel Study
- Play: Macbeth
- Culture & Creativity in Short Stories
- E-assessment Review
Skills
Listening
- Video clips
- Tutorials
- Listening to read-alouds
- Podcasts
- Movie extracts
- Audio guides
- Audiobooks
- Clips of stage performances
- TED talks
- News stories
Reading
- Websites
- Articles
- Blogs
- Books
- Recipes
- Different types of poems
- Podcast transcripts
- Theatre plays
- Biographies
- Diary entries
- Historical texts
- Novels
- Graphic novels
- Travel brochures
- Theatre plays
Speaking
- Presentations
- Group discussions
- TV talk shows
- Protests
- Debates using rhetorical devices
- Reading aloud
- Short skits
- Podcasts
- Acting out
- Cloze reading videos
- Role plays
Writing
- Essays
- Reflection writing
- Script writing
- Tables
- Write your own myth and its analysis
- Creating posters
- Book report
- Character analysis essays
- Podcast script
- Travel brochures
- Storyboard
- Diary entry
- Poems
- Biography
- Emails
- Speeches
- Blog entry
- Letter writing
- Summaries
- Advertisements
- TED Talk
- Articles
- Speeches
Proficient: English (Phases 5+6)
Content
Communication Contexts
Language Mechanics and Grammar (Phases 5+6)
- Perfect and refine language as needed
- Commonly confused words
- Suffixes and prefixes, roots and loan words
- Academic vocabulary
- Formal and informal language
- Homophones and homonyms
- Passive
- Advanced adverbial clauses
- Advanced connectives: cause and effect, contrast, condition
Grade 6
- Biographies
- “Holes” Novel Study
- The Environment
- Fables and Myths
Grade 7
- “Step From Heaven” Novel Study
- Poetry
- “Look Both Ways” Novel Study
- Podcasts
Grade 8
- Travel brochures
- The World of Stories
- “Stargirl” Novel Study
- Love Across Time and Space: “Romeo and Juliet”
Grade 9
- “The Hate U Give” Novel Study
- Remembering the Past Through Anne Frank
- Commemoration IDU
- Advertising
Grade 10
- “Fever 1793” Novel Study
- Play: Macbeth
- Culture & Creativity in Short Stories
- E-assessment Review
Skills
Listening
- Students listen to and watch a wide variety of multimodal texts such as:
- Short video clips
- Films
- Interviews
- Book talks
- Podcasts
- Theatre clips
- News stories
- Audioguides
- Advertisements
- Stage performances
- TED Talks
Reading
- Students read a wide variety of text formats such as:
- Novels of different genres
- Poetry
- Plays
- Nonfiction text types (e.g., news articles, blogs, diaries, various websites, speeches)
Speaking
- Students develop their oral skills through:
- Class discussions
- Group work
- Presentations
- Interviews
- Debates
- Reports
- Role plays
- Skits
Writing
- Students develop writing skills through:
- Planning and writing advanced essays
- Diary entries
- Blogs
- Articles
- Critiques
- Letter writing
- Poetry
- Stories
- Script writing
Diploma Programme (DP)
Language Acquisition: English DP Overview
In Language B students learn to communicate in the target language in familiar and unfamiliar contexts.
They describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content.
The study of two literary works originally written in the target language is required only at language B HL
Grade 6
Content:
- Design Cycle/Design Process
- Problem / issue identification
- Design proposal
- Idea/solution generation
- Testing methods
- Success evaluation
- Improvement explanation
Skills
- Creating/editing of 2D graphics
- Presenting / communicating
- Producing and editing film
- Developing brand / identity
- Using structure as function
Grades 11 & 12
Content
Communication Contexts
Identities
- Lifestyles
- Health and well-being
- Beliefs and values
- Subcultures
- Language and identity
Experiences
- Leisure activities
- Holidays and travel
- Life stories
- Rites of passage
- Costumes and traditions
- Migration
Social Organization
- Entertainment
- Artistic expressions
- Communication and media
- Technology
- Scientific innovation
Sharing the Planet
- The environment
- Human rights
- Peace and conflict
- Equality
- Globalization
- Ethics
- Urban and rural environment
Conceptual Understanding
- Audience
- Purpose
- Meaning
- Variation
Skills
Communication Skills
- Communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding
- Use language appropriate to a range of interpersonal and/or cultural contexts
- Understand and use language to express and respond to a range of ideas with accuracy and fluency
- Organize ideas on a range of topics in a clear, coherent, and convincing manner
- Understand, analyse, and respond to a range of written and spoken texts
- Understand and use works of literature written in the target language of study (HL only)
Text Production
Personal texts
- Blog
- Diary
- Personal letter
- Social media posting/chat room
Professional texts
- Blog
- Essay
- Formal letter
- Proposal
- Questionnaire
- Report
- Set of instructions
- Survey
Mass media texts
- Advertisement
- Article (newspaper/magazine)
- Blog
- Brochure
- Film
- Interview
- Leaflet
- News report
- Opinion column/editorial
- Pamphlet
- Podcast
- Poster
- Commentary (editorial/reader’s letter)
- Radio programme
- Review
- Speech
- Travel guide
- Web page
Downloadable Curriculum
Access detailed curriculum overviews and guidelines in PDF format.
Glossary of Terms
Familiarize yourself with key abbreviations and terminology used throughout our curriculum.
Learning & Assessment
Discover our curriculum’s learning objectives, assessment strategies, and resources.