IB MYP English (Language & Literature) Curriculum & Criteria Guide (Years 1 – 5)
Reading • Writing • Speaking • Viewing • Analyzing • Creating
The IB MYP Language & Literature (English) course develops critical reading, analytical thinking, creative writing, academic writing, and communication skills. Across Years 1–5, students explore a variety of texts—novels, poetry, drama, media, nonfiction—while learning to construct arguments, interpret deeper meaning, and create purposeful texts.
This guide explains all criteria A–D, year-wise topics, learner expectations, and preparation strategies.
Overview of MYP English (Language & Literature)
- Years 1–3 (Foundation English): Core reading comprehension, narrative writing, literary elements, basic analysis.
- Years 4–5 (Advanced English): Comparative analysis, thematic studies, persuasive/argumentative writing, research-based text production.
Assessment Criteria (A – D)
- A: Analysing
- B: Organising
- C: Producing Text
- D: Using Language
Each criterion is marked on an 8-level rubric, total 32 → converted to final 1–7 grade.
Criterion A – Analysing
Interpreting, evaluating and discussing how meaning is created in texts.
| Year | What Students Learn | Text Types | Student Demonstration | Preparation Tips |
|---|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Identify characters, setting, simple themes, plot | Short stories, poems, fables | Explain basic meaning with examples | "Who? What? Why?" questions after reading |
| MYP Year 2 / Year 8 / Grade 7 | Recognize literary devices (simile, alliteration, mood) | Chapter books, poetry | Identify evidence and describe effects | Build a glossary of literary terms |
| MYP Year 3 / Year 9 / Grade 8 | Analyse structure, perspective, author choices | Novel studies, media texts | Write paragraphs using PEEL/TEEL | Practice annotating texts |
| MYP Year 4 / Year 10 / Grade 9 | Analyse techniques, symbolism, context | Shakespeare extracts, articles | Compare texts; evaluate author intent | Use model analytical essays |
| MYP Year 5 / Year 11 / Grade 10 | Deep analysis: style, context, ideology | Classic & modern literature | Write full analytical essays; interpret complex texts | Timed textual analysis & comparative essays |
Criterion B – Organising
Structuring ideas effectively in writing and presentations.
| Year | Focus Areas | Evidence Required | Support Strategies |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Paragraphing, sequencing, clear beginnings/endings | Simple stories, recounts | Use graphic organisers |
| MYP Year 2 / Year 8 / Grade 7 | Topic sentences, transitions, coherence | Short essays, reports | Sentence starters; PEEL writing |
| MYP Year 3 / Year 9 / Grade 8 | Organised multi-paragraph essays | Compare/contrast paragraphs | Teach introduction & conclusion formats |
| MYP Year 4 / Year 10 / Grade 9 | Formal essay structure, logical progression | Analytical essays with evidence | Peer editing checklists |
| MYP Year 5 / Year 11 / Grade 10 | Academic organisation, cohesion, flow | Persuasive/argumentative essays | Use essay planning templates |
Criterion C – Producing Text
Creating original texts that demonstrate creativity, purpose and audience awareness.
| Year | Genres | Expected Skills | Preparation Ideas |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Narratives, simple poems | Describe, sequence, imaginative details | Creative prompts |
| MYP Year 2 / Year 8 / Grade 7 | Descriptive writing, personal letters | Appeal to senses; express opinions | Vocabulary lists, sentence variety |
| MYP Year 3 / Year 9 / Grade 8 | Instructions, speeches, news reports | Audience awareness; tone control | Record practice speeches |
| MYP Year 4 / Year 10 / Grade 9 | Persuasive writing, monologues, short stories | Style choices, viewpoint, narrative voice | Study mentor texts |
| MYP Year 5 / Year 11 / Grade 10 | Editorials, formal essays, creative pieces | Coherence between content, purpose, and register | Focus on drafting → revising → editing |
Criterion D – Using Language
Grammar, syntax, vocabulary, spelling, punctuation and stylistic choices.
| Year | Language Focus | Evidence Examples | Practice Methods |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Basic grammar, simple sentences | Short paragraphs | Grammar games, reading aloud |
| MYP Year 2 / Year 8 / Grade 7 | Parts of speech, varied sentence types | Descriptive paragraphs | Keep a "vocab journal" |
| MYP Year 3 / Year 9 / Grade 8 | Clauses, cohesion, accurate punctuation | Formal and creative texts | Grammar drills + applied writing |
| MYP Year 4 / Year 10 / Grade 9 | Tone, register, precise vocabulary | Essays, speeches | Analyse model writing |
| MYP Year 5 / Year 11 / Grade 10 | Stylistic control, fluency, advanced vocabulary | Academic essays | Editing checklists, thesaurus use |
Year-by-Year Breakdown (Topics & Text Types)
| Year | Units / Themes | Texts & Skills |
|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Identity, adventure, fables | Short stories, simple poems, narration |
| MYP Year 2 / Year 8 / Grade 7 | Culture, friendship, nature | Novels for young readers, letter writing |
| MYP Year 3 / Year 9 / Grade 8 | Conflict, community, media literacy | Novel study, news articles, speeches |
| MYP Year 4 / Year 10 / Grade 9 | Power, justice, society | Shakespeare, persuasive texts, comparative analysis |
| MYP Year 5 / Year 11 / Grade 10 | Global issues, change, human experiences | Modern classic novel, editorials, formal essays |
Genre Progression
| Genre | Year 1–2 | Year 3 | Year 4 | Year 5 |
|---|---|---|---|---|
| Narrative | Basic story arc | Detailed description | Character voices | Stylistic narrative choices |
| Poetry | Rhyme, rhythm | Figurative language | Interpretation | Critiquing poetic style |
| Drama | Simple scenes | Role play | Shakespeare extracts | Performance analysis |
| Nonfiction | Recounts | Reports | Articles | Analytical essays |
| Media | Picture books | Posters | Advertisements | Editorials |
Speaking & Listening (Across All Years)
- Class discussions & debates
- Oral presentations
- Dramatic readings
- Group dialogue activities
- Socratic circles (Years 4–5)
Students should:
- Speak clearly and confidently
- Use evidence to support points
- Listen actively & reflect on feedback
Preparation Timeline Across the School Year
| Term | Focus | Student Tasks |
|---|---|---|
| Term 1 | Reading comprehension & literary techniques | Text annotation, short analysis |
| Term 2 | Writing skills (creative + academic) | Narrative + persuasive writing |
| Term 3 | Extended writing + comparative analysis | Analytical essay draft |
| Term 4 | Full integration of A–D | End-of-year exam, portfolio reflection |
Approaches to Learning (ATL) Skills in English
- Thinking Skills: Inferring meaning, analysing structure, evaluating author's choices
- Communication Skills: Presenting ideas clearly, using formal academic language
- Research Skills: Gathering evidence, integrating quotations
- Self-Management: Planning essays, drafting and revising
How Parents Can Support English Learning
- Read together or discuss books/films regularly
- Encourage daily writing (journal, stories, opinions)
- Use vocabulary-building apps
- Ask questions: "Why do you think the author chose this?" "What message is this text giving?"
- Provide quiet reading time every day