• Philosophy

    The Howell L. Watkins Middle Language Programme is designed to equip students with the critical thinking and linguistic skills required to thrive in a world where quantum shifts in innovation and technology occur more rapidly than ever before in recorded history. Emphasizing the Inquiry based approach of the MYP curriculum framework, students explore language and ideas as part of a global community in which change is constantly occurring in all fields. Actively engaging the domains of Listening, Speaking, Reading, Writing and Viewing, students are challenged to think critically as they consider real-world scenarios and the grand scope of humanitarian needs. With this approach, students and faculty embody and actualize the IB Learner Profile, becoming lifelong learners empowered to create a more graceful and peaceful world for all humanity and for Mother Earth.

    Instruction and Assessment in Language and Literature

    Beliefs and Practices
    When engaging language instruction, the fundamental pedagogical stance at H.L. Watkins Middle is that of teaching and learning through Inquiry. By definition, Inquiry involves speculating; exploring; questioning; and connecting. Because Language and Literature is global in scope and unlimited in topical coverage, conceptual understanding in a global context is continually developed. The processes through which our Language learning is phased are Comprehending spoken and visual text; Comprehending written and visual text; Communicating in response to spoken and or written form; and using language in spoken and written form. By this means, a deep exploration of ideas through listening, speaking, reading, writing and viewing will be obtained. Followed faithfully, this pedagogical stance produces lifelong learners who are curious, globally aware human beings, adept at critical and creative thinking.

    To offer students this rich, diverse and non-linear language learning experience, the following methodologies are in place:

    • MYP aims and objectives as Best Practice
    • Reading engagement in all subject areas
    • Making cross-curricular connections between and among topics
    • Using formative and summative assessments to drive instruction
    • Designing interventions based on state assessment data
    • Providing students opportunities to participate in meaningful community action events
    • Providing students access to intercultural awareness through language instruction.

    Instruction and Assessment in Language Acquisition

    Beliefs and Practices

    In addition to achieving proficiency and beyond in English Language and Literature instruction, H.L. Watkins Middle aims for their students to become proficient in two or more languages, in full alignment with MYP programme objectives. Language acquisition within this broader view, is seen as a continuum along which individual students progress in a variety of courses.

    • To deliver an authentic and diverse language acquisition learning experience, teachers will:
    • Utilize MYP aims and objectives as Best Practice
    • By back mapping from a goal of proficient communication in all domains, goals for student outcomes will be set for each to achieve proficiency, no matter their respective starting points
    • Depict our world’s cultural diversity in the curriculum
    • Instill an interactive approach to student learning
    • Engage the domains of Listening, Speaking, Reading, Writing and Viewing
    • Use formative assessment to drive instruction
    • Employ principles of continuous improvement from analyzing results of summative assessments
    • Give students opportunities to take action within the larger community

    School Language Profiles

    English is the primary instructional language at H.L. Watkins Middle. The school follows the Districtwide Scope & Sequence Calendar for English Language Acquisition, which provides higher-level applications of Listening, Speaking, Reading, Writing and viewing skills. This districtwide resource is calibrated to ensure all students meet or exceed our Florida State Standards Assessments criteria.

    Additional Language

    H.L. Watkins Middle offers Spanish language courses in keeping with MYP programme standards in which at least one other language in addition to students’ native language, enriches the educational experiences of IB learners.

    Support for Non-Native English Speakers

    In a state replete with a rich cultural diversity, we support and honor families whose native language is not English. Bilingualism is an economic advantage in our society. Families and students are encouraged to maintain and respect their native language, and to keep it fresh and fluent as a valuable part of their lives.

    In concert with the requirements of the Division of Multicultural Education, documents sent to inform parents about important educational events, programs and opportunities are translated into students’ native languages as appropriate, to accommodate parents’ needs. Meanwhile, adult education classes, including English for Speakers of Other Languages, are offered to parents throughout the school district.

    For non-native students who are newly acquiring English as a second language, ample support through sheltered ESOL instruction is provided, as they master their new language and enter mainstream classes.

    Policy review

    This Policy will be reviewed yearly by the coordinator and school personal. Staff, parents and students will be allowed input when making adjustments to the policy, ensuring compliance with IBO.

    Policy Updated August 2022