IB Diploma Curriculum Guide

Language B: (Chinese)

Prerequisites

Year 10 Chinese

Course Structure: SL and HL

Course Description

Language B is for a language learner who has 2 – 5 years’ experience of the target language. Currently it is not possible to do two languages unless one is done as an anticipated subject in Year 11. 

For students wishing to take two languages at GGS, advanced students may join the Year 12 class and complete one language as an Anticipated Subject at Standard Level. This means that candidates can complete the course in Year 11 and attempt the examination at the completion of that year. It must be understood that each course is a second language course and therefore, first language speakers of Chinese, French, German or Japanese who have completed 12 months in a school where this language is the language of instruction will not be eligible to enroll. 

Standard Level and Higher Level  

The main focus of the course is on language acquisition and development in the four primary language skills of listening, speaking, reading and writing. The balance between these four language skills will be appropriate to the needs of the students. 

• Language B Higher Level is for a language learner who has approximately 4 to 5 years’ experience of the language; 
• is not taught other subjects in the target language 
• and is normally taught in places other than where the language is spoken 

Note: It is not possible to study an ab initio language at Higher Level. 

An Anticipated Subject can only be studied to Standard Level. 

Language B Course Aims 

The program aims to: 

• Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance
• Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes
• Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures
• Develop students’ understanding of the relationship between the languages and cultures with which they are familiar 
• Develop students’ awareness of the importance of language in relation to other areas of knowledge
• Provide students, through language learning and the process of inquiry, with opportunities for  intellectual engagement and the development of critical- and creative-thinking skills
• Provide students with a basis for further study, work and leisure through the use of an additional language 
• Foster curiosity, creativity and a lifelong enjoyment of language learning 

 
By the end of the course, students are expected to demonstrate competence in three distinct but interrelated areas: 

• Language 
• Message 
• Conceptual Understandings 

Students are expected to demonstrate an ability to: 
(extra expectations for Higher Level students are given in bold type) 

• Communicate clearly and effectively in a range of contexts and for a variety of purposes. 
• Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences. 
• Understand and use a wide range of vocabulary in common usage. 
• Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences. 
• Understand and use language to express and respond to a range of ideas with fluency and accuracy. 
• Identify, organize and present ideas on a range of topics. 
• Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts.  

The audio and written texts are more complex at Higher Level.  

At Higher Level, two literary texts will also be studied. 

The four skills of listening, speaking, reading and writing are equally developed through the five course themes: Identities, Experiences, Human Ingenuity, Social Organization and Sharing the Planet. 

To supplement the course, students have access to a range of worksheets, authentic newspapers and magazines, films, television programs, songs, poetry and prose, letters and diagrams in the target language. Information technology is integrated into the course. 

Students also have regular access to our native language assistants to develop their oral skills. Oral classes with the assistants form an integral part of the senior courses. 

Chinese Students may use the traditional form in writing but must be able to read the simplified writing in class. 

CHINESE, FRENCH, GERMAN AND JAPANESE

Internal Assessment (25%) 
Internally assessed by the teacher and externally moderated by the IB. 

Individual Oral (12-15 minutes) (25%) 
SL: 15 minutes’ preparation of a visual stimulus relating to one of the five themes, a 3-4 minute presentation, a 3-4 minute follow-up discussion with the teacher and a 4-5 minute general discussion which addresses at least one additional theme. 

HL: 20 minutes’ preparation of an extract of up to 300 words (600 Japanese characters) (360 Hanzi) from the two literary texts studied, a 3-4 minute presentation, a 3-4 minute follow-up discussion with the teacher and a 5-6 minute general discussion which addresses at least one of the five themes. 

External Examinations: Written Component (75%)  

Paper 1: Productive Skills (Writing) (SL 75 minutes, HL 90 minutes) (25%) 
One writing task from a choice of three, choosing a text type appropriate to the task from those listed in the instructions.  

Word count:

• SL 250-400 (French and German) or 500-800 (Japanese) words or 300-480 Hanzi 
• HL 450-600 (French and German) or 600-600 (Japanese) words or 540-720 Hanzi 

Paper 2: Receptive Skills (SL 1 hour 45 minutes, HL 2 hours) (50%) 

a) Reading (25%) (1 hour both levels) 

Comprehension texts based on three written texts drawn from the five themes. 

b) Listening (25%) (SL 45 minutes, HL 1 hour) 

Comprehension questions based on three audio texts drawn from the five themes. 

Language B: (Japanese)

Prerequisites

Year 10 Japanese

Course Structure: SL and HL

Course Description

Language B is for a language learner who has 2 – 5 years’ experience of the target language. Currently it is not possible to do two languages unless one is done as an anticipated subject in Year 11. 

For students wishing to take two languages at GGS, advanced students may join the Year 12 class and complete one language as an Anticipated Subject at Standard Level. This means that candidates can complete the course in Year 11 and attempt the examination at the completion of that year. It must be understood that each course is a second language course and therefore, first language speakers of Chinese, French, German or Japanese who have completed 12 months in a school where this language is the language of instruction will not be eligible to enroll. 

Standard Level and Higher Level  

The main focus of the course is on language acquisition and development in the four primary language skills of listening, speaking, reading and writing. The balance between these four language skills will be appropriate to the needs of the students. 

• Language B Higher Level is for a language learner who has approximately 4 to 5 years’ experience of the language; 
• is not taught other subjects in the target language 
• and is normally taught in places other than where the language is spoken 

Note: It is not possible to study an ab initio language at Higher Level. 

An Anticipated Subject can only be studied to Standard Level. 

Language B Course Aims 

The program aims to: 

• Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance
• Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes
• Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures
• Develop students’ understanding of the relationship between the languages and cultures with which they are familiar 
• Develop students’ awareness of the importance of language in relation to other areas of knowledge
• Provide students, through language learning and the process of inquiry, with opportunities for  intellectual engagement and the development of critical- and creative-thinking skills
• Provide students with a basis for further study, work and leisure through the use of an additional language 
• Foster curiosity, creativity and a lifelong enjoyment of language learning 

 
By the end of the course, students are expected to demonstrate competence in three distinct but interrelated areas: 

• Language 
• Message 
• Conceptual Understandings 

Students are expected to demonstrate an ability to: 
(extra expectations for Higher Level students are given in bold type) 

• Communicate clearly and effectively in a range of contexts and for a variety of purposes. 
• Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences. 
• Understand and use a wide range of vocabulary in common usage. 
• Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences. 
• Understand and use language to express and respond to a range of ideas with fluency and accuracy. 
• Identify, organize and present ideas on a range of topics. 
• Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts.  

The audio and written texts are more complex at Higher Level.  

At Higher Level, two literary texts will also be studied. 

The four skills of listening, speaking, reading and writing are equally developed through the five course themes: Identities, Experiences, Human Ingenuity, Social Organization and Sharing the Planet. 

To supplement the course, students have access to a range of worksheets, authentic newspapers and magazines, films, television programs, songs, poetry and prose, letters and diagrams in the target language. Information technology is integrated into the course. 

Students also have regular access to our native language assistants to develop their oral skills. Oral classes with the assistants form an integral part of the senior courses. 

Chinese Students may use the traditional form in writing but must be able to read the simplified writing in class. 

CHINESE, FRENCH, GERMAN AND JAPANESE

Internal Assessment (25%) 
Internally assessed by the teacher and externally moderated by the IB. 

Individual Oral (12-15 minutes) (25%) 
SL: 15 minutes’ preparation of a visual stimulus relating to one of the five themes, a 3-4 minute presentation, a 3-4 minute follow-up discussion with the teacher and a 4-5 minute general discussion which addresses at least one additional theme. 

HL: 20 minutes’ preparation of an extract of up to 300 words (600 Japanese characters) (360 Hanzi) from the two literary texts studied, a 3-4 minute presentation, a 3-4 minute follow-up discussion with the teacher and a 5-6 minute general discussion which addresses at least one of the five themes. 

External Examinations: Written Component (75%)  

Paper 1: Productive Skills (Writing) (SL 75 minutes, HL 90 minutes) (25%) 
One writing task from a choice of three, choosing a text type appropriate to the task from those listed in the instructions.  

Word count:

• SL 250-400 (French and German) or 500-800 (Japanese) words or 300-480 Hanzi 
• HL 450-600 (French and German) or 600-600 (Japanese) words or 540-720 Hanzi 

Paper 2: Receptive Skills (SL 1 hour 45 minutes, HL 2 hours) (50%) 

a) Reading (25%) (1 hour both levels) 

Comprehension texts based on three written texts drawn from the five themes. 

b) Listening (25%) (SL 45 minutes, HL 1 hour) 

Comprehension questions based on three audio texts drawn from the five themes. 

Language B: (French)

Prerequisites

Year 10 French

Course Structure: SL and HL

Course Description

Language B is for a language learner who has 2 – 5 years’ experience of the target language. Currently it is not possible to do two languages unless one is done as an anticipated subject in Year 11. 

For students wishing to take two languages at GGS, advanced students may join the Year 12 class and complete one language as an Anticipated Subject at Standard Level. This means that candidates can complete the course in Year 11 and attempt the examination at the completion of that year. It must be understood that each course is a second language course and therefore, first language speakers of Chinese, French, German or Japanese who have completed 12 months in a school where this language is the language of instruction will not be eligible to enroll. 

Standard Level and Higher Level  

The main focus of the course is on language acquisition and development in the four primary language skills of listening, speaking, reading and writing. The balance between these four language skills will be appropriate to the needs of the students. 

• Language B Higher Level is for a language learner who has approximately 4 to 5 years’ experience of the language; 
• is not taught other subjects in the target language 
• and is normally taught in places other than where the language is spoken 

Note: It is not possible to study an ab initio language at Higher Level. 

An Anticipated Subject can only be studied to Standard Level. 

Language B Course Aims 

The program aims to: 

• Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance
• Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes
• Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures
• Develop students’ understanding of the relationship between the languages and cultures with which they are familiar 
• Develop students’ awareness of the importance of language in relation to other areas of knowledge
• Provide students, through language learning and the process of inquiry, with opportunities for  intellectual engagement and the development of critical- and creative-thinking skills
• Provide students with a basis for further study, work and leisure through the use of an additional language 
• Foster curiosity, creativity and a lifelong enjoyment of language learning 

 
By the end of the course, students are expected to demonstrate competence in three distinct but interrelated areas: 

• Language 
• Message 
• Conceptual Understandings 

Students are expected to demonstrate an ability to: 
(extra expectations for Higher Level students are given in bold type) 

• Communicate clearly and effectively in a range of contexts and for a variety of purposes. 
• Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences. 
• Understand and use a wide range of vocabulary in common usage. 
• Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences. 
• Understand and use language to express and respond to a range of ideas with fluency and accuracy. 
• Identify, organize and present ideas on a range of topics. 
• Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts.  

The audio and written texts are more complex at Higher Level.  

At Higher Level, two literary texts will also be studied. 

The four skills of listening, speaking, reading and writing are equally developed through the five course themes: Identities, Experiences, Human Ingenuity, Social Organization and Sharing the Planet. 

To supplement the course, students have access to a range of worksheets, authentic newspapers and magazines, films, television programs, songs, poetry and prose, letters and diagrams in the target language. Information technology is integrated into the course. 

Students also have regular access to our native language assistants to develop their oral skills. Oral classes with the assistants form an integral part of the senior courses. 

Chinese Students may use the traditional form in writing but must be able to read the simplified writing in class. 

CHINESE, FRENCH, GERMAN AND JAPANESE

Internal Assessment (25%) 
Internally assessed by the teacher and externally moderated by the IB. 

Individual Oral (12-15 minutes) (25%) 
SL: 15 minutes’ preparation of a visual stimulus relating to one of the five themes, a 3-4 minute presentation, a 3-4 minute follow-up discussion with the teacher and a 4-5 minute general discussion which addresses at least one additional theme. 

HL: 20 minutes’ preparation of an extract of up to 300 words (600 Japanese characters) (360 Hanzi) from the two literary texts studied, a 3-4 minute presentation, a 3-4 minute follow-up discussion with the teacher and a 5-6 minute general discussion which addresses at least one of the five themes. 

External Examinations: Written Component (75%)  

Paper 1: Productive Skills (Writing) (SL 75 minutes, HL 90 minutes) (25%) 
One writing task from a choice of three, choosing a text type appropriate to the task from those listed in the instructions.  

Word count:

• SL 250-400 (French and German) or 500-800 (Japanese) words or 300-480 Hanzi 
• HL 450-600 (French and German) or 600-600 (Japanese) words or 540-720 Hanzi 

Paper 2: Receptive Skills (SL 1 hour 45 minutes, HL 2 hours) (50%) 

a) Reading (25%) (1 hour both levels) 

Comprehension texts based on three written texts drawn from the five themes. 

b) Listening (25%) (SL 45 minutes, HL 1 hour) 

Comprehension questions based on three audio texts drawn from the five themes. 

Spanish Ab Initio

Prerequisites

Nil.

Course Structure: SL only

Course Description

Ab Initio is for a beginner who has little or no previous experience of the language. The student must have had no formal instruction in the language nor have lived in a Spanish speaking country. 

The main focus of the course is on language acquisition and development in the four primary language skills of reading, listening, writing and speaking. The aim is to develop all four skills to a similar level of communicative competence. The course focuses on everyday situations and aspects of the culture related to the language.  

Students develop the ability to communicate in the target language through the study of language, themes and texts.  In doing so, they also develop conceptual understandings of how language works.  Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course. 

The Spanish Ab Initio syllabus is organized into five prescribed themes: Identities, Experiences, Human Ingenuity, Social Organization and Sharing The Planet.  

ASSESSMENT 
1. Internal Assessment: Oral Component (25%) 
A final oral examination over the second year of the course assessed by the classroom teacher and externally moderated by the IB. 

3. External Assessment: Written Component (75%) 
Paper 1: Productive Skills (1 hour) (25%) 
Two written tasks of 70-150 words from a choice of three tasks, choosing a text type from each task from those listed in the instructions. 

 Paper 2: Receptive Skills (1 hour 45 minutes, 50%)  

• Reading Comprehension (25%, 1 hour) – Comprehension tasks based on three written texts 
• Listening Comprehension (25%, 45 minutes) – Comprehension questions based on three audio texts