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English b course
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IB Diploma Programme

English b course

The Diploma Programme

IB Criteria

Language acquisition aims

Assessment objectives

Assessment objectives in practice

General information of the programme and the course

ENGLISH B COURSE

Internal and External Assessment

The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view.

The Diploma Programme

The Diploma Programme model

The course is presented as six academic areas enclosing a central core. It encourages the concurrent study of a broad range of academic areas. Students study two modern languages (or a modern language and a classical language), a humanities or social science subject, an experimental science, mathematics and one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university.

English B Aims

Language Acquisition Aims

1. Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance. 2. Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes. 3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures. 4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar. 5. Develop students’ awareness of the importance of language in relation to other areas of knowledge. 6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills. 7. Provide students with a basis for further study, work and leisure through the use of an additional language. 8. Foster curiosity, creativity and a lifelong enjoyment of language learning.

Assessment objectives in practice

Video: The IB Diploma Programme: A broad and balanced education

External and Internal Assessment

IB CRITERIA

External assessment criteria—HL Paper 1: Productive skills—writing

Assessment criteria are used to mark paper 1, which is worth 25% of the overall mark. There are three assessment criteria. Criterion A: Language How successfully does the candidate command written language? • To what extent is the vocabulary appropriate and varied? • To what extent are the grammatical structures varied? • To what extent does the accuracy of the language contribute to effective communication?

External Assessment

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Criterion B: Message To what extent does the candidate fulfill the task? • How relevant are the ideas to the task? • To what extent are ideas developed? • To what extent do the clarity and organization of ideas contribute to the successful delivery of the message?

External Assessment

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Criterion C: Conceptual understanding To what extent does the candidate demonstrate conceptual understanding? • To what extent is the choice of text type appropriate to the task? • To what extent are register and tone appropriate to the context, purpose and audience of the task?• To what extent does the response incorporate the conventions of the chosen text type?

External Assessment

Assessment Objectives

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Assessment objectives

The following assessment objectives are common to both language B and language ab initio. The level of difficulty of the assessments, and the expectations of student performance on the tasks, are what distinguishes the three modern language acquisition courses.

1. Communicate clearly and effectively in a range of contexts and for a variety of purposes.

2. Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences.

3. Understand and use language to express and respond to a range of ideas with fluency and accuracy.

4. Identify, organize and present ideas on a range of topics.

5. Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts.

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INTERNAL ASSESSMENT HL

Internal and External Assessment

Paper 1: Productive skills—writing Duration: 1 hour 30 minutes Weighting: 25% Paper 1 is based on the five course themes: identities, experiences, human ingenuity, social organization, sharing the planet. This examination is externally set and externally assessed. It consists of a choice from three tasks with a variety of audiences, contexts and purposes. Each task is based on a different theme from the syllabus. Students write a response of 450–600 words to one of the tasks, choosing a text type from among those listed in the examination instructions. Although the general format of paper 1 at HL resembles that of paper 1 at SL, it must be stressed that the nature of the tasks set will require more complex language and structures, as well as demanding higher-order thinking skills such as analysis, evaluation, synthesis and interpretation. The higher word range has been provided in order to accommodate the more complex responses required at this level. The aim of this component is to assess the ability to communicate in writing for a variety of purposes. In order to fulfill the requirements of this assessment component, students need to show, through their choice of text type, register and style, that they understand the concepts of audience, context, purpose, meaning and variation, and can apply them to their written language. Paper 1 assesses the degree to which students can: • 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 language to express and respond to a range of ideas with fluency and accuracy • identify, organize and present ideas on a range of topics. Students’ factual knowledge of topics within the themes will not be tested; however, it can be used to support any ideas that the student wishes to communicate.

EXTERNAL ASSESSMENT (HL)

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EXTERNAL ASSESSMENT (HL)

Paper 2: Receptive skills—listening and reading Duration: 2 hours Weighting: 50% (25% listening comprehension, 25% reading comprehension) Paper 2 is based on the five themes: identities, experiences, human ingenuity, social organization, sharing the planet. This examination is externally set and externally assessed. It is divided into two separate sections: listening (three audio passages) and reading (three written passages) covering different topics drawn from the five themes. The students’ understanding of the six passages is assessed in this examination: it does not test the students’ knowledge of any factual content of a specific topic. All audio and written passages are in the target language and all answers must be provided in the target language.Note: International-mindedness is central to the IB philosophy. It is expected that students will have been exposed to a variety of texts, both oral and written, that demonstrate linguistic variation and regional accents. Linguistic variation and regional accents appearing in texts used for external assessment are intended to reflect this expectation while also being comprehensible to the students.

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