Day 2 Language Provision Groups 1and 2

Language Provision in Groups 1 and 2 of the DP – The Future Melbourne March 2011 Page 1

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Subject S bj t Specific S ifi Seminars S i January – March 2011 Scheduled in different parts of the world • • • • • • • Page 2

New Orleans Portland Brussels Zurich Melbourne Mexico City Singapore © International Baccalaureate Organization 2007

The Context Decision taken by the IB in 2004 to conduct a major joint review of language provision across groups 1 and 2 The aim of this review was to consider language provision in both groups g p Page 3

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The Context ƒ The aim of curriculum development is: to p produce excellent, internationally y minded, research based curriculums and support material that enable students to develop the attributes tt ib t off the th learner l profile fil and d th the IB mission thereby providing an excellent preparation for life in the 21st century century.

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IB Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that people, p , with their differences,, can also be right. g other p Page 5

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IB Learner Profile Examples of learner attributes: caring open-minded risk takers

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Curriculum review process • consultative, working with • teachers • examiners • consultants • IB Cardiff staff

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Examples of languages on offer

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Group 1

Group 2

Dutch

Arabic

E li h English

E li h English

French

French

Italian

German

Modern Greek

Italian

Norwegian

Japanese

P t Portuguese

M l Malay

Russian

Mandarin

Swedish

p Spanish

Thai

Swahili Š International Baccalaureate Organization 2007

Groups 1 & 2 curriculum review September 2011: • first year of teaching new courses May 2013: • first examinations of new courses

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Curriculum review documents February – March 2011

Final draft of PLT and all 53 PLAs available on OCC and for sale as paper p p copy Final draft of groups 1 and 2 guides on OCC and for sale as paper copy Specimen papers for all courses

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C i l Curriculum review i documents d t May 2011

Teacher support materials (TSMs) for groups g p 1 and 2 courses Language A DVD to accompany TSM Language ab initio language specific syllabuses

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Group 1: Studies in language and literature Group 2: Language acquisition

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Structure of Groups 1 and 2 CURRENT Group 1: Language A1 (HL and SL) Text and performance (SL)

Group 2: Language A2 (HL and SL) Language L B (HL and d SL) Language ab initio (SL) Classical languages (HL and SL) Page 13

NEW Group 1: Language A – Language and literature (HL and SL) Language A – Literature ((HL and SL)) Literature and performance (SL) Group 2: Language B (HL and SL) Language ab initio (SL) Classical Cl i l llanguages (HL & SL) © International Baccalaureate Organization 2007

GROUP 1

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The new Group 1 Comprehensive suite of courses to a wide range of students All group 1 courses are designed to be accessible to students with complex or diverse language profiles The literature course remains centred on the formal study of literary texts texts, but also includes a broader range of text types Language and literature is a new course where the analysis of texts includes the ways in which context impacts on the meaning of a text performance brings g the interdisciplinary p y Literature and p study of texts into sharper focus Page 15

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Language and literature course Although not a language acquisition course, it allows for ongoing language development Resources and ideas used in Language A2 course transfer easilyy to the new course Students are appropriately rewarded with a Group 1 qualification It allows students to take two Group p 1 courses more easily Page 16

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Prescribed list of authors (PLA) All lists by authors (not titles) No separation of parts 2 and 3 Available in all the 53 languages offered every year

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Prescribed literature in translation Previously PWL, now PLT As at present, titles only Updated p for availability y and new titles

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Language A – literature syllabus outline Part 1: Works in translation • SL: 2 works HL: 3 works • chosen from the PLT Part 2: Detailed Study • SL: 2 works HL: 3 works • chosen from the PLA Part 3: Literary genres • SL: 3 works HL: 4 works • chosen from the PLA Part 4: Options • SL: 3 works HL: 3 works • chosen freely © International Baccalaureate Organization 2007

Language A – literature assessment outline Weighting

Component

HL

P Paper 1

C Commentary t (2 hours) h ) Lit Literary analysis l i (1 ½ hours)

20%

Paper 2

Essay (2 hours), based on Part 3

Essay (1 ½ hours), based on Part 3

25%

Written assignment

Reflective statement (300-400 words) & essay (1,200-1,500), (1,200 1,500), based on Part 1

Reflective statement (300-400 words) & essay (1,200-1,500), (1,200 1,500), based on Part 1

IA

Individual oral commentary and discussion, based on Part 2

Individual oral commentary, based on Part 2

15%

IA

Individual oral presentation, t ti based on Part 4

Individual oral presentation, t ti based on Part 4

15%

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SL

25%

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L Language A – language l and d literature lit t syllabus outline Part 1: Language in cultural context • variety of texts • examples of topics: gender, language and power Part 2: Language and mass communication • variety of texts • examples of topics: use of persuasive language language, popular culture Part 3: Literature – Texts and contexts • SL: SL 2 works k HL 3 works HL: k Part 4: Literature – Critical study • SL: 2 works HL: 3 works Page 21

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Language A – language and literature Assessment outline Weighting

Component p

HL

SL

Paper 1

Comparative textual analysis (2 hours)

Textual analysis (1 ½ hours)

25%

Paper p 2

Essayy ((2 hours), ), based on Part 3

Essayy ((1 ½ hours), ), based on Part 3

25%

Written tasks

Submission of two written tasks, one on language and one on literature

Submission of one written task, either on language or literature

IA

Individual oral commentary t , based b d on Part 4

Individual oral commentary t , based b d on Part 4

15%

IA

Further oral activity, based on Part 1 or 2

Further oral activity, based on Part 1 or 2

15%

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20%

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Literature and performance An interdisciplinary subject offered only at standard level A synthesis of literature and theatre theatre, exploring the relationship between the two Driven by the idea of “transformation” transformation which engages students in a demanding examination of the details of the text

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Implications for schools and teachers A broad, comprehensive range of group 1 courses will be available Language A – Language and Literature is likely to be the course of choice for students currently studying A2 Mother tongue entitlement and school supported selftaught languages will be offered in the Language A – Lit t Literature course, but b t nott the th Language L A – language l and d literature course (ex. Dzongkha, Chichewa, Mongolian)

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GROUP 2

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Language B syllabus The Core (HL/SL) • social relationships (ex. minorities, taboos versus what is socially acceptable) • communication and media (ex. bias in the media, di th the IInternet) t t) • global issues (ex. natural disasters, poverty and d ffamine) i )

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Language B syllabus Th O The Options ti (at ( t HL & SL, SL select l t 2 from f 5) • health (ex. diet & nutrition) • customs & traditions (ex. celebrations, dress codes) • leisure (ex. sports, exhibitions & shows) • cultural diversity (ex. subcultures, concepts off human h b beauty) t ) • science & technology (ex. impact of IT on societ ) society) Page 27

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Literature (HL only) Students are required to read two works of literature originally written in the target language. These works may be from any genre, genre or may both be of the same genre. They do not need to be linked in any way (by author, theme, period).

When selecting the works, teachers should keep in mind that students are in the process of acquiring an additional language. Works written with a high complexity of language may not be suitable material. © International Baccalaureate Organization 2007

L Language B assessmentt outline tli Component p HL Paper 1 • text-handling (5 texts, 60 questions) ti )

SL Weighting g g • text-handling 25% (4 texts, 45 questions) ti )

Paper 2

Paper 2 • one writing task from a choice of 5

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Paper 2 • Section A: one writing task from a choice of 5 • Section B: response p to brief text

25%

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Language B assessment outline Component HL Written assignment

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SL

Weighting

based on a literary based on texts text studied linked to the core • task: 600 – 700 words

• task: 300 – 400 words

• rationale: 150 words d

• rationale: 100 words d

• ex. diary entry f from a character h

• ex. blog, news report

20%

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Language B assessment outline Component

HL

SL

IA

Individual oral, based on the options Preparation: 15 mins Duration: 8-10 mins

Individual oral, based on the options Preparation: 15 mins Duration: 8-10 mins

20%

IA

Interactive oral activity, based on the core

Interactive oral activity, based on the core

10%

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Weighting

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Language ab initio Current Syllabus skills-based core syllabus ll b language specific syllabus texts cultural awareness Page 32

New Syllabus skills-based core syllabus ll b language specific syllabus texts intercultural awareness Š International Baccalaureate Organization 2007

Themes The 3 themes (Individual and Society, Leisure and Work, Urban and Rural Environment) are made up of a series of topics. topics

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Language ab initio Assessment Outline Current course External assessment Paper 1 • text-handling (3 texts texts, 30 questions) • written itt response (1 text)

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Weighting

40%

New course External assessment Paper 1 • text-handling (4 texts texts, 40 questions)

Weighting

30%

• no written itt response

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Language ab initio Assessment Outline Current course

Weighting

External assessment Paper 2

New course External assessment

30%

Paper 2

25%

• Section A: short writing task (choice of 2, min 60 words)

• Section A: short writing task (choice of 2, min 50 words)

• Section B: extended writing task ((choice of 3,, min 120 words)

• Section B: extended writing task ((choice of 3,, min 100 words)

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Weighting

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Language ab initio Assessment Outline Current

course

Weighting

External assessment No written assignment

Weighting

New course External assessment

0%

Written assignment:

20%

• based on one of the topics • task: 200 – 300 words • Section A: description • Section B: comparison • Section C: reflection Page 36

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Language ab initio Assessment Outline Current course

Weighting

Internal assessment Individual oral

New course Internal assessment

15%

Individual oral

25%

• 10 minutes preparation

• 15 minutes preparation

• Part 1 – presentation on visual stimulus & follow-up questions • Part 2 – general conversation

• Part 1: presentation on visual stimulus • Part 2: follow-up questions • Part 3: conversation on a broad b d range off topics (including at least 2 questions on written assignment) g )

• 10 minutes in total

• 10 minutes in total

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Weighting

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Further Information Online curriculum centre (OCC)

roxane.vigneault@ibo.org THANK YOU! Page 38

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