World Languages

ESL R&W Int.

In ESL Intermediate Reading and Writing, students learn to show understanding of information, main ideas and supporting details, and draw conclusions; understand basic conventions including aspects of format and style, and author’s purpose for writing; and engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions. Additionally, by the end of the course students should be able to respond appropriately to spoken and/or written and/or visual text; communicate with a sense of audience and purpose; write using a range of vocabulary, grammatical structures and conventions; and organize information and ideas by using a wide range of cohesive devices. Literary texts taught include The Giver and Night.
ESL S&L Adv.

In ESL Advanced Listening and Speaking, students learn to understand, analyze, evaluate, and respond to a range of spoken texts; communicate information, ideas, and opinions in social and academic situations; use language appropriate to a wide range of interpersonal and cultural contexts, and for a wide range of purposes and audiences; and engage actively in oral production using comprehensible pronunciation and correct tone. Additionally, students are taught how to maintain mostly correct stress, intonation, and rhythm in communication and use new vocabulary. Some examples of student production include presentations, group discussions, roleplays, and interviews.
ESL S&L Int.

In ESL Intermediate Listening and Speaking, students learn to understand and respond to a range of spoken texts; communicate information, ideas and opinions on topics of personal and global significance; request and provide information in a range of spoken contexts; and use language appropriate to a range of spoken interpersonal and cultural contexts, and for a range of purposes and audiences. In addition, students will learn to use appropriate register in formal and informal oral communication; use language accurately; and engage actively in oral production using comprehensible pronunciation and intonation/correct tone. Some examples of student production include presentations, group discussions, roleplays, and interviews.
IB I Chin. A L&L

IB Chinese A: language and literature is a two-year IB course designed for either native speakers of the language or students who consider Chinese their second best language. The course includes a literature component and a language component. The first part focuses on Language in cultural context and language in mass communications. The second part focuses on literary analysis and critical study of literature. Texts originally written in the language are studied to actively engage students in the language and culture represented. Students engage in an analytic study of texts to gauge deeper meaning and references to richness, commonalities and diversity in culture and literary components. One of the course aims is to help students ‘focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course’. It also aims ‘to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. Students develop understanding of the ways in which formal elements are used to create meaning in a text and explore how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. A wider aim of the course is the development of an understanding of “critical literacy” in students. The course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity.’ IB Language A Subject Guide
IB I French A L&L
IB I French ab initio SL

The IB French Ab initio course is a beginners course in French offered for students with no experience in the language. It is ‘designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken’. Learning activities are planned to take students ‘beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity’. The course aims to develop students’ ‘linguistic abilities through the development of receptive, productive and interactive skills as defined in the syllabus’ (Language Ab initio subject guide). During the year, students learn all five tenses, can express themselves in present , perfect, imperfect, near future/simple future and conditional tenses. They finish the year by reading a French short story and producing a written research task on a francophone country which they present to their peers in class.
IB I French B

"IB French B is a language acquisition course developed for students with some background in the target language. While acquiring French language, students will explore the culture connected to it. The focus is language acquisition and intercultural understanding.The syllabus approaches the learning of language through meaning. Through the study of the core and the options, students build the necessary skills to reach the assessment objectives of the course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.The core—with topics common to both levels—is divided into three areas: Communication and media, Global issues and Social relationships. In addition, at both SL and HL, teachers select two from the following five options: Cultural diversity, Customs and traditions, Health, Leisure, Science and technology.” IB Language B Subject Guide
IB I Latin B SL
IB I Mandarin ab initio SL

The IB Mandarin Ab Initio course is a beginner course in Mandarin designed for students with no prior experience in the language. The course is ‘designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken’. Learning activities are planned to take students ‘beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity’. The course aims to develop students’ ‘linguistic abilities through the development of receptive, productive and interactive skills as defined in the syllabus’ (Language Ab initio subject guide).The course is organized into three themes: Individual and society, Leisure and work, and Urban and rural environment. Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.
IB I Mandarin B

IB Mandarin B is a language acquisition two-year course developed for students with some background in the target language. Students will explore Chinese culture while learning the language."The focus is language acquisition and intercultural understanding.The syllabus approaches the learning of language through meaning. Through the study of the core and the options, students build the necessary skills to reach the assessment objectives of the course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.The core—with topics common to both levels—is divided into three areas: Communication and media, Global issues and Social relationships. In addition, at both SL and HL, teachers select two from the following five options: Cultural diversity, Customs and traditions, Health, Leisure, Science and technology.” IB Language B Subject Guide
IB I Span. ab initio SL

IB I Spanish Ab Initio is a two-year beginners course for students with no prior experience in the language. The course is ‘designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken’. Learning activities are planned to take students ‘beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity’. The course aims to develop students’ ‘linguistic abilities through the development of receptive, productive and interactive skills as defined in the syllabus’ (Language Ab initio subject guide). During the year, students learn all five tenses, can express themselves in present , perfect, imperfect, near future/simple future and conditional tenses. They finish the year by reading a Spanish short story and producing a written research task in Spanish which they present to their peers in class.
IB I Spanish A L&L SL

IB I Spanish A: language and literature builds on skills and works studied in first year IB Spanish A. It includes a literature component and a language component. The first part focuses on Language in cultural context and language in mass communications. The second part focuses on literary analysis and critical study of literature. Texts originally written in the language are studied to actively engage students in the language and culture represented. Students engage in an analytic study of texts to gauge deeper meaning and references to richness, commonalities and diversity in culture and literary components. One of the course aims is to help students ‘focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course’. It also aims ‘to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. Students develop understanding of the ways in which formal elements are used to create meaning in a text and explore how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. A wider aim of the course is the development of an understanding of “critical literacy” in students. The course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity.’ IB Language A Subject Guide
IB I Spanish B

IB Spanish B is a language acquisition two-year course developed for students with some background in the target language. Students will explore culture in countries where the language is spoken while studying the language."The focus is language acquisition and intercultural understanding.The syllabus approaches the learning of language through meaning. Through the study of the core and the options, students build the necessary skills to reach the assessment objectives of the course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.The core—with topics common to both levels—is divided into three areas: Communication and media, Global issues and Social relationships. In addition, at both SL and HL, teachers select two from the following five options: Cultural diversity, Customs and traditions, Health, Leisure, Science and technology. Also, at HL, students read two works of literature.” IB Language B Subject Guide
IB II Chin. A L&L HL

IB II Chinese A: language and literature builds on skills and works studied in first year IB Chinese A. It includes a literature component and a language component. The first part focuses on Language in cultural context and language in mass communications. The second part focuses on literary analysis and critical study of literature. Texts originally written in the language are studied to actively engage students in the language and culture represented. Students engage in an analytic study of texts to gauge deeper meaning and references to richness, commonalities and diversity in culture and literary components. One of the course aims is to help students ‘focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course’. It also aims ‘to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. Students develop understanding of the ways in which formal elements are used to create meaning in a text and explore how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. A wider aim of the course is the development of an understanding of “critical literacy” in students. The course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity.’ IB Language A Subject Guide
IB II Chin. A L&L SL

IB II Chinese A: language and literature builds on skills and works studied in first year IB Chinese A. It includes a literature component and a language component. The first part focuses on Language in cultural context and language in mass communications. The second part focuses on literary analysis and critical study of literature. Texts originally written in the language are studied to actively engage students in the language and culture represented. Students engage in an analytic study of texts to gauge deeper meaning and references to richness, commonalities and diversity in culture and literary components. One of the course aims is to help students ‘focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course’. It also aims ‘to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. Students develop understanding of the ways in which formal elements are used to create meaning in a text and explore how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. A wider aim of the course is the development of an understanding of “critical literacy” in students. The course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity.’ IB Language A Subject Guide
IB II Fren. ab initio SL

IB II French Ab Initio builds and develops skills learned during the first year. The course is organized into three themes: Individual and society, Leisure and work, and Urban and rural environment. Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.
IB II French B HL

“IB French B is a language acquisition course developed for students with some background in the target language. While acquiring French language, students will explore the culture connected to it. The focus is language acquisition and intercultural understanding.The syllabus approaches the learning of language through meaning. Through the study of the core and the options, students build the necessary skills to reach the assessment objectives of the course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.The core—with topics common to both levels—is divided into three areas: Communication and media, Global issues and Social relationships. In addition, at both SL and HL, teachers select two from the following five options: Cultural diversity, Customs and traditions, Health, Leisure, Science and technology. Also, at HL, students read two works of literature.” IB Language B Subject Guide
IB II French B SL

“IB French B is a language acquisition course developed for students with some background in the target language. While acquiring French language, students will explore the culture connected to it. The focus is language acquisition and intercultural understanding.The syllabus approaches the learning of language through meaning. Through the study of the core and the options, students build the necessary skills to reach the assessment objectives of the course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.The core—with topics common to both levels—is divided into three areas: Communication and media, Global issues and Social relationships. In addition, at both SL and HL, teachers select two from the following five options: Cultural diversity, Customs and traditions, Health, Leisure, Science and technology.” IB Language B Subject Guide
IB II Man. ab initio SL
IB II Mandarin B HL

IB Mandarin B is a language acquisition two-year course developed for students with some background in the target language. Students will explore Chinese culture while learning the language."The focus is language acquisition and intercultural understanding.The syllabus approaches the learning of language through meaning. Through the study of the core and the options, students build the necessary skills to reach the assessment objectives of the course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.The core—with topics common to both levels—is divided into three areas: Communication and media, Global issues and Social relationships. In addition, at both SL and HL, teachers select two from the following five options: Cultural diversity, Customs and traditions, Health, Leisure, Science and technology. Also, at HL, students read two works of literature.” IB Language B Subject Guide
IB II Mandarin B SL

IB Mandarin B is a language acquisition two-year course developed for students with some background in the target language. Students will explore Chinese culture while learning the language."The focus is language acquisition and intercultural understanding.The syllabus approaches the learning of language through meaning. Through the study of the core and the options, students build the necessary skills to reach the assessment objectives of the course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.The core—with topics common to both levels—is divided into three areas: Communication and media, Global issues and Social relationships. In addition, at both SL and HL, teachers select two from the following five options: Cultural diversity, Customs and traditions, Health, Leisure, Science and technology.” IB Language B Subject Guide
IB II Span. ab initio SL

IB II Spanish Ab Initio builds and develops skills learned during the first year. The course is organized into three themes: Individual and society, Leisure and work, and Urban and rural environment. Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.
IB II Spanish A L&L HL

IB 2 Spanish A: language and literature builds on skills and works studied in first year IB Spanish A. It includes a literature component and a language component. The first part focuses on Language in cultural context and language in mass communications. The second part focuses on literary analysis and critical study of literature. Texts originally written in the language are studied to actively engage students in the language and culture represented. Students engage in an analytic study of texts to gauge deeper meaning and references to richness, commonalities and diversity in culture and literary components. One of the course aims is to help students ‘focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course’. It also aims ‘to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. Students develop understanding of the ways in which formal elements are used to create meaning in a text and explore how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. A wider aim of the course is the development of an understanding of “critical literacy” in students. The course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity.’ IB Language A Subject Guide
IB II Spanish A L&L SL
IB II Spanish B HL

IB Spanish B is a language acquisition two-year course developed for students with some background in the target language. Students will explore culture in countries where the language is spoken while studying the language."The focus is language acquisition and intercultural understanding.The syllabus approaches the learning of language through meaning. Through the study of the core and the options, students build the necessary skills to reach the assessment objectives of the course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.The core—with topics common to both levels—is divided into three areas: Communication and media, Global issues and Social relationships. In addition, at both SL and HL, teachers select two from the following five options: Cultural diversity, Customs and traditions, Health, Leisure, Science and technology. Also, at HL, students read two works of literature.” IB Language B Subject Guide
IB II Spanish B SL

IB Spanish B is a language acquisition two-year course developed for students with some background in the target language. Students will explore culture in countries where the language is spoken while studying the language."The focus is language acquisition and intercultural understanding.The syllabus approaches the learning of language through meaning. Through the study of the core and the options, students build the necessary skills to reach the assessment objectives of the course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.The core—with topics common to both levels—is divided into three areas: Communication and media, Global issues and Social relationships. In addition, at both SL and HL, teachers select two from the following five options: Cultural diversity, Customs and traditions, Health, Leisure, Science and technology.” IB Language B Subject Guide
IB III Fren. ab initio SL

IB III French Ab Initio builds and develops skills learned during the second year and focuses on developing further experiences in reading, writing, listening and speaking. The course is organized into three themes: Individual and society, Leisure and work, and Urban and rural environment. Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.
IB III French B HL
IB III Span ab initio SL

IB III Spanish Ab Initio builds and develops skills learned during the second year and focuses on developing further experiences in reading, writing, listening and speaking. The course is organized into three themes: Individual and society, Leisure and work, and Urban and rural environment. Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.
IB MYP French 1

French 1 is a beginners course in the language. It is equivalent to the first year of an IB Language Ab initio course ‘designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken’. Learning activities are planned to take students ‘beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity’. The course aims to develop students’ ‘linguistic abilities through the development of receptive, productive and interactive skills as defined in the syllabus’ (Language Ab initio subject guide). During the year, students learn all five tenses, can express themselves in present , perfect, imperfect, near future/simple future and conditional tenses. They finish the year by reading a French short story and producing a written research task on a francophone country which they present to their peers in class.
IB MYP French 2

French II builds and develops skills learned during the first year of learning the language. The course is organized into three themes: Individual and society, Leisure and work, and Urban and rural environment. Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.
IB MYP Mandarin 1

Mandarin I is equivalent to the first year of an IB Language Ab initio course ‘designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken’. Learning activities are planned to take students ‘beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity’. The course aims to develop students’ ‘linguistic abilities through the development of receptive, productive and interactive skills as defined in the syllabus’ (Language Ab initio subject guide). The course is organized into three themes: Individual and society, Leisure and work, and Urban and rural environment. Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.
IB MYP Mandarin 2

Mandarin II builds on skills learned in Mandarin I and is equivalent to the second year of an IB Language Ab initio or beginners course. The language course is organized into three themes: Individual and society, Leisure and work, and Urban and rural environment. Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.
IB MYP Spanish 1

Spanish I is equivalent to the first year of an IB Language Ab initio course ‘designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken’. Learning activities are planned to take students ‘beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity’. The course aims to develop students’ ‘linguistic abilities through the development of receptive, productive and interactive skills as defined in the syllabus’ (Language Ab initio subject guide). During the year, students learn to express themselves in present , perfect, imperfect, near future/simple future and conditional tenses. They finish the year by reading a Spanish short story and producing a written research task in Spanish which they present to their peers in class.
IB MYP Spanish 2

Spanish II builds on skills learned in the first year and is equivalent to the second year of an IB Language Ab initio or beginners course. The language course is organized into three themes: Individual and society, Leisure and work, and Urban and rural environment. Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.

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