ib language b guide 2020 pdf

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Language B teacher support material

It should be read in conjunction with the Language B guide(first assessment 2020) It has been developed in collaboration with IB teachers and examiners The Language B guideprovides a description of the nature of the subject the assessment objectives and the syllabus and assessment details

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International Baccalaureate Diploma Programme Subject Brief

IB The course is presented as six academic areas enclosing a central core Students study two modern languages (or a modern language and a classical language) a humanities STUDIES IN LANGUAGE AND LITERATURE or social science subject an experimental science mathematics and one of the creative arts

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Programme standards and practices

The programme standards and practices provide a set of criteria that can be used to evaluate the success of IB World Schools in the implementation of the four programmes: the Primary Years Programme (PYP) the Middle Years Programme (MYP) the Diploma Programme (DP) and the Career-related Programme (CP) The standards are general principles

PDF	Language A: language and literature guide and IB logos are registered trademarks of the International Baccalaureate Organization

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Language ab initio guide

Language ab initio guide 1 This publication is intended to guide the planning teaching and assessment of the subject in schools Subject teachers are the primary audience although it is expected that teachers will use the guide to inform students and parents about the subject

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Language acquisition guide (for use from September 2020

Language acquisition guide (for use from September 2020/January 2021) Introduction 1 Purpose of this guide 1 Language acquisition in the MYP 2 MYP programme model 2 Nature of language acquisition 4 Language acquisition across the IB continuum 5 Aims 7 Objectives 8 Teaching and learning with multimodal texts 12 Planning a

How do you design a language B course?
In designing the language B course, teachers should pay particular attention to the following directives. Use the aims and objectives of the course and of the assessments to guide course design. Incorporate the five themes equally into the two-year course. Build in opportunities for students to become autonomous learners.
Where can I find the IB Programme documents?
All these documents can be found on the IB public website or the programme resource centre.
What is the IB continuum of international education?
The IB continuum of international education provides a progression of learning for students aged 3 to 19. MYP language acquisition builds on experiences in language learning that students have gained during their primary years.
When should I read the language B Guide?
It should be read in conjunction with the Language B guide (first assessment 2020). It has been developed in collaboration with IB teachers and examiners. The Language B guide provides a description of the nature of the subject, the assessment objectives, and the syllabus and assessment details.

International Baccalaureate, Baccalauréat International, Bachillerato Internacional

and IB logos are registered trademarks of the International Baccalaureate Organization. erhs.la

IB mission statement

The International Baccalaureate 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 organization works with schools, governments and international organizations to develop challenging programmes of international educatio

IB learner profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. erhs.la

As IB learners we strive to be:

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and globa

Approaches to teaching and approaches to learning

Approaches to teaching and approaches to learning in studies in language and literature erhs.la

Additional resources

Additional publications such as specimen papers and markschemes, teacher support materials, subject reports and grade descriptors can also be found on the programme resource centre. Past examination papers as well as markschemes can be purchased from the IB store. Teachers are encouraged to check the programme resource centre for additional resourc

The Diploma Programme model

The course is presented as six academic areas enclosing a central core (see figure 1). 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.

The core of the Diploma Programme model

All Diploma Programme students participate in the three elements that make up the core of the model. Theory of knowledge (TOK) is a course that is fundamentally about critical thinking and inquiry into the process of knowing rather than about learning a specific body of knowledge. The TOK course examines the nature of knowledge and how we know what

Approaches to teaching and approaches to learning

The approaches to teaching and approaches to learning across the Diploma Programme refers to deliberate strategies, skills and attitudes which permeate the teaching and learning environment. These approaches and tools, intrinsically linked with the learner profile attributes, enhance student learning and assist student preparation for the Diploma P

The IB mission statement and the IB learner profile

The Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need to fulfil the aims of the IB, as expressed in the organization’s mission statement and the learner profile. Teaching and learning in the Diploma Programme represent the reality in daily practice of the organization’s educational philosophy. erhs.la

Academic honesty

Academic honesty in the Diploma Programme is a set of values and behaviours informed by the attributes of the learner profile. In teaching, learning and assessment, academic honesty serves to promote personal integrity, engender respect for the integrity of others and their work, and ensure that all students have an equal opportunity to demonstrate

Acknowledging the ideas or work of another person

Coordinators and teachers are reminded that candidates must acknowledge all sources used in work submitted for assessment. The following is intended as a clarification of this requirement. Diploma Programme candidates submit work for assessment in a variety of media that may include audio-visual material, text, graphs, images and/or data published

Learning diversity and learning support requirements

Schools must ensure that equal access arrangements and reasonable adjustments are candidates with learning support requirements that are in line with the IB documents provided to Candidates with assessment access requirements and Learning diversity and inclusion in IB programmes. erhs.la

Studies in language and literature in the Diploma Programme

All three courses in studies in language and literature are designed for students from a wide variety of linguistic and cultural backgrounds, who have experience of using the language of the course in an educational context. The focus of the study developed in each of the subjects varies depending on their individual characteristics. The language p

Language A: literature

Students will focus exclusively on literary texts, adopting a variety of approaches to textual criticism. Students explore the nature of literature, the aesthetic function of literary language and literary textuality, and the relationship between literature and the world. erhs.la

Language A: language and literature

In this course, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Appro

Literature and performance

Students will study essential elements of literature and performance and explore their dynamic relationship. In the course, students synthesise conventional literary analysis with the practical, aesthetic and symbolic elements of performance. erhs.la

Studies in language and literature and theory of knowledge

The theory of knowledge (TOK) course engages students in reflection on the nature of knowledge and on how it is constructed and represented. Studies in language and literature similarly engages students in an exploration of the nature of the human experience and of the ways in which personal views are constructed and communicated. In relating their

Studies in language and literature and creativity, activity, service

Studies in language and literature courses offer significant potential to complement creativity, activity, service (CAS). In their engagement with the characters or the situations portrayed in the texts, students achieve a better understanding of others and of themselves while developing the capacity for empathy. The tasks involved in these courses

Studies in language and literature and the extended essay

An extended essay in studies in language and literature provides students with an opportunity to undertake independent research into a literary or linguistic topic of special interest. It also allows students the freedom to explore their preferred texts and authors, applying and transferring the analytical and interpretative skills acquired in stud

Studies in language and literature and international-mindedness

International-mindedness is at the heart of the IB. It is central to its philosophy, and inspires and informs its pedagogical principles and practices. The study of language and literature is instrumental in developing an awareness and understanding of the self and how it relates to others. Through the study of texts written originally in the langu

Engaging with sensitive topics

All studies in language and literature courses will provide the opportunity to engage with a broad range of texts, approaches, ideas, stimuli and interpretations that address topics of personal, local and global significance. These works may challenge learners intellectually, personally and culturally, and involve sensitive and mature topics. The

Prior learning

There are no formal requirements for students undertaking the studies in language and literature courses. Students who take these courses will often have varied language profiles and may be multilingual. While it is recommended that students have had experience of writing critical essays about texts, not having done so should not exclude them from

IB continuum pathway to Diploma Programme studies in language and literature

The appropriate pathway for a student who has studied an MYP language and literature course is a DP studies in language and literature course, which would guarantee that the level of challenge is suitable to the student’s linguistic proficiency and to their previous experience with language and literature. The choice of course among the three studi

Links to the IB Career-related Programme

The IB Career-related Programme (CP) is a framework of international education that incorporates the vision and educational principles of the IB into a unique programme specifically developed for students who wish to engage in career-related learning. The CP’s flexible educational framework allows schools to meet the needs, backgrounds and contexts

Studies in language and literature aims

The aims of all subjects in studies in language and literature are to enable students to: engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures develop skills in listening, speaking, reading, writing, viewing, presenting and performing develop skills in interpretation, analysis and evaluation de

Model for studies in language and literature

While good research skills have always been at the heart of academic endeavour, the availability of digital resources and the explosion of the amount of information easily accessible to students make the development of research skills a particularly pertinent part of today’s education. Learning to use those resources and to put those skills into pr

PDF	Dp-language-B-guide.pdf The Diploma Programme aims to develop in students the knowledge skills and attitudes they will need to fulfill the aims of the IB

PDF	Language B Guide 2020 - Spanish.pdf Language B guide The International Baccalaureate Organization (known as the IB) offers four ... Approaches to the teaching and learning of language B.

PDF	Language B guide The Diploma Programme aims to develop in students the knowledge skills and attitudes they will need to fulfill the aims of the IB

PDF	Language B guide IB merchandise and publications can be purchased through the IB store at store.ibo.org. Email: sales@ibo.org. Diploma Programme. Language B guide

PDF	International Baccalaureate Diploma Programme Subject Brief Language B. First assessment 2020 language studied is spoken. Language B is a language acquisition course designed for students.

PDF	Guide de langue B International Baccalaureate Baccalauréat International et Bachillerato Internacional en février 2018 sous le titre Language B guide.

PDF	International Baccalaureate Handbook 2023 French Spanish and Mandarin

PDF	Language acquisition guide (for use from September 2020/January

PDF	2 B English LA (HL) are language acquisition courses for the IB at the end of the course. Individual oral assessment ... Language B guide. First assessment 2020 ...

PDF	Language acquisition guide Language acquisition across the IB continuum Language acquisition assessment criteria: Phase1 ... B Comprehending written and visual text.

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