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Scots College

SPANISH Department

International Baccalaureate

Language B

Higher Level

Standard Level

Spanish

Introduction

Nature of the Subject

Language B Assessment Objectives

Syllabus Outline

Assessment Outline

Resources

Programme of Study

Course Handbook

2014/15

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Introduction

Almost 500 million people in the world speak Spanish. Spanish is the world's third most spoken language, after

Mandarin Chinese and English, and is the official language of 21 countries. Spanish is in schools, in business,

in music, in literature, and on television and movies. It is also in sports, in painting, in fashion, in dance and in

food. Spanish is all around us but why learn a language?

…it improves your grasp of English.

…it enhances your confidence. …it gives you a wider understanding of world affairs.

…it widens your career / job options.

…it improves international relations. …it makes travelling easier and more enjoyable.

…it connects the world and promotes peace.

…it helps you make friends in new countries.

…it shows you are open-minded and tolerant. …it boosts brain power.

Bearing in mind the world context and importance of the Spanish language, the Language B Spanish IB Diploma Programme course is designed to offer students a rigorous continuation of their study of the foreign

language and culture in an international context.

Nature of the subject

Language B Standard Level

Receptive skills:

Understand straightforward recorded or spoken information on the topics studied.

Understand authentic written texts related to the topics studied and that use mostly everyday

language.

Productive skills:

Communicate orally in order to explain a point of view on a designated topic.

Describe with some detail and accuracy experiences, events and concepts.

Produce texts where the use of register, style, rhetorical devices and structural elements are generally

appropriate to the audience and purpose.

Interactive skills:

Demonstrate interaction that usually flows coherently, but with occasional limitations.

Engage in conversations on the topics studied, as well as related ideas.

Demonstrate some intercultural engagement with the target language and culture(s).

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Language B Higher Level

Receptive skills:

Understand complex recorded or spoken information on the topics studied.

Appreciate literary works in the target language.

Understand complex authentic written texts related to the topics studied.

Productive skills:

Communicate orally in order to explain in detail a point of view.

Describe in detail and accurately experiences and events, as well as abstract ideas and concepts.

Produce clear texts where the use of register, style, rhetorical devices and structural elements are

appropriate to the audience and purpose.

Produce clear and convincing arguments in support of a point of view.

Interactive skills:

Demonstrate interaction that flows coherently with a degree of fluency and spontaneity.

Engage coherently in conversations in most situations.

Demonstrate some intercultural engagement with the target language and culture(s).

LANGUAGE B Assessment OBJECTIVES

There are six assessment objectives for the Language B course. Students will be assessed on their ability to:

1. communicate clearly and effectively in a range of situations, demonstrating linguistic competence and

intercultural understanding

2. use language appropriate to a range of interpersonal and/or cultural contexts

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

4. organize ideas on a range of topics, in a clear, coherent and convincing manner

5. understand, analyse and respond to a range of written and spoken texts

6. understand and use works of literature written in the target language of study (HL only).

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SYLLABUS OUTLINE

Language B is a language acquisition course developed at two levels - standard level (SL) and higher level

(HL) - for students with some background in the target language. While acquiring a language, students will

explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding.

Required areas of study, with topics common to both levels, are the core, which is divided into three areas:

Communication and media, covering such possible aspects as advertising, bias in media, censorship,

internet, mail, press, radio and television, telephone

Global issues, covering such possible aspects as drugs, energy reserves, food and water, global

warming, climate change, natural disasters, globalization, international economy, migration (rural-urban, or international). poverty and famine, racism, prejudice, discrimination, the effect of man on

nature, the environment and sustainability

Social relationships, covering such possible aspects as celebrations, social and religious events,

educational system, language and cultural identity, or self-identity, linguistic dominance, minorities, multilingualism, nationalism, patriotism, fanaticism, relationships (friendship, work, family), social

and/or political structures, social behaviors and stances, taboos versus what is socially acceptable

In addition, at both SL and HL, teachers select two from the following five options.

Cultural diversity, covering such possible aspects as beliefs, values and norms, culinary heritage, how

culture is learned, inter-cultural assimilation, inter-linguistic influence, language diversity, migration,

population diversity, sub-cultures, the concepts of human beauty, verbal and non-verbal

communication

Customs and traditions, covering such possible aspects as celebrations, social and religious events,

dress codes, uniforms, etiquette and protocols, fashion, food, historical events, national costumes, the

arts

Health, covering such possible aspects as concepts of beauty and health, diet and nutrition, drug abuse,

epidemics, health services, hygiene, illnesses, symptoms of good/ill health, mental health, physical

exercise, surgery, traditional and alternative medicine

Leisure, covering such possible aspects as entertainment, exhibitions and shows, games, hobbies,

recreation, social interaction through leisure, sports, travelling

Science and technology, covering such possible aspects as entertainment, ethics and science, ethics

and technology, impact of information technology on society, natural sciences, renewable energy,

scientific research, social sciences

The suggested aspects for the core and the options do not have defined delimitations - they may be inter-

related and may be perceived from more than one topic’s perspective. The aspects listed are neither prescriptive nor exhaustive. For example, one can approach “drug abuse” from a number of angles such as

the effect of drug addiction on the addict’s relationship with family members, the way in which reality-TV

shows address drug addiction, the funding of initiatives to raise awareness, the effect of drug abuse on one’s health, athletes on performance drugs, and the use of scientific research to combat drug addiction.

Also, at HL, students read two works of literature originally written in the target language.

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ASSESSMENT OUTLINE

Formative assessments will be used appropriate to the topic of work being studied. In general, these

assessments will mirror the modes of assessment indicated in the summative assessments used by the

IBO. Predominant will be essays, research and note-taking, debates, vocabulary tests, and past papers,

with group and pair work alongside individual oral presentations and commentaries. The intertwined

nature of the topics will ensure a continued recycling of topic content. The results of these formative

assessments will be reported to parents as per the normal school reporting cycle.

The Summative Assessment components for the Diploma Course are indicated below

ASSESSMENT OUTLINE – Standard Level

External assessment 70%

Paper 1: Receptive skills

1 hour 30 minutes

Text-handling exercises on four written

texts, based on the core.

25%

Paper 2 : Written

productive skills

1 hour 30 minutes

One writing exercise of 250-400 words,

from a choice of five, based on the

options.

25

marks

25%

Written assignment:

Receptive and productive

skills

3-4 hours

Intertextual reading followed by a written

exercise of 300–400 words plus a 150-

200 word rationale, based on the core.

25

marks

20%

Internal assessment

Internally assessed by the teacher and

externally moderated by the IB

30%

Individual oral

8-10 minutes

Based on the options: 15 minutes’

preparation time and a 10-minute

(maximum) presentation and discussion

with the teacher.

20

marks

20%

Interactive oral activity Based on the core: Three classroom

activities assessed by the teacher.

10

marks

10%

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ASSESSMENT OUTLINE – Higher Level

External assessment 70%

Paper 1: Receptive skills

1 hour 30 minutes

Text-handling exercises on five written

texts, based on the core.

25%

Paper 2 : Written

productive skills

1 hour 30 minutes

Two compulsory writing exercises. 25%

Section A: One task of 250–400 words,

based on the options, to be selected

from a choice of five.

25

marks

Section B: Response of 150–250 words

to a stimulus text, based on the core.

20

marks

Written assignment:

Receptive and productive

skills

3-4 hours

Creative writing of 500–600 words plus a

150-word rationale, based on one of the

literary texts read.

25

marks

20%

Internal assessment

Internally assessed by the teacher and

externally moderated by the IB

30%

Individual oral

8-10 minutes

Based on the options: 15 minutes’

preparation time and a 10-minute

(maximum) presentation and discussion

with the teacher.

20

marks

20%

Interactive oral activity Based on the core: Three classroom

activities assessed by the teacher.

10

marks

10%

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ASSESSMENT DETAILS

Paper 1 (1 hour 30 minutes)

The paper is based on the core: communication and media, global issues,

social relationships.

At Standard Level there are four texts with questions on those texts.

At Higher Level there are five texts with questions on those texts. The texts

are longer and more complex than those at Standard Level.

All texts and questions are in the target language and all responses must be

written in the target language.

Here are some text types you may have to read:

Article, column

Blog

Brochure, leaflet, flyer, pamphlet, advertisement

Essay

Interview in any form

News report

Report

Review

Set of instructions, guidelines

Written correspondence

Short story, novel, poem (Higher Level only)

These are the types of questions that may appear in Paper 1.

o Gap-filling exercises based on comprehension of the text

o Identifying precise references of key phrases or structures

o Identifying related ideas that are in different parts of the text

o Identifying specific content items

o Identifying true sentences according to the text

o Identifying whether an explanation or definition is true or false, and

finding the evidence for this in the text

o Identifying who says what in a text or a series of short texts

o Matching summary sentences with different paragraphs of the text

Matching words or phrases from the text with definitions

Multiple-choice questions

Short-answer questions

At Higher Level your understanding and interpretation (but not analysis) of

literature are assessed.

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Paper 2 (1 hour 30 minutes)

Standard Level and Higher Level (section A)

This paper is based on the options: cultural diversity, customs and

traditions, health, leisure, science and technology.

It consists of five tasks requiring different types of texts.

Each task is based on a different option, from which you choose one.

You are expected to write 250–400 words.

Your factual knowledge of the options will not be tested as such, but can,

and should, be used to support what you wish to communicate.

Each task requires an answer with a specific text type, such as a formal letter

or a report. To this end, you need to identify the purpose(s) of the task in

order to use register and style appropriate to the text type.

Here are the types of text you might be asked to produce:

Article

Blog/diary entry

Brochure, leaflet, flyer, pamphlet, advertisement

Essay

Interview

Introduction to debate, speech, talk, presentation

News report

Official report

Review

Set of instructions, guidelines

Written correspondence

Section B (Higher Level only)

You are expected to write 150-250 words.

You write a reasoned argument in the form of a response to a stimulus text

dealing with a topic linked to the core.

The text could be a news report or a comment by a public figure.

The response should engage with details of the text in order to develop

some coherent discussion of the topic area, which is informed by what has

been learned during the study of the core.

There is no prescribed answer—what is assessed is your ability to express

your reflection on, or personal response to, the stimulus.

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Written assignment – Standard Level

The written assignment takes place in Year 13.

It is externally assessed.

This component consists of intertextual reading (the ability to read across

different texts that may be linked by a common theme) linked to the core,

followed by a written exercise.

You are expected to write 300–400 words and a 150 – 200 word rationale.

Your teacher will help you to choose the subject and provide the sources you

use but cannot give you any other help.

There will be three sources of 300-400 words in length, which you will not

have seen before.

The purpose of the written assignment is to give you the chance to reflect

upon and develop further understanding of a core topic.

The assignment is completed during school time under supervision and is

externally assessed.

It is all written in the target language and must be hand-written.

You may use a dictionary.

It must be your own independent work. You cannot do the same subject as

another student.

The assignment has two parts: the task and a rationale.

The task: You produce a piece of writing that may be chosen from the

recommended text types listed for paper 2.

The subject of the assignment should have a specific focus, suitable for a

piece of writing of 300–400 words in length.

The content must be linked to one of the core topics and based on the

information gathered from the three sources—such as articles, blogs and

interviews.

The rationale: You must write a 150-200 word rationale introducing the

assignment, stating your aim(s) and how your aim(s) have been achieved.

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The assessment of the task emphasizes content and organization

over format.

You should demonstrate understanding of the subject matter of the written

assignment, as well as the ability to organize and use the information from

the sources.

You should:

demonstrate understanding of the core topic

organize the information from the sources in a manner appropriate to the

text

use the information from the sources to form a new text without copying

use language appropriate to the text type and purpose.

The following example is from English B:

Core

topic

Focus of

sources

Sources Topic of

the

assignment

Text

type

Title of the

assignment

Rationale

Global

issues

People

trafficking

into the

UK

Interview with a victim

of trafficking

2. Newspaper article on

immigration

authorities’

intervention in a border

control centre

3. Brochure of a charity

that helps illegal

immigrants

(These sources will not

have been previously

read in class.)

Modern

slavery

Interview “Crossing

the

Channel”

An

explanation

of the

reasons for

choosing the

topic and

text type

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Written assignment - Higher Level

The written assignment takes place in Year 13.

It is externally assessed.

This component consists of a creative writing task linked to one of the two

works of literature read in class and a rationale.

You are expected to write 500–600 words and a 150-250 word rationale.

Your teacher will help you choose the subject of your assignment but cannot

give you any other help.

The purpose of the written assignment is to provide you with the chance to

reflect upon and develop further understanding of one of the literary works

read in class.

The assignment is completed during school time under supervision and is

externally assessed.

It is all written in the target language and must be hand-written.

You may use a dictionary and reference material.

It must be your own independent work. You cannot do the same subject as

another student.

The assignment has two parts: the task and a rationale.

The task: You produce a piece of creative writing that may be chosen from

the recommended text types listed for paper 2.

It will be based on a work of literature that you have read as part of the

course and may use related information from other reading material.

Examples of written assignments could be writing a new ending to a novel,

interviewing a character, or a diary entry by one of the characters in a story

or play.

The rationale: You must write a 150-word rationale introducing the

assignment, stating your aim(s) and how your aim(s) have been achieved.

You should:

o use effectively a range of language appropriate to text type and purpose

o create a piece of writing that is connected to the literary work

o handle the selected text type effectively.

Source Task Text type Rationale

Short story Dialogue with a

character from the

short story

Interview Introducing the assignment

and objectives of the task

and offering a brief summary

of the literary work

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Individual oral

This takes place during Year 13. It is recorded and marked by your

teacher and externally moderated by the IBO.

This component is based on the options: cultural diversity, customs and

traditions, health, leisure, science and technology.

It lasts approximately 10 minutes (plus 15 minutes preparation).

At the beginning of the 15-minute preparation period, you will be shown

two previously unseen photographs with titles. Each photograph will be

related to a different option that you have studied in class and will be

provided by the teacher.

You choose one photograph and prepare a presentation (3-4 minutes) on

that photograph, relating it to the option and the target culture.

Dictionaries or other resources are not permitted.

You are allowed to take brief working notes (approximately ten short

points) into the interview room for reference. These notes should be used

for reference only and must not be read aloud.

The individual oral must be a spontaneous conversation and it must not

be rehearsed.

The timings given for each part of the individual oral are approximate

since they will depend on the flow of the conversation.

The individual oral will consist of two parts:

Part 1: (approximately 3-4 minutes): a presentation based on a photograph

linked to one of the options

Part 2: (approximately 5-6 minutes): your teacher will ask you follow-up

questions on your presentation. You may also discuss a topic related to the other

option you have studied.

Interactive oral activity

This will take place in Year 13.

This component is based on the core: communication and media, global

issues, social relationships.

Three interactive activities will be carried out in the classroom during the

course and assessed by the teacher. One of these must be based on a

listening activity.

You might do these with a small group, the rest of the class or the teacher (if

you are the only student in the class).

They will not be recorded.

The highest of the three marks will be submitted as the final mark for the

interactive oral.

Some types of interactive oral activity you might do are:

o A debate

o A presentation and discussion

o A discussion about a film or listening text

o A role play

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RESOURCES

The Spanish Department has an abundance of excellent materials readily to hand, which include modern IB-

connected textbooks, accompanying workbooks, works of reference, dictionaries, works of literature, magazines, CDs, DVDs, video material, and the Internet.

The Spanish language textbooks Mañana by Rosa Parra Conteras, Marina Durañona and Carlos Valentini,

published by Advance Materials will anchor the course.

Regular use will be made of the internet to assist and enhance classroom work.

Supplementary sites recommended for independent work outside the classroom include:

www.espanol-extra.co.uk

for grammatical mastery in a challenging though entertaining format

www.languageperfect.com

for vocabulary acquisition, consolidation and practice ($10 annual subscription charge applicable)

www.wordreference.com

for in-depth analysis and study of language and structures

In addition, students will be encouraged to subscribe to the Spanish Language magazine, El Sol, published five

times per year by Mary Glasgow Magazines ($20.50 annual subscription charge applicable)

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IB Diploma Programme SPANISH Sample Programme of Study Year One

weeks 1 2 3 4 5 6 7 8 9 10 11

Term 1

Family life

incorporating

Relationships and Family evolution

THEME: SOCIAL RELATIONSHIPS

Young people incorporating

Social relationships

THEME: SOCIAL

RELATIONSHIPS

Social issues incorporating

Global and teenage issues

THEME: GLOBAL ISSUES

Term 2

Health incorporating

Love, Marriage and Divorce

Drugs, Alcohol, Addiction and Healthy Living

THEME: HEALTH

Term 3

World of Work and Education incorporating

Future Plans

THEME: SOCIAL RELATIONSHIPS

The environment Incorporating

pollution,

conservation and

attitudes

THEME: GLOBAL

ISSUES

Literature (HL only)

Term 4

The environment Incorporating

pollution, conservation and attitudes

THEME: GLOBAL ISSUES

Literature (HL only)

Revision incorporating

Revision of previous topics

Holiday Work

Individual Oral and

Written Assignment preparation

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IB Diploma Programme SPANISH Sample Programme of Study Year Two

weeks 1 2 3 4 5 6 7 8 9 10 11

Term 1

Spain and Spanish region incorporating

Customs and traditions

THEME:CULTURAL DIVERSITY

Religion in the Hispanic World incorporating

History and Politics, customs and traditions

THEME: CUSTOM AND TRADITIONS

Literature (HL only)

Term 2

Indigenous rights incorporating

Language and Cultural

Identity and cultural

diversity

THEME: GLOBAL

ISSUES

Migration incorporating

Racism, Minorities and

Migration

THEME: GLOBAL

ISSUES

Technology, Work and

Media incorporating

Communication and cultural

representation

THEME: COMMUNICATION

AND MEDIA

Term 3

Technology, Work and Media incorporating

The Wider World

THEME: COMMUNICATION

Literature (HL only)

Selected Topic Revision

Literature (HL only)

Term 4

Selected Topic Revision

Exam Preparation

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NOTES