French B
first assessments 2020
The Diploma Programme is a rigorous college-level course of study designed for students in the 16 to 19
age range (Junior and Senior years of high school).
It is a broad-based two-year course that aims to encourage students to be knowledgeable and
inquisitive, but also caring and compassionate.
There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and to different world views.
The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL.
age range (Junior and Senior years of high school).
It is a broad-based two-year course that aims to encourage students to be knowledgeable and
inquisitive, but also caring and compassionate.
There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and to different world views.
The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL.
Course description and aims
Language acquisition consists of two (2) modern language courses— French ab initio and French B—designed to teach students the necessary skills to enable them to communicate successfully in an environment where the target language studied is spoken.
French B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts.
There are five (5) prescribed themes:
Both language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills.
At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand in order to communicate.
Students continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and francophone cultures.
The following language acquisition aims are common to both French ab initio and French B.
French B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts.
There are five (5) prescribed themes:
- identities
- experiences
- human ingenuity
- social organization
- sharing the planet.
Both language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills.
At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand in order to communicate.
Students continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and francophone cultures.
The following language acquisition aims are common to both French ab initio and French B.
- Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.
- Enable students to communicate in the French they have studied in a range of contexts and for a variety of purposes.
- Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.
- Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.
- Develop students’ awareness of the importance of language in relation to other areas of knowledge.
- Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.
- Provide students with a basis for further study, work and leisure through the use of an additional language.
- Foster curiosity, creativity and a lifelong enjoyment of language learning.
II. Curriculum model overview
The curriculum is organized around five (5) prescribed themes with which students engage though written, audio, visual and audio-visual texts.
Students develop into successful, effective communicators by considering the conceptual understandings of context, audience, purpose, meaning and variation. Communication is evidenced through receptive, productive and interactive skills.
Students will apply the principles of the IB Learner Profile.
Students develop into successful, effective communicators by considering the conceptual understandings of context, audience, purpose, meaning and variation. Communication is evidenced through receptive, productive and interactive skills.
Students will apply the principles of the IB Learner Profile.
III. Assessment model
The language acquisition assessment objectives are common to both French ab initio and French B.
The assessment outlines for French B SL and French B HL are identical; it is the nature of the assessment that differs and the below is what distinguishes SL assessments from those of HL.
For language B HL paper 1, the tasks set will require more complex language and structures and demand higher-order thinking skills.
Additionally for HL, a higher word range has been provided in order to accommodate the more complex responses required.
For the individual oral internal assessment, the stimulus at language B SL is a visual image that is clearly relevant to one (or more) of the themes of the course.
The stimulus at language B HL is an excerpt from one of the two (2) literary works studied.
- 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.
- Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts.
The assessment outlines for French B SL and French B HL are identical; it is the nature of the assessment that differs and the below is what distinguishes SL assessments from those of HL.
For language B HL paper 1, the tasks set will require more complex language and structures and demand higher-order thinking skills.
Additionally for HL, a higher word range has been provided in order to accommodate the more complex responses required.
For the individual oral internal assessment, the stimulus at language B SL is a visual image that is clearly relevant to one (or more) of the themes of the course.
The stimulus at language B HL is an excerpt from one of the two (2) literary works studied.
III. Content outline
