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International Baccalaureate (IB) Diploma Programme
Principles of teaching
The teaching of languages will fit into Groups 1 and 2 of the IB diploma programme. These groups are described below:
Group 1: language A1
Group 1 consists of literature courses in a student’s first language. The courses introduce students to literature from a variety of periods, genres and styles. Students refine their skills in writing, speaking and analysis, and learn techniques of literary criticism. The courses help students maintain strong ties to their own culture while giving them an international perspective through the study of literature from around the world.
Group 2: second language (language ab initio, language B, language A2, classical languages)
The acquisition of a second language carries great importance in the DP. Students learn to understand and use the language, and gain insights into the cultures of the countries where the language is spoken. This subject group includes courses for beginners (language ab initio,classical languages), second-language learners with previous experience with the language (language B), and bilingual students with a high level of fluency (language A2).
Transition from GCSE to IB Level
Some students may be beginning a new language ab initio or a classical language without having previously learnt one. However, most students will choose to continue with a language started in KS4. In order to take a language B on the IB diploma, prior knowledge of the language is essential. Most students will have a GCSE in the language. Students with any grade below a B at GCSE may struggle with an IB level course and will need to be aware of the need to put in significant study time outside of taught lessons in order to be able to meet the demands of the course. At Impington Village College, students need an overall GCSE profile of B or higher to be accepted onto the IB course.
It is is advisable to begin teaching grammar from scratch as it is difficult to determine what each student may have covered previously. It is wise to assume that most students will need to revisit grammar points covered in the past. It is a good idea for students to purchase a grammar book at this point in their study of the language if they do not already own one. Guidance may be required from the teacher in the selection of an appropriate one and it may be desirable for all students to have the same one so this can be referred to in class. Some grammar books also contain exercises to practise the different grammar points. A larger dictionary than used at GCSE may be required and again, studentsmay require help in the selection of a dictionary.
Induction to IB
It is wise to plan a short induction to the IB course to give students an overview of the content of the course and essential language learning strategies. These might include use of recommended websites for research and independent study, use of a virtual learning environment, use of dictionaries and grammar support materials and general study skills.
Developing oral skills
It is good practice to deliver all lessons fully in the target language from the outset and encourage students to respond in the target language themselves. Some students will find this challenging in what is probably a much smaller group than the one in which they were taught GCSE. Such students will need greater support and encouragement to participate in oral work as they may be unwilling to take risks in speaking for fear of making mistakes. A supportive environment is therefore essential from the outset.
If possible, students should have regular small group sessions with a foreign language assistant or other native speaker if no FLA is available. Some schools make effective use of native speakers living locally if they have no funding for a FLA. Students need to be award that these oral lessons are a part of their timetabled course and that attendance is imperative. Teaching staff will need to liaise closely with the FLA or native speaker so that oral practice sessions fit in with what is being delivered in lessons to enable students to build upon what they have learnt.
Encouraging independent study
If students are to achieve their full potential in the IB course, it is important that they understand the importance of study outside of lesson times. Staff need to be aware of the range of resources that exist to help students towards independence. These include websites featuring current news items and materials specifically aimed at independent learning for students of this level. Such independent materials need to be carefully selected by the teacher to ensure that they are not too complex for the students particularly at the beginning of the course. Students should also be encouraged to watch TV broadcasts and films in the foreign language and to read newspapers, magazines and books if possible. The teacher may need to guide students to help them to select appropriate materials. An understanding of other cultures is an important part of the IB course and links may be made with studies in groups 3 and 6 of the IB (individuals and societies and the arts). One of the core requirements of the IB is to write an extended essay and in order to do this, students will need to investigate a topic of their choice independently and it will be essential for them to develop the skills to enable them to do this.
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