Curriculum Overview 2019-2020 Taipei European School British Secondary & High School Section
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IB Curriculum Overview 2019-2020 Taipei European School British Secondary & High School Section
CONTENTS
The TES High School Section 3 Geography HL & SL 32
The International Baccalaureate Diploma 3 History HL & SL 34
Option Choices 3 Economics HL & SL 36
Subjects and Subject Groupings 4 Business and Management HL & SL 38
IB Core 4 Information Technology in a Global Society 40
Theory of Knowledge 4 (ITGS) HL & SL
The Extended Essay 5 Psychology HL & SL 42
Creativity, Activity, Service 5 Group 4: The Sciences 44
Assessment & Reporting 5 Biology HL & SL 45
Core Requirements Point Matrix 6 Chemistry HL & SL 47
University and Careers Counselling in H3 and H4 6 Physics HL & SL 49
The Importance of Reading 7 Sports, Exercise and Health Science HL & SL 51
Wellbeing 7 Computer Science HL & SL 53
Group 1: Studies in Language & Literature 9 Group 5: Mathematics 55
English A: Language & Literature HL & SL 9 Mathematical Analysis and 56
Language A: Literature HL & SL Approaches (MAA)
13
Chinese Language & Literature HL & SL Mathematical Analysis and 57
16
Interpretation (MAI)
Chinese A Literature HL & SL 21
Group 6: The Arts 58
French A Literature (HL&SL), German A Literature 25
(HL&SL), Japanese A Literature (HL & SL), Visual Arts HL & SL 58
School-supported Self-taught Language A (SL) Theatre Arts HL & SL 61
Group 2: Language Acquisition 26 Music HL & SL 63
English B HL & SL 26 Film HL & SL 65
Language B in Chinese, French, German, 28 CORE (PSHCE) 67
or Spanish (HL & SL)
ASPIRE 68
Language Ab Initio in French or Spanish (SL) 30
Homework Quality Standards 69
Group 3: Individuals & Societies 32
Student & Teacher Charters 70
A note on sources:
Information regarding the International Baccalaureate Programme has been taken from the International
Baccalaureate website, www.ibo.org. Some generic information and the wording thereof was taken from the
Saint Kentigern College Senior School Course Handbook. Subject-specific information was provided by the
relevant Heads of Department of TES.
The TES High School
Section
Students in the High School Section are offered an
educational environment that allows them to develop
their full potential leading to graduation and beyond. We
are as committed to academic excellence as we are to
our students’ wellbeing, so that they can flourish in our
school and in life. This is particularly important for our IB Diploma subjects are assessed by a combination of
IB students who are preparing to set the course for the continuous coursework and external examinations at
first phase of their adult life. the end of the two-year programme.
The final two years of the High School Section - H3 and More information about the International Baccalaureate
H4 - can be viewed as the most challenging, yet in many can be found at www.ibo.org
ways the most rewarding of the students’ school years.
The students in H3 and H4 are starting to look ahead Option Choices
to life in higher education and, for many of them, living
Diploma students take six subjects and must choose
away from their families for the first time. We see it
one subject from each of groups 1 to 5, thus ensuring
as our duty and privilege to support, encourage and
breadth of experience in languages, social sciences,
mentor our young adult learners, and to provide them
the experimental sciences, and mathematics. The sixth
with a world-class education and opportunities.
subject may be an arts subject chosen from Group
6 or the student may choose another subject from
The International Baccalaureate Diploma
Groups 3 or 4. All choices are made in accordance with
The International Baccalaureate (IB) Diploma is a two- availability as per the timetable (students must make
year course that leads to a qualification that is widely their choices within the set offerings). The requirement
recognised by universities around the world. The to select a subject from each group ensures that the
IB Diploma programme emphasises high academic science-oriented student is challenged to learn a foreign
standards in mandatory areas of literature, a second language and the natural linguist becomes familiar with
language, mathematics, humanities and science. the scientific process. Whilst balance is maintained,
Academic excellence is coupled with an emphasis flexibility is catered for, with students choosing Higher
on personal development in areas such as research, Level subjects to pursue areas of personal interest and
philosophy, and social awareness. Its rigorous standards to meet special requirements for university entrance.
and in-depth study of subjects require commitment,
organisation and initiative.
IB Diploma students take six subjects, of which three
subjects are studied in depth at Higher Level (HL) and
three at Standard Level (SL). In addition, the programme
has three compulsory course requirements, known
as the IB Core, that are included to broaden the
educational experience and challenge students to
apply their knowledge and understanding. The IB Core
requires students to complete a course in the Theory
of Knowledge (TOK), write a 4,000 word Extended Essay
(EE), and participate in a number of Creativity, Activity,
and Service (CAS) projects.
Curriculum Overview 2019-2020 | 3
Subjects and Subject Groupings
IB SUBJECTS OFFERED AT TAIPEI EUROPEAN SCHOOL
Group 1: Studies in Language & Literature
Chinese A English A Japanese A
Chinese A English A French A German A
Language & Language & Language &
Language Literature Literature Literature
Literature Literature Literature
Group 2: Language Acquisition
Chinese B French Spanish
English B French B German B Spanish B
Mandarin AB initio AB initio
Group 3: Individuals & Societies
Information
Business
Economics Geography History Technology in Psychology
Management
a Global Society
Group 4: The Sciences
Sports, Health & Computer
Biology Chemistry Physics
Exercise Science Science
Group 5: Mathematics
Mathematics, Mathematics,
Analysis and Applications and
Approaches Interpretation
Group 6: The Arts
Music Theatre Visual Arts Film
IB Core The course is organised into four broad categories with
At the heart of the IB Diploma are three compulsory linking questions:
core requirements which all students must complete:
Theory of Knowledge (TOK), Extended Essay (EE), and Knowledge issues
Creativity, Action and Service (CAS). Knowers and knowing
Ways of knowing
Theory of Knowledge
Areas of knowledge
The Theory of Knowledge course is a fundamental
part of the Diploma. It is a course of interdisciplinary A successful TOK course will build on the student’s own
study that challenges students to think critically about experience and involve them to explore the values of
knowledge itself. It poses questions such as: How do we curiosity, thoughtful inquiry, and critical thought.
know? What counts as knowledge? What is the value of
knowledge? How does it grow? What are its limits? Who There is no examination in TOK. However, students
owns knowledge? What are the implications of having, are required to complete a TOK essay from a list of
or not having knowledge? prescribed titles. The TOK essay is externally assessed.
Students must also complete a TOK presentation which
The course encourages students to reflect critically on is internally assessed but externally moderated.
diverse ways of knowing and on areas of knowledge and
to consider the role and nature of knowledge in their
own culture, in the cultures of others and in the wider
world.
4 | Curriculum Overview 2019-2020
The Extended Essay CAS enables students to enhance their personal and
The Extended Essay is an in-depth study of a focused interpersonal development through experiential
topic chosen from the list of approved Diploma subjects learning. At the same time, it provides an important
– usually one of the student’s six chosen subjects for counterbalance to the academic pressures of the rest
the IB Diploma. This part of the programme focuses on of the Diploma. For student development to occur, CAS
analysis, evaluation, and reasoning. It provides students should involve:
with an opportunity to engage in personal research
on a topic of their own choice, under the guidance of Real, purposeful activities with significant outcomes
a supervisor (a teacher at the school). This leads to a Personal challenge – tasks must extend the student
major piece of formally presented, structured writing, and be achievable in scope
in which ideas and findings are communicated in a Thoughtful consideration such as planning, reviewing
reasoned and coherent manner, appropriate to the progress, and reporting
subject chosen. In the Diploma, the Extended Essay
Reflection on outcomes and personal learning
is the prime example of a piece of work where the
student has the opportunity to demonstrate knowledge,
All proposed CAS activities need to meet these four
understanding, and enthusiasm about a topic of his or
criteria. It is also essential that they do not replicate
her choice.
other parts of the student’s Diploma work. Successful
completion of CAS is a requirement for the award of the
The Extended Essay is presented as a formal piece
IB Diploma. CAS is not formally assessed, but students
of scholarship containing no more than 4,000 words,
need to document their activities and provide evidence
the result of approximately 40 hours of work by the
that they have achieved eight key learning outcomes.
student, concluded with a short interview with the
supervising teacher. The Extended Essay is assessed
Assessment & Reporting
externally against common criteria, interpreted in ways
appropriate to each subject. Feedback on progress to both students and parents
is achieved in a range of ways. Parents receive written
Creativity, Activity, Service summative reports on their child's academic and
personal progress throughout the year. These reports
The aim of Creativity, Activity, Service (CAS) is to foster
indicate the current level/grade for each student,
responsible, compassionate citizens by encouraging
comments and targets for the next steps in their
their participation in artistic activities, sports,
learning journey, and also students' attitude towards
expeditions, and service projects. The three strands of
learning indicators. Learning conversations between
CAS are characterised as follows:
each student and a staff mentor then make formative
use of these reports and lead to target setting and
Creativity
action planning driven by the student. Staff enjoy the
Arts and other experiences that involve creative thinking. opportunity to coach students to reflect upon their own
learning and together arrive at a plan for progress.
Activity
Physical exertion contributing to a healthy lifestyle, IB Diploma subjects are assessed by a combination of
complementing academic work. continuous coursework and external examinations at
the end of the two year programme. In each subject
Service candidates are awarded Levels of Achievement, with
Level 7 being the highest.
An unpaid and voluntary exchange that has a learning
benefit for the student.
Level 1 – Very Poor
Level 2 – Poor
Level 3 – Mediocre
Level 4 – Good
Level 5 – Very Good
Level 6 – Excellent
Level 7 – Outstanding/Exceptional
Curriculum Overview 2019-2020 | 5In addition to this, up to 3 points are awarded for The average international IB Diploma score is 29 points
performance in the Extended Essay and the Theory of out of the maximum 45. Most universities consider 26
Knowledge. The Diploma is awarded to students who points to be the minimum requirement for university
gain at least 24 points, subject to certain minimum entry, however, more demanding university courses will
levels of performance across the whole programme and require a higher level of points.
to satisfactory participation in the Creativity, Activity
and Service (CAS) component. The highest total that a
Diploma student can be awarded is 45 points.
Core Requirements Point Matrix
Theory of Knowledge
Extended Essay Excellent (A) Good (B) Satisfactory (C) Mediocre (D) Elementary (E) Not Submitted
Excellent (A) 3 3 2 2 N N
Good (B) 3 2 2 1 N N
Satisfactory (C) 2 2 1 0 N N
Mediocre (D) 2 1 0 0 N N
Elementary (E) N N N N N N
Not Submitted N N N N N N
University and Careers Counselling in H3 and H4 In addition to individual advisory meetings and
The University and Careers Counselling (UCC) UCC lessons, the university counsellors also deliver
Department in the British Secondary and High School presentations throughout the academic year for
Section is a team of three counsellors who work with parents of High School students, and host Parent Coffee
students on an individual basis, and with whole year Mornings, which are open to all British Secondary and
groups through the Core programme. UCC counsellors High School Section parents.
guide students throughout their four years of High
School on making informed decisions about their IB In the British Secondary and High School Section, all
course selections, standardised testing, career options H3 students are inducted to a university and careers
and, of course, university applications for countries readiness platform called Maia Learning. Maia Learning
around the world. The UCC curriculum commences in is a comprehensive, data-driven online resource that
H1 (Year 10) through the Core programme and builds up can be used to research and explore course options,
to H4 (Year 13), where students have more frequent UCC universities, write college essays, and manage students'
lessons and individual counsellor meetings (students/ university applications. Students can search for
parents/UCC). universities and areas of study, as well as create a list of
institutions they would like to explore in more depth.
Students begin official meetings with their assigned
counsellor in January of their H3 year in order to prepare
for the task of applying to universities. A parent meeting
is required between April and May of the H3 year to
establish a university application plan for each student.
The H3 year is crucial for students as this is the time
when students need to research different universities
and applications procedures, develop a reasonable
list of universities to which to apply, and take all the
necessary exams for university admissions. The H4 year
is when students complete their applications.
6 | Curriculum Overview 2019-2020The Importance of Reading Wellbeing
In the British Secondary and High School Section, we The wellbeing of our students is something that the
are committed to developing a consistent approach British Secondary and High School Section takes
to reading and developing reading skills. Reading very seriously. We know that growing up brings its
often and widely in English is essential for students to challenges and that the IB years can be especially
develop the high levels of academic proficiency that tough. It is important that we prepare students for
are required to achieve success in the IB Diploma. these challenges, support them through the IB,
It is the best way to develop language knowledge and and prepare them for life after secondary school.
vocabulary. The CORE (PSHCE) programme, run by the Pastoral
Leadership Team, is where much of this education
For four days in each week, there is fifteen minutes takes place.
dedicated reading time built in to the timetable –
‘drop everything and read’. Students are allowed to The CORE programme is designed with the wellbeing
choose literature to read. They are encouraged to of the students at its heart. The 'Five Ways to
make use of the school library services to ensure that Wellbeing’ of Connect, Be Active, Take Notice, Keep
their choice of reading is at the right level and suitably Learning and Give combined with the School Values
challenging. of Respect, Perseverance, Creativity, Responsibility and
Participation create the foundation for all that is done
There are many benefits of free, voluntary reading. in the CORE lessons.
Research shows that there is a positive relationship
between reading frequency, reading enjoyment and
academic achievement. Teachers will also provide
students with regular opportunities to read a variety
of different text-types relating to the subjects they
are studying. Our aim is to provide wide-spectrum
exposure to academic English.
TALK & LISTEN, DO WHAT YOU CAN. REMEMBER EMBRACE NEW
YOUR TIME,
BE THERE, ENJOY WHAT YOU DO. THE SIMPLE EXPERIENCES
YOUR WORDS,
FEEL CONNECTED MOVE YOUR MOOD THINGS THAT SEE OPPORTUNITIES,
YOUR PRESENCE
GIVE YOU JOY SURPRISE YOURSELF
Curriculum Overview 2019-2020 | 7In CORE lessons, students also spend time The Positive Education movement which underpins
exploring their character strengths, as well as the school’s wellbeing strategy has shown that by
their mental toughness, as they learn more about adopting the five-step PERMA (Positive Emotions-
themselves as individuals. Strategies are put in Engagement-Relationships-Meaning & Purpose
place to further develop their strengths, as well Accomplishment) model, students will achieve
as to develop their confidence and, in turn, their improved wellbeing, as well as improved academic
mental toughness. The aim is to allow all students results.
in the school to flourish and be the best they can
be.
POSITIVE EMOTION RELATIONSHIPS
Positive emotions are an essential part of
ENGAGEMENT Everyone needs someone. We enhance
our wellbeing. Happy people look back on When we focus on doing the things we our wellbeing and share it with others
the past with gladness; look into the future truly enjoy and care about, we can begin by building strong relationships with
with hope; and they enjoy and cherish the to engage completely with the present the people around us – family, friends,
present. moment and enter the state of being coworkers, neighbours.
known as ‘flow’.
MEANING HEALTH
We are at our best when we dedicate ACCOMPLISHMENT Physical and mental health are essential
time to something greater than ourselves. to our wellbeing. The mind and the body
This might be religious faith, community Everyone needs to win sometimes. are linked. When we take care of our
work, family, politics, a charity, a profes- To achieve wellbeing and happiness, bodies we also strengthen our minds.
sional or creative goal. we must be able to look back on our Healthy people care for themselves by
lives with a sense of accomplishment: eating a nutritious diet, getting enough
‘I did it, and I did it well’. sleep, exercising daily and spending time
outdoors.
Adapted from Martin Seligman‘s Flourish, 2011
8 | Curriculum Overview 2019-2020Group 1: Studies in Language & Literature
English A: develop skills in listening, speaking, reading, writing,
viewing, presenting, and performing
Language & Literature
develop skills in interpretation, analysis and
evaluation
develop sensitivity to the formal and aesthetic
HL & SL (2021) qualities of texts and an appreciation of how they
contribute to diverse responses and open up multiple
meanings
In this course, students study a wide range of literary develop an understanding of relationships between
and non-literary texts in a variety of media. By examining texts and a variety of perspectives, cultural contexts,
communicative acts across literary form and textual type and local and global issues and an appreciation of
alongside appropriate secondary readings, students will how they contribute to diverse responses and open
investigate the nature of language itself and the ways in up multiple meanings
which it shapes and is influenced by identity and culture. develop an understanding of the relationships
Approaches to study in the course are meant to be wide between studies in language and literature and other
ranging and can include literary theory, sociolinguistics, disciplines
media studies and critical discourse analysis among communicate and collaborate in a confident and
others. creative way
foster a lifelong interest in and enjoyment of language
The model for Language A: Language and Literature
and literature
is the same at SL and HL but there are significant
quantitative and qualitative differences between the
The theory of knowledge (TOK) course engages students
levels. SL students are required to study four literary
in reflection on the nature of knowledge and on how it
works and a number of non-literary texts that are
is constructed and represented. Studies in language and
equivalent in teaching and learning time, whereas HL
literature similarly engages students in an exploration
students are required to study six literary works and
of the nature of the human experience and of the
a number of non-literary texts that are equivalent in
ways in which personal views are constructed and
teaching and learning time.
communicated. In relating their studies to TOK, students
become aware of the fact that although language
In paper 1, both SL and HL students are presented
and literature offer a powerful means of access to
with two previously unseen non-literary extracts or
knowledge, they are nonetheless a construction rather
texts from different text types, each accompanied by
than a perfectly mimetic representation of life and
a guiding question. SL students are required to write a
reality.
guided analysis of one of these, while HL students must
write guided analyses of both non-literary extracts or
Additionally, in becoming more aware of the
texts.
perspectives of others through their studies, students
develop a stronger sense of their own individual
In addition, HL students will have a fourth assessment
viewpoints, such as their position in time and place. The
component, the higher level (HL) essay, a written
reflection this prompts creates strong links with TOK.
coursework task that requires students to explore a
line of inquiry in relation to a studied non-literary text
In Language A courses students are constantly engaged
or texts, or a literary text or work. The outcome of
with inquiry, critical thinking and reflection as they
this exploration is a 1200–1500 word essay in which
explore how meaning is generated in texts. Studies in
HL students are expected to demonstrate a deeper
language and literature therefore enhance the students’
understanding of the nature of linguistic or literary
ability to examine diverse ways of knowing and different
study.
knowledge questions. For example, questions regarding
the extent to which the reader shapes the meaning of a
The aims of all subjects in studies in language and text, the impact of translation on a text, or the way texts
literature are to enable students to: influence understanding of the self and the world are
continuously raised in these courses and constitute an
engage with a range of texts, in a variety of media and important part of the focus of inquiry in them. Further
forms, from different periods, styles, and cultures examples of TOK questions can be found within the
description of each of the areas of exploration of the
syllabus.
Curriculum Overview 2019-2020 | 9Group 1: Studies in Language & Literature
Prerequisite Learning Know, Understand and Interpret:
Successful completion of IGCSE First Language a range of texts, works and/or performances,
English and IGCSE World or English Literature and their meanings and implications
(Grade B or above for HL and Grade C or above contexts in which texts are written and/or received
for SL) or equivalent is desirable, but not essential. elements of literary, stylistic, rhetorical, visual and/
All IB options are subject to school approval. or performance craft
Students who take these courses will often have features of particular text types and literary forms
varied language profiles and may be multilingual.
English A: Language & Literature offers the
opportunity for continued language development Analyse and evaluate
and the acquisition of a range of skills including, ways in which the use of language creates meaning
for example, textual analysis and the expression uses and effects of literary, stylistic, rhetorical,
of literary appreciation. The choice of this specific visual or theatrical techniques
course will depend on the students’ and teacher’s relationships among different texts
interests and the individual student’s future ways in which texts may offer perspectives
educational plans. on human concerns
Course Materials & Resources Communicate
In the IB, students will study a range of works, ideas in clear, logical, and persuasive ways
including classical and modern fiction, play scripts,
in a range of styles, registers and for a variety of
poems and media of a literary and popular cultural
purposes and situations
standard, all of which are provided by the school.
Teaching hours*
Syllabus component
SL HL
Readers, writers and texts
Non-literary texts are chosen from a variety of sources and media to represent as wide a range of
text types as possible, and works are chosen from a variety of literary forms. The study of the non-
literary texts and works focuses on the nature of language and communication and the nature of 50 80
literature and its study. This study includes the investigation of how texts themselves operate as
well as the contexts and complexities of production and reception. Focus is on the development of
personal and critical responses to the particulars of communication.
Time and space
Non-literary texts and literary works are chosen from a variety of sources, literary forms and media
that reflect a range of historical and/or cultural perspectives. Their study focuses on the contexts
of language use and the variety of ways literary and non-literary texts might both reflect and 50 80
shape society at large. The focus is on the consideration of personal and cultural perspectives, the
development of broader perspectives, and an awareness of the ways in which context is tied to
meaning.
Intertextuality: connecting texts
Non-literary texts and literary works are chosen from a variety of sources, literary forms and media
in a way that allows students an opportunity to extend their study and make fruitful comparisons.
Their study focuses on intertextual relationships with possibilities to explore various topics, thematic 50 80
concerns, generic conventions, modes or literary traditions that have been introduced throughout
the course. The focus is on the development of critical response grounded in an understanding of
the complex relationships among texts.
Total teaching hours 150 240
10 | Curriculum Overview 2019-2020Group 1: Studies in Language & Literature
Assessment
Exam Level Detail Length Weighting Internal/External
Written exam. The textual analysis requires
knowledge and understanding of the formal elements
and content of a previously unseen text or texts, and
of the significance of context, audience, and purpose.
Students are required to analyse language and style
and their effects on the reader. Students compare and
Paper 1 HL 2 hours 25% External
evaluate the formal elements, content, and context
of a previously unseen text or texts. This may involve
evaluating conflicting viewpoints within and across
texts. Students are required to express their ideas
clearly and to develop a coherent analysis. At HL the
analysis between the two texts must be balanced.
Written exam. The textual analysis requires
knowledge and understanding of the formal elements
and content of a previously unseen text or texts, and
of the significance of context, audience, and purpose.
1 hour
Paper 1 SL Students are required to analyse language and style 25% External
30 minutes
and their effects on the reader. This may involve
evaluating conflicting viewpoints within and across
texts. Students are required to express their ideas
clearly and to develop a coherent analysis.
Written exam. The essay on at least two literary
works studied in Part 3 requires knowledge and
understanding of the way meaning is conveyed
through form, style, content, and context. In the essay,
students analyse literary texts studied in Part 3 of the
course and discuss the way in which context affects
Paper 2 HL the use of formal elements, structure, and content. 2 hours 25% External
Students discuss at least two texts, synthesising their
ideas to explore the connections between content,
context, form and style. Students are required to
show effective organisation, formal use of language,
and appropriate use of literary terms. Their ideas
should be clearly expressed.
Next Steps course is designed to support future academic study
English is a subject that is well regarded by by developing a high social, aesthetic, and cultural
universities and employers given the skills it literacy, as well as effective communication skills.
develops. The English A: Language & Literature
Curriculum Overview 2019-2020 | 11Group 1: Studies in Language & Literature
SL First Assessment 2021
Assessment component Weighting
External assessment (3 hours)
70%
Paper 1: Guided textual analysis (1 hour 15 minutes)
The paper consists of two non-literary passages, from two different text types, each accompanied by a question. 35%
Students choose one passage and write an analysis of it. (20 marks)
Paper 2: Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question students write a comparative essay 35%
based on two works studied in the course. (30 marks)
Internal assessment
This component consists of an individual oral assessment which is internally assessed by the teacher and
externally moderated by the IB at the end of the course.
Individual oral (15 minutes) 30%
Supported by an extract from one non-literary text and one from a literary work, students will offer a prepared
response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:
Examine the ways in which the global issue of your choice is presented through the content and form of two of
the texts that you have studied. (40 marks)
HL First Assessment 2021
Assessment component Weightiing
External assessment (4 hours)
80%
Paper 1: Guided textual analysis (2 hours 15 minutes)
The paper consists of two non-literary passages, from two different text types, each accompanied by a question. 35%
Students write an analysis of each of the passages. (40 marks)
Paper 2: Comparative essay (1 hour 45 minutes)
The paper consists of four general questions. In response to one question students write a comparative essay 25%
based on two works studied in the course. (30 marks)
HL essay
Students submit an essay on one non-literary text or a collection of non-literary texts by one same author, or a 20%
literary text or work studied during the course. (20 marks)
The essay must be 1,200–1,500 words in length.
Internal assessment: Individual oral (15 minutes)
This component consists of an individual oral which is internally assessed by the teacher and externally
moderated by the IB at the end of the course.
Individual oral (15 minutes) 20%
Supported by an extract from both one non-literary text and one from a literary work, students will offer a
prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:
Examine the ways in which the global issue of your choice is presented through the content and form of two of
the works that you have studied. (40 marks)
12 | Curriculum Overview 2019-2020Group 1: Studies in Language & Literature
Language A:
develop an understanding of relationships between
texts and a variety of perspectives, cultural contexts,
and local and global issues, and an appreciation of
Literature HL & SL how they contribute to diverse responses and open
up multiple meanings
develop an understanding of the relationships
Students will focus exclusively on literary texts, adopting between studies in language and literature and other
a variety of approaches to textual criticism. Students disciplines
explore the nature of literature, the aesthetic function communicate and collaborate in a confident and
of literary language and textuality, and the relationship creative way
between literature and the world.
foster a lifelong interest in and enjoyment of language
and literature
Distinction between SL and HL
The model for Language A: Literature is the same at Studies in language and literature and theory of
SL and HL but there are significant quantitative and knowledge
qualitative differences between the levels. SL students
The theory of knowledge (TOK) course engages students
are required to study 9 works, while HL students
in reflection on the nature of knowledge and on how
are required to study 13. In paper 1, both SL and HL
it is constructed and represented. Studies in language
students are presented with two previously unseen
and literature courses similarly engage students in an
literary extracts or texts from different literary forms,
exploration of the nature of the human experience and
each accompanied by a guiding question. SL students
of the ways in which personal views are constructed and
are required to write a guided analysis of one of these,
communicated. In relating their studies to TOK, students
while HL students must write guided analyses of both
become aware of the fact that although language
literary extracts or texts.
and literature offer a powerful means of access to
knowledge, they are nonetheless a construction rather
In addition, HL students will have a fourth assessment
than a perfectly mimetic representation of life and
component, the higher level (HL) essay, a written
reality.
coursework task that requires students to explore a line
of inquiry in relation to a studied literary text or work.
Additionally, in becoming more aware of the
The outcome is an essay of 1,200–1,500 words in which
perspectives of others through their studies, students
HL students are expected to demonstrate a deeper
develop a stronger sense of their own individual
understanding of the nature of literary study.
viewpoints, such as their position in time and place. The
reflection this prompts creates strong links with TOK.
Studies in language and literature aims
The aims of all subjects in studies in language and In studies in language and literature courses, students
literature are to enable students to: are constantly engaged with inquiry, critical thinking and
reflection as they explore how meaning is generated in
engage with a range of texts, in a variety of media and texts. These courses therefore enhance the students’
forms, from different periods, styles, and cultures ability to examine diverse ways of knowing and different
develop skills in listening, speaking, reading, writing, knowledge questions. For example, questions regarding
viewing, presenting and performing the extent to which the reader shapes the meaning of a
text, the impact of translation on a text, or the way texts
develop skills in interpretation, analysis and
influence understanding of the self and the world are
evaluation
continuously raised in these courses and constitute an
develop sensitivity to the formal and aesthetic important part of the focus of inquiry in them. Further
qualities of texts and an appreciation of how they examples of TOK questions can be found within the
contribute to diverse responses and open up multiple description of each of the areas of exploration of the
meanings syllabus.
Curriculum Overview 2019-2020 | 13Group 1: Studies in Language & Literature
Prerequisite Learning English A: Literature offers the opportunity for continued
Successful completion of IGCSE World or English language development and the acquisition of a range
Literature (Grade B or above for HL and Grade C of skills including, for example, textual analysis and
or above for SL) or equivalent is desirable, but not the expression of literary appreciation. The choice of
essential. All IB options are subject to school approval. this specific course will depend on the student's and
Students who take these courses will often have teacher's interests and the student’s future educational
varied language profiles and may be multilingual. plans.
Teaching hours*
Syllabus component
SL HL
Readers, writers and texts
Works are chosen from a variety of literary forms. The study of the works could focus on the
relationships between literary texts, readers and writers as well as the nature of literature and its
50 80
study. This study includes the investigation of the response of readers and the ways in which literary
texts generate meaning. The focus is on the development of personal and critical responses to the
particulars of literary texts.
Time and space
Works are chosen to reflect a range of historical and/or cultural perspectives. Their study focuses
on the contexts of literary texts and the variety of ways literary texts might both reflect and shape
50 80
society at large. The focus is on the consideration of personal and cultural perspectives, the
development of broader perspectives, and an awareness of the ways in which context is tied to
meaning.
Intertextuality: Connecting texts
Works are chosen so as to provide students with an opportunity to extend their study and make
fruitful comparisons. Their study focuses on intertextual relationships between literary texts
with possibilities to explore various topics, thematic concerns, generic conventions, literary 50 80
forms or literary traditions that have been introduced throughout the course. The focus is on the
development of critical response grounded in an understanding of the complex relationships among
literary texts.
Total teaching hours 150 240
Course Materials & Resources Analyse and evaluate
In the IB, students will study a range of works, ways in which the use of language creates meaning
including classical and modern fiction, play scripts, uses and effects of literary, stylistic, rhetorical,
poems and media of a literary standard, all of which visual or theatrical techniques
are provided by the school.
relationships among different texts
Know, Understand and Interpret: ways in which texts may offer perspectives on
human concerns
a range of texts, works and/or performances, and
their meanings and implications
Communicate
contexts in which texts are written and/or received
ideas in clear, logical and persuasive ways
elements of literary, stylistic, rhetorical, visual and/
in a range of styles, registers and for a variety of
or performance craft
purposes and situations
features of particular text types and literary forms
14 | Curriculum Overview 2019-2020Group 1: Studies in Language & Literature
Next Steps The English A: Literature course is designed to support future
English is a subject that is well regarded by universities academic study by developing a high social, aesthetic, and
and employers, given the skills it develops. cultural literacy, as well as effective communication skills.
Assessment Objectives in Practice
Which
Assessment objective component How is the assessment objective addressed?
addresses this?
The response to a previously unseen literary passage requires students to show
Paper 1 their knowledge and understanding of literary forms, and their ability to establish
their own interpretation of the text or extract and to come to conclusions about it.
The essay on two works requires students to show their knowledge and
Paper 2 understanding of the works and interpret their implications, and their similarities
Know, understand and differences, in connection with a given focus.
and interpret
Internal Students are required to demonstrate knowledge and understanding of two of the
assessment works in their course of studies and interpret them in relation to a global issue.
Students are required to demonstrate knowledge and understanding of one of
HL essay the literary texts or works studied and interpret it in relation to a line of inquiry
they have selected.
Students are required to explore a previously unseen literary passage and write a
Paper 1 response to it, analysing and evaluating how the writer’s choices have contributed
to meaning.
Students are required to write a comparative analysis and evaluation of two of the
Paper 2
works studied in terms of the demands of a given question.
Analyse and evaluate
Students are required to evaluate two of the works studied in terms of a global
Internal
issue present in both of them, and analyse and evaluate how their unique
assessment
perspectives are constructed by the authors’ choices.
Students are required to analyse and evaluate one of the literary texts or works
HL essay
studied in relation to a line of inquiry of their own choice.
Students are required to write a formal, well-organized and well-focused analysis
Paper 1
using language appropriate to a formal essay.
Students are required to write a formal essay, which is well organized, offers
Paper 2 a balanced comparison between two works, and is clearly focused on a given
question.
Communicate
Internal Students are required to deliver a well-organized, coherent, convincing and
assessment balanced oral, which focuses on a global issue of their own choice.
Students are required to write a formal essay exploring a line of inquiry in relation
HL essay to a literary text or work. The essay should be formal, well-structured and should
evidence good citation and referencing skills.
Curriculum Overview 2019-2020 | 15Group 1: Studies in Language & Literature
Chinese Language & Course Content
The course consists of four parts of language and
Literature HL & SL
literature development. In addition to the wide range
of language topics, students study a minimum of four
literary works at SL and six works at HL in Part 3 and
Part 4.
Language A: Language and Literature comprises four
parts: two relate to the study of language and two to Part 1 - Language in Cultural Context
the study of literature. The study of the texts produced
Texts are chosen from a variety of sources, genres, and
in a language is central to an active engagement with
media.
language and culture and, by extension, to how we see
and understand the world in which we live. A key aim
Part 2 - Language and Mass Communication
of the course is to encourage students to question the
Texts are chosen from a variety of sources, genres, and
meaning generated by language and texts, which, it can
media.
be argued, is rarely straightforward and unambiguous.
Helping students to focus closely on the language of
Part 3 - Literature: Texts and Contexts
the texts they study and to become aware of the role
of each text’s wider context in shaping its meaning is SL: Two texts, one of which is a text in translation from
central to the course. the prescribed literature in translation (PLT) list and one,
written in the language A studied, from the prescribed
The course aims to develop in students skills of textual list of authors (PLA) for the language A studied, or
analysis and the understanding that texts, both chosen freely.
literary and non-literary, can be seen as autonomous HL: Three texts, one of which is a text in translation
yet simultaneously related to culturally determined chosen from the prescribed literature in translation (PLT)
reading practices. The course is designed to be flexible; list and one from the prescribed list of authors (PLA) for
teachers have the opportunity to construct it in a the language A studied. The other may be chosen freely.
way that reflects the interests and concerns that are
relevant to their students while developing in students Part 4 - Literature: Critical Study
a range of transferable skills. An understanding of SL: Two texts, both of which are chosen from the
the ways in which formal elements are used to create prescribed list of authors (PLA) for the language A
meaning in a text is combined with an exploration of studied.
how that meaning is affected by reading practices that
HL: Three texts, all of which are chosen from the
are culturally defined and by the circumstances of
prescribed list of authors (PLA) for the language A
production and reception.
studied.
Prerequisite Learning Optional Themes
Successful completion of IGCSE subjects or equivalent. HL students are expected to have proper exposure
Most candidates will have followed the IGCSE First to some optional themes outlined as follows in their
Language Chinese course or equivalent. Students preparation for Task 2, as they must address one of the
who achieved a high grade in IGCSE Second Language following areas of study, which correspond to the topics
Chinese may be considered for first language study and material studied in the four parts of the course:
at IB. Please note that IB options are subject to school
approval and the school has an obligation to ensure Reader, culture, and text
that students are appropriately placed in all language
Power and privilege
courses.
Text and genre
16 | Curriculum Overview 2019-2020Group 1: Studies in Language & Literature
Prescribed Texts Course Materials & Resources
Part 1 - Text in Cultural Context Students will follow the Language A Guide to study
Gender, sexuality, language and communities, language Chinese Literature or Chinese Language and Literature.
and the individual, language and power, history and Authentic literary works from different literary periods,
evolution of the language, translation, language and places, and genres will be introduced as guided by the
knowledge, language and social relations, language and PLA (Prescribed List of Authors) and PLT (Prescribed List
belief, language and taboo of Works in Translation). These will be provided by the
school.
Part 2 - Media and Mass Communication
Textual bias (news reporting, sports coverage), Skills Developed
stereotypes (gender, ethnicity), popular culture (comics, Throughout the course, students will develop the
soap operas), language and presentation of speeches following skills:
and campaigns (elections, lobbying), language and the
state (public information, legislation), media institutions Language skills
(television channels, internet search engines)
Close analysis of texts
Part 3 - Text and Context Visual interpretation skills
> ( 白先勇 ) (SL/HL)
> ( 黃春明 ) (SL/HL) Next Steps
Arthur Miller, Death of a Salesman (SL/HL) Chinese A: Language & Literature is a course of study
designed to develop students’ high level of cultural
Part 4 - Critical Study and literary understanding of the Chinese speaking
> ( 龍應台 ) (HL)
communities. Students’ communication skills in Chinese
will therefore be further developed and enhanced.
> ( 徐志摩 ) (SL/HL) The course supports future academic study in the field
>( 蒲松齡 ) (SL/HL) and is looked upon favourably by employers who are
increasingly seeking candidates with strong Chinese
communications skills.
Assessment
Exam Level Detail Length Weighting Internal/External
Written exam (text analysis). The textual analysis
requires knowledge and understanding of the
formal elements and content of a previously
unseen text or texts, and of the significance of
context, audience and purpose. Students are HL:
required to analyse language and style and their 2 hours
effects on the reader. Students compare and
Paper 1 HL/SL 25% External
evaluate the formal elements, content and context SL:
of a previously unseen text or texts (HL). This may 1 hour 30
involve evaluating conflicting viewpoints within and minutes
across texts. Students are required to express their
ideas clearly and to develop a coherent analysis.
At HL the analysis between the two texts must be
balanced.
Curriculum Overview 2019-2020 | 17Group 1: Studies in Language & Literature
Exam Level Detail Length Weighting Internal/External
Written exam (essay). The essay on at least two
literary works studied in Part 3 requires knowledge
and understanding of the way meaning is conveyed
through form, style, content and context. In the HL:
essay, students analyse literary texts studied in 2 hours
Part 3 and discuss the way in which context affects
Paper 2 HL/SL the use of formal elements, structure and content. SL: 25% External
Students discuss at least two texts, synthesising 1 hour 30
their ideas to explore the connections between minutes
content, context, form and style. Students are
required to show effective organisation, formal use
of language and appropriate use of literary terms.
Their ideas should be clearly expressed.
Written exam. The essay on at least two literary
works studied in Part 3 requires knowledge and
understanding of the way meaning is conveyed
through form, style, content and context. In the
essay students analyse literary texts studied in Part
3 and discuss the way in which context affects the
Written
HL/SL use of formal elements, structure, and content. Ongoing 20% External
assignment
Students discuss at least two texts, synthesizing
their ideas to explore the connections between
content, context, form, and style. Students are
required to show effective organisation, formal use
of language, and appropriate use of literary terms.
Their ideas should be clearly expressed.
Students are assessed on their detailed knowledge
and understanding of an extract from a text
studied in Part 4. Students are required to analyse
a short extract from a text studied in Part 4, and to
Internally assessed
Individual oral comment on literary features and their effects on
HL/SL 15 minutes 15% and externally
commentary the reader. Students are required to evaluate the
moderated
ways in which language is used in an extract from
a text studied in Part 4. Students are required in
the commentary to show clarity in a well-structured
oral communication.
Students are required to demonstrate knowledge
and understanding of texts studied in Parts 1
and 2 and the implications of the language used.
Students are required to analyse texts, exploring
the ways in which the circumstances of production Internally assessed
Further oral
HL/SL and reception affect the meaning of texts. Students N/A 15% and externally
activity
are required to analyse texts in a way that moderated
evaluates conflicting viewpoints within and about
a text. Students are required to choose a style and
a register that are appropriate to the task. There
should be a clear sense of structure.
18 | Curriculum Overview 2019-2020Group 1: Studies in Language & Literature
語言 A: 語言與文學
學習者檔案
學習者檔案是語言 A: 語言與文學課程的一個核心要素 , 所有
學生都必須採用它。它是為期兩年的整個課程中學生完成的
語言與文學研究課程是針對語言和文化背景各異的學生們設 作業的個人收藏。
計的 , 他們具有在教育語境中使用課程教學的經驗。其課程
目標是熟練掌握接受技能 ( 聽讀 )、表達技能 ( 說寫 ) 和互動 高級課程論文
交流技能 , 要求所學課程進一步鞏固這些技能。除此以外， 要求學生撰寫一篇正式論文 (1450-1800 漢字 ), 聯繫一篇文
本課程亦要求學生發展他們使用語言的熟練程度、流利程度 本或一部作品探索一個探究線索。論文應當形式正規、條理
和範圍 , 尤其要掌握進行作品 / 文本分析所需要的適當詞彙。 清晰 , 並應證明做了良好的引用和參考注明。
他們還將通過研習文學作品和非文學文本加深他們對所探索 七個核心概念 : 認同、文化、創造力、交流、轉化、觀點、
的廣泛概念的理解 , 從而能夠以清晰、有條理和充分展開的 呈現。
方式解釋 , 分析 , 評價和交流這種理解。
概念性理解
在該課程中 , 學生將學習各種媒體中廣泛的文學和非文學文
本。通過考察跨文學體裁和文本類型的交流行為並開展輔助 認同 :
閱讀 , 學生將研究語言本身的性質以及語言形成身份認同和 同一位元作者撰寫的 , 出現在不同文本中的同一個人物 , 增加
文化 , 並受到它們影響的各種方式。學習該課程的方法應該 了討論的複雜性。相反 , 閱讀一件文本時 , 讀者的認同發揮作
是廣泛多樣的 , 可以包括學習文學理論、社會語言學、媒體 用的各種方式 , 實際上對於分析閱讀和詮釋行為來說也至關
研究和批評性話語分析等等。 重要。
學習內容 文化 :
文本如何與其生產和被接受的背景相關聯 , 並與其中流行的
讀者、作者和文本
各自的價值觀、信仰和態度相關聯。將文化這一概念應用於
從各種材料來源和媒體中選擇非文學文本 , 盡可能多地代表 文本研究 , 應促使學生思考文本在多大程度上是特定文化和
廣泛的文本類型 , 並且要選擇各種文學體裁的作品。學習非 文學背景的產物 , 以及文本如何與它們相互作用。
文學文本和文學作品的重點是理解語言與交流的性質 , 以及
文學和文學研究的性質。這方面的研究包括調查文本本身的 創造力 :
運作方式 , 以及創作和理解文本的背景因素和複雜性。重點
應用於閱讀行為時 , 創造力這一概念強調讀者能夠富有想像
是針對交流的細節做出個人的和批判性的回應。
力地與文本進行互動的重要性 , 要從文本中產生一系列可能
的意義 , 高出和超出已被廣泛接受的詮釋。
時間和空間
非文學文本和文學作品選自各種材料來源 , 各種文學體裁和 交流 :
媒體形式 , 反映廣泛的歷史和 / 或文化觀點。對它們的研究
交流這一概念圍繞著通過文本在作者和讀者之間建立關係這
注重使用語言的背景 , 以及文學和非文學文本可以廣泛地反
一問題。在這方面的探索中 , 作家通過他們對文本風格和結
映和塑造社會的各種方式。重點是考慮各種個人的和文化的
構的選擇在多大程度上促進了交流可能是要分析的一個方
觀點 , 發展出更廣泛的各種觀點 , 以及對背景與意義之間的聯
面。作者也可能有意針對特定的受眾 , 這可能意味著已經對
繫的認識。
讀者的知識或觀點進行了假設。
互文性 : 文本的相互聯繫
轉化 :
非文學文本和文學作品選自各種材料來源 , 各種文學體裁和
對文本之間聯繫的研究構成了 3 個探索領域當中的一個領域
媒體形式 , 從而使學生有機會拓展他們的學習並進行富有成
的焦點 , 即互文性 : 文本之間的聯繫。文本相互參考和引用的
效的比較。對它們的研究側重於互文關係 , 也有機會探索在
方式很複雜 , 出於美學或交流的目的 , 文本會此引用一些適當
整個課程中引入的各種主題、專題關注、通用慣例、模式或
的元素 , 這些都證明瞭在創作文本的過程中轉化的重要性。
文學傳統。重點是根據對文本之間複雜關係的理解做出批判
此外 , 無論是對文本還是對讀者來說 , 閱讀行為本身就具有潛
性回應。
在的轉化性質。不同的讀者會用他們的個人詮釋來轉化。
Curriculum Overview 2019-2020 | 19Group 1: Studies in Language & Literature
觀點 : 可能書單 : SL & HL
文本可能提出多種觀點 , 這些觀點可能反映其作者的觀點 , 也 《紐約客》白先勇
可能並不反映作者的觀點。讀者也會有他們自己的觀點 , 他 《兒子的大玩偶》黃春明
們會帶著自己的觀點與文本互動。這種觀點的多樣性會影響 《目送》龍應台
對文本的詮釋 , 因此值得重點關注和討論。閱讀和寫作行為 《杜甫詩選》杜甫
都是發生在特定的時間和地點。 《徐志摩詩選》徐志摩
《聊齋誌異》蒲松齡
呈現 : 《漫畫聊齋誌異》蔡志忠
有人文學家認定文學應該盡可能準確地呈現現實 , 也有人聲 《少女小魚》嚴歌苓
稱藝術應絕對脫離和擺脫現實 , 在藝術作品中也沒有呈現現 《撒哈拉歲月》三毛
實的任何責任。無論這些討論說什麼 , 呈現這一概念對於本 《落地》哈金
學科來說都是至關重要的。 《漫畫聊齋誌異》蔡志忠
《抵岸》陳志勇
作品選擇 : 《Death of a Salesman》Arthur Miller
在普通課程的這 3 個探索領域中 , 必須至少研習 4 部作品 , 在 《A Doll's House》Henrik Ibsen
高級課程的這 3 個探索領域中至少要研習 6 部作品。
考試 課程 評估細節 時間長度 比重 校內 / 校外 評估
該試卷由兩篇非文學文本構成 , 它們分屬兩種
試卷 1: 不同的文本類型 , 每一篇文都附有一個問題。
普通課程 (SL) 75 分鐘 35% 校外評估
有引導題的文本分析 學生選擇其中的一篇選文並撰寫一篇對它的
分析文章。( 總分 20 分 )
該試卷由兩篇非文學選文構成 , 它們分屬兩種
試卷 1: 不同的文本類型 , 每一篇文本都附有一個問題。
高級課程 (HL) 105 分鐘 35% 校外評估
有引導題的文本分析 學生針對每一篇選文撰寫一篇分析性文章。
( 總分 40 分 )
試卷中包含 4 道一般性論題。學生要根據在
試卷 2: 普通課程 (SL)、 課程中學習過的兩部作品 , 撰寫一篇對它們進行
105 分鐘 25% 校外評估
比較論文 高級課程 (HL) 比較的論文來回應其中的一道題。
( 總分 30 分 )
學生提交一篇關於一件非文學文本 , 或同一
作者的非文學文本集 , 或在課程中學習過的文學
論文 高級課程 (HL) 文本或作品的論文。( 總分 20 分 ) 20% 校外評估
論文的篇幅須為 1200–1500 個英文單詞
(1450-1800 個漢字 )。
這項評估由一場個人口試構成 , 由授課教師們
進行評估 , 並由國際文憑組織在課程結束時
進行校外評審。
普通課程 (SL)、
個人口試 根據分別出自一篇非文學文本和一篇文學 15 分鐘 30% 校內評估
高級課程 (HL)
作品的節選 , 學生將做一次長達 10 分鐘的有
準備的口頭表達 , 在接下來的 5 分鐘內根據
如下提示回答教師的提問 ( 總分 40 分 )
20 | Curriculum Overview 2019-2020Group 1: Studies in Language & Literature
Chinese A Literature
Optional Themes
The purpose is to give teachers an opportunity to include
works that reflect their own particular interests, or that
HL & SL meet the specific needs of their students. The choice of
works may also be dictated by circumstances that apply
to specific regions or countries. Such circumstances may
Chinese A Literature is built on the assumption be a study of works in a particular genre or period, or
that literature is concerned with our conceptions, from particular countries, to balance choices elsewhere
interpretations and experiences of the world. The study in the course.
of literature can therefore be seen as an exploration of
the way it represents the complex pursuits, anxieties, Option 1: The study of prose other than fiction
joys and fears to which human beings are exposed in leading to various forms of student writing
the daily business of living. It enables an exploration of Option 2: New textualities
one of the more enduring fields of human creativity, and Option 3: Literature and film
provides opportunities for encouraging independent,
original, critical, and clear thinking. It also promotes Prescribed Texts
respect for the imagination and a perceptive approach Students will gain in-depth knowledge and
to the understanding and interpretation of literary understanding of selected literature genres. The
works. prescribed list of texts includes:
Prerequisite Learning PLT (Part 1): Henrik Ibsen, A Doll's House (SL/HL)
Successful completion of IGCSE subjects or equivalent. PLT (Part 1): Arthur Miller, Death of a Salesman (SL/HL)
Most candidates will have followed the IGCSE First PLT (Part 1): Samuel Beckett, Waiting for Godot (HL)
Language Chinese course or equivalent. Students PLA (Part 2): > ( 龍應台 ) (SL/HL)
PLA (Part 2): > ( 余光中 ) (SL/HL)
who achieved a high grade in IGCSE Second Language
PLA(Part 2): > ( 張愛玲 ) (HL)
Chinese may be considered for first language study
at IB. Please note that IB options are subject to school
approval and the school has an obligation to ensure PLA(Part 3): > ( 黃春明 ) (SL/HL)
that students are appropriately placed in all language PLA(Part 3): > ( 白先勇 ) (SL/HL)
courses. PLA(Part 3): > ( 林海音 ) (SL/HL)
PLA(Part 3): > ( 王禎和 ) (HL)
Course Content
The Chinese A Literature course encourages students Course Materials & Resources
to appreciate the artistry of literature and to develop Students will follow the Language A Guide to study
an ability to reflect critically on their reading. Works are Chinese Literature or Chinese Language and Literature.
studied in their literary and cultural contexts, through Authentic literary works from different literary periods,
close study of individual texts and passages, and by places, and genres will be introduced as guided by the
considering a range of critical approaches. In view of PLA (Prescribed List of Authors) and PLT (Prescribed List
the international nature of the IB and its commitment of Works in Translation).These will be provided by the
to intercultural understanding, the Chinese A Literature school.
course does not limit the study of works to the products
of one culture or the cultures covered by any one
Skills Developed
language. The study of works in translation is especially
important in introducing students, through literature, to Throughout the course, students will develop the
other cultural perspectives. The response to the study following skills:
of literature is through oral and written communication,
thus enabling students to develop and refine their Language skills
command of language. Critical approaches
Literary conventions
Visual skills
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