Language B Higher and Standard level are language acquisition courses developed for students with some background in the target language; while learning an additional language, students will explore the culture(s) connected to it. Therefore, the purposes of these courses are language acquisition and intercultural awareness. 

• Enable students to understand and use the language in a range of contexts and for a variety of purposes

• Enable students to use the language appropriately

• Encourage an awareness and appreciation of the different perspectives of people from other cultures

• Develop students’ awareness of the role of language in relation to other areas of knowledge

• Provide students with a basis for further study, work and leisure

• Develop students’ awareness of the relationship between the languages and cultures with which they are familiar

Emphasis is placed on knowledge of the culture and civilisation of the relevant country, the broadening of students’ vocabulary and the building of a solid knowledge of grammatical structures.  The focus is on interaction between the student and speakers and writers of the foreign language, so it is important that there is a will on the part of the student to participate actively in lessons.  Students will have the opportunity to read literary and non-literary texts, watch and discuss foreign language broadcasts, bulletins and films and work with the language assistants. 

Higher Level students explore topics in greater depth than Standard Level students. They are also required to tackle more demanding tasks and write at greater length in their written examinations.  At Higher Level, students will also study two literary texts. 

At both levels, the Listening, Reading and Writing examinations make up 75% of the marks. At Standard level and Higher level, Assessment 1 (25%) requires students to write an essay chosen from a list of 3 titles, based on a variety of written, audio and audio-visual prompts. Students will have 1 hour to write 250-400 words. At Higher level, students will have 1 hour and 30 minutes to write 450-600 words. Assessment 2 (50%) involves receptive skills. There will be a Listening Paper and a separate Reading Paper. Both Papers at both Standard and Higher level will include 3 comprehension exercises and will be 1 hour long.

The Speaking component, which makes up the remaining 25% of the marks, is assessed during the second year of the course and students undergo an internally assessed Individual Oral exam to express their knowledge of topics which they have covered during the course, based on a visual stimulus. Students will also be required to have a general conversation. At Higher Level, there will also be a requirement to use an extract from one of the literary texts, as a point of departure for a discussion about the themes in the chosen literary text and the student’s response to the text, in general. 

The standard required of a candidate after a two-year ab initio course is much the same as is required of a good GCSE candidate. The nature of the language taught and the range of grammar and vocabulary required are also similar to the requirements of GCSE. An ab initio IB course in the language should thus enable students to gain a working knowledge of the language to help them survive in transactional situations abroad,  preparing them for greater use of the language in a social or working context in the future. 

• Enable students to understand and use the language in a range of contexts and for a variety of purposes

• Enable students to use the language appropriately

• Encourage an awareness and appreciation of the different perspectives of peoples from other cultures

• Develop students’ awareness of the role of language in relation to other areas of knowledge

• Provide students with a basis for further study, work and leisure

• Develop students’ awareness of the relationship between the languages and cultures with which they are familiar

The IB requires us to guide students onto language courses that are the correct level of challenge for the individual to allow for meaningful learning over the two years. Therefore, as ab initio is a beginner's course, it is inappropriate for students who have already studied the language at IGCSE (or equivalent) level. 

​The ab initio course is as demanding in its own way as the language B Standard and Higher Level courses. This course would also be suitable for very talented linguists who wish, in addition to studying their language B at Standard or Higher Level in group 2, to expand or complement their repertoire of languages through picking up an ab initio option in group 6. Emphasis is placed on knowledge of the culture and civilisation of the relevant country, building students’ vocabulary as well as a solid knowledge of grammatical structures.  The focus is on interaction between the student and speakers and writers of the foreign language, so it is important that there is a will on the part of the student to participate actively in lessons.  Students will have the opportunity to read texts, watch and listen to audio-visual materials, such as film, extracts of TV and radio programmes and speak with the foreign language assistants. 

At ab initio level, the Listening, Reading and Writing examinations make up 75% of the marks. At Standard level and Higher level, Assessment 1 (25%) requires students to write 2 essays chosen from a list of 6 titles, based on a variety of written, audio and audio-visual prompts. Students will have 1 hour to write 2 essays of 70-150 words. Assessment 2 (50%) involves receptive skills. There will be a Listening Paper and a separate Reading Paper. Both Papers at both ab initio level will include 3 comprehension exercises and will be 1 hour long.

The Speaking component, which makes up the remaining 25% of the marks, is assessed during the second year of the course and students undergo an internally assessed Individual Oral exam to express their knowledge of topics which they have covered during the course, based on a visual stimulus. Students will also be required to have a general conversation. 

The transferable skills you gain through studying a language will help students cope with the different demands of University study anywhere in the World and provide a solid skills base that enables them to adapt and thrive in different environments across educational stages; and ultimately into employment or business, where they may use their language skills to stand out from the rest of the monolingual crowd.

These transferable skills include, amongst many others, key cognitive skills including, critical thinking and problem solving, creative skills such as creativity and innovation, intrapersonal skills such as adaptability and intellectual curiosity, and interpersonal skills such as communication and collaboration.

Students have gone on to pursue studies in Linguistics and Early Childhood Learning.  

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