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Languages Faculty

Languages

Language is an integral part of human endeavour as it allows individuals to connect and communicate. Through the study of another language, Ãâ·ÑAƬ develop their communication skills, their intercultural understanding, and their international mindedness. Studying Languages is a core part of the Prince Alfred Ãâ·ÑAƬ curriculum, and Ãâ·ÑAƬ can continue their language study in the IB or SACE program. Learning Languages can provide Ãâ·ÑAƬ with future opportunities to study, work and travel in another country. 

In our  Languages’ curriculum, Ãâ·ÑAƬ learn about different cultures, and they gain an awareness and appreciation of different perspectives. Students have the opportunity for intellectual engagement and advancement of critical and creative thinking skills, and they develop a deeper understanding of language in general and how it is formed. While studying Languages, Ãâ·ÑAƬ develop their reading, writing, listening, and speaking skills. 

Language faculty

Languages Year 7-10 Overview

The ability to speak another language is a wonderful skill that opens up a world of possibilities and enables our Ãâ·ÑAƬ to be global citizens.

In Years 7-10 all Ãâ·ÑAƬ select to study either French, Italian, or Chinese. Eligible Ãâ·ÑAƬ have the opportunity to learn English as an Additional Language, as well as their mother tongue, as offered, in Years 9 and 10. Students are introduced to their chosen language using themes based around daily life and they study basic concepts, vocabulary, grammar, syntax, spelling, pronunciation and elements of culture. In Chinese Ãâ·ÑAƬ are also taught character formation. Students continue to build their knowledge and enhance their skill level in the middle years. In Year 10, Ãâ·ÑAƬ consolidate their skills and focus on themes and key language structures that will prepare them to continue their language study in the senior years. Knowledge of grammatical concepts is deepened, and time is given to practise and enhance reading, writing, listening and speaking skills. 

IBDP Subjects and Pathways

Ib language
Language Acquisition (Standard or Higher Level) - Group 2  Language B: French B, Italian B, Chinese B or English B

Language Acquisition is studied by all IB Diploma candidates. The language selected in Year 11, continues in the final year of the IB Diploma Programme. All Language B subjects are available to SACE Ãâ·ÑAƬ. &²Ô²ú²õ±è;

Prerequisites: Students continue with their chosen Year 10 language either: French B, Italian B, Chinese B or English B (EAL in Year 10). Students who are new to the Ãâ·ÑAƬ and have no or limited background in any of the above languages, may select Spanish Ab Initio as their Language Acquisition option.  &²Ô²ú²õ±è;

Course Description and Aims:  &²Ô²ú²õ±è;

Language B is a language acquisition course designed for Ãâ·ÑAƬ 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 prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. The Language B course prescribes two topics for each of the five themes, for a total of 10 topics that must be addressed over the two years of the course. &²Ô²ú²õ±è; &²Ô²ú²õ±è;

Both language B SL and HL Ãâ·ÑAƬ 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. &²Ô²ú²õ±è;

Higher Level Distinction &²Ô²ú²õ±è;

The Higher Level course covers the same core material as the Standard Level course, with the addition of a literature component. The study of two literary works originally written in the target language is required and Ãâ·ÑAƬ 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 the target language culture(s).  &²Ô²ú²õ±è;

Please note, English B is only offered at Higher Level at the Ãâ·ÑAƬ.  &²Ô²ú²õ±è;

Students who select English B in Group 2, also select a Language A from Group 1, usually Language A Literature: Chinese.  &²Ô²ú²õ±è;

Assessment: &²Ô²ú²õ±è;

External Assessment (75%) &²Ô²ú²õ±è;

Examination Paper 1: (productive skills) Writing (25%): The paper consists of a choice of 3 tasks from the five themes. Students select one task and write a response in the target language. &²Ô²ú²õ±è;

Examination Paper 2: (receptive skills) (50%): Separate sections for listening comprehension (25%) and reading comprehension (25%). Responses are in the target language.  &²Ô²ú²õ±è; &²Ô²ú²õ±è;

Internal Assessment (25%) &²Ô²ú²õ±è;

An individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course. The oral consists of a presentation, followed by questions. The stimulus at language B SL is a visual image that is relevant to one of the themes of the course. The stimulus at language B HL is an excerpt from one of the two literary works studied. &²Ô²ú²õ±è;

 &²Ô²ú²õ±è;

Language Acquisition (Standard Level only) - Group 2  Ab Initio: Spanish 

Language Acquisition is studied by all IB Diploma candidates. The language selected in Year 11, continues in the final year of the IB Diploma Programme. This subject is available to SACE Ãâ·ÑAƬ. &²Ô²ú²õ±è; &²Ô²ú²õ±è;

Prerequisites: Offered at SL only, Spanish ab initio is a language acquisition course designed for Ãâ·ÑAƬ with no previous experience in—or very little exposure to—the target language.  &²Ô²ú²õ±è; &²Ô²ú²õ±è;

Course Description and Aims: Spanish ab initio Ãâ·ÑAƬ develop their receptive, productive and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts. Students develop the ability to communicate through the study of language, themes and texts.  &²Ô²ú²õ±è; &²Ô²ú²õ±è;

There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. While the five themes are common to both language ab initio and language B, the language ab initio syllabus prescribes four topics for each of the five themes, for a total of 20 topics that must be addressed over the two years of the course. &²Ô²ú²õ±è; &²Ô²ú²õ±è;

Assessment: &²Ô²ú²õ±è;

External Assessment (75%) &²Ô²ú²õ±è;

Examination Paper 1(productive skills) (25%): Two written tasks, each from a choice of three. &²Ô²ú²õ±è;

Examination Paper 2 (receptive skills) (50%): Separate sections for listening comprehension (25%) and reading comprehension (25%). Responses are in the target language. 

Internal Assessment: (25%) &²Ô²ú²õ±è;

An individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course. The oral consists of a presentation of the selected image, followed by a variety of questions. &²Ô²ú²õ±è;

Language A Literature: Chinese (Higher or Standard Level)    Group 1 

Course Description and Aims:
The language A: literature course explores the various manifestations of literature as a particularly powerful mode of writing across cultures and throughout history. The course aims at developing an understanding of factors that contribute to the production and reception of literature—the creativity of writers and readers, the nature of their interaction with their respective contexts and with literary tradition, the ways in which language can give rise to meaning and/or effect, and the performative and transformative potential of literary creation and response. Through close analysis of a range of literary texts in a number of literary forms and from different times and places, Ãâ·ÑAƬ will consider their own interpretations as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts. 

Prerequisites: This Language A course (Group 1) is for Ãâ·ÑAƬ who are native speakers of Chinese and who undertake the Language Acquisition English B course (Group 2).  

Higher Level Distinction 

At Higher Level, Ãâ·ÑAƬ also complete a written coursework component that forms a part of the external assessment.  

Assessment: 

External Assessment (70% SL, 80% HL)
 Examination Paper 1: Guided literary analysis (35%) 
Examination Paper 2: Comparative essay (35% SL, 25% HL) 
HL Essay: written coursework component (20% HL only)   

Internal Assessment (30% SL, 20% HL)
 An Individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course. 

SACE Subjects and Pathways

SACE language
Stage 1 Chinese Background Speakers  

Course Description:
This course is designed for native speakers of Chinese. Students explore topical issues relating to China through the study of new articles and learn how to produce and analyse a number of different texts. Students hone their techniques for research and analysis. There are four prescribed themes with prescribed contemporary issues. The four themes are: China and the World, Modernisation and Social Change, The Overseas Chinese-speaking Communities, Language in Use in Contemporary China. &²Ô²ú²õ±è;

The Stage 1 course is designed to enable Ãâ·ÑAƬ to interact with others to exchange and explain information, opinions, and ideas in Chinese. To create texts in written Chinese to express ideas, opinions, and perspectives on contemporary issues. To analyse and evaluate a text or texts and respond in Chinese and reflect in English. Students develop research, analytical and critical thinking skills by undertaking investigations on a cultural or social aspect of or issue related to a prescribed theme or contemporary issue. &²Ô²ú²õ±è;

Assessment: &²Ô²ú²õ±è;

Interaction 20% &²Ô²ú²õ±è;
Text Production 20% &²Ô²ú²õ±è;
Text Analysis 20% &²Ô²ú²õ±è;
Investigation 40% (Response in Chinese 20%, Reflective Response in English 20%) &²Ô²ú²õ±è;

Prerequisite:
Completion of Year 10 Chinese Language and Literature at Prince Alfred Ãâ·ÑAƬ or an equivalent level course. &²Ô²ú²õ±è;

Stage 2 Chinese Background Speakers 

Course Description:
This course is designed for native speakers of Chinese. Students explore topical issues relating to China through the study of new articles and learn how to produce and analyse a number of different texts. Students hone their techniques for research and analysis. There are four prescribed themes with prescribed contemporary issues. The four themes are: China and the World, Modernisation and Social Change, The Overseas Chinese-speaking Communities, Language in Use in Contemporary China. &²Ô²ú²õ±è;

In the Stage 2 course, Ãâ·ÑAƬ are involved in various forms of interactions to exchange and explain information, opinions, and ideas in spoken Chinese. Students create a number of texts that reflect context, purpose, audience and text types. Students analyse, interpret, and evaluate meaning and language use by responding to written, spoken, or multimodal texts in Chinese. Students extend their understanding of an aspect or aspects of one of the prescribed themes or contemporary issues, or explore links between themes or contemporary issues by undertaking the In-depth Study.  &²Ô²ú²õ±è; &²Ô²ú²õ±è;

Assessment: &²Ô²ú²õ±è;

Internal Assessment (70%)
 School-based Assessment Folio 50% &²Ô²ú²õ±è;
School-based Assessment In-depth Study 20% &²Ô²ú²õ±è; &²Ô²ú²õ±è;

External Assessment (30%)
 Oral examination 10% &²Ô²ú²õ±è;
Written Examination 20% &²Ô²ú²õ±è;

Prerequisite:
Completion of Stage 1 Chinese Background Speakers or an equivalent course in a Chinese-speaking country or community. &²Ô²ú²õ±è;