course outlines: spanish 2013-14

7/31/2019 Course Outlines: Spanish 2013-14

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Chinese International School

Course Outline 2013-2014Department: Spanish

Year 07Year 08Year 09Year 10Year 11Year 12Year 13


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Chinese International SchoolY7 Spanish B

Course Outline 2013-2014

Aims for MYP Language B

The aim of MYP Year 7 Spanish is to develop students communication skills and expand theircognitive and analytical abilities. The course is designed to:

develop the language effectively as a means of practical communication give insight into the life and culture of the communities where the language is spoken encourage a positive attitude towards speakers of Spanish and other languages as well as an

appreciation of, and empathy towards other cultures

provide a sound basis of communication skills begin to develop an understanding of the nature of language and the process of language learning develop curiosity, interest and enjoyment in Spanish begin to develop an understanding of the cultural patterns that affect the thinking and acting of

communities in which Spanish is spoken.

Course descriptionThe year 7 Spanish course provides students with the opportunity to develop the four skills - Speaking,Writing, Listening and Reading - as interactive and interdependent components. Interculturalawareness is cultivated as students are always encouraged to use the language as a tool to enhance theunderstanding of other cultures. In Year 7, students will develop these skills through the specific

topics of the course. The course textbook used is Espacio Joven A1.

Following the new MYP Language B Guide, all students will be enrolled in a phase. There are sixphases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach theirmaximum potential within the class, as well as offer moreopportunities for differentiation. This changeis also an effort to align the MYP courses with those of the DP.

The topics covered are:

Greetings, numbers and alphabet Home and family Pets and hobbies Festivals and special occasions Clothing and colors School and daily routines Leisure activities

Addressing the Areas of Interaction (AOI)

Over and above the linguistic competence, the program also incorporates the five Areas of Interaction:approaches to learning (ATL), community and service, health and social education, environments and

human ingenuity.

The wide range of activities conducted in and outside the classroom will help students develop andrespectively improve their:

Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life

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Learning another language helps students enhance their knowledge of different study skills, and makesthem aware of their own learning styles and strategies. In addition, becoming more aware of theculture of the Spanish-speaking world gives them a broader perspective of the world, enabling them todevelop critical judgement of various ways of living and thinking (ATL).

Through their learning experience, students will also be able to develop a deeper understanding and

empathy for the culture of others, thus strengthening their sense of belonging to their own communityand increasing their awareness of community needs (community and service).

By becoming confident and appreciative of the level of linguistic competence they have reached,students will also increase their self-esteem (health and social education) They will also be encouragedto develop a balanced local and global perspective of the environmental challenges of our time(environments).

Finally, looking at the beliefs, celebrations, ways of living, adapting, and solving problems in other

cultures as part of their language study will broaden the students knowledge and understanding of theconcept of human ingenuity. Students appreciation of creative minds will be extended throughencountering individuals such as authors, artists, composers and inventors represented in their Spanishstudies.

Assessment

The assessments are organized around the four interactive skill areas, speaking, writing, listening andreading comprehension. They are based on a variety of activities such as projects, oral presentations,performances as well as written papers. The assessments are derived from clearly defined assessment

criteria and rubrics as follow:

A: Oral Communication

To measure the students development as a speaker of the language.

B: Visual interpretation

To measure the students ability to interpret visual text presented with spoken and written text

C: Reading comprehension

To measure the students ability to comprehend written text

D: Writing

To measure the students development as a writer of the target language

Departa

mentode

francs

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Chinese International SchoolY8 Spanish2013-2014

Course Outline





provide a sound basis of communication skills begin to develop an understanding of the nature of language and the process of language learning develop curiosity, interest and enjoyment in Spanish

begin to develop an understanding of the cultural patterns that affect the thinking and acting ofcommunities in which Spanish is spoken.

Course descriptionThe Year 8 Spanish course provides students with the opportunity to develop the four skills - Speaking,Writing, Listening and Reading - as interactive and interdependent components. Interculturalawareness is cultivated as students are always encouraged to use the language as a tool to enhance theunderstanding of other cultures. In Year 8, students will develop these skills through the specific

topics of the course. The course textbook used is En Espaol!.

Following the new MYP Language B Guide, all students will be enrolled in a phase. There are sixphases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach theirmaximum potential within the class, as well as offer moreopportunities for differentiation. This change

is also an effort to align the MYP courses with those of the DP.


Daily life Leisure activities Occupations Sports and Health Student life Time periods Weather



human ingenuity.


Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking

Departa

mentodefrancs

yespaol


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Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life

Learning another language helps students enhance their knowledge of different study skills, and makes

them aware of their own learning styles and strategies. In addition, becoming more aware of theculture of the Spanish-speaking world gives them a broader perspective of the world, enabling them to

develop critical judgement of various ways of living and thinking (ATL).

Through their learning experience, students will also be able to develop a deeper understanding andempathy for the culture of others, thus strengthening their sense of belonging to their own communityand increasing their awareness of community needs (community and service).

By becoming confident and appreciative of the level of linguistic competence they have reached,

students will also increase their self-esteem (health and social education) They will also be encouragedto develop a balanced local and global perspective of the environmental challenges of our time(environments).

Finally, looking at the beliefs, celebrations, ways of living, adapting, and solving problems in othercultures as part of their language study will broaden the students knowledge and understanding of the

concept of human ingenuity. Students appreciation of creative minds will be extended throughencountering individuals such as authors, artists, composers and inventors represented in their Spanish

studies.

Assessment

The assessments are organized around the four interactive skill areas, speaking, writing, listening andreading comprehension. They are based on a variety of activities such as projects, oral presentations,performances as well as written papers. The assessments are derived from clearly defined assessmentcriteria and rubrics as follow:







D: Writing


Depa

rtamentodefrancsyespaol


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Course Outline





provide a sound basis of communication skills begin to develop an understanding of the nature of language and the process of language learning

develop curiosity, interest and enjoyment in Spanish begin to develop an understanding of the cultural patterns that affect the thinking and acting of


Course descriptionThe Year 9 Spanish course provides students with the opportunity to develop the four skills - Speaking,Writing, Listening and Reading - as interactive and interdependent components. Interculturalawareness is cultivated as students are always encouraged to use the language as a tool to enhance theunderstanding of other cultures. In Year 9, students will develop these skills through the specifictopics of the course. The course textbook used is En Espaol!.



Chores City life Housing Food Shopping Transportation Travel

Departa

mentodefrancs

yespaol


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Addressing the Areas of Interaction (AOI)Over and above the linguistic competence, the program also incorporates the five Areas of Interaction:approaches to learning (ATL), community and service, health and social education, environments and

human ingenuity.


Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of lifeLearning another language helps students enhance their knowledge of different study skills, and makesthem aware of their own learning styles and strategies. In addition, becoming more aware of theculture of the Spanish-speaking world gives them a broader perspective of the world, enabling them to



By becoming confident and appreciative of the level of linguistic competence they have reached,students will also increase their self-esteem (health and social education) They will also be encouragedto develop a balanced local and global perspective of the environmental challenges of our time

(environments).

Finally, looking at the beliefs, celebrations, ways of living, adapting, and solving problems in othercultures as part of their language study will broaden the students knowledge and understanding of theconcept of human ingenuity. Students appreciation of creative minds will be extended throughencountering individuals such as authors, artists, composers and inventors represented in their Spanishstudies.

Assessment








D: Writing


Departamentode

francsyespaol


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Chinese International SchoolY10 Spanish

2013-2014

Course Outline

The Aims for MYP Language B Spanish

The aim of the Spanish Elective in Year 10 is to further develop the students communicationand comprehension skills in the target language, i.e. Spanish, significantly beyond thefoundation laid in Years 7-10. The curriculum fosters communication and expands thestudents cognitive and analytical abilities. The course is designed to:

develop the language effectively as a means of practical communication. give insight into the life and culture of the communities where Spanish is spoken. encourage a positive attitude towards speakers of Spanish and other languages as well as

an appreciation of and empathy towards other cultures, including the students ownculture(s).

provide a sound basis of communication and comprehension skills. develop an understanding of the nature of language and the process of language

learning.

begin to develop an understanding of the cultural patterns that affect the thinking, feelingand behavior of the communities in which Spanish is spoken.

develop a curiosity, an interest and enjoyment in the Spanish language and the variouscultures of the Spanish-speaking world.

develop an appreciation of literature in Spanish (Phase 5)Following the new MYP Language B Guide, all students will be enrolled in a phase. Thereare six phases in the MYP, Phases 1-6. The purpose of these new phases is to allow forstudents to reach their maximum potential within the class, as well as offer more

opportunities for differentiation. This change is also an effort to align the MYP courses withthose of the DP.

Course Outline

The three skills speaking, listening, writing and reading are seen as interactive andinterdependent components. Intercultural awareness is cultivated, as students are alwaysencouraged to use the language as a tool to enhance the understanding of other cultures.

The following topics will be covered in Year 10 using the Avancemos 2! textbook inconjunction with supplemental articles from reputable Spanish-language media (i.e. BBCMundo, CNN en espaol and News in Slow Spanish):

Travelingo Booking tickets, airports, places of interests, topography and geography of

destination

Daily Routineso Getting up, shaving, applying make-up, brushing your teeth, putting on your

clothes, brushing your hair, drying yourself, washing your face, lying down,going to bed

Musico Learning to differentiate between genres of Latin/Spanish music,

understanding the historical and cultural influences in each genre, analyzing

lyrics, genres to be explored include: salsa, tango, mariachi, merengue,

Departamento

defrancsyespa

ol


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flamenco, son cubano, Andean music, bolero, Rock Latino, cumbia, hip hopLatino and bachata.

Danceo Choosing songs from three genres of music, analyzing lyrics, helping partner

understand the story of chosen songs, learning how to dance three to fiveLatin dance styles, performing three dances with one or two PE Extendedstudents in front of their peers and families.

Addressing the Areas of Interaction

Over and above the linguistic competence, the program also incorporates the five Areas ofInteraction (AOIs): Approaches to learning ( ATL), Community and Service (CS), Health andSocial Education (HSE), Environment (E) and Human Ingenuity (HI).

The wide range of activities conducted in and outside of the classroom will help studentsdevelop and individually improve their:

Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of

life

Approaches to learningLearning another language helps students enhance their knowledge of different study skills,and makes them aware of their own learning styles and strategies. By virtue of becoming

more aware of the cultures of the Spanish-speaking world, they will gain a broaderperspective of the world, enabling them to develop critical judgment of various ways of livingand thinking.

Community and ServiceStudents will develop a deeper understanding and empathy for the culture of others throughtheir learning experience, thus strengthening their sense of belonging to their owncommunity and increasing their awareness of community needs.

Health and Social EducationStudents will increase their self-esteem by becoming confident and appreciative of the level oflinguistic competence they have reached. They will read about health and social issuesaffecting the Spanish-speaking world (ie. Ethical issues in sports/Political unrest in CentralAmerica).

EnvironmentStudents will be encouraged to develop a balanced local and global perspective of theenvironmental challenges of our time.Human IngenuityStudents will learn about the various beliefs, celebrations, ways of living, ways of adaptingand ways of solving problems in other cultures as part of their language study, which willbroaden their knowledge and understanding of the concept of Human Ingenuity. Studentsappreciation of creative minds will expand as they encounter authors, artists, composers andinventors that have made significant contributions to the Spanish-speaking world.

Depart

amentod

efrancsyespa

ol


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Assessment

The assessments are organized around the three interactive skill areas of speaking (includinglistening), writing, and reading. They based on a variety of activities such as projects,exhibitions, oral presentations, performances and demonstrations as well as written papers or

essays.

The assessments are derived from clearly defined assessment criteria and rubrics whichstudents receive at the beginning of the year.

At the end of the course students will be assessed according to the following criteria:







D: Writing


Departa

mentode

francs

yespao

l


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2013-2014Course Outline


The aim of the Spanish Elective in Year 11 is to further develop the students communicationand comprehension skills in the target language, i.e. Spanish, significantly beyond thefoundation laid in Years 8-10.The curriculum fosters communication and expands thestudents cognitive and analytical abilities. The course is designed to:

develop the language effectively as a means of practical communication. give insight into the life and culture of the communities where Spanish is spoken. encourage a positive attitude towards speakers of Spanish and other languages as well as

an appreciation of and empathy towards other cultures, including the students ownculture(s).

provide a sound basis of communication and comprehension skills. develop an understanding of the nature of language and the process of language

learning.

begin to develop an understanding of the cultural patterns that affect the thinking, feelingand behavior of the communities in which Spanish is spoken.


Course Outline

The three skills speaking (including listening), writing and reading are seen as interactiveand interdependent components. Intercultural awareness is cultivated, as students are always

encouraged to use the language as a tool to enhance the understanding of other cultures.

Following the new MYP Language B Guide, all students will be enrolled in a phase. Thereare six phases in the MYP, Phases 1-6. The purpose of these new phases is to allow forstudents to reach their maximum potential within the class, as well as offer moreopportunities for differentiation. This change is also an effort to align the MYP courses withthose of the DP.

The following topics will be covered in Year 11 using the Avancemos 2! textbook inconjunction with supplemental articles from reputable Spanish-language media (i.e. BBCMundo, CNN en espaol and News in Slow Spanish):

Legends and storieso Myths and historical stories of the Spanish-speaking world

Foodo Preparing, describing, food-related odes by Pablo Neruda, cuisines of the

Spanish-speaking world

Cinematic artso Making movies, Latino movie stars in Hollywood, Casa de los espiritus (House

of the Spirits), international film festivals, the Oscar and the Ariel prestigious awards, movie premieres

o Film critic Journalism

o Being a reporter, double-entendres and other ways to play with words, Sino-Latino relations

o The influence of China in the Spanish speaking world and vice-versa.

Departa

mentodefrancs

yespaol


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Over and above the linguistic competence, the program also incorporates the five Areas ofInteraction (AOIs): Approaches to learning (ATL), Community and Service (CS), Health andSocial Education (HSE), Environment (E) and Human Ingenuity (HI).

The wide range of activities conducted in and outside of the classroom will help studentsdevelop and individually improve their:

Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of

life

Approaches to learningLearning another language helps students enhance their knowledge of different study skills,and makes them aware of their own learning styles and strategies. By virtue of becomingmore aware of the cultures of the Spanish-speaking world, they will gain a broaderperspective of the world, enabling them to develop critical judgment of various ways of livingand thinking.

Community and ServiceStudents will develop a deeper understanding and empathy for the culture of others throughtheir learning experience, thus strengthening their sense of belonging to their owncommunity and increasing their awareness of community needs.

Health and Social EducationStudents will increase their self-esteem by becoming confident and appreciative of the level oflinguistic competence they have reached. They will read about health and social issuesaffecting the Spanish-speaking world (ie. Ethical issues in sports/Political unrest in CentralAmerica).

EnvironmentStudents will be encouraged to develop a balanced local and global perspective of theenvironmental challenges of our time.

Human IngenuityStudents will learn about the various beliefs, celebrations, ways of living, ways of adaptingand ways of solving problems in other cultures as part of their language study, which willbroaden their knowledge and understanding of the concept of Human Ingenuity. Studentsappreciation of creative minds will expand as they encounter authors, artists, composers andinventors that have made significant contributions to the Spanish-speaking world.

Assessment

The assessments are organized around the three interactive skill areas of speaking (includinglistening), writing, and reading. They based on a variety of activities such as projects,exhibitions, oral presentations, performances and demonstrations as well as written papers oressays.

Departa

mentodefrancs

yespaol


13/30

The assessments are derived from clearly defined assessment criteria and rubrics whichstudents receive at the beginning of the year.At the end of the course students will be assessed according to the following criteria:




To measure the students ability to interpret visual text presented with spoken and

written text

C: reading comprehension


D: Writing


Departamentode

francsyespaol


14/30


15/30


Y7 Spanish B

Course Outline 2013-2014Aims for MYP Language B




provide a sound basis of communication skills begin to develop an understanding of the nature of language and the process of language learning develop curiosity, interest and enjoyment in Spanish begin to develop an understanding of the cultural patterns that affect the thinking and acting of


Course descriptionThe year 7 Spanish course provides students with the opportunity to develop the four skills - Speaking,Writing, Listening and Reading - as interactive and interdependent components. Interculturalawareness is cultivated as students are always encouraged to use the language as a tool to enhance theunderstanding of other cultures. In Year 7, students will develop these skills through the specific

topics of the course. The course textbook used is Espacio Joven A1.



Greetings, numbers and alphabet Home and family Pets and hobbies Festivals and special occasions Clothing and colors School and daily routines Leisure activities



human ingenuity.



Departa

mentodefrancs

yespaol


16/30






Assessment









D: Writing


Departa

mentode

francs

yespao

l


17/30


Y8 Spanish

2013-2014

Course Outline





provide a sound basis of communication skills begin to develop an understanding of the nature of language and the process of language learning develop curiosity, interest and enjoyment in Spanish

begin to develop an understanding of the cultural patterns that affect the thinking and acting ofcommunities in which Spanish is spoken.

Course descriptionThe Year 8 Spanish course provides students with the opportunity to develop the four skills - Speaking,Writing, Listening and Reading - as interactive and interdependent components. Interculturalawareness is cultivated as students are always encouraged to use the language as a tool to enhance theunderstanding of other cultures. In Year 8, students will develop these skills through the specific

topics of the course. The course textbook used is En Espaol!.

Following the new MYP Language B Guide, all students will be enrolled in a phase. There are sixphases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reach theirmaximum potential within the class, as well as offer moreopportunities for differentiation. This change

is also an effort to align the MYP courses with those of the DP.


Daily life Leisure activities Occupations Sports and Health Student life Time periods Weather



human ingenuity.


Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking

Departa

mentodefrancs

yespaol


18/30

Sensitivity to the community and society in general Altruistic attitude through enhanced insight into different social patterns and ways of life

Learning another language helps students enhance their knowledge of different study skills, and makes

them aware of their own learning styles and strategies. In addition, becoming more aware of theculture of the Spanish-speaking world gives them a broader perspective of the world, enabling them to



By becoming confident and appreciative of the level of linguistic competence they have reached,

students will also increase their self-esteem (health and social education) They will also be encouragedto develop a balanced local and global perspective of the environmental challenges of our time(environments).

Finally, looking at the beliefs, celebrations, ways of living, adapting, and solving problems in othercultures as part of their language study will broaden the students knowledge and understanding of the

concept of human ingenuity. Students appreciation of creative minds will be extended throughencountering individuals such as authors, artists, composers and inventors represented in their Spanish

studies.

Assessment








D: Writing


De

partamentodefra

ncsyespaol


19/30


Y9 Spanish

2013-2014

Course Outline





provide a sound basis of communication skills begin to develop an understanding of the nature of language and the process of language learning

develop curiosity, interest and enjoyment in Spanish begin to develop an understanding of the cultural patterns that affect the thinking and acting of


Course descriptionThe Year 9 Spanish course provides students with the opportunity to develop the four skills - Speaking,Writing, Listening and Reading - as interactive and interdependent components. Interculturalawareness is cultivated as students are always encouraged to use the language as a tool to enhance theunderstanding of other cultures. In Year 9, students will develop these skills through the specifictopics of the course. The course textbook used is En Espaol!.



Chores City life Housing Food

Shopping Transportation Travel

Addressing the Areas of Interaction (AOI)Over and above the linguistic competence, the program also incorporates the five Areas of Interaction:approaches to learning (ATL), community and service, health and social education, environments and

human ingenuity.

The wide range of activities conducted in and outside the classroom will help students develop and

respectively improve their:

Organizational skills, study practices and attitudes towards work Collaborative skills Communication skills Intercultural awareness Subject specific and interdisciplinary conceptual understanding Critical thinking Sensitivity to the community and society in general

Altruistic attitude through enhanced insight into different social patterns and ways of life

Departa

mentodefrancs

yespaol


20/30






Assessment









D: Writing


D

epartam

entodef

rancsy

espaol


21/30

C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Y10 2013-2014.doc

1


Course Outline


The aim of the Spanish Elective in Year 10 is to further develop the students communication andcomprehension skills in the target language, i.e. Spanish, significantly beyond the foundation laidin Years 7-10. The curriculum fosters communication and expands the students cognitive andanalytical abilities. The course is designed to:

develop the language effectively as a means of practical communication. give insight into the life and culture of the communities where Spanish is spoken. encourage a positive attitude towards speakers of Spanish and other languages as well as an

appreciation of and empathy towards other cultures, including the students own culture(s).

provide a sound basis of communication and comprehension skills. develop an understanding of the nature of language and the process of language learning. begin to develop an understanding of the cultural patterns that affect the thinking, feeling

and behavior of the communities in which Spanish is spoken.


develop an appreciation of literature in Spanish (Advanced )Following the new MYP Language B Guide, all students will be enrolled in a phase. There are sixphases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reachtheir maximum potential within the class, as well as offer moreopportunities for differentiation.This change is also an effort to align the MYP courses with those of the DP.

Course Outline

The three skills speaking, listening, writing and reading are seen as interactive andinterdependent components. Intercultural awareness is cultivated, as students are alwaysencouraged to use the language as a tool to enhance the understanding of other cultures.

The following topics will be covered in Year 10 using the Avancemos 2! textbook in conjunctionwith supplemental articles from reputable Spanish-language media (i.e. BBC Mundo, CNN enespaol and News in Slow Spanish):

Travelingo Booking tickets, airports, places of interests, topography and geography of

destination Daily Routines

o Getting up, shaving, applying make-up, brushing your teeth, putting on yourclothes, brushing your hair, drying yourself, washing your face, lying down,going to bed

Musico Learning to differentiate between genres of Latin/Spanish music, understanding

the historical and cultural influences in each genre, analyzing lyrics, genres to be

Depa

rtamento

defranc

syespa

ol


22/30


2

explored include: salsa, tango, mariachi, merengue, flamenco, son cubano,Andean music, bolero, Rock Latino, cumbia, hip hop Latino and bachata.

Danceo Choosing songs from three genres of music, analyzing lyrics, helping partner

understand the story of chosen songs, learning how to dance three to five Latindance styles, performing three dances with one or two PE Extended students in

front of their peers and families.


Over and above the linguistic competence, the program also incorporates the five Areas ofInteraction (AOIs): Approaches to learning ( ATL), Community and Service (CS), Health andSocial Education (HSE), Environment (E) and Human Ingenuity (HI).

The wide range of activities conducted in and outside of the classroom will help students developand individually improve their:


Approaches to learningLearning another language helps students enhance their knowledge of different study skills, andmakes them aware of their own learning styles and strategies. By virtue of becoming more awareof the cultures of the Spanish-speaking world, they will gain a broader perspective of the world,enabling them to develop critical judgment of various ways of living and thinking.

Community and ServiceStudents will develop a deeper understanding and empathy for the culture of others throughtheir learning experience, thus strengthening their sense of belonging to their own communityand increasing their awareness of community needs.

Health and Social EducationStudents will increase their self-esteem by becoming confident and appreciative of the level oflinguistic competence they have reached. They will read about health and social issues affectingthe Spanish-speaking world (ie. Ethical issues in sports/Political unrest in Central America).

EnvironmentStudents will be encouraged to develop a balanced local and global perspective of theenvironmental challenges of our time.Human IngenuityStudents will learn about the various beliefs, celebrations, ways of living, ways of adapting andways of solving problems in other cultures as part of their language study, which will broadentheir knowledge and understanding of the concept of Human Ingenuity. Students appreciationof creative minds will expand as they encounter authors, artists, composers and inventors thathave made significant contributions to the Spanish-speaking world.

Departamentodefranc

syespaol


23/30


3

Assessment

The assessments are organized around the three interactive skill areas of speaking (including

listening), writing, and reading. They based on a variety of activities such as projects, exhibitions,oral presentations, performances and demonstrations as well as written papers or essays.

The assessments are derived from clearly defined assessment criteria and rubrics which studentsreceive at the beginning of the year.

At the end of the course students will be assessed according to the following criteria:

A: Oral CommunicationTo measure the students development as a speaker of the language.

B: Visual interpretationTo measure the students ability to interpret visual text presented withspoken and written text

C: Reading comprehensionTo measure the students ability to comprehend written text

D: WritingTo measure the students development as a writer of the target language

Departamentode

francsy

espaol


24/30

C:\Users\CIS\Desktop\Course Outlines\Moongate Spanish Y11 2013-2014.doc 1


2013-2014Course Outline


The aim of the Spanish Elective in Year 11 is to further develop the students communication andcomprehension skills in the target language, i.e. Spanish, significantly beyond the foundation laidin Years 8-10.The curriculum fosters communication and expands the students cognitive andanalytical abilities. The course is designed to:

develop the language effectively as a means of practical communication. give insight into the life and culture of the communities where Spanish is spoken. encourage a positive attitude towards speakers of Spanish and other languages as well as an

appreciation of and empathy towards other cultures, including the students own culture(s).

provide a sound basis of communication and comprehension skills. develop an understanding of the nature of language and the process of language learning. begin to develop an understanding of the cultural patterns that affect the thinking, feeling

and behavior of the communities in which Spanish is spoken.


Course Outline

The three skills speaking (including listening), writing and reading are seen as interactive andinterdependent components. Intercultural awareness is cultivated, as students are alwaysencouraged to use the language as a tool to enhance the understanding of other cultures.

Following the new MYP Language B Guide, all students will be enrolled in a phase. There are six

phases in the MYP, Phases 1-6. The purpose of these new phases is to allow for students to reachtheir maximum potential within the class, as well as offer more opportunities for differentiation.This change is also an effort to align the MYP courses with those of the DP.

The following topics will be covered in Year 11 using the Avancemos 2! textbook in conjunctionwith supplemental articles from reputable Spanish-language media (i.e. BBC Mundo, CNN enespaol and News in Slow Spanish):

Legends and storieso Myths and historical stories of the Spanish-speaking world

Foodo Preparing, describing, food-related odes by Pablo Neruda, cuisines of the

Spanish-speaking world Cinematic arts

o Making movies, Latino movie stars in Hollywood, Casa de los espiritus (House ofthe Spirits), international film festivals, the Oscar and the Ariel prestigiousawards, movie premieres

o Film critic Journalism

o Being a reporter, double-entendres and other ways to play with words, Sino-Latino relationsD

epartamentod

efrancs

yespa

ol


25/30


o The influence of China in the Spanish speaking world and vice-versa.Addressing the Areas of Interaction

Over and above the linguistic competence, the program also incorporates the five Areas ofInteraction (AOIs): Approaches to learning (ATL), Community and Service (CS), Health andSocial Education (HSE), Environment (E) and Human Ingenuity (HI).

The wide range of activities conducted in and outside of the classroom will help students developand individually improve their:


Approaches to learningLearning another language helps students enhance their knowledge of different study skills, andmakes them aware of their own learning styles and strategies. By virtue of becoming more awareof the cultures of the Spanish-speaking world, they will gain a broader perspective of the world,enabling them to develop critical judgment of various ways of living and thinking.

Community and ServiceStudents will develop a deeper understanding and empathy for the culture of others throughtheir learning experience, thus strengthening their sense of belonging to their own communityand increasing their awareness of community needs.

Health and Social EducationStudents will increase their self-esteem by becoming confident and appreciative of the level oflinguistic competence they have reached. They will read about health and social issues affectingthe Spanish-speaking world (ie. Ethical issues in sports/Political unrest in Central America).

EnvironmentStudents will be encouraged to develop a balanced local and global perspective of theenvironmental challenges of our time.

Human IngenuityStudents will learn about the various beliefs, celebrations, ways of living, ways of adapting andways of solving problems in other cultures as part of their language study, which will broadentheir knowledge and understanding of the concept of Human Ingenuity. Students appreciation

of creative minds will expand as they encounter authors, artists, composers and inventors thathave made significant contributions to the Spanish-speaking world.

Assessment

The assessments are organized around the three interactive skill areas of speaking (includinglistening), writing, and reading. They based on a variety of activities such as projects, exhibitions,oral presentations, performances and demonstrations as well as written papers or essays.D

epar

tamentodefrancsyespa

ol


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The assessments are derived from clearly defined assessment criteria and rubrics which studentsreceive at the beginning of the year.At the end of the course students will be assessed according to the following criteria:




To measure the students ability to interpret visual text presented with spoken and

written text



D: Writing


Departamentodefranc

syespaol


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CHINESE INTERNATIONAL SCHOOLIBDP Language B SpanishYear 12-13 Spanish Standard/Higher Level

This course is designed for students with some previous experience of the language.

The main focus is acquisition and development of skills up to a fairly sophisticated degree athigher level beyond purposes of everyday social interaction, such as discussions of abstract

ideas and cultural subtleties. .

Please refer to Language B IBDP guide for further details.

The course comprises five topics: 3 from the core and 2 chosen from the five options. At leasttwo aspects must be covered in each of the five topics that make up the course.The corewith topics common to both levelsis divided into three areas and is a required areaof study.

Communication and mediaGlobal issuesSocial relationships

In addition, at both SL and HL, teachers selecttwo from the followingfive options.Cultural diversityCustoms and traditionsHealthLeisureScience and technology

The core and the options at both levels must be studied within the context of the culture(s) of

the target language.


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Assessment Outline for Standard LevelExternal Assessment: (70%) Paper 1 Text Handling, 1 hours, consisting of 4 written texts, based on the core. Paper 2 Written Production, 1 hours, 250-400 words from a choice of 5, based on the

options. No dictionaries are allowed.

Written assignment: Intertextual reading followed by a written exercise of 300-400 words +100-word rationale, based on the core.

Internal Assessment: (internally assessed and externally moderated) (30%)Oral Component

Individual Oral (8-10 minutes). Based on the options: 15 minutes preparation time and a10-minute (max.) presentation and discussion with the teacher.

Interactive Oral Activity: Based on the core. 3 class room activities.

Assessment Outline for Higher LevelExternal Assessment: (70%) Paper 1 Text Handling, 1 hours, consisting of 5 written texts, based on the core. Paper 2 Written Production, 1 hours. Two compulsory writing exercises. No

dictionaries are allowed.

Section A: 250-400 words, based on the options, to be selected from a choice of 5

Section B: Response of 150-250 words to a stimulus text, based on the core.

Written assignment: Creative writing of 500-600 words + 150-word rationale, based on oneof the literary texts read.

Internal Assessment: (30%)Oral Component

Individual Oral (8-10 minutes). Based on the options: 15 minutes preparation time and a10-minute (max.) presentation and discussion with the teacher.

Interactive Oral Activity: Based on the core. 3 class room activities.

All pieces of work will be assessed using the IB scale 1-7.7 Excellent performance

6 Very good performance

5 Good performance

4 Satisfactory performance

3 Mediocre performance

2 Poor performance

1 Very poor performance

The majority of assessed work will include past IB questions so that students have a realistic

idea of IB level assessment materials.IB Homework Score Test ScoreStandard

7 90% + 82% + Excellent performance

6 77-89% 69-81% Very good performance

5 67- 76% 57-68% Good performance

4 56- 66% 44-56% Satisfactory performance

3 41-55% 31-43% Mediocre performance

2 21-40% 15-30% Poor performance

1 0-20% 0-14% Very poor performance


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CHINESE INTERNATIONAL SCHOOLIBDP Language B SpanishYear 12-13 Spanish Standard and Higher Levels

This course is designed for students with some previous experience of the language.

The main focus is acquisition and development of skills up to a fairly sophisticated degree at

higher level beyond purposes of everyday social interaction, such as discussions of abstract

ideas and cultural subtleties.

SL and HL are differentiated by the recommended number of teaching hours, the depth of

syllabus coverage, the study of literature at HL, and the level of difficulty and demands of

assessment and assessment criteria.

Please refer to Language B IBDP guide for further details.

The course comprises five topics: 3 from the core and 2 chosen from the five options. At leasttwo aspects must be covered in each of the five topics that make up the course.The corewith topics common to both levelsis divided into three areas and is a required areaof study.

Communication and mediaGlobal issuesSocial relationships

In addition, at both SL and HL, teachers selecttwo from the followingfive options.Cultural diversityCustoms and traditionsHealthLeisureScience and technology

Also, at HL, students read twoworks of literature.The core and the options at both levels, as well as literature at HL, must be studied within the

context of the culture(s) of the target language.


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Assessment Outline for Standard LevelExternal Assessment: (70%) Paper 1 Text Handling, 1 hours, consisting of 4 written texts, based on the core. [25%] Paper 2 Written Production, 1 hours, 250-400 words from a choice of 5, based on the

options. No dictionaries are allowed. [25%]

Written assignment: Intertextual reading followed by a written exercise of 300-400 words +100-word rationale, based on the core. [20%]

Internal Assessment: (internally assessed and externally moderated) (30%)Oral Component

Individual Oral (8-10 minutes). Based on the options: 15 minutes preparation time and a10-minute (max.) presentation and discussion with the teacher. [20%]

Interactive Oral Activity: Based on the core. 3 class room activities. [10%]

Assessment Outline for Higher LevelExternal Assessment: (70%) Paper 1 Text Handling, 1 hours, consisting of 5 written texts, based on the core. Paper 2 Written Production, 1 hours. Two compulsory writing exercises. No

dictionaries are allowed. [25%]

Section A: 250-400 words, based on the options, to be selected from a choice of 5

Section B: Response of 150-250 words to a stimulus text, based on the core. [25%]

Written assignment: Creative writing of 500-600 words + 150-word rationale, based on oneof the literary texts read. [25%]

Internal Assessment: (30%)Oral Component

Individual Oral (8-10 minutes). Based on the options: 15 minutes preparation time and a10-minute (max.) presentation and discussion with the teacher. [20%]

Interactive Oral Activity: Based on the core. 3 class room activities. [10%]

All pieces of work will be assessed using the IB scale 1-7.7 Excellent performance

6 Very good performance

5 Good performance

4 Satisfactory performance

3 Mediocre performance

2 Poor performance

1 Very poor performance

The majority of assessed work will include past IB questions (when possible) so that students

have a realistic idea of IB level assessment materials.IB Test ScoreStandard level Test ScoreHigher level7 89% + 87%+ Excellent performance

6 75-88% 73-86% Very good performance

5 61-74% 61-72% Good performance

4 47-60% 47-60% Satisfactory performance

3 26-46% 28-46% Mediocre performance

2 12 25% 14 27% P f

course outlines: spanish 2013-14

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