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Environment: Providing essential structures, systems and resources

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Environment: Providing essential structures, systems and resources

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Standard: Leadership and governance (0201)

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Standard: Leadership and governance (0201)

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Teacher support 3: The school provides time and other resources for teachers to collaborate effectively in the implementation of IB programme(s). (0203-03)

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Teacher support 3: The school provides time and other resources for teachers to collaborate effectively in the implementation of IB programme(s). (0203-03)

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Teacher support 2: The school ensures that leadership and teachers participate in appropriate and timely professional learning to inform their practice. (0203-02)

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Teacher support 2: The school ensures that leadership and teachers participate in appropriate and timely professional learning to inform their practice. (0203-02)

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Language acquisition teachers are encouraged to collaboratively inquire into these fundamental understandings, to help them determine the purpose of a particular text before they use it for teaching and learning. This inquiry process can also be enhanced by asking key questions for engaging with the multimodal texts that can be used in discussions between teachers, teachers with the students and by the students themselves. This use of dialogic talk enhances the teaching and learning with multiliteracies and

multimodality.

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Student support 1: The school provides relevant human, natural, built and virtual resources to implement its IB programme(s). (0202-01)

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Student support 1: The school provides relevant human, natural, built and virtual resources to implement its IB programme(s). (0202-01)

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Student support 2: The school identifies and provides appropriate learning support. (0202-02)

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Student support 2: The school identifies and provides appropriate learning support. (0202-02)

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Student support 4: The school provides guidance and support that help students succeed in its IB programme(s) and plan for the next stage of their educational and/or career-related experiences. (0202-04)

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Student support 4: The school provides guidance and support that help students succeed in its IB programme(s) and plan for the next stage of their educational and/or career-related experiences. (0202-04)

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Student support 5: The school builds relationships with the wider community that are a source of wisdom and expertise to strengthen the implementation of its IB programme(s). (0202-05)

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Student support 5: The school builds relationships with the wider community that are a source of wisdom and expertise to strengthen the implementation of its IB programme(s). (0202-05)

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Teacher support 1: The school ensures that teachers use current IB resources and regularly review their implementation of the programme. (0203-01)

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Teacher support 1: The school ensures that teachers use current IB resources and regularly review their implementation of the programme. (0203-01)

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This means that students and teachers have access to an expanding and ever-changing variety of texts at school and in other sociocultural contexts. This proliferation of texts has the potential to engage students and teachers in new and interesting ways that go beyond simple access to texts. This necessitates having a common understanding about texts as well as a common language for teachers and students to engage with multimodal texts.

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Leadership 1: The school regularly reviews and follows all IB rules, regulations and guidelines to support programme implementation and ongoing development. (0201-01)

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Leadership 1: The school regularly reviews and follows all IB rules, regulations and guidelines to support programme implementation and ongoing development. (0201-01)

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MYP 2 (if applicable): The school complies with the IB regulations and procedures related to the conduct of MYP eAssessment. (0201-01-0222)

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Leadership 3: The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community. (0201-03)

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Leadership 3: The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community. (0201-03)

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MYP 1: The school implements a schedule that provides for the minimum required teaching hours for each subject group. (0201-03-0121)

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Leadership 5: The school funds and allocates resources that sustain and further develop its IB programme(s). (0201-05)

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Leadership 5: The school funds and allocates resources that sustain and further develop its IB programme(s). (0201-05)

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When planning units of work to address the objectives in MYP language acquisition, teachers will need to detail what students will know (factual knowledge such as grammar rules, topic-specific vocabulary, cultural facts and artifacts) and what students will understand (conceptual knowledge such as the principles and big ideas arising from the subject matter studied or the features and processes of language) in order to communicate in the target language. The concepts become the building blocks students need to transfer and apply their knowledge and understanding to a variety of contexts, and to communicate this knowledge and understanding in familiar and unfamiliar situations.

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The choice of resources within a school should reflect the languages and the range of ages and abilities within that school. Schools also need to ensure that there is:

an adequate range and number of resources for teachers, as well as students

a good choice of supplementary materials and “graded readers” in the target language

a variety of teaching materials from the country/countries where the target language is spoken for use in the additional language classroom.

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In order to meet these objectives, teachers will need to concentrate on each of the macro skills of language: listening, speaking, reading, writing, viewing and interpreting. These skills are very much interactive and interrelated, though in some instances, teachers may wish to deal with them as discrete skills.

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Teaching and learning in the language acquisition subject group is organized into three levels of proficiency. Each level focuses on two phases. In total there are six phases. The phases represent a developmental continuum of additional language learning. Depending on their prior additional language- learning experiences, students may commence their language acquisition course in any phase on the continuum and may exit from any phase on the continuum.

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For the purpose of external assessment, the MYP identifies a range of subject-specific topics that constitute one of the variables that authors consider when they create on-screen examinations. These topics are at a lower level of specification than the formal syllabus of a similar subject in the IB Diploma Programme and they leave considerable leeway for schools to develop their own written curriculum according to MYP requirements.

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Students seeking IB MYP course results for MYP language acquisition complete an on-screen examination in addition to an internally-assessed, externally-moderated speaking examination to demonstrate their achievement of subject-group objectives. Successful results can contribute to students’ attainment of the IB MYP certificate.

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If local circumstances require, schools may offer introductory MYP language acquisition courses. If necessary, the course(s) can be structured as a “languages carousel”, under the following conditions.

The introductory course(s) can only be offered in MYP year 1.

The introductory course(s) must in total meet the minimum number of hours required for the subject group (50 hours).

Each language in the carousel must have an equal number of teaching hours, and all languages ideally will be taught concurrently.

All introductory language courses must conclude before students choose their language acquisition course for the remainder of the MYP.