* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.
If you will be teaching language B higher level, identify the two works of literature to be studied
Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.
This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject.
This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.
If you will teach both higher and standard level, make sure that this is clearly identified in your outline.
IB Internal and external assessment requirements to be completed during the course
Briefly explain how and when you will work on them. Include the date when you will first introduce the internal and external assessment requirements, when they will be due and how students will be prepared to complete them.
Links to TOK
You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.
Link with TOK (including description of lesson plan)
• How do we learn our culture?
Despite the best intentions, how much of our own culture remains a mystery to us? Through this exploration, students will have an opportunity to explore how most cultures remain blind to many of their own assumptions without a deeper and intentional investigation. Students will be asked to examine the possibility that no culture can truly know itself.
Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.
Contribution to the development of international mindedness (including resources you will use)
• How can cultures be changed if it is determined they need change?
We are exposed to culture through symbols; through beliefs and superstitions; through the ways in which reality is classified, ordered and presented to us; through behaviors; and through assumptions that are linked to beliefs and behaviors. These symbols, beliefs and assumptions are common to, and understood by, members of a cultural community, and are conveyed implicitly. Furthermore, these symbols, beliefs and assumptions may be apparent in a different cultural community, although they are likely to have other meanings. The lack of knowledge and appreciation of these differences is likely to lead to cultural misinterpretations. Additionally, we fail to appreciate that we be excluding solutions to the global dilemmas we face simply due to notions of cultural exceptionality and/or any ability for transcend limitations within our cultural traditions and conceptions.
Concerning ourselves with only that which we can actually affect, students will examine the ideas, assumptions, beliefs, and traditions of other cultures throughout the Spanish-speaking world to discuss and learn about the myriad ways people live their lives. In a multi-cultural society such as the United States, we have undoubtedly drawn from a vast array of cultures through the centuries as we have shaped our culture. At the same time, there has been a long tradition of understanding, interpreting, identifying, questioning and even struggling to shape/change that culture.
Surveying political economy, concepts of justice, relationships to the environment, gender, indigenous systems and notions of progress through the core and optional topics, students will consider how competing cultural concepts can coexist in a globalized world.
Development of the IB learner profile
Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.
Contribution to the development of the attribute(s) of the IB learner profile
Students will interact via Skype with a class of high school students in Santiago, Chile. Through these interactions, they will be asked to give a class of instruction to the students in Chile of English. In exchange, the Chilean students will teach a lesson of Spanish. Through this exchange they will have to stay open-minded to many cultural differences and similarities. In particular, they will have to contemplate comparative advantages and disadvantages, access to target language, motivation to learn a second language, and so on.
Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? Briefly describe what plans are in place if changes are needed.
We will use many guest speakers, our high school library, the Internet, authentic realia, computer-adapted grammar lessons.