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Group 1- Studies in Language and LiteratureGroup 1 courses meet the requirements of students whoseLanguage A is their strongest language, while taking intoaccount that many students have complex language profilesand maybe be bi- or tri-lingual. While the courses aredifferent, they both develop understanding about languageand literature and are designed to support future study bydeveloping language skills.Language A- LiteratureCourse content: Language A - LiteratureAvailable in Vietnamese, Korean and EnglishLiterature HLThis course is designed for the student with a definiteinclination towards the study of literature and who mayintend to continue such studies beyond the Diplomalevel. The course focuses on in-depth literary analysis andappreciation in both oral and written capacity. Students willbe required to write essays, conduct independent researchand participate in informal and formal orals for internal andexternal assessment. The total number of texts studied overthe two years is 13, including 3 World Literature works, whichare read in translation.Literature SLThis course is designed for students who desire someenrichment in the study of literature, but who may not havesuch a definite inclination towards the study of literature, orwho may be considering options for such study beyond theDiploma level. Most of the course is studied along with HLstudents to the same depth. The courses differ in the numbersof texts covered and the types of assessment. This course willappeal to those who enjoy literary study, but who also wish topursue other subject areas at HL instead. The total number oftexts studied is 10, including 3 World Literature works, whichare read in translation.8 Grade 11-12 Curriculum Handbook

Assessment SLAssessment ComponentAssessment HLWeightingAssessment ComponentWeightingExternal assessment (3 hours)70%External assessment (4 hours)Paper 1: Guided literary analysis(1 ½ hours)The paper consists of two passages: one proseand one poetry.Students choose one and write a guidedliterary analysis in response to two questions.(20 marks)20%Paper 1: Literary Commentary (2 hours)– 20%The paper consists of two passages: oneprose and one poetry.Students choose one and write a literarycommentary. (20 marks)Paper 2: Essay (1 ½ hours)The paper consists of three questions for eachliterary genre. In response to one question,students write an essay based on at least twoworks studied in Part 3. (25 marks)25%Written AssignmentStudents submit a reflective statement andliterary essay on one work studied in Part 1(25 marks). The reflective statement must be300-400 words in length. The essay must be1,200-1,500 words in length.25%Written AssignmentStudents submit a reflective statement andliterary essay on one work studied in Part 1(25 marks). The reflective statement mustbe 300-400 words in length. The essay mustbe 1,200-1,500 words in length.25%Internal assessment30%Internal assessment30%This component is internally assessed bythe teacher and externally moderated bythe IB at the end of the course.Individual oral commentary (10 minutes)Students give an oral commentary andanswer subsequent questions on an extractfrom a work studied in Part 2. (poetry/prose)(30 marks)Individual oral presentation (10-15minutes)The presentation is based on works studiedin Part 4. It is internally assessed andexternally moderated through the Part 2internal assessment task. (30 marks)Paper 2: Essay (2 hours)The paper consists of three questions foreach literary genre. In response to onequestion students write an essay basedon at least two works studied in Part 3. (25marks)70%20%25%This component is internally assessed bythe teacher and externally moderated bythe IB at the end of the course.15%15%Individual oral commentary anddiscussion (20 minutes)Formal oral commentary on poetry studiedin Part 2 with subsequent questions (10minutes) followed by a discussion based onone of the other Part 2 works (10 minutes).(30 marks)15%Individual oral presentation (10-15minutes)The presentation is based on works studiedin Part 4. It is internally assessed andexternally moderated through the Part 2internal assessment task. (30 marks)15%IB Diploma Programme 2014 - 2016 9

Language A - Language and LiteratureCourse content: Language A - Language andLiteratureEnglish A: Language and Literature HLThis course requires students to be either native or very nearnative speakers of English in terms of both their oral andwritten skills, and will appeal to students who may be lessinclined towards a course focused solely on literary study.Students study six literary works in addition to exploringvarious aspects of Language in Cultural Context andLanguage and Mass Communication. A range of oral, writtenand visual materials is studied from a variety of non-literarysources, genres and media. Students will be required to writeessays for both internal and external assessment, conductindependent research and participate in informal and formaloral and written critiques.English A: Language and Literature SLThis course requires students to be either native or very nearnative speakers of English in terms of both their oral andwritten skills and will appeal to students who may be less10 Grade 11-12 Curriculum Handbookinclined towards a course focused solely on literary study.Students study four literary works in addition to exploringvarious aspects of Language in Cultural Context andLanguage and Mass Communication. A range of oral, writtenand visual materials is studied from a variety of non-literarysources, genres and media. Students will be required to writeessays for both internal and external assessment, conductindependent research and participate in informal and formaloral and written critiques.Skills developedAbility to express ideas clearly and with fluency orally and inwritingAbility to substantiate and justify ideas with relevantexamplesAbility to evaluate conflicting viewpointsUnderstanding of the ways cultural values are expressed intextsUnderstanding of text structures, style and the writer’stechniqueAbility to compare and contrast the form, style and contentof textsUnderstanding of individual literary works as representativesof genre and period.

Assessment SLAssessment ComponentAssessment HLWeightingAssessment ComponentWeightingExternal assessment (3 hours)70%External assessment (4 hours)70%Paper 1: Textual analysis (1 ½ hours)The paper consists of two unseen texts.Students write an analysis of one the thesetexts (20 marks).25%Paper 1: Textual analysis (2 hours)The paper consists of two pairs of unseentexts. Students write a comparative analysisof one pair of texts (20 marks).25%Paper 2: Essay (1 ½ hours)In response to one of six questions studentswrite an essay based on both the literarytexts studied in Part 3. The questions arethe same at HL but the assessment criteriaare different (25 marks).25%Paper 2: Essay (2 hours)In response to one of six questions studentswrite an essay based on at least two of theliterary texts studied in Part 3. The questionsare the same at SL but the assessmentcriteria are different (25 marks).25%Written TaskStudents produce at least three writtentasks based on material studied in thecourse. Students submit one written taskfor external assessment (20 marks). Thistask must be 800-1000 words in length plusthe rationale of 200-300 words.20%20%Internal assessment30%Written TaskStudents produce at least four written tasksbased on material studied in the course.Students submit two of these tasks forexternal assessment (20 marks for eachtask). One of the tasks submitted must bea critical response to one of the prescribedquestions for the HL additional study. Thistask must be 800-1,000 words in lengthplus the rationale of 200-300 words.Internal assessment30%This component is internally assessed bythe teacher and externally moderated bythe IB at the end of the course.Individual oral commentaryStudents comment on an extract from aliterary text studied in Part 4 of the course(30 marks). Students are given two guidingquestions.15%Further oral activityStudents complete at least two furtheroral activities, one based on Part 1 and onebased on Part 2 of the course. The mark ofone further oral activity is submitted forfinal assessment (30 marks)15%This component is internally assessed bythe teacher and externally moderated bythe IB at the end of the course.Individual oral commentaryStudents comment on an extract from aliterary text studied in Part 4 of the course(30 marks). Students are given two guidingquestions.15%Further oral activityStudents complete at least two furtheroral activities, one based on Part 1 and onebased on Part 2 of the course. The mark ofone further oral activity is submitted forfinal assessment (30 marks).15%IB Diploma Programme 2014 - 2016 11

Self-Taught Language A: LiteratureTo be eligible for the Bilingual Diploma, students may takea Language A: Literature course other than English as a selfsupported subject, even if no teacher of the language isavailable or the number of students is too small to warranta separate class. This option is referred to as the ‘self-taught’option by the IB. It is only available at SL. In past years, UNISHanoi students have studied Danish, Dutch, Italian, Malay,Polish, Portuguese, Russian, and Spanish.Additional supportUNIS Hanoi mandates that parents need to hire a qualifiedLiterature tutor so that the students can benefit fromspecialist feedback in the areas of language skills, academicwriting and cultural content. Tutors also play a vital role inproviding accurate feedback about students’ abilities in thesubject.The school recommends an hour of tutoring per week,depending on the ability level of the student. If the studenthas not had any Language A tuition for an extended periodof time, then more tuition time maybe necessary. Studentsare expected to be literate in the language upon startingthe course as the main focus of the course is literature, notlanguage acquisition. If both the tutor and the student(s)are available during the school day the school may providea classroom for them to meet in person or online (e.g. viaSkype).12 Grade 11-12 Curriculum HandbookCollaboration with tutorsAfter parents have identified the tutor, the self-taughtcoordinator will contact him/her to provide coursedocumentation, deadlines, resources and advice. The tutormust provide the coordinator with information regarding thestudent’s effort, progress and performance. The coordinatorwill incorporate the tutor’s comments into the Language Aacademic report issued by the school.

Skills developedStudents develop the skills of literature analysis (commentaryand essays) and are consequently able to express complexideas in both their (other) Language A and in English.This has valuable intellectual benefits. Students also gainknowledge and insight into their community or origins,which supports their personal development and a possible(re)integration in a country where the Language A is used.Through the independent self-study of literary works in theirown language, students also demonstrate an ability to workindependently and to take responsibility for their studies,which is a quality sought by universities.AssessmentAssessment ComponentWeightingExternal assessment70%Two written examination papers: Paper 1- Guided Literary Analysis Paper 2- Literature Essay Paper Written AssignmentA reflective statement and literary essayon one work studied in Part 1.20%25%25%Alternative oral examination30% 15%15%Individual Oral CommentaryIndividual Oral PresentationBilingual DiplomaThe Bilingual Diploma will be awarded to any student whosuccessfully completes a Language A course in any languageother than English in conjuction with an English A course.Please note that this can be either a Literature or a Languageand Literature course.IB Diploma Programme 2014 - 2016 13

Group 2- Language acquisitionLanguage BLanguage B courses provide students with a high degree ofproficiency in their chosen language and further developtheir understanding of different cultures and ways of life ofthe languages studied.Options: English, French, SpanishCourse contentThe course is designed for students with previous experiencesof learning a foreign language (normally 3-5 years), andis suitable for those who have displayed both ability andinterest in their previous foreign language classes. The syllabifor both HL and SL are similar in content, although HL coursesalso expect students to explore some literary texts.The objective of the Language B course is for students tocommunicate clearly and effectively in different styles andcontexts while studying the cultures associated with thelanguage. Students gain a better understanding and use ofgrammatical structures and vocabulary through studying avariety of topics. These topics all offer a cultural perspectiveand enable students to take part in discussions on a widevariety of issues. Examples of topics include communicationand media, global issues and social relationships. Studentsare encouraged to reflect upon their own perspectives, thoseof the school and those of the target language culture.14 Grade 11-12 Curriculum HandbookSkills developedStudents further develop the four main skills of listening,reading, writing and speaking through studying a variety oftopic areas and carrying out a range of individual and groupwork activities. Examples include: listening: news bulletins, interviews, films, internet speaking: presentations, debates, discussions, role plays reading: news articles, letters, interviews, internet writing: letters to newspapers, film reviews, diary entries,essays.

Assessment SLAssessment HLAssessment ComponentWeightingAssessment ComponentWeightingExternal assessment70%External assessment70%Paper 1 (1 ½ hours): Receptive skillsText handling exercises on four written texts,based on the core.25%Paper 1 (1 ½ hours): Receptive skillsText handling exercises on five writtentexts, based on the core.25%Paper 2 (1 ½ hours): Written productiveskillsOne writing exercise of 250-400 words from achoice of five, based on the options.25%Paper 2 (1 ½ hours): Written productiveskillsTwo compulsory writing exercises: Section A: One task of 250-400 words,based on the options, to be selectedfrom a choice of five. Section B: Response of 150-250 wordsto a stimulus text, based on the core.25%Written assignment: Receptive andwritten productive skillsCreative writing of 500-600 words plus a150-word rationale, based on one of theliterary texts read.20%Internal assessment30%Internal assessment30%Internally assessed by the teacher andexternally moderated by the IB.Internally assessed by the teacher andexternally moderated by the IB.Individual oral (8-10 minutes)Based on the options: 15 minutes ofpreparation time and a 10-minute(maximum) presentation and discussionwith the teacher.20%10%Interactive oral activityBased on the core: Three classroomactivities assessed by the teacher.Individual oral (8-10 minutes)Based on the options: 15 minutes ofpreparation time and a 10- minute(maximum) presentation and discussionwith the teacher.20%10%Interactive oral activityBased on the core: Three classroomactivities assessed by the teacher.IB Diploma Programme 2014 - 2016 15

Language ab initio (available at SL only)The ab initio courses offer students the chance to take upa new language at IBDP and to reach a reasonable level ofcommunication in only two years. This is a good course forstudents who are interested in learning how to communicateeffectively in every situation and for students who have littleor no previous experience of learning a foreign language.All final decisions on the appropriateness of the course forwhich students are entered are taken by coordinators inliaison with teachers, using their experience and professionaljudgment to guide them. The most important considerationis that the language ab initio course should be a challengingeducational experience for the student (IB Language ab initioGuide, 2011).Options are French, Spanish and Mandarin.Course contentThe emphasis is on practical utility and communication.Students will acquire the vocabulary and grammaticalstructures they need to use in everyday social interactionsand situations. The course aims to develop a variety oflinguistic skills and basic awareness of cultures.Students study three themes:1. Individual and society2. Leisure and work3. Urban and rural environmentSkills developedThe Language ab initio course aims to develop the followingskills: Listening: understanding straightforward conversationsand the overall idea of a presentationReading: understanding straightforward informationand skimming to extract key points and ideas in textsWriting: conveying information clearly, organizingideas, giving details and opinions and using languageappropriate to purpose and audienceSpeaking: participating in spontaneous conversations,giving information and opinions clearly in brief structuredpresentations.16 Grade 11-12 Curriculum HandbookAssessment SLAssessment ComponentWeightingExternal assessment75%Paper 1 (1 ½ hours): Receptive skillsUnderstanding of four written texts (40marks). Text- handling exercises30%Paper 2 (1 hour): Productive skillsTwo compulsory writing exercises (25 marks) Section A (7 marks): One question to beanswered from a choice of two Section B (18 marks): One question to beanswered from a choice of three25%Written assignment (2 hours): Receptiveand written productive skillsA piece of writing, 200-300 words, in thetarget language carried out in class underteacher supervision. (20 marks)20%Internal assessment (10 minutes):Interactive skills35%Individual oral (25 marks)Three-part oral internally assessed by theteacher and externally moderated by the IBtowards the end of the course.Part 1: Presentation of visual stimulus (from achoice of two) by the student.Part 2: Follow-up questions on the visualstimulus.Part 3: General conversation including at leasttwo questions on the written assignment.Please note: Mandarin is currently offered as a Pamoja coursewhich is online. There is an additional cost involved in takingthis course

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Group 3- Individuals and SocietiesAll Group 3 IBDP courses are ab initio, which means you maystart the course without having studied it before.EconomicsEconomics is essentially about the concept of scarcity andthe problem of resource allocation. It is used to understandmany real world problems, such as international trade anddevelopment. Throughout the course students will gainan understanding of the trade-offs between equity andefficiency while studying the role of the free market andgovernment in today’s mixed market economies. In additionto learning to understand and apply current economic theoryand concepts, students will also develop the skills

IB Diploma Programme 2014 - 2016 7 School Diploma. These students may apply to universities as a US High School Diploma-holder and are often eligible for direct entry to Australian, Canadian, Dutch, Korean, UK, and US universities. Students will, however, often need to meet minimum grade and testing requirements (such as the SAT).