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Platon School

Language policy

DiplomaProgramme

THE IB LEARNER PROFILE

Pages from the IB learner profile booklet

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are

brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Contents

1. Mission, Aims and purpose 1

2. Purpose of the Language policy 4

3. Beliefs and Aims 4

4. Language Profile and Admission policies 4

5. Language Programme Overview 6

6. Language and Mother tongue programmes 10

7. Language Acquisition Programme 11

8. Support services 19

9. Cross Programme Language Policy Continuum 20

10. Parents and Community 22

11. Communication of Language Policy to the Platon Community 22

12. Review process 22

13. References 23

14. Appendices 24

LanguagePolicyintheIBDiploma 1

I. MISSION; AIMS AND PURPOSE

A. MISSION Platon school’s mission is to support students’ academic journey from childhood to

adolescence in a safe and nurturing environment empowered by modern technologies,

designed to accommodate different learning styles.

Our goal is to cultivate international mindedness and a sense of global citizenship by

building national and international curricula in a truly bilingual environment which foster

academic freedom, intellectual diversity, experimentation and technological

advancements. We aspire to develop inquiring life-long learners who seek and define

themselves, pursue their dreams guided by values, become knowledgeable, yet caring

and balanced so as to experience personal success and help to create a better world.

The PLATON WORLD SCHOOL mission statement is the foundation for our language

policy. Language, being the basis for all learning, will play an important role in helping

the school to achieve its mission. The language policy aspires to fulfil each aspect of the

mission statement as follows:

Inspiring and challenging the thinking skills of the students

While English is the language of instruction in the IB Diploma Programme, the language

policy allows for students to inquire in the mother tongue and aspires to multilingualism.

The school is committed to providing as much diversity of language instruction as

possible in its effort to promote intercultural understanding.

A caring and committed international community The language policy confirms the equal standing of all languages. It reinforces an

awareness of the host country’s culture and language by teaching Modern Greek at all

levels throughout the school (PYP and MYP). The mother tongue programme in each

section of the school strengthens literacy and cultural identity and reflects the

multilingual society we live in by teaching French, German, Russian and Chinese to PYP

and MYP students. The foreign languages programme cultivates understanding and

respect for other cultures.

Additional to the above, we support students with learning differences by developing

individualized language programmes for them, allowing for extra time during exams, if


there are provisions and assessment certificates verified by speech pathologists,

disregarding spelling and poor expression errors, again if the appropriate certificates

have been attached to the students file and finally by positively and creatively reinforcing

language and literature skills to the students.

We give the students a very thorough and detailed overview of literature, literary theory

and language, so that we help them understand literature better and develop their

language competency skills.

Reaching excellence

The language policy distinguishes the transmission of cognitive skill from the mother

tongue to English and vice versa and the acquisition of additional languages, thus

encouraging the acquisition of sophisticated thinking skills and development of

numerous standpoints. The policy also recognizes the importance of distinguishing

between the different levels of language acquisition for all students.


Assuming responsibility

The language policy supports the view that all teachers, students and parents are

responsible for the students’ language development by taking an active role in language

acquisition.

The language of instruction of the IBDP is solely in English and all teachers and students are obliged to speak English at all times when they are the IB Diploma

grounds. Only the teachers of other languages i.e.: Modern Greek, are allowed to speak

to the students in their language of instruction, as language skills need to be enhanced

and developed in this language as well.

Despite the fact that all teachers, parents and society in general are language teachers,

students should not rely solely on other people to develop their language and literary

understanding skills. It is the responsibility of the student to perform research in language

and literature, and practice language and literature skills as much as possible. Students

should spend at least two hours on a weekly basis in the library searching for and reading

sources related to literary criticism and literature in general and articles on global issues.

Pursuing life-long learning

The language policy encourages life-long learning. Developing language learning skills

gives students the ability to solve problems, think critically and act creatively. Language

provides students the opportunity to comprehend, interpret and respond to ideas, attitudes

and feelings. Literacy and technology also provide access to life-long learning and

language learning opportunities. Through mastering good communication skills, students

will be more prepared to face the challenges of real life.

In the IB diploma years we try to instil, promote and extend values and ethics on

language and literature that the students had come across during their MYP years. The

students do CAS activities, language workshops and clubs together with MYP students,

so that the idea of life-long learning is promoted and clarified in the conscience of the

students.


2. PURPOSE OF THE LANGUAGE POLICY

This language policy is a document developed by staff and administration of the IBDP.

The policy follows the principles and practices of the IB. This document defines the

linguistic and academic goals of our school aiming at our students.

This policy provides an overview of the guiding principles for language learning at

PLATON SCHOOL enhancing a culturally rich and diverse environment. Our policy is

a statement of agreement for all the school members.

3. BELIEFS AND AIMS

Our aim is to cultivate an appreciation of language diversity. We believe that language

is vital for preserving cultural identity and emotional stability. The acquisition of more

than one language and maintenance of the mother tongue can enhance personal growth

and promote international understanding. As language is integrated into all areas of the

curriculum, every teacher within the school is considered a language teacher.

At Platon School, we aspire that our students will be able to think and express themselves

with precision, clarity, confidence and imagination in Modern Greek and English and

then hopefully in a third language. Our bilingual programme through the PYP and MYP

years, aims at giving the opportunity to our students to master at least two languages at

mother tongue level. In all our Language Classes we insist and spend a great deal of time

in teaching the students effective presentation skills, as this enhances communication and

builds their confidence in all subject areas, including TOK.

4. LANGUAGE PROFILE AND ADMISSIONS POLICIES

A. LANGUAGE PROFILE AT PLATON SCHOOL

All of our students speak English as an additional language to Modern Greek. Some of

them come from mixed cultural backgrounds also where a third language is taught to

them at mother tongue level. All of our administrative and teaching staff speaks English

and the majority is fluent in at least one other language.

B. ADMISSIONS POLICIES

Applicants are required to complete a Student Background Survey and take a placement

test that indicates their proficiency in their mother tongue, English and other languages.


It is imperative that all students entering the IB Diploma programme hold the First

Certificate in English at least, if not the Advanced or Proficiency Certificates. There also

needs to be evidence of their good command of Modern Greek and any other language

that they have studied.

Due to the fact that the language of instruction of the school for the MYP and PYP is

Modern Greek, all students are obliged to attend the Modern Greek A Literature course

either at SL or HL In the case where a student joins Platon School at the Diploma years,

the student must have the ability to choose between the Modern Greek or English A

Literature courses. If the student does not have the ability to attend the Modern Greek A

Literature course, he/she will have to study his or her own native language through the

Self Taught programme. Students coming from the Platon MYP programme must have

the ability and interest to study the English A Literature course; otherwise they will have

to attend the English B course at HL, which will enhance their language skills and

intercultural understanding.


5. LANGUAGE PROGRAMME OVERVIEW

A. PEDAGOGY At PLATON SCHOOL, we believe that all teachers are also language teachers who have

the responsibility to aid language acquisition and promote communication skills through

their content area classes.

B. PROFESSIONAL DEVELOPMENT As all teachers are language teachers, as in all subject areas language is your basic tool

and all subject areas require the knowledge of specific terminology, Platon School offers

its teachers support and training in integrated language instruction. Language teachers

ensure that other subject area teachers receive opportunities to learn language teaching

strategies via conferencing or team teaching. Language teachers provide ideas to other

subject area teachers on how to enhance the students listening, speaking, reading and

writing skills.

HOW TO TEACH LANGUAGE IN ALL SUBJECT AREAS?

Here are a few tips on how to teach language in your subject areas:

1. Before you start teaching your unit, make sure that the students know the basic

vocabulary required. Isolate the vocabulary that you think they will not

understand and make a list. Ask the student to look up in their dictionaries for

definitions and then write them down. Ask the students to keep the definitions at

the front page of the Unit or in a VOCABULARY Folder. i.e.:

WORD DEFINITION

1. diameter A straight line passing through the

center of a circle or sphere and

meeting the circumference of

surface at each end.

While you are teaching the unit, make sure that the students are putting the vocabulary

into practice. It is important that they revise and review all the time and that they go back

to those words to use them!

2. Before you start teaching a unit, make the students have a quick read and ask

them to isolate the words they do not understand. Once they devise a list, ask


them to guess from the context what they think the words might mean. If they are

correct they proceed with writing the meaning, if not they will have to look it up

or you can explain it.

3. Ask the students to act out the meaning of the word if possible.

4. Put the words that you are teaching on the wall preferably in different colors.

5. While you are trying to instill in your lesson the vocabulary you have taught make

sure that your students are using the vocabulary you are teaching them in their

oral interaction and their homework pieces. Students need to practice the

vocabulary as much as possible.

6. Make students work in pairs or groups. This enhances communication and helps

them practice the vocabulary

7. Use audiovisual material as much as possible. The students will definitely gain

more language through this than listening to your voice, which most of the times

is tedious and boring.

8. Model the language by using it in the classroom. Do not resort to their mother

tongue. It kills the effort of them trying to learn English. Either explain what it

means of make them look it up on the spot on the internet or in the dictionary

9. Use mind maps regarding the vocabulary you are teaching. If possible, use

pictures. It really helps. It is always a good idea to make the students create the

mind maps and also to make the students draw or find the pictures, i.e.:

10. At the end of every unit always revise the vocabulary acquired. If you give your

students a test after the end of every unit, it would be a good idea to include a

language exercise, something like: a. match the word with its definition, b. use

the word in the appropriate sentence or diagram or graph, etc.

Human body

Digestive System

stomach liver

Nervous System

brain and spinal cord


C. ASSESSMENT

Due to the fact that each individual learns at a different rate and speed, all language

teachers at Platon School assess all language skills (reading, writing, listening and

speaking) on a regular basis. Formative and summative assessments in the classroom,

based on the criteria provided by the IBO, provide information on language growth and

evidence of language acquisition levels.

LANGUAGE A: FORMATIVE AND SUMMATIVE ASSESSMENT This is what we grade for Language A – English/Modern Greek

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

Class discussions

Building Communications skills

Building Presentation skills

Recognizing different genres in literature

Recognizing different literary movements and

their characteristics

Understanding how literary movements shape

literature

Understanding how historical events shape

literature

Understanding the value and characteristics of

various literary features

Understanding how language shapes meaning in

literature

Building interactive and social skills

Developing Research skills

Decoding meaning based on specific use of

vocabulary

Developing vocabulary

Developing Problem solving skills by examining

various literary personas

Role Plays

Group work

I presentation per month on the literary

piece that we are studying

1 past paper per month

I debate per month

Short and long answer questions on

literature on a weekly basis

1 Creative piece of writing per month based

on the literature that we are studying.

I short essay on every literary piece studied

Presentation on cultural understanding and

symbols in the literary pieces that we are

studying

Oral presentation practices

Oral commentary practices

Presentations for the Written Assignment

Prompt writing for the Written Assignment.

Writing a rational for the Written

Assignment

Student’s work is graded according to the

language A Oral and Writing Criteria i.e.:

Language, Appreciation of Literary

Conventions, Message, Organization and


LANGUAGE B FORMATIVE AND SUMMATIVE ASSESSMENT

This is what we grade for Language B

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

Class discussions

Communications skills

Presentation skills

Writing in different genres

Responding to an opinion in writing

Interactive and social skills

Research skills

Developing vocabulary

Problem solving

Role Plays

Group work

Theatrical Performances

Observation

Peer editing

Self-editing and correcting

Developing intercultural awareness

• One writing piece per week in order to enhance

writing skills for paper 2 i.e.: report, speech,

letter, blog, article, brochure, review etc. or a

Personal Response on a famous quote

• I presentation per month on a topic of student

choice

• 2 past papers per month

• 1 IELTS paper per month

• 1 Vocabulary test per month

• I debate per month

• Individual Oral Practice

• Short and long answer questions on literature

• 1 comprehension passage per week accompanied

by language exercises; i.e.: short answer

questions, multiple choice, fill in the gap, match

Theatrical Performances

Observation

Peer editing

Self-editing and correcting

Developing intercultural awareness

Creativity skills

Examining Storytelling and the importance of

narration

Development, Argument, Presentation,

Understanding and Interpretation.

PERCENTAGES

Writing pieces – 20%

Oral presentations – 15%

Oral Commentary – 15%

Literature short and long answer questions

– 10%

Paper 1 – 20%

Paper 2 – 20%


Creativity skills

Storytelling and the importance of

narration

the word to its meaning, replacing words with

pronouns, true and false with justification etc.

• Watching and analyzing movies – writing

reviews, opinion essays and articles / 5 times a

year

• Practicing for the Written Assignment once a

month

• Creative writing pieces on monthly basis

Student’s work is graded according to the

language B Oral and Writing Criteria i.e.:

Language, Content, Format, Presentation,

Organization and Development, Argument,

Creativity

PERCENTAGES

1. Writing pieces – 20%

2. Oral presentations – 15%

3. Individual Oral – 15%

4. Past Papers – 20%

5. Reading Comprehensions – 15%

6. Vocabulary tests – 5%

7. Literature short and long answer questions –

10%

6. LANGUAGE A AND MOTHER TONGUE PROGRAMMES All students are required to study a language A in the IBDP, which in some cases is the

continued study of the students’ mother tongue. Platon School offers English and Modern

Greek as Language A. In the case that a student needs to follow a Language A course

other than English and Modern Greek, provisions will be made for a self-taught or

teacher instructed Language A course. At Platon School we believe that developing a

child’s mother tongue can accelerate the rate of English language acquisition, support


achievement in all subject areas, increase self-esteem, and enhance intercultural

understanding and international-mindedness.

7. LANGUAGE ACQUISITION PROGRAMME

A. ENGLISH Students study English language and literature throughout all the grade levels. When

students begin the IBDP programmes, they may study English as a language A if their

skills in all four language areas (reading, writing, listening, speaking) enable them to

access this curriculum. If they do not have the skills, they will take the English B course

and follow a Language A course in their mother tongue (either Modern Greek or another

Language as self-taught).

COURSE OUTLINE FOR ENGLISH A LITERATURE SL

In ENGLISH A LITERATURE SL we teach 10 literary pieces which serve different

purposes and are assessed through the use of different skills. We choose texts according

to their cultural, artistic and linguistic value in our effort to promote to our students

intercultural understanding, the beauty and significance of literature and its direct

relationship with history and society. Due to the extensive research that the students

need to do they will gain self-studying and self-learning skills.

Through this course we try to teach the students how to analyze and decode literature,

we try to teach them literary techniques and criticism and we also try to instill in them a

love for literary understanding. Throughout this course they will gain presentation,

communication, research, comprehension, application, experiential, referencing,

analytical, decoding and reflective skills (ATL). Students will learn through emotion,

imagination, creativity, cultural understanding, perception, intuition, shared knowledge

and interpretation. (TOK). All these skills will be put into practice through the IB

Diploma Students running a Creative Writing Workshop, teaching language skill to

younger students,, running a literacy programme for kindergarten students and

organizing a performance for the school’s OPEN DAY. (CAS)

The English Literature course is divided in 4 Parts, where every part assesses different

skills and various historical periods from the Anglophone world should be covered.

Additional to the parts, students are assessed on their general knowledge of literature

when for paper 1 they need to respond to an unseen piece of literature.


PARTS TITLES OF BOOKS ASSESSMET TASK

PART 1 –

Literature in

Translation

(mixed

genres)

1. “Persepolis” Graphic Novel

by Marjane Satrapi, (Iran

2000)

2. “One day in the life of Ivan

Denisovich” Novel by

Aleksandr Solzhenitsyn

(Russia 1962)

WRITTEN ASSIGNMET (20% of overall grade)

(Students, after having studied these

literary pieces need to write a literary

criticism on one of these novels. They

need to devise a 1200 – 1500 word

formal essay that exemplifies literary

and cultural understanding, organization

and language competency. This essay

will be externally assessed by an IB

examiner. )

PART 2 –

Detailed

study

(mixed

genres)

1. “Macbeth” Drama by

William Shakespeare

2. “A Haunted House and

other Short Stories”

Virginia Woolf (England

1944)

INDIVIDUAL ORAL COMMENTARY EXAM (20% of

overall grade)

(After having studied these works,

students will be given an extract, chosen

by the teacher, from one of these literary

pieces, to perform a 10 min literary

commentary and analysis, which will be

recorded and sent to the IBO to be

externally assessed by an IB examiner)

PART 3

Literary

Genres

(Choice of

One

1. “The Bluest Eye”, Novel by

Toni Morrison, (USA 1970)

2. “The Handmaids tale”,

Novel by Margaret Atwood,

(Canada 1985)

3. “1984”, Novel by George

Orwell, (Europe 1950)

FINAL EXAM – PAPER 2 (25% of overall grade)

(The students will study all three works.

In the final exam they will have to

choose and answer to an essay question

where they will need to make reference

to at least two novels. In their essay they


particular

Genre)

should exemplify literary and cultural

understanding, appreciation of literary

techniques used by the authors,

language competency, argumentative

skills and organization. )

PART 4

Oral

Presentation

(mixed

genres and

free choice of

texts)

1. “Frankenstein” Novel by

Mary Shelley

(England 1818)

2. Collection of Poems’ by

Percey Shelley (England

1880’s)

3. “The Bride Price”, Novel

by B. Emecheta (Nigeria

1976)

INDIVIDUAL ORAL PRESENTATION (10% of overall

grade)

(The students study all three works and

they choose one on which they need to

perform an oral presentation. In their

presentation they will need to show

literary understanding, organization,

language competency and presentation

skills. This oral presentation will be

assessed and marked by the teacher and

the grade will be sent to the IBP with

comments to justify it.)

PAPER 1

The skills of

close reading

(poetry or

prose)

Miscellaneous literary extracts

(25% of overall grade)

Throughout the two year the students are

given exposure in analysing a literary

extract. For the PAPER 1 exam they are

given an unseen literary extract or poem

on which they need to write a

commentary focusing on and

exemplifying literary understanding and

analysis, critical thinking skills,

organization, language competency and

argumentative skills.

B. Modern Greek

Native Modern Greek speakers receive language instruction in their mother tongue

beginning in first grade. Native Modern Greek speakers in the IBDP programmes study


Modern Greek as a Language A. Other students who have reached native language

proficiency in Modern Greek may also study Modern Greek at Language A level in the

IBDP.

COURSE OUTLINE FOR MODERN GREEK A LITERATURE SL/HL In MODERN GREEK LITERATURE A SL/HL we teach 10 literary pieces in SL and

13 literary pieces in HL, which serve different purposes and are assessed through the use

of different skills. We choose texts according to their cultural, artistic and linguistic value

in our effort to promote to our students intercultural understanding, the beauty and

significance of literature and its direct relationship with history and society, Through this

course we try to teach the students how to analyze and decode literature, we try to teach

them literary techniques and criticism and we also try to instill in them a love for literary

understanding. Due to the extensive research that the students need to do they will gain

self-studying and self-learning skills.

Throughout this course they will gain presentation, communication, research,

comprehension, application, experiential, referencing, analytical, decoding and reflective

skills (ATL). Students will learn through emotion, imagination, creativity, perception,

intuition, cultural understanding, shared knowledge and interpretation. (TOK). All these

skills will be put into practice through the IB Diploma Students running a Creative

Writing Workshop, teaching language skill to younger students,, running a literacy

programme for kindergarten students and organizing a performance for the school’s

OPEN DAY. (CAS)

The Modern Greek Literature course is divided in 4 Parts, where every part assesses

different skills and various historical periods should be covered. Additional to the parts,

students are assessed on their general knowledge of literature when for paper 1 they need

to respond to an unseen piece of literature.

PARTS TITLES OF BOOKS ASSESSMET TASK

PART 1 –

Literature in

Translation

1. “Λεωφορείο ο Πόθος” –

Ουίλιαμς Τένεσσι

2. “Ο Βυσσινόκηπος” ,

Τσέχοφ Αντων

WRITTEN ASSIGNMET (20% of

overall grade)

(Students, after having studied these

literary pieces need to write a literary


(mixed

genres)

3. “O Ματωμένος Γάμος,

Λόρκα Φεντερικο Γκαρσία

criticism on one of these plays. They need

to devise a 1200 – 1500 word formal essay

that exemplifies literary and cultural

understanding, organization and language

competency. This essay will be externally

assessed by an IB examiner.)

PART 2 –

Detailed

study

(mixed

genres)

1. Καβάφης – Συλλογή

ποιημάτων

2. Φόνισσα, Μυθιστόρημα,

Παπαδιαμάντης Α.

3. Το τέλος της Μικρής μας

Πόλης, Συλλογή

Διηγημάτων, Χατζής Δ

INDIVIDUAL ORAL

COMMENTARY EXAM (20% of overall grade)

(After having studied these works,

students will be given an extract, chosen

by the teacher, from one of these literary

pieces, to perform a 10 min literary

commentary and analysis. HL students

will be asked additional questions for 10

min on another literary work chosen by the

teacher. This oral exam will be recorded

and sent to the IBO to be externally

assessed by an IB examiner.)

PART 3

Literary

Genres

(choice of

one

particular

genre)

1. Ο Ζητιάνος,

Καρκαβίτσας.

2. Ο Μεγάλος Ύπνος,

Καραγάτσης

3. Eroica, Πολίτης Κ.,

4. Ελένη ή ο Κανένας,

Γαλανάκη Ρ.

FINAL EXAM – PAPER (25% of overall grade)

(The students will study three novels in SL

and 4 in HL. In the final exam they will

have to choose and answer to an essay

question where they will need to make

reference to at least two novels. In their

essay they should exemplify literary and

cultural understanding, appreciation of

literary techniques used by the authors,

language competency, argumentative

skills and organization. )


PART 4

Interactive

Oral

(mixed

genres and

free choice of

texts)

1. Δοκίμια Λογοτεχνικής

Κριτικής – Συλλογή

Δοκιμίων, Ποιημάτων

2. Ο αδελφός μου Γ. Σεφέρης

(Βιογραφία), Tσάτσου

3. Η Κερένια Κούκλα,

μυθιστόρημα,

Χρηστομάνος

INDIVIDUAL ORAL PRESENTATION


(The students study all three works and they

choose one on which they need to perform an

oral presentation. In their presentation they

will need to show literary understanding,

organization, language competency and

presentation skills. This oral presentation will

be assessed and marked by the teacher and the

grade will be sent to the IBP with comments to

justify it. )

PAPER 1

The skills of

close reading

(poetry or

prose)

Miscellaneous literary extracts


Throughout the two year course the students

are given exposure in analyzing a literary

extract. For their PAPER 1 exam they will be

given an unseen literary extract or poem on

which they will need to write a commentary

focusing on and exemplifying literary

understanding and analysis, critical thinking

skills, organization, language competency and

argumentative skills.

C. OTHER MOTHER TONGUES

Mother tongue development opportunities are offered for students through the self-study

course and if numbers are sufficient, the school could offer another mother tongue at

Language A level. In the case of the self-study course, the students study the literature

course on their own, under the guidance of a Language A supervisor. The role of the

supervisor is to guide the students with the structure of the course, how to develop study

skills and how to perform the assessment, but it is the student’s responsibility to study

and analyse all the literary texts on their own.

D. ENGLISH LANGUAGE B CLASSES In the IBDP students who do not have English as their first Language follow the English

B course. This course follows the IBDP curricula and develops students’ language and

literacy competence in English as well as intercultural understanding. For some students


who do not have English as their mother tongue but have excellent language skills in

English, they are offered the English Language A course.

COURSE OUTLINE FOR ENGLISH B HL

The English B course is a Language based course which tries to enhance linguistic

competency, critical thinking skills, intercultural understanding and exposure to global

issues. The students are required to study three core topics (Communication and Media,

Global Issues and Social Relationships) and a choice of three out of five option topics

(Science and Technology, Customs and Traditions, Health, Leisure and Cultural

Diversity). The students also study two literature books that provide information on

social and cultural implications of the English Speaking World. Due to the extensive

research that the students need to do they will gain self-studying and self-learning skills.

Throughout this course the students will gain presentation, communication, research,

comprehension, application, experiential, referencing, analytical, decoding and reflective

skills (ATL). They will learn through emotion, imagination, creativity, perception,

intuition, shared knowledge, cultural understanding and interpretation. (TOK). All these

skills will become practice when the student run a Creative Writing Workshop, teach

language skill to younger students, run a literacy programme for kindergarten students

and organize a performance for the school’s OPEN DAY. (CAS)

ASSESSMENT 1. WRITTEN ASSIGNMENT (20% of overall grade)

Two literature books are studied to help the students write a written assignment. The

written assignment is a creative piece of writing, using information, knowledge, cultural

and global understanding through literature. We are also firm believers of the concept

that literature aids linguistic competency and advancement as it helps students develop

their language structures and use vocabulary and ideas in an organized, accurate and

appropriate manner. The Written Assignment is externally assessed by IB Diploma

Examiners

2. INDIVIDUAL ORAL (15% of overall grade)

Students are given a photo with a directive caption, related to one of the options. They

have to analyze and describe the photo in detail and relate it to the culture of the English

Speaking World. They also have to perform a discussion with the teacher, in which they


will have to prove good use of language and communication skills. The individual oral

is recorded and externally assessed by an IB examiner.

3. INTERACTIVE ORAL (15% of overall grade)

Students perform three interactive orals based on audio-visual material. They have a

choice of a presentation, role play, debate, class discussion, analysis, speech etc. In this

oral they need to prove language competency, communication skills, cultural

understanding and conversational skills. The three orals are assessed and graded by the

class teacher. The best one is chosen and the grade is sent to the IBO with a comment,

describing the oral and supporting the attainment of the grade.

4. PAPER 1 – READING COMPREHENSION (25% of overall grade)

In this part of the exam the students need to read, understand, comprehend and answer

questions to 5 texts whose themes are related to the core of the course. These texts contain

highly sophisticated language and require good knowledge of cultural understanding.

The questions take various forms like: short answer questions, multiple choices, fill in

the gap, true or false with justification, matching words to their meanings, replacements,

find the missing word etc. In this exam students need to prove good understanding and

interpretation of themes and use of language.

5. PAPER 2 – WRITING (25% of the overall grade)

Paper 2 consists of 2 Parts. In PART A students need to write one piece of writing in the

genre required (blog, letter, speech, brochure, article, advertisement, essay etc.). The

students are given a choice of 5 topics based on the options. In this piece of writing they

need to show language competency, sophistication in the use of vocabulary and language

structures, good organization, appropriate content, good argumentative skills and

accuracy in portraying the format and the genre requested. In PART B, students need to

respond to a quote and express their opinion on it. In this task they are required to show

good use of language and appropriate argumentative skills.


8. SUPPORT SERVICES

A. LANGUAGE LEARNING AND THE LIBRARY AND MEDIA CENTRES

Information literacy forms the basis for lifelong learning. It is common to all disciplines,

to all learning environments, and to all levels of education. It enables learners to master

content and extend their investigations, become more self-directed, and assume greater

control over their own learning. An information literate individual is able to:

• Determine the extent of information needed;

• Access the needed information effectively and efficiently;

• Evaluate information and sources critically.

The role of the Platon Library is to promote and facilitate information literacy across all

curricula and to all members of the Platon Community. The library has reference books,

books on literary theory, critical articles on authors and electronic databases that contain

professional material, scholarly articles, newspapers and magazines in English and

Modern Greek

B. LEARNING SUPPORT When a student has been identified with additional learning needs including language

difficulties or gifted and talented abilities, intervention and support are provided through

the staff and the school councillor.


9. CROSS PROGRAMME LANGUAGE POLICY CONITNUUM

It is our common policy as a school that we teach our students to become citizens of the

world and be able to communicate in more than one language. We value the IB learner

profile as our bible and try to give all of its values to our students. We instill in them that

through foreign languages they gain appreciation of other cultures. Through language

teaching we promote intercultural awareness, appreciation, collaboration and

communication. As a school we celebrate customs and traditions from all over the world

like: Halloween, St. Patrick’s Day, International Language day, Health and Nutrition

Day, International Day of People with disabilities etc. By promoting these celebrations

we promote the culture and traditions of the world. Additionally, we encourage our

students to participate in programmes such as COMENIUS and MUNs, which promote

internationalism, multi-literacy skills and attitudes, enabling them to communicate

successfully in various global contexts and build intercultural awareness and English

Language skills.

It is our firm belief that all teachers are language teachers and our learners are language

learners in all domains. All language teachers help and train other subject area teachers

in how to teach language or teach through language in their subject areas. Through

language our students become lifelong learners, principled citizens and effective

communicators. At our school we have a strong bilingual programme from the early

years of nursery school until high school, where both Modern Greek and English are

taught as mother tongues. This leads to some of our students becoming balanced

bilinguals, using both English and Modern Greek at a native speaker’s level and being

able to follow both Modern Greek and English as a Language A in the IB Diploma years.

We also try to instill in them the necessity of speaking a third language by offering French

and German as a third language from the first year of elementary school. We aspire that

the students become trilingual and have the capacity to follow one of these languages as

a Language B in the Diploma years if there is ability and interest. Additionally to the

above, we have also added the teaching of Chinese and Arabic in our afternoon classes

as mother tongue support languages or additional languages.

Regardless of the fact that the main population of our school consists of students whose

mother tongue is Modern Greek, we cater for students whose mother tongue is other than

Greek, with the support and collaboration of the homeroom teachers, subject specific

teachers, the language teachers and the family. The same policy is followed for students

who have difficulties in language and speech, who are additionally supported by the


school’s SEN team, dealing with their individual difficulties. In the Diploma years we

have the ability to offer students the possibility of following a Language A self-taught

course in their own mother tongue, with the close observation and support by the school’s

Language A teachers. We also have the ability to offer students extra time during exams

or scribers, if there is a learning difficulty that obliges us to follow this path of learning

and assessing. We screen all our students, newcomers and returning, through oral

interviews and written testing.

Apart from the languages mentioned, our school provides our students with the learning

of Classical Greek. We do not view the teaching of this language as an obligation forced

upon us by the Ministry of Education, but as an opportunity for our students to gain a

deeper understanding of their Greek culture and heritage, observe the development and

evolution of their language, be exposed to their own history and understand the functions

and the structures of the Modern Greek Language. We believe that the acquirement of

Classical.

Greek will aid in the attainment of international scientific, political and philosophical

terminology.

Our assessment both formative and summative, places a lot of focus on self-assessment,

reflection and inquiry, the development of oral and writing skills and the use of logic and

imagination. Together with many other tasks, our students write stories that they present

to the school community, and they go through the process of objectively analyzing,

organizing and producing texts using language. Students learn how to interpret and

construct meaning from spoken and visual texts, convey ideas, values and attitudes and

engage in creative and critical thinking. They also learn how to comprehend written and

visual text, communicate by interacting on a range of topics and responding to spoken,

written and visual text in the target language. Apart from School assessment, students

also sit external language based exams as IELTS, FCE, ECCE, CPE, DELF and FIT.


10. PARENTS AND COMMUNITY

A. PARENTAL INVOLVEMENT Parents are an integral part of our community and provide great support for language

learning. The school encourages parents to support academic proficiency in the mother

tongue.

B. PUBLISHED MATERIALS Students, parents and staff members at Platon originate from different countries and

educational systems. To maintain consistency in published materials, British English

spelling will be used for our formal written documentation. However, teachers and

students may use their native country’s spelling and punctuation for all other work

provided it is employed consistently throughout the document.

11. COMMUNICATION OF LANGUAGE POLICY TO THE PLATON

COMMUNITY The language policy will be introduced to the Platon community through staff meetings,

PTO meetings, and grade level meetings. The policy will also be featured on the Platon

Platter intranet. New staff will be familiarised with the document during orientation.

12. REVIEW PROCESS The language policy will be reviewed regularly as part of the curriculum review cycle

and as part of the whole school improvement plan.


13. REFERENCES

Allen, Allen M. Thought, Word and Deed: The Roles of Cognition, Language and

Culture in Teaching and Learning in IB World Schools. International Baccalaureate

Organization, 1 May 2011.

Carder, Maurice. Bilingualism in International Schools: a Model for Enriching

Language Education. Clevedon: Multilingual Matters, 2007.

Council of Europe. Common European Framework of Reference for Languages (CEFR):

Learning, Teaching, Assessment. http://www.coe.int/t/dg4/linguistic/cadre_EN.asp

Language and Learning in IB programmes. International Baccalaureate Organization,

Sept. 2011.

Learning in a language other than mother tongue in IB programmes. International

Baccalaureate Organization, April 2008.

Towards a continuum of international education, International Baccalaureate

Organization, 2011.

OCC Language A Literature Guide,

http://occ.ibo.org/ibis/occ/Utils/getFile2.cfm?source=/ibis/occ/home/subjectHome.cfm

&filename=dp%2Fgr1%2Flanguage_a1%2Fd_1_a1lan_gui_1102_4a_e%2Epdf

OCC Language A Language and Literature Guide,


&filename=dp%2Fgr1%2Flanguage_a1%2Fd_1_a1lan_gui_1102_4_e%2Epdf

OCC Language B Guide


&filename=dp%2Fgr2%2Flanguage_b%2Fd_2_ablan_gui_1102_3_e%2Epdf


14. APPENDICES

Appendix A: Admissions Process Regarding English Language Learners

Students entering IB1 must give evidence of near native English proficiency. Student

need to sit for a placement test and an oral interview All students must have attained at

least the First Certificate in English either from the University of Cambridge or

Michigan. If a student’s English language proficiency level does not meet the standards

the school cannot guarantee success for the student and therefore reserves the right to

refuse admission.

Appendix B:

Language Learning

• Promotes Inquire based Language Learning

• Develops all language skills including media literacy

• Incorporates transdisciplinary teaching and learning of a language

• Provides opportunities for additional language learning

• Provides feedback to support learning

• Encourages the learning of a Language A and a Language B

• Integrates language learning with all subject areas

• Promotes purposeful understanding of global topics

• Provides targeted assessment

• Develops language in context

• Accommodates diverse learning styles

• Respects students ideas and creativity

• Sets specific criteria and expectations

• Helps students to provide evidence of their learning

• Promotes critical thinking skills

• Promotes relevant and significant learning

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