Handbook for Self Taught Students 2011-2013

1 UWC in Mostar, Handbook for Tutors - Language A Self-taught Courses, IB DP Coordinator Sanela Spahalic

October, 2011

United World College in Mostar

Handbook for Self Taught Students

Language A Self-taught Courses

Generation 2011-2013

Czech

Arabic

Albanian

Dutch French

Finnish Hebrew

Macedonian

Norwegian

Polish

Belarusian Russian Turkish

Slovak Persian

Welsh


October, 2011

Introduction

Dear student,

This guide has been prepared to inform you about the college, the programmes we deliver, the Diploma Programme and the Self-taught literature course. The guide is designed to assist self-taught language students with theoretical as well as practical aspects of managing the language course over the next two years. Please read this guide carefully and refer to it as necessary. If you have further queries, please do not hesitate to speak to me.

Best wishes in this academic year.

Sanela Spahalic

IB DP Coordinator

United World College in Mostar

[email protected]


October, 2011

United World College in Mostar (UWCiM)

UWC makes education a force to unite people, nations and cultures for peace and a sustainable future

UWC Mission Statement

The United World College in Mostar was founded in 2006 as a joint initiative of United World Colleges and the International Baccalaureate Organisation with the aim of supporting the peace process in the Bosnia and Herzegovina and the region. The UWCiM is implementing an innovative model of post-conflict education, thus constituting a milestone for broader educational reform in the county and the region.

UWC in Mostar is the first UWC to be housed within a public school, Gymnasium Mostar, which teaches two national separate secondary school curricula, intended for Croat and Bosniak students. Standing on the sharp edge of the UWC mission by being based in the City of Mostar, emblematic of the bitterness and divisions of the war of the 1990s, the UWCiM enriches the UWC movement by offering the high quality education to the young people from all over the world, especially youngsters coming from other post-conflict countries, notably from the Balkans. All are rewarded full scholarships for attending the school, which has been called the lighthouse for education reform in the region.

The UWCiMs unique group of 125 selected 16-19 year-old students from all national groups in B&H, many other countries of South-East and Western Europe, USA, the Far East and crisis areas such as Israel, Lebanon and Turkey constitute a resource with extraordinary potential for inter-cultural dialogue and the development of avenues of conflict resolution among their contemporaries in B&H and beyond. All students live, study and serve the community together creating a unique example of integrated education in post war Bosnia and Herzegovina.

For more information about the college, refer to our website http://www.uwcmostar.ba/


October, 2011

IB DP at Glance

The UWC offer the International Baccalaureate Diploma Programme (IB DP) which aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. This is a challenging programme that demands the best from both motivated students and teachers. The IB Diploma programme is administered by the International Baccalaureate Organization headquartered in Geneva. The IB Diploma, offered by more than 2,500 schools throughout the world, is recognized for university entry in over 80 countries. For more information please visit the IB official webpage www.ibo.org

The IB Diploma Programme is designed as an academically challenging and balanced programme of education that prepares students, normally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world's leading universities.

IB Diploma Programme students study six courses, three at the higher level and three at the standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6 or the student may choose another subject from the groups 2 to 4 (a second foreign language, a second humanities option, or a second natural science).

In addition, the programme has three core requirements that are included to broaden the educational experience and to challenge students to apply their knowledge and understanding. These are:

The Extended Essay (EE): a 4000-word essay that engages students in independent research into an issue drawn from one of the subjects they are studying.

Theory of Knowledge (TOK): a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).

Creativity, Action, Service (CAS) requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.


October, 2011

IB Curriculum Overview at UWCiM

All UWCiM courses are taught in English except the mother tongue. All IB students are expected to write an examination paper in their own mother tongue Language and Literature. If language teacher is not available a student may be allowed to study his/her particular language A1 as self-taught candidate at SL only.

The aim of the IB DP is to combine a liberal education in a range of disciplines with the opportunity to study limited number of subjects in depth. The academic programme consists of six subjects and three core areas. All students take part in the community service programme called CAS (Creativity, Action, Service), study Theory of Knowledge, and write an Extended Essay.

A special emphasis within the IB curriculum is given to class sizes which rarely have more than 15 students. This allows the subject teachers to pay their full attention to each student.

All students are required to study a selection of six subjects. Three courses are studied at Higher Level (HL) and three courses at Standard Level (SL). Practically, this means that subjects selected at HL are taught up to 5 hours per week or 240 hours per two years in accordance with IB standards. Subjects selected at SL are taught up to 3 hours per week or 150 hours per two years. Weekly number of hours depends on schools calendar and timetabling.


October, 2011

The Language A: Literature Course Definition of Language A

In the terminology of the IB, the Language A is the students best language; it will usually be:

the language in which he/she pursues his/her normal course of studies;

the language in which all teaching (other than that of modern languages) is given in the school;

the language normally used for written and oral work.

For some students, the schools Language A will not be the students mother tongue. At the United World

College in Mostar, English is the language of tuition and will thus be the most obvious choice as the students

Language A.

Objectives of the Course

The main objectives of the course are:

1. to enable the student to think independently and to express ideas correctly, clearly and

coherently in written and oral forms;

2. to give the student an impression of their cultural heritage and a sound critical appreciation

of literature by means of a thorough study of the works of a number of authors;

3. to enhance the students awareness of other cultures by means of the study of a number of

Works in Translation (formerly known as World Literature Works).


October, 2011

Studying the Language A: Literature Course as a Self-taught Student

There are circumstances when English is not the most suitable Language A for a student:

perhaps he/she is not sufficiently fluent in English to follow the course with success;

perhaps the intention is to return eventually to his/her country of origin for further education and a

qualification in the language of that country is a university entrance requirement;

perhaps the student quite simply wishes to demonstrate a familiarity and ease in his/her mother

tongue.

Whatever the reason for opting for a different Language A from that offered by the UWC in Mostar, the IB offers

the student the opportunity to do so: a Language A self-taught programme. This option is only available at

Standard Level and the programme selected must meet with the requirements of both the IB and the UWC

Mostars regulations. The Diploma awarded will be Bilingual as it will feature a qualification in a Language A

other than English, the schools language of tuition.

A qualified teacher of the Language A concerned must be found and retained as a tutor. UWC will pay for the

cost of the programme. The UWC in Mostar will offer support and advice to the students; as well as provide the

relevant IB syllabus and documentation and will organize and supervise internal and external examinations.

The student enrolled for a self-taught Language A must be able to work independently usually, much of the

course is unsupervised. It is recommended that student and tutor meet, on average, for a session per month

with work being set for the interim. This recommendation does, however, assume that the students recording

skills and awareness of the cultural background of the language concerned are as good as those of his/her

educational contemporaries in the country of origin. If this is not the case, then more contact hours between the

tutor and student will be required in order to bring the student up to standard.

Works in Translation (World Literature) classes are organized by the college for all self-taught students, and are

delivered by a qualified Language A teacher. The classes are timetabled and delivered on a weekly basis. The

classes cover all works in translation books and assists students in further understanding of the course as well

as advise in preparation and completion of other assessment requirements.

It should be noted that the college does not allow candidates to write an Extended Essay in a self-taught

Language A. Self-taught candidates are assessed in the same way as taught candidates. However, the

internal assessment (oral exams) arrangements are different for self-taught candidates. Theres very limited

interaction between student and invigilator during oral exams.

The Self Taught Languages for which the school is responsible in 2011-2013 are: Albanian, Arabic, Russian,

Slovak, Macedonian, Finnish, Hebrew, Turkish, Norwegian, Dutch, Persian, Polish, Czech, Hebrew, French,

Belarusian, Welsh.


October, 2011

Time and Place of Lessons When there is more than one student studying the same language, lessons can take place as a group, via

skype or other online means.

Lessons may take place during the school day, in a students free period or may also take place after school or

at weekends. The time of lessons depends on a students availability and needs to be discussed between the

tutor and the student(s). Please be mindful of the time difference if you are planning a lesson from far away.

Teaching in a Virtual Classroom

Because tutors are all distance tutors it is assumed that lessons will take place online, via email and/or via

skype. Tutors and students will need to set up their own accounts and be mindful of the time difference when

selecting a time for the lesson. Students may have their online lesson in the school building, if special

arrangements need to be made such as a classroom or equipment student is to inform the IB coordinator.


October, 2011

The Four Components of the Language A: Literature Course

PART 1: WORKS IN TRANSLATION

Two works selected from the I.B. Works in Translation Book List and translated into the A Language.

PART 2: DETAILED STUDY

Two works, originally written in the A language, by eligible authors, selected from the IB Prescribed List of

Authors.

PART 3: LITERARY GENRES

Two works, originally written in the A language, by eligible authors selected from the IB Prescribed List of

Authors; one work from the Works in Translation Book List.

PART 4: PROSE OTHER THAN FICTION (may only choose Option 1: The study of prose other than fiction leading to various forms of student writing)

Three works originally written in the Language A by authors mentioned on the PLA (Guide, p. 21) in the section

prose other than fiction. The prose other than fiction genre includes travel writing, autobiography, letters,

essays, speeches, or more contemporary experiments in creative non-fiction.


October, 2011

Selection of Works and Designing a course of study When choosing works, students need to follow the guidelines provided by the IBO. The IBO requires students

to study works from:

at least 3 different genres

at least 3 different periods

at least 2 different places if the list specifies 2-5 places; at least 3 different places if the list specifies more

than 5 places

When selecting books, it is recommended to choose works you are already familiar with. It is also advised to

choose books of a reasonable length. The works selected should have evident intellectual merit.

The list of the 10 books chosen is called the course of study. Course of study needs to be discussed with the

tutor and choices noted. Students need to purchase their own books apart from the English versions of Works

in Translations chosen by the college; these are available in the library. It is important that students attain all

their books in the first year and they should spend majority of first year reading the books chosen.

A complete course of study needs to be sent to the IB coordinator by the 1st November 2012, at the beginning

of Year 2, unless the language studied is considered a Special Request Language by the IBO.

Special Request Languages Some languages do not have an available prescribed list of authors because they are seldom taken as IB

subjects and are known as Special Request Languages. In many cases, it is still possible to study a language

that does not have an available Prescribed List of Authors. The IB coordinator will contact the IBO in order to

ask for examples of courses of study used in other schools. Based on these examples, a course of study will be

made by the tutor in consultation with the student. The course of study will then be submitted to the IBO for

approval.

Complete courses of Study for Special Request Languages have to be submitted to the IBO at the beginning of

Year 1. Tutors need to email their proposal to the programme coordinator by 10th November.


October, 2011

Assessment outline

Assessment component Weighting

External assessment (3 hours) Paper 1: Guided Literary Analysis (1 hour 30 minutes)

The paper consists of two passages: one prose and one poetry. A choice between a poem or a

piece of prose for commentary. Candidates are given guiding questions but the answer should

form a continuous piece of prose, incorporating answers to the guiding questions as well as a

considered personal response to the poem/prose passage set for commentary. (20 marks)

Paper 2: Essay (1 hour 30 minutes)

Paper consists of three questions for each literary genre. In response to one question students

write an essay based on at least two works studied in Part 3 works or a choice from general

literary questions. (25 marks)

Written Assignment (Reflective Statement + Essay)

Students submit a reflective statement and literary essay on one work studies in Part 1. The

reflective statement must be 300-400 words in length. The essay must be 1,200-1500 words in

length. (25 marks)

70% 20%

25%

25%

Alternative oral examination (20 minutes) This component consists of two compulsory oral activities that are externally assessed by the IB.

Section 1: Individual oral commentary (10 minutes)

Students present a formal oral commentary on an extract from a work studied in Part 2. (30

marks)

Section 2: Individual oral presentation (10 minutes) Students make a presentation based on two of the three works studied in Part 4. (30 marks)

Oral exams are recorded digitally in school by the IB coordinator. During the oral exam, there is

very limited interactivity between the coordinator (who seldom understands the language being

assessed) and the candidate.

30%

15%

15%


October, 2011

External Assessment Details and Assessment Criteria In the Diploma Programme the students performance is assessed using specific criteria that are published by the IBO. A task is measured using more than one criterion. The assessment criteria are published in Language A guide. Paper 1: Guided literary analysis Duration: 1 hour 30 minutes

Weighting: 20%

Paper 1 contains two previously unseen passages and students are instructed to write a guided literary analysis

on one of these passages. A guided literary analysis in this context refers to an interpretation of the passage

supported by two guiding questions. One passage will be poetry; the other passage will be taken from works

such as:

a novel or short story

an essay

a biography

a journalistic piece of writing of literary merit

a play.

The passages for analysis may be either a complete piece of writing or an extract from a longer piece, and

wherever possible they will not have been written by authors listed on the PLA nor be taken from works likely to

have been studied in class.

Two guiding questions are providedone on understanding and interpretation, and the other on style. Students

are required to address both questions in their answer. However, it is anticipated that students may also explore

other relevant aspects beyond the guiding questions in order to achieve the higher marks. Attention should be

paid to accuracy of expression and coherence of ideas. The paper is assessed according to the assessment

criteria published in this guide. The maximum mark for paper 1 is 20.

There are four assessment criteria:

Criterion A Understanding and interpretation How well does the students interpretation reveal understanding of the thought and feeling of the passage? How well are ideas supported by references to the passage?

5 marks

Criterion B Appreciation of the writers choices To what extent does the analysis show appreciation of how the writers choices of language, structure, technique and style shape meaning?

5 marks

Criterion C Organization How well organized and coherent is the presentation of ideas?

5 marks

Criterion D Language How clear, varied and accurate is the language? How appropriate is the choice of register, style and terminology? (Register refers, in this context, to the students use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task.)

5 marks

Total 20 marks


October, 2011

Paper 2: Essay Duration: 1 hour 30 minutes

Weighting: 25%

Paper 2 contains three essay questions for each literary genre represented on the PLA of the language A being

examined. Students answer one essay question only. The essay is written under examination conditions,

without access to the studied texts. Each question directs students to explore the ways in which content is

delivered through the conventions of the selected genre. Students are required to compare and contrast the

similarities and differences between at least two of the works studied in part 3 of the course. The comparison of

the works is assessed under criterion B: response to the question The paper is assessed according to the

assessment criteria published in this guide. The maximum mark for paper 2 is 25.

There are five assessment criteria:

Criterion A Knowledge and understanding How much knowledge and understanding has the student shown of the part 3 works studied in relation to the question answered?

5 marks

Criterion B Response to the question How well has the student understood the specific demands of the question? To what extent has the student responded to these demands? How well have the works been compared and contrasted in relation to the demands of the question?

5 marks

Criterion C Appreciation of the literary conventions of the genre To what extent does the student identify and appreciate the use of literary conventions in relation to the question and the works used?

5 marks

Criterion D Organization and development How well organized, coherent and developed is the presentation of ideas?

5 marks

Criterion E Language How clear, varied and accurate is the language? How appropriate is the choice of register, style and terminology? (Register refers, in this context, to the students use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task.)

5 marks

Total 25 marks


October, 2011

Written assignment Stage 1: Journal writing

In place of the interactive oral undertaken by taught students, school-supported self-taught students are

required to keep a literary journal in which, for both the works in translation studied in part 1 of the course, they

write their personal response to the following questions.

In what ways do time and place matter to this work?

What was easy to understand and what was difficult in relation to social and cultural context and

issues?

What connections did you find between issues in the work and your own culture(s) and experience?

What aspects of technique are interesting in the work?

Stage 2: The reflective statement

Having decided on which work their assignment will be based, self-taught students are required to write a

reflective statement of 300400 words in length, based on their journal writing for that work. The reflective

statement must be in response to the following question.

How was your understanding of cultural and contextual considerations of the work developed through

your journal writing?

The reflective statement is awarded a mark out of 3 using criterion A of the assessment criteria for the written

assignment. The reflective statement that is sent with the assignment must be on the work used but does not

have to be explicitly connected to the topic.

Stage 3: Developing the topic

Self-taught students must choose one of the prompts listed below and apply it to one of the two works studied.

Using the prompt as a starting point they should develop an essay title suited to the particular work chosen.

What is the impact on the work of a major choice and/or decision made by characters?

In what ways are the voices of history and tradition present in the work?

Which minor character plays the most significant role?

To what extent is the natural landscape important to the impact of this work?

Do you think there are some characters in the work whose chief role is to convey cultural values?

How does the author convey the sense of time passing in the work?

In what ways is the work interested in being realistic?

Identify one or more symbol, motif or strand of imagery. What role do they play in the work?

Stage 4: Production of the essay Each student must produce an essay of 1,2001,500 words in length on a literary aspect of one work,

developed from one of the prompts listed above. The student must complete the essay on his or her own and

submit it for external assessment. When submitted, it must be accompanied by the appropriate reflective

statement and the journal writing on both works studied. The final essay is awarded a mark out of 22 using


October, 2011

criteria B, C, D and E of the assessment criteria for the written assignment.

Note: The assignment must be the independent work of the student. Statements on the coversheet declaring

that the assignment is the independent work of the student must be signed by the student.

There are five assessment criteria: Criterion A Fulfilling the requirements of the reflective statement

To what extent does the student show how his or her understanding of cultural and contextual elements was developed through the interactive oral? Note: The word limit for the reflective statement is 300400 words. If the word limit is exceeded, 1 mark will be deducted.

3 marks

Criterion B Knowledge and understanding How effectively has the student used the topic and the essay to show knowledge and understanding of the chosen work?

6 marks

Criterion C Appreciation of the writers choices To what extent does the student appreciate how the writers choices of language, structure, technique and style shape meaning?

6 marks

Criterion D Organization and development How effectively have the ideas been organized, and how well are references to the works integrated into the development of the ideas? Note: The word limit for the essay is 1,2001,500 words. If the word limit is exceeded, 2 marks will be deducted.

5 marks

Criterion E Language How clear, varied and accurate is the language? How appropriate is the choice of register, style and terminology? (Register refers, in this context, to the students use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task.)

5 marks

Total 25 marks


October, 2011

Alternative Oral Examination Section 1: Individual oral commentary

Weighting: 15%

Duration: Preparation 20 minutes; delivery 10 minutes

The individual oral commentary is a literary analysis of an extract taken from one of the works studied in part 2

of the course.

Choice of extract

Self-taught students prepare for section 1 of the alternative oral examinationthe individual oral commentary

by using guiding questions supplied by the IB as a basis for choosing extracts from the works studied in part 2.

Each extract must be approximately 40 lines in length (or a whole poem or part of a poem that is roughly

equivalent to 40 lines). The content must be linked to the question so that, in the oral examination, a close

literary analysis can be presented on the extract in response to that question.

Focus and structure

Students should aim to identify and explore all significant aspects of the extract. These include:

situating the extract as precisely as possible in the context of the work from which it has been taken (or

in the body of work, in the case of poetry)

commenting on the effectiveness of the writers techniques, including the use of stylistic devices and

their effect(s) on the reader.

The commentary should focus on the extract itself, relating it to the whole work where relevant (for example, to

establish context). It should not be used as a springboard for a discussion of everything the student knows

about the work in question.

A commentary should be sustained and well organized. It should neither be delivered as a series of

unconnected points nor take the form of a narration or a line-by-line paraphrase of the passage or poem.

There are four assessment criteria:

Criterion A Knowledge and understanding How well is the students knowledge and understanding of the extract demonstrated by their interpretation?

10 marks

Criterion B Appreciation of the writers choices To what extent does the student appreciate how the writers choices of language, structure, technique and style shape meaning?

10 marks

Criterion C Organization and development To what extent does the student deliver a structured, well-focused commentary?

5 marks

Criterion D Language How clear, varied and accurate is the language? How appropriate is the choice of register and style? (Register refers, in this context, to the students use of elements such as vocabulary, tone, sentence structure and terminology appropriate to thecommentary.)

5 marks

Total 30 marks


October, 2011

Section 2: Individual oral presentation

Weighting: 15%

Duration: 10 minutes

The individual oral presentation is based on two works studied in part 4 of the course.

Preparation

Prior to the alternative oral examination, the student prepares notes for an oral presentation on two of the three

works studied in part 4. Students may take prepared notes into the examination and these notes are sent to the

examiner, along with the recording. The notes must be points only, not the full text of a talk.

There are three assessment criteria:

Criterion A Knowledge and understanding of the work(s) How much knowledge and understanding does the student show of the work(s) used in the presentation?

10 marks

Criterion B Presentation How much attention has been given to making the delivery effective and appropriate to the presentation? To what extent are strategies used to interest the audience (for example, audibility, eye contact, gesture, effective use of supporting material)?

10 marks

Criterion C Language How clear and appropriate is the language? How well is the register and style suited to the choice of presentation? (Register refers, in this context, to the students use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the presentation.)

10 marks

Total 30 marks


October, 2011

Roles and Responsibilities of the Self-taught Tutor

To guide the student through the Language A1 course by:

reading IBO and school documentation

having regular contact/literature lessons

setting reading and writing work regularly

informing the student about deadlines, objectives and content of the course as well as the nature of

the tasks set in the exams

supporting and encouraging the student throughout the course

giving ongoing, constructive feedback about students performance (using IBO assessment criteria) in

reading, writing and oral tasks

marking students work by using IBO assessment criteria

developing the skills and knowledge assessed in the Language A exams

To inform the coordinator about:

Student performance and progress (through academic reports and/or emails)

Academic and pastoral issues. If the tutor notices any unusual change in the students academic

performance and/or behaviour, he/she needs to inform the IB coordinator as soon as possible.

Questions/doubts they have regarding the course

To provide the coordinator with:

End of year report (with grades and comments)

A course of study

A study schedule (how often, when and where lessons take place)

Role and Responsibilities of the Self-taught Student

To complete the work set by the tutor

To meet all deadlines set by the IB coordinator (and communicated through the tutor)

To inform the tutor about personal circumstances affecting lesson participation

To inform the coordinator about ongoing issues regarding the programme

To provide the coordinator with the course of study


October, 2011

Roles and Responsibilities of the Self-taught Coordinator

To inform students about:

How to select works

The nature, objectives and content of the course

The content and format of the exams

Upcoming deadlines (reports, assignments, courses of study, oral exams, mock exams, etc.)

To inform tutors about:

The nature, objectives and contents of the course

The planning of the course

Upcoming deadlines (reports, assignments, book lists)

Legal and financial information

To provide tutors with:

IBO documentation such as subject guides, prescribed lists, examiners reports, past papers, mark

schemes (if available)

Teaching resources when available

Teacher support material when available

Support with selecting works

To liaise with the IBO in the following situations:

Seeking to obtain examples of courses of study for Special Request Languages

Or in any other situation that may require clarifications

In exams:

Collecting Reflective Statements and essays on Works in Translation

Setting past papers in the Year 1 end-of-year exam (May) and the Year 2 mock exams (February)

Recording the oral exams on Parts 2 and 4 works (March in Year 2)


October, 2011

Sample Course Planner

This course planner is intended for tutors and students to be able to start the course in early September. This is

a well balanced and structured approach to the course that should be adapted to in order to be able to cover

the necessary requirements because of the large scale of the programme, which requires effective

coordination. Although the course planner is there, adjustments can be made for students who are not able to

start as early, for reasons such as delay in obtaining course resources, difficulty in finding a tutor, or late choice

of subject.

First Year of the Course Term Works and Skills

September-May (Year 1)

Start to write essay in

May-September (Year 2)

Part 1, Works in Translation, 2 works

(25% of the final grade) - Two Works in Translation studied as a group. Each work written by a different

author.

Assessment: the student submits two pieces of written work for external

assessment. They are known as the Reflective Statement (300-400 words) and

the Written Assignment (1,200-1,500 words) and are based on one aspect of one

of the works studied.

January- April

Submit outline for

presentation before the

May Break, oral exam

at the end of Year 2

Part 4, Prose Other Than Fiction, 3 works

(with Part 2, 30% of final grade) - Three Language A works.

- Works chosen on the PLA, each work written by a different author.

- Goals: study of prose other than fiction (form and content), understanding writing

techniques to enable students to develop their own explorations of these forms

through personal writing. For their presentation, students use a critique of their own

writing as a basis.

Assessment: with Part 2 works, in an externally assessed oral exam taken before

the written examination at the end of the course (Year 2). Students are asked to

deliver their presentation in Section 1 of the oral examination.

September-June, with a

more intensive focus in

May-June

Paper One

(20% of the final grade) Assessment: An externally-set and assessed examination taken at the end of the

course (Y13). This examination, known as Paper One, assesses the students

skills in producing a commentary of an unseen literary text.


October, 2011

Second Year of the Course

Term Works and Skills

September-December

Write essay in May-

September

Deadline for 1st draft

to tutor: 31st September

Deadline for handing

in the final essay to the

IB coordinator: 15th November

Part 1, Works in Translation, 2 works

(25% of the final grade) - Two Works in Translation studied as a group. Each work written by a different

author.

Assessment: the student submits two pieces of written work for external

assessment. They are known as the Reflective Statement (300-400 words) and

the Written Assignment (1,200-1,500 words) and are based on one aspect of

one of the works studied.

September-December

Oral exam in March

Part 2 Detailed Study, 2 works

(with Part 4, 30% of the final grade) - Two Language A works studied in detail. - Each work chosen from a different genre category on the IB PLA for the

Language A studied.

- Each work written by a different author.

- Students prepare for the examination by using 2 sets of 5 questions set by the

IBO.

Assessment: with Part 2 works, in an externally set and assessed oral exam

taken before the written examination at the end of the course. Students are

asked to deliver their commentary in Section 1 of the oral examination.

January- April

Written exam in May

Part 3 Groups of Works, 3 works

(25% of the final grade) - Two Language A works and one Work in Translation studied as a group.

- All three works chosen from the same genre category.

- Both Language A1 works chosen from the PLA for the Language A studied.

- Work in Translation chosen from the Works in Translation List.

- Each work written by a different author.

Assessment: An externally-set and assessed examination taken at the end of the course. This examination, known as Paper Two, assesses the students

understanding of the three works studied.


October, 2011

Important Dates and Deadlines in 2011-2013 Year 1 10 November 2011 Course of Study for Special Request Languages

10 December 2011 Deadline for students to submit a partial course of study (booklist) they

intend to study over the two years, once discussed and chosen together with the

tutor. (Not including Works in Translation Texts)

Mid-May 2012 End-of-year Mock Exams: Paper 1 (Guided Literary Analysis)

Year 2 31 September 2012 Submit 1st draft of the Written Assignment and Reflection Statement to tutor

1 November 2012 Deadline for student/tutor to send course of study (final booklist) to IB

coordinator

15 November 2012 Deadline for students to hand in the Written Assignment and Reflection

Statement to the IB coordinator (Part 1 works)

Mid-January 2013 Mock exams: Paper 1 (unseen commentary)

Mid February 2013 Mock oral examinations

March 2013 Oral examinations (Parts 2 and 4 works)

May 2013 Written examinations: Papers 1 (unseen commentary) and 2 (Part 3 works)

Term dates 2011-2012 Holidays and breaks 2011-2012

New generation arrives: 22nd August

Meeting with the parents:23rd August(for new generation)

Induction week: 22nd August - 28th August

Assembly for both years 28th August

Ramadan Bajram: 29, 30 and 31 August

Start of classes: 1st September

Project week : 10th - 16th October

END of TERM I: 16 th December

START of TERM II: 16th January

Trial exams: 1st 10th February

End of lessons for year: 2- 13th April

Study leave for year 2: 16th - 22nd April

Week of special classes year 2: 23rd - 27th April

End of lessons for year 1: 4th May

Graduation ceremony and prom: 29th May

Ramadan Bajram : 29th August 31st August

All Saints Day : 1st November

Kurban Bajram

&

Mid term break : 6th November - 9th November

National Day : 25th November

Winter break : 16th December 15th January

National Independence Day: 1st March

Catholic Easter : 6th - 9th April

Orthodox Easter : 13th - 16th April

International Workers Day : 1st May

Documents

Handbook for Self Taught Students 2011-2013