Ib German Hl Written Assignment Outline

Throughout this course, you will build a portfolio of written tasks. There are two types of written tasks, known as written task 1 (WT1) and written task 2 (WT2). These are very different in nature.

Written task 1 is an 'imaginative piece' in which you demonstrate your understanding of the course work and a type of text. For example you could write a letter from one character to another character from a novel that you have read for Part 3 or 4. Or you could write a journalistic review of a speech that was studied in Part 1 or 2. Because the possibilities are endless, it is easy to write irrelevant work. Therefore it is important that you look at several samples and several tips for guidance on the written task 1. 

Written task 2 pertains to HL students only. It is a critical response to a text or texts, written in light of one of six prescribed questions from the IB Language A: Language and Literature guide. These questions can be answered using texts from all parts of the syllabus. 

Remember: An essay is not an acceptable type of text for the written task 1. Students are encouraged to step into someone's shoes, explore a different role and practice writing different types of texts. The Paper 2 and the written task 2 provide opportunities for students to practice essay writing.

WT1 basics

* At SL students must have written at least three written tasks 1s. One must be on Parts 1 and 2, one must be on Parts 3 and 4, and the other can be on any part. Again this is a minimum requirement.

* One of the two tasks submitted at HL is a written task 1 and the other is a written task 2, meaning that HL students submit either 'possibility 1' or 'possibility 2' from the table below.

HL onlyParts 1 & 2Parts 3 & 4
Possibility 1 written task 1 written task 2
Possibility 2 written task 2 written task 1

 

 

Part 1

Part 2

Part 3

Part 4

SL

Minimal in
portfolio

Language B Standard Level (SL) and Higher Level (HL) are language acquisition courses for students with some previous experience of learning the language. While studying the language, students also explore the culture(s) connected with it.

Higher and standard levels are differentiated by the recommended teaching hours, the depth of syllabus coverage, the required study of literature at HL, and the level of difficulty and requirements of the assessment tasks and criteria.

The range of purposes and situations for using language in the language B courses extends well beyond those for language ab initio.

The course is organized into themes. Three core themes are required: communication and media, global issues, and social relationships. In addition, at both HL and SL, teachers select two more themes from five options provided. Finally, two works of literature are studied at HL only.

Key features of the curriculum and assessment models

  • Available at standard (SL) and higher levels (HL)
  • The minimum prescribed number of hours is 150 for SL and 240 for HL
  • Interactive, productive and receptive skills are developed through contextualized study of language, texts and themes
  • Intercultural understanding and plurilingualism are key goals of the course
  • Students are exposed to a variety of authentic texts and they produce work in a variety of communicative contexts
  • Students are assessed both externally and internally
  • External assessment at SL consists of exercises to demonstrate understanding of authentic print texts based on the core themes (receptive skills), a writing exercise based on the options (productive skills), and a written assignment based on the core themes (integrating receptive and productive skills)
  • External assessment at HL consists of exercises to demonstrate understanding of authentic print texts based on the core themes (receptive skills), two writing exercises, one based on the core and the other based on the options (productive skills), and a written assignment based on one of the literary texts (integrating receptive and productive skills)
  • Internal assessment at both SL and HL tests students’ abilities in listening and speaking in a genuine conversation format (integrating receptive, productive and interactive skills). Internal assessment consists of an individual oral based on the options (presentation and discussion with the teacher), and an interactive oral based on the core (three classroom activities assessed by the teacher)

Read about group 3: individuals and societies

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