DIPLOMA PROGRAMME

ENGLISH SYLLABUS – HIGH LEVEL (HL)

1. GENERAL INFORMATION

Subject / Level : English B - HL

Session and Grades : November 2025 - 10th and 11th grade
Teacher(s) : Katia Chacaliaza / Sidny Mendieta
N° of hours per week : 6

English is a course designed for the students with a standard knowledge of the language
in familiar contexts, considering the spoken and written production. In addition, students
will explore the conceptual understanding that underlies this course and begin to use
higher-level thinking in the development of receptive, productive, and interactive skills.

English B and the connection with the Core Components (TOK, EE, & CAS)
In group 2 (language acquisition), TOK has an important role in the course since it
provides an opportunity for students to reflect on research questions; moreover, it helps
students become more aware of their own perspective as well as others.
CAS is the other central aspect of the Diploma Programme. Among Creativity, Activity,
and Service, English B will be deeply linked with service and creativity. The curriculum
development contemplates giving input to contribute to the main activities of the two-year
experience.
All in all, the course is connected to the Extended Essay through the investigation and
analysis of novels that the students have to do in the target language.

2. AIMS

1. Help students understand the world by learning languages, cultures, and global
issues.
2. Enable students to use the language they study in different situations.
3. Encourage appreciation of different perspectives through texts and social
interactions.
4. Help students see the connection between languages and cultures they know.
5. Show the importance of language in other areas of knowledge.
6. Develop critical and creative thinking through language learning and inquiry.
7. Prepare students for future studies, work, and leisure using another language.
8. Inspire curiosity, creativity, and a lifelong love for learning languages.

3. CONTENT OF THE COURSE

1. IDENTITIES 2. EXPERIENCES 3. HUMAN INGENUITY

Explore the nature of the Explore and tell the stories Explore how human
self and what it is to be of the events, creativity and innovation
human. experiences, and journeys affect our world.
that shape our lives.
● Lifestyles ● Entertainment
● Language and identity
● Holidays and travel ● Artistic expressions
● Subcultures ● Leisure activities ● Communication and
● Beliefs and values ● Customs and traditions media
● Life stories ● Technology
4. SOCIAL ORGANIZATION 5. SHARING THE PLANET
Explore how groups of people organise Explore the challenges and opportunities
themselves, or are organised, through faced by individuals and communities in
common systems or interests. the modern world.

● Community ● The environment

● Social engagement ● Human rights
● Social relationships ● Equality
● Education ● Piece and conflict

4. ASSESSMENT

EXTERNAL ASSESSMENT
COMPONENT TIME WEIGHTING DESCRIPTION
Productive skills – writing (30
marks)

1 hour 30 One writing task of 450-600 words

Paper 1 25 % from a choice of three, each from a
minutes
different theme, choosing a text type
from among those listed in the
examination.

Receptive skills – Reading

comprehension (1 hour) (40 marks)

Comprehension exercises on three

written texts drawn from all five
themes.
Paper 2 2 hours 50 %
Receptive skills – Listening
comprehension (1 hour) (25 marks)

Comprehension exercises on three

audio passages drawn from all five
themes.

INTERNAL ASSESSMENT
STRUCTURE DESCRIPTION TIME

Supervised The student is shown two extracts of up to

approximately 300 words each: one from the 20 minutes
Preparation Time
two literary works studied during the course.

The student presents the extracts. The

student may place the extract about the
Part 1:
literary work, but most spend the majority of
3-4 minutes
Presentation the presentation discussing the events, ideas,
and messages in the extract itself.

Part 2: Follow-up The teacher engages with the student on the

content of the extract that the student has 4-5 minutes
discussion
 presented, expanding on observations that
the student has provided in the presentation.
Part 3: General The teacher and the student have a general
discussion using one or more of the five 5-6 minutes
discussion
themes of the syllabus as a starting point.

5. IB MARKS

Since the IB score is different from the Levels of Achievement of Regular Basic
Education (RBE), an IB score conversion table has been determined that responds to
the standards of the national assessment system:

TABLE OF CONVERSION

MINEDU
IB MARK ACHIEVEMENT
LEVELS

7 AD

6 A

5 A

4 B

3 B

2 C

6. FORMATIVE AND SUMMATIVE ASSESSMENT

In the Diploma Programme, the final summative assessments (exams/MOCK IB) of each
term represent the maximum "learning challenge" that determines the level of
achievement reached by the student in the competence. The exams / MOCK of each
term in the PD evaluate all the contents and skills developed throughout the preparation
period, as outlined below:

FORMATIVE ASSESSMENT FINAL ASSESSMENT

Written assignments IB Paper 1
Projects IB Paper 2
Oral presentations Internal Assessment
Graphic organizers
Collaborative tasks
Homework
Quizzes and tests
Others

7. ATTITUDE IN THE COURSE

1. Be on time for all classes and follow the schedule.

2. Follow instructions, formats, and academic honesty when doing assignments.
3. Submit quality work on time.
4. Bring all necessary materials for class.
5. Participate by asking questions and sharing ideas.
6. Pay attention and avoid distractions like chatting or playing.
7. Follow instructions and have a positive attitude in class activities.
8. Communicate respectfully with teachers and classmates.
9. Work well with others by being proactive and cooperative.
10. Encourage positive attitudes among classmates.

8. METHODOLOGY

APPROACHES TO LEARNING
THINKING SKILLS COMMUNICATION RESEARCH SKILLS
SKILLS
● Critical-thinking skills Including skills such as
● Creative-thinking skills ● Written and oral comparing, contrasting,
● Ethical-thinking skills communication validating, and prioritizing
● Reflection/ ● Effective listening skills information.
Metacognition skills ● Formulating arguments

SOCIAL SKILLS SELF-MANAGEMENT SKILLS

● Forming and maintaining positive ● Organisational skills such as
relationships managing time and tasks.
● Listening skills ● Affective skills such as managing
● Conflict resolution state of mind and motivation.

APPROACHES TO TEACHING
BASED ON INQUIRY FOCUSED ON DEVELOPED IN LOCAL
CONCEPTUAL AND GLOBAL CONTEXT
Encourage students to UNDERSTANDING
find their information and Concepts are explored to Students are encouraged
construct their both deepen disciplinary to process new
understanding. understanding and to help information by connecting
students make it to their own experiences
connections and transfer and the world around
learning to new contexts. them.

FOCUSED ON DIFFERENTIATED TO INFORMED BY

EFFECTIVE TEAMWORK MEET THE NEEDS OF ASSESSMENT
AND COLLABORATION ALL LEARNERS (FORMATIVE AND
This includes promoting SUMMATIVE)
teamwork and Teaching is inclusive and
collaboration between values diversity. It affirms Assessment plays a
students but also refers to students’ identities and crucial role in supporting,
the collaborative aims to create learning as well as measuring,
relationship between opportunities that enable learning. This approach
teachers and students. every student to develop also recognizes the crucial
and pursue appropriate role of providing students
personal goals. with effective feedback.

9. REFERENCE
International Baccalaureate Organization (2020). Language B Guide. The UK.

Saa’d AlDin Kawther, Morley Kevin. (2020). English B Course Companion. Great
Clarendon Street, Oxford, OX2 6DP, United Kingdom: Oxford University Press.

Saa’d, AlDin Kawther, Abu-Awad, J.; Tempakka, T. and Morley, K. (2012). English B
Skills and Practice for the IB Diploma. Great Clarendon Street, Oxford, OX2 6DP, United
Kingdom: Oxford University Press