OCC M 2 Langb Guu-Nc 1704 1c e

Classical languages guide

Middle Years Programme
Published April 2017
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International Baccalaureate Organization
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Introduction
Purpose of this guide
This pre-publication guide is for use from January 2017. The guide brings MYP classical languages in
line with the curriculum innovations implemented by MYP: Next chapter, providing aligned aims and
objectives, subject-specific related concepts and revised assessment criteria for the study of classical
languages. A complete version of the guide is planned for publication with the review of the MYP language
acquisition subject group (scheduled for first teaching in September 2019).
This document provides the framework for teaching and learning in classical languages in the Middle
Years Programme (MYP), and must be read and used in conjunction with the document MYP: From
principles into practice (2014), which includes:
general information about the programme
the MYP unit planner, with guidance for developing the curriculum that is relevant for all subject
groups
detailed information about approaches to learning
advice that supports access and inclusion (including accommodations for students with special
education needs)
a statement on academic honesty.
In MYP publications, requirements appear in a textbox like this one.
Acknowledgments
The IB gratefully acknowledges the generous contributions of IB World Schools and a global community
of educators who collaborate in the development of the MYP.
Pre-publication Classical languages guide 0

Language acquisition in the MYP
Nature of classical languages
Why study a language?

The ability to communicate in a variety of modes in more than one language is essential to the concept
of an international education that promotes multilingualism and intercultural understanding, both of which
are central to the IBs mission.
The study of additional languages in the MYP provides students with the opportunity to develop insights
into the features, processes and craft of language and the concept of culture, and to realize that there are
diverse ways of living, behaving and viewing the world.
The acquisition of the language of a community, and the possibilities to reflect upon and explore cultural
perspectives of our own and other communities:
are valued as central to developing critical thinking, and are considered essential for the cultivation
of intercultural awareness and the development of internationally minded and responsible members
of local, national and global communities
remain integral to exploring and sustaining personal development and cultural identity, and provide
an intellectual framework to support conceptual development
greatly contribute to the holistic development of students and to the strengthening of lifelong learning
skills
equip students with the necessary multiliteracy skills and attitudes, enabling them to communicate
successfully in various global contexts and build intercultural understanding.
Why study a classical language?

non scholae sed vitae discimus
We learn not for school but for life

(adapted from Seneca, Epistle 106.12)
By studying classical languages, students can learn how language works, as well as how language was
used to communicate the concepts, beliefs and emotions of a community. The study of a classical
language can improve communication skills in ones own language and in other languages studied.
Through the study of any language system, transferable concepts and skills, as well as the underlying
principles of becoming a communicator, are developed and practisedwhether the language is modern
or ancient.
Through the study of classical languages, students can also develop intercultural understanding. The
target culture is studied and comparisons are made between the target culture and students own
culture(s). The study of a classical language offers students rich opportunities to:
understand the classical culture and its perspectives, as revealed in the literature and material
culture
engage critically and reflectively with the classical world through the process of inquiry
understand how the classical language and the society in which it arose shaped future languages
and societies, including those of todays world.

In addition, the study of classical languages provides an excellent vehicle for cross-curricular links to
history, civilization, geography and the sciences.
The classical languages approved for study in the MYP include, but are not limited to the following.
Ancient Hebrew
Classical Greek
Latin
Sanskrit

Aims
The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect
to experience and learn. These aims suggest how the student may be changed by the learning
experience.
The aims of MYP classical languages are to:
enable the student to reach an appropriate degree of understanding of the language and to use this
understanding for a variety of purposes
enable the student to understand the nature of language and the process of language learning,
which comprises the integration of linguistic, cultural and social components
develop a respect for, and understanding of, diverse linguistic and cultural heritages
enable the student to develop an appreciation of a variety of classical texts and to develop critical
and creative techniques for comprehension and construction of meaning
offer insight into the cultural characteristics of these civilizations and their connection to other
societies, including contemporary people and cultures
enable the student to recognize and use language as a vehicle of thought, reflection, self-expression
and learning in other subjects, and as a tool for enhancing literacy
provide the student with a basis for further study and work through the process of inquiry and the
development of thinking and learning skills
foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

Objectives
The objectives of any MYP subject group state the specific targets that are set for learning in the subject.
They define what the student will be able to accomplish as a result of studying the subject.
The objectives of MYP classical languages encompass the factual, conceptual, procedural and
metacognitive dimensions of knowledge.
Processes are what help mediate the construction of new knowledge and understandings and play an
especially important role in language and communication (Lanning 2013: 19).
The classical languages objectives represent some of the essential processes of the study of a language.
These processes are interactive and interrelated, though teachers may also wish to deal with them in
discrete learning experiences and separate materials.
Schools must use the objectives provided in this guide for years 1, 3 and 5 of the programme.
Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning
expectation.
Subject groups must address all strands of all four objectives at least twice in each year of the MYP.
These objectives relate directly to the assessment criteria found in the Assessed curriculum section of
this guide.
A Understanding language
Students need an accurate knowledge and clear understanding of the building blocks of vocabulary,
accidence and syntax in order to become competent users of classical languages. Analysing involves the
learning of these elements, the recognition of them in the context of words, phrases and sentences, and
understanding how they create meaning. Analysing the building components of a classical language
should also lead to students reflecting on how other languages work, and how classical languages have
shaped other languages, including modern ones.
In order to achieve this objective, students should be able to:
recall a range of vocabulary
identify and translate accidence and syntax of appropriate complexity
describe how the classical language builds meaning in words, phrases and sentences.
B Comprehending texts
Students should develop accuracy in understanding the meaning of passages in the classical language,
and develop the ability to convey that meaning fluently in their own language. Furthermore, full
comprehension of a passage may require students to understand meaning that is implied by form or
content.
translate passages of the classical language in light of the context of the passage and the idiom of
the response language
interpret a range of texts in the classical language (stated and implied meaning).

C Analysing texts
Students will read texts in the classical language and will start to consider the relationship between what
is said and how it is said. After understanding the language of the text and comprehending its meaning,
students can consider the style of a text, genre or author, how authors use technique to create effect, as
well as the cultural perspectives and references the texts offer. Students will develop their ability to
communicate in their own language this critical appreciation of the literary and cultural aspects of the text.
analyse the content, structure, form, meaning and significance of prepared texts
explain cultural perspectives expressed in prepared texts
construct informed, coherent and independent responses.
D Connecting cultures and societies

Students will meet a variety of material (textual and physical) that reflects the values, ideas and
experiences of the societies that used these classical languages. Students should be able to find this
material and reflect on what it does (or does not) tell us about those societies and others, including our
own. Students should be able to organize their ideas in informed, independent and coherent responses.
investigate the cultures and societies in which the classical language was developed and used
discuss how the classical society, culture or language has (or has not) influenced other societies,
cultures or languages
develop arguments about the connections between language and culture.

Planning a progression of learning
Throughout the programme, students should engage with the curriculum and be expected to demonstrate
their understanding at increasing levels of sophistication.
Year 1 Year 3 Year 5

In order to reach the aims of In order to reach the aims of In order to reach the aims of
classical languages, students classical languages, students classical languages, students
should be able to: should be able to: should be able to:
Objective A: Understanding language
i. recall a range of vocabulary i. recall a range of i. recall a range of
vocabulary vocabulary
ii. identify and translate
accidence and syntax of ii. identify and translate ii. identify and translate
appropriate complexity accidence and syntax of accidence and syntax of
appropriate complexity appropriate complexity
iii. describe how the classical
language builds meaning in iii. describe how the classical iii. describe how the
words, phrases and language builds meaning classical language builds
sentences. in words, phrases and meaning in words,
sentences. phrases and sentences.
Notes
Teachers are responsible for deciding the appropriate number of vocabulary items and necessary list
of syntax and accidence for each of years 1, 3 and 5 of the MYP.
Objective B: Comprehending texts
i. translate short passages of i. translate passages of the i. translate passages of the
the classical language in classical language in light classical language in light
light of the idiom of the of the context of the of the context of the
response language passage and the idiom of passage and the idiom of
the response language the response language
ii. interpret the stated
meaning of texts in the ii. interpret the stated and ii. interpret a range of texts
classical language. implied meaning of texts in in the classical language
the classical language. (stated and implied
meaning).
Notes
The passages of classical language are likely to be modern creations made for pedagogical
purposes, or very simplified versions of an original text. Objectives A and B will, in most instances,
relate to unseen passages, but can also relate to prepared texts.
Objective C: Analysing texts
i. understand the content, i. analyse the content, i. analyse the content,
structure and meaning of a structure, meaning and structure, form, meaning
simplified prepared text* or significance of simplified and significance of
translation of a classical prepared texts* prepared texts*
text
ii. describe cultural ii. explain cultural
ii. recognize cultural perspectives expressed in perspectives expressed
perspectives expressed in prepared texts in prepared texts
prepared texts

iii. present informed iii. construct informed, iii. construct informed,
responses. coherent responses. coherent and
independent responses.
Notes
* including a modern creation made for pedagogical purposes
Objective D: Connecting cultures and societies
i. investigate the cultures and i. investigate the cultures i. investigate the cultures
societies in which the and societies in which the and societies in which the
classical language was classical language was classical language was
developed and used developed and used developed and used
ii. identify how the classical ii. explain how the classical ii. discuss how the classical
society, culture or language society, culture or society, culture or
has (or has not) influenced language has (or has not) language has (or has not)
other societies, cultures or influenced other societies, influenced other
languages cultures or languages societies, cultures or
languages
iii. summarize connections iii. present ideas and
between language and arguments about the iii. develop arguments about
culture. connections between the connections between
language and culture. language and culture.
Notes
Students should become more self-directed in their investigations over time.
Students should engage with the classical language and demonstrate their understanding at increasing
levels of sophistication. The range of assessed skills, techniques and concepts, as well as the complexity
of their application, must increase as students progress through the programme.

MYP projects
The MYP community project (for students in years 3 or 4) and MYP personal project (for students in
year 5) aim to encourage and enable sustained inquiry within a global context that generates new insights
and deeper understanding. In these culminating experiences, students develop confidence as principled,
lifelong learners. They grow in their ability to consider their own learning, communicate effectively and
take pride in their accomplishments.
Courses in classical languages help students to develop key approaches to learning (ATL) that lead to
success and enjoyment in the MYP projects. In this subject group, students have important opportunities
to practise ATL skills, especially thinking skills. Critical-thinking skills are essential to the study of classical
languages.
The classical languages course offers opportunities for learning through action. Inspiration from classical
languages for community projects and personal projects might include:
developing a series of language lessons on video for a self-taught course for a student of classical
languages
joining an archaeological dig at a classical site and recording the processes and findings
participating in a national, state or provincial student conference or competition
exploring the influence of the classical world on the names, landscape and/or architecture of a
students community
organizing and participating in a charity event or cultural event, such as a theatrical performance of
classical drama or classical poetry reading for an audience of the school community and the public.

Written and taught curriculum
Requirements
Teaching hours
Schools must allocate the teaching hours necessary to meet the requirements of MYP classical
languages.
The MYP requires at least 50 hours of teaching time for each subject group in each year of the
programme.
In practice, more time is often necessary to meet subject group aims and objectives, and to provide for
the sustained, concurrent teaching that enables interdisciplinary study.
Organizing classical languages in the school

The nature of learning languages, and the inherent complexity of reading original literature, means that
teaching and learning about language will be a continued focus of the courseboth before and after
students have begun to read original literature in the classical language. Rather than structuring language
and literature as separate aspects of the course, the study of classical languages lends itself to integrated
approaches in which students are continually learning language, learning about language, and learning
through language as it is used in classical texts.
Objective D (Connecting cultures and societies) can often be addressed effectively through cultural
extensions to the texts being used for teaching language.
As original literature is introduced into the course, teachers should choose texts:
with appropriate levels of difficulty of the language in the text
with appropriate subject matter, which should be of interest to the students and broaden their
experience and perspectives
that provide students with opportunities to engage with a variety of genres, forms and periods of
literature
that have appropriate and available supporting materials (for example, texts, commentaries,
translations, online resources).

Planning the classical languages curriculum
IB World Schools are responsible for developing and structuring MYP classical languages courses that
provide opportunities for students to meet the aims and objectives of the programme. Each schools
circumstances, including local and national curriculum requirements, determine the organization of
classical languages within the school.
The MYP requires schools to facilitate and promote collaborative planning for the purpose of curriculum
development and review.
Classical languages objectives for years 15 of the curriculum provide continuity and outline a
progression of learning. These objectives guide teachers in making decisions about developmentally
appropriate learning experiences, including formative and summative assessments.
As they develop the vertical articulation of classical languages over the years of the programme, teachers
should plan increasingly complex units of work that encompass multiple objectives. However, within these
units, discrete tasks or smaller units of work might concentrate on specific objectives or individual strands.
In environments where Diploma Programme (DP) classical languages is offered, this vertical articulation
can be extended to anticipate the complexity of the objectives of the DP course and the skills required to
achieve them.
Classical languages courses offer many opportunities to build interdisciplinary connections across the
curriculum. Horizontal articulation for each year of the programme should coordinate teaching and
learning across courses in classical languages, as well identify shared conceptual understandings and
ATL skills that span multiple subject groups and help to create a coherent learning experience for students
throughout the year.

Teaching and learning through inquiry
Conceptual understanding
A concept is a big ideaa principle or notion that is enduring, the significance of which goes beyond
particular origins, subject matter or place in time. Concepts represent the vehicle for students inquiry into
the issues and ideas of personal, local and global significance, providing the means by which they can
explore the essence of classical languages.
Concepts have an important place in the structure of knowledge that requires students and teachers to
think with increasing complexity as they organize and relate facts and topics.
Concepts express understandings that students take with them into lifelong adventures of learning. They
help students to develop principles, generalizations and theories. Students use conceptual understanding
as they solve problems, analyse issues and evaluate decisions that can have an impact on themselves,
their communities and the wider world.
In the MYP, conceptual understanding is framed by prescribed key and related concepts. Teachers must
use these concepts to develop the curriculum. Schools may identify and develop additional concepts to
meet local circumstances and curriculum requirements.
Key concepts
Key concepts promote the development of a broad curriculum. They represent big ideas that are both
relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections
between and among:
courses within the language acquisition subject group (intradisciplinary learning)
other subject groups (interdisciplinary learning).
Table 1 lists the key concepts to be explored across the MYP. The key concepts contributed by the study
of language acquisition (including classical languages) are communication, connections, creativity and
culture.
Aesthetics Change Communication Communities
Connections Creativity Culture Development
Form Global interactions Identity Logic
Perspective Relationships Systems Time, place and space

Table 1
MYP key concepts
These key concepts provide a framework for classical languages, informing units of work and helping to
organize teaching and learning.
Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a
message and an intended receiver. Communication involves the activity of conveying information or
meaning. Effective communication requires a common language (which may be written, spoken or non-
verbal).

For classical languages, communication refers to both our communication with the past. through the
reading of classical texts, but also our ongoing communication with our own and other modern languages
and the societies in which we live.
Connections are links, bonds and relationships among people, objects, organisms or ideas.
For classical languages, linguistic and literary connections exist across time, texts and cultures.
Connections can be found in language, literature and culture within the classical world, and between the
classical and modern world. This also allows for the exploration of language and relationships between
text, creator and audience.
Creativity is the process of generating novel ideas and considering existing ideas from new perspectives.
Creativity includes the ability to recognize the value of ideas when developing innovative responses to
problems; it may be evident in process as well as outcomes, products or solutions.
Creativity is nurtured through the process of learning language as this process involves us in divergent
thinking, applying ideas, taking risks and expressing ourselves in order to relate to, and interact with, the
world. The classical world was full of creative, innovative thinkers. Learning classical languages provides
opportunities to explore not only authors novel depictions of their experiences, but also how they push
the boundaries of form and content to do so.
Culture encompasses a range of learned and shared beliefs, values, interests, attitudes, products, ways
of knowing and patterns of behaviour created by human communities. The concept of culture is dynamic
and organic.
Learning classical languages and reading classical literature provide opportunities to embrace diversity,
to understand and empathize with another culture, and to be challenged in ones own cultural
assumptions.
Other key concepts can also be important in classical languages, including change, communities, form,
perspective and time, place and space.
Related concepts
Related concepts promote deep learning. They are grounded in specific disciplines and are useful for
exploring key concepts in greater detail. Inquiry into related concepts helps students develop a more
complex and sophisticated conceptual understanding. Related concepts may arise from the subject
matter of a unit or the craft of a subjectits features and processes.
Table 2 lists related concepts for the study of classical languages.
Civilization Context Form
Genre Identity Interdependence
Patterns Purpose Structure
Style Theme Values

Table 2
Related concepts in classical languages

Assessed curriculum
Assessment criteria overview
Assessment for MYP classical languages courses in all years of the programme is criterion-related, based
on four equally weighted assessment criteria.
Criterion A Understanding language Maximum 8 marks

Criterion B Comprehending texts Maximum 8 marks
Criterion C Analysing texts Maximum 8 marks
Criterion D Connecting cultures and societies Maximum 8 marks
Subject groups must assess all strands of all four assessment criteria at least twice in each year of the
MYP.
In the MYP, subject-group objectives correspond to assessment criteria. Each criterion has eight possible
achievement levels (18), which are divided into four bands that generally represent limited (12),
adequate (34), substantial (56) and excellent (78) performance. Each band has its own unique
descriptor, which teachers use to make best-fit judgments about students progress and achievement.
This guide provides the required assessment criteria for years 1, 3 and 5 of MYP classical languages.
In response to national or local requirements, schools may add criteria and use additional models of
assessment. Schools must use the appropriate assessment criteria, as published in this guide, to report
students final achievement in the programme.
Teachers clarify the expectations for each summative assessment task with direct reference to these
assessment criteria. Task-specific clarifications should clearly explain what students are expected to
know and do. They might be in the form of:
a task-specific version of the required assessment criteria
a face-to-face or virtual classroom discussion
a detailed task sheet or assignment.

Assessed curriculum
Classical languages assessment criteria: Year 1
Criterion A: Understanding language

Maximum: 8 marks
At the end of year 1, students should be able to:
i. recall a range of vocabulary
ii. identify and translate accidence and syntax of appropriate complexity
iii. describe how the classical language builds meaning in words, phrases and sentences.
Achievement level Level descriptor
The student does not reach a standard described by any of the descriptors
0 below.
The student:
i. recalls a limited range of vocabulary
ii. identifies and translates accidence and syntax of appropriate

12 complexity with little accuracy
iii. describes minimally how the classical language builds means in

words, phrases and sentences.
The student:
i. recalls an adequate range of vocabulary

34 complexity with some accuracy
iii. describes adequately how the classical language builds meaning in

The student:
i. recalls a substantial range of vocabulary

56 complexity with considerable accuracy
iii. describes to a considerable extent how the classical language builds

meaning in words, phrases and sentences.
The student:
i. recalls an extensive range of vocabulary
78
complexity with great accuracy

iii. describes thoroughly how the classical language builds meaning in

Criterion B: Comprehending texts
Maximum: 8 marks
i. translate short passages of the classical language in light of the idiom of the response language
ii. interpret the stated meaning of texts in the classical language.
0
below.
The student:
i. translates short passages of the classical language with little
12 sensitivity to context, and uses the idiom of the response language
with little success
ii. interprets little of the stated meaning of texts in the classical

language.
The student:
i. translates short passages of the classical language with some
34 sensitivity to context, and uses the idiom of the response language
with some success
ii. interprets some of the stated meaning of texts in the classical

language.
The student:
i. translates short passages of the classical language with a
56 reasonable level of sensitivity to context, and uses the idiom of
the response language mostly accurately
ii. interprets most of the stated meaning of texts in the classical

language.
The student:
i. translates short passages of the classical language with a high
78 level of sensitivity to context, and accurately uses the idiom of the
response language
ii. accurately interprets the stated meaning of texts in the classical

language.

Criterion C: Analysing texts
Maximum: 8 marks
i. understand the content, structure and meaning of a simplified prepared text* or translation of a
classical text
ii. recognize cultural perspectives expressed in prepared texts
iii. present informed responses.
0
below.
The student:
i. demonstrates a limited understanding of the content, structure or
meaning of a simplified prepared text or translation of a classical text
12
ii. recognizes few cultural perspectives expressed in prepared texts
iii. presents few informed responses.
The student:
i. demonstrates an adequate understanding of the content, structure
and/or meaning of a simplified prepared text or translation of a classical
text
34
ii. recognizes some cultural perspectives in prepared texts
iii. presents some informed responses.
The student:
i. demonstrates a substantial understanding of the content, structure
and/or meaning of a simplified prepared text or translation of a classical
text
56
ii. recognizes many cultural perspectives in prepared texts
iii. presents generally informed responses.
The student:
i. demonstrates an extensive understanding of the content, structure and
meaning of a simplified prepared text or translation of a classical text
with perceptive analysis
78
ii. recognizes most cultural perspectives in prepared texts
iii. presents consistently well-informed responses.
*Note: It is not expected that students are studying unadapted original texts at this stage. These literary
skills can be practised on simple modern creations written in the classical language for pedagogical
purposes, on translations of classical texts or on contemporary literature with classical themes.

Criterion D: Connecting cultures and societies
Maximum: 8 marks
i. investigate the cultures and societies in which the classical language was developed and used
ii. identify how the classical society, culture or language has (or has not) influenced other societies,
iii. summarize connections between language and culture.
0
below.
The student:
i. demonstrates little investigation into the cultures and societies in which
the classical language was developed and used
12
ii. rarely identifies how the classical society, culture or language has (or
has not) influenced other societies, cultures or languages
iii. summarizes limited connections between language and culture.
The student:
i. demonstrates some investigation into the cultures and societies in
which the classical language was developed and used
34
ii. sometimes identifies how the classical society, culture or language has
(or has not) influenced other societies, cultures or languages
iii. summarizes some connections between language and culture.
The student:
i. demonstrates substantial investigation into the cultures and societies
in which the classical language was developed and used
56
ii. usually identifies how the classical society, culture or language has (or
iii. summarizes most connections between language and culture.
The student:
i. demonstrates extensive investigation into the cultures and societies in
78
ii. consistently identifies how the classical society, culture or language
has (or has not) influenced other societies, cultures or languages
iii. extensively summarizes connections between language and culture.
MYP classical languages guide 18

Assessed curriculum

Maximum: 8 marks
0 below.
The student:

12
complexity with little accuracy
iii. describes minimally how the classical language builds meaning in

The student:

34
complexity with some accuracy
iii. describes adequately how the classical language builds meaning

in words, phrases and sentences.
The student:

56
complexity with considerable accuracy
iii. describes to a considerable extent how the classical language

builds meaning in words, phrases and sentences.
The student:
78

iii. describes thoroughly how the classical language builds meaning
in words, phrases and sentences.

Maximum: 8 marks
i. translate passages of the classical language in light of the context of the passage and the idiom of
ii. interpret the stated and implied meaning of texts in the classical language.
0
below.
The student:
i. translates passages of the classical language with little sensitivity to
context, and uses the idiom of the response language with little
12 success
ii. interprets little of the stated and implied meaning of texts in the
classical language.
The student:
i. translates passages of the classical language with some sensitivity
to context, and uses the idiom of the response language with some
34 success
ii. interprets some of the stated and implied meaning of texts in the
classical language.
The student:
i. translates passages of the classical language with a reasonable level
of sensitivity to context, and uses the idiom of the response language
56 mostly accurately
ii. interprets most of the stated and implied meaning of texts in the
classical language.
The student:
i. translates passages of the classical language with a high level of
sensitivity to context, and accurately uses the idiom of the response
78 language
ii. accurately interprets the stated and implied meaning of texts in the
classical language.

Maximum: 8 marks
i. analyse the content, structure, meaning and significance of simplified prepared texts
ii. describe cultural perspectives expressed in prepared texts
iii. construct informed, coherent responses.
0
below.
The student:
i. demonstrates a limited understanding of the content, structure,
meaning or significance of simplified prepared texts
12
ii. describes few cultural perspectives expressed in prepared texts
iii. constructs few informed, coherent responses.
The student:
i. demonstrates an adequate understanding of the content, structure,
meaning and/or significance of simplified prepared texts
34
ii. describes some cultural perspectives expressed in prepared texts
iii. constructs some informed, coherent responses.
The student:
i. demonstrates a substantial understanding of the content, structure,
meaning and/or significance of simplified prepared texts
56
ii. describes many cultural perspectives expressed in prepared texts
iii. constructs generally informed, coherent responses.
The student:
i. demonstrates an extensive understanding of the content, structure,
meaning and significance of simplified prepared texts
78
ii. describes most cultural perspectives expressed in prepared texts
iii. constructs consistently well-informed, coherent responses.
Note: Typically, students are studying adapted original texts in MYP year 3. The assessment of literary
skills can focus on simple modern creations written in the classical language for pedagogical purposes,
on translations of classical texts or on modern literature with classical themes.

Maximum: 8 marks
ii. explain how the classical society, culture or language has (or has not) influences other societies,
iii. present ideas and arguments about the connections between language and culture.
0
below.
The student:
12 ii. rarely explains how the classical society, culture or language has (or
iii. presents limited ideas and arguments about the connections between
language and culture.
The student:
34 ii. sometimes explains how the classical society, culture or language has
iii. presents some ideas and arguments about the connections between
The student:
56 ii. usually explains how the classical society, culture or language has (or
iii. presents many ideas and arguments about the connections between
The student:
78
ii. consistently explains how the classical society, culture or language

iii. presents extensive ideas and arguments about the connections
between language and culture.

Assessed curriculum

Maximum: 8 marks

0 below.
The student:

12
complexity with little accuracy
iii. describes minimally how the classical language builds meaning in

The student:

34
complexity with some accuracy
iii. describes adequately how the classical language builds meaning in

The student:

56
complexity with considerable accuracy
iii. describes to a considerable extent how the classical language builds

meaning in words, phrases and sentences.
The student:

78
iii. describes thoroughly how the classical language builds meaning in


Maximum: 8 marks
i. translate passages of the classical language in light of the context of the passage and the idiom of
ii. interpret a range of texts in the classical language (stated and implied meaning).
0
below.
The student:
i. translates passages of the classical language with little sensitivity to
context, and uses the idiom of the response language with little
12 success
ii. interprets limited texts in the classical language (stated and implied
meaning).
The student:
i. translates passages of the classical language with some sensitivity
to context, and uses the idiom of the response language with some
34 success
ii. interprets some of the texts in the classical language (stated and
implied meaning).
The student:
i. translates passages of the classical language with a reasonable level
of sensitivity to context, and uses the idiom of the response language
56 mostly accurately
ii. interprets most texts in the classical language (stated and implied
meaning).
The student:
i. translates passages of the classical language with a high level of
sensitivity to context, and accurately uses the idiom of the response
78 language
ii. accurately interprets a range of texts in the classical language

(stated and implied).

Maximum: 8 marks
i. analyse the content, structure, form, meaning and significance of prepared texts
ii. explain cultural perspectives expressed in prepared texts
iii. construct informed, coherent and independent responses.
0
below.
The student:
i. demonstrates a limited understanding of the content, structure, form,
meaning or significance of prepared texts
12
ii. explains few cultural perspectives expressed in prepared texts
iii. constructs few informed, coherent and independent responses.
The student:
i. demonstrates an adequate understanding of the content, structure,
form, meaning and/or significance of prepared texts
34
ii. explains some cultural perspectives expressed in prepared texts
iii. constructs some informed, coherent and independent responses.
The student:
i. demonstrates a substantial understanding of the content, structure,
form, meaning and/or significance of prepared texts
56
ii. explains many cultural perspectives expressed in prepared texts
iii. constructs generally informed, coherent and independent responses.
The student:
i. demonstrates an extensive understanding of the content, structure,
form and/or meaning of prepared texts with perceptive analysis
78
ii. explains most cultural perspectives expressed in prepared texts
iii. constructs consistently well-informed, coherent and independent

responses.
Note: The requirement for prepared texts for year 5 is a total of at least 200 lines, prepared together by
the students and the teacher, which may consist of two texts in the classical language of at least 100 lines
each, written by ancient author(s), either unadapted or slightly adapted; or alternatively 100 lines of a
modern classical language passage at an advanced secondary school level, along with 100 lines of
original text written by an ancient author, either unadapted or slightly adapted.

Maximum: 8 marks
ii. discuss how the classical society, culture or language has (or has not) influenced other societies,
iii. develop arguments about the connections between language and culture
0
below.
The student:
12 ii. rarely discusses how the classical society, culture or language has (or
iii. develops limited arguments about the connections between language

and culture.
The student:
34 ii. sometimes discusses how the classical society, culture or language

iii. develops some arguments about the connections between language

and culture.
The student:
56 ii. usually discusses how the classical society, culture or language has
iii. develops most arguments about the connections between language

and culture.
The student:
78
ii. consistently discusses how the classical society, culture or language

iii. extensively develops arguments about the connections between

Appendices
Related concepts in classical languages
Related concept Definition
Civilization Civilization is a concept used to describe forms of social organization that

are usually large, complex and have achieved a certain level of
urbanization and cultural development. To become a civilization, a society
usually undergoes a series of change processes, which lead to social
development and organization in the society. Even though the concept of
civilization was originally associated with a greater degree of advancement
or development of a social organization, this relationship has been
questioned by some historians for containing an overt value judgment.
Context The social, historical, cultural and workplace settings in which a text or
work is produced.
Form Form is the shape and underlying structure of an entity or piece of work,
including its organization, essential nature and external appearance.
Classical languages preserve, in their structures, many elements that
modern languages have lost, and that allow the function of words to be
coded in explicit ways. Learning a classical language involves mastery of
grammatical, syntactical and rhetorical structures that allow students to
appreciate the organizational patterns of all languages.
Genre Genre refers to a style, category or type of literature.

Conventions are the characteristics of a literary genre. These features
may, of course, vary between languages. Each genre has recognizable
techniques, referred to as literary conventions, and writers use these
conventions, along with other literary features, in order to achieve
particular artistic ends.
A study of genres includes essential understandings about conventions of
genre: form, style, storyline, characterization, tone, mood, atmosphere,
register, visual images and layout, narrative/storytelling, prose
(foreshadowing, flashbacks, stream of consciousness in novels and short
stories), poetry (metre, rhyme), drama, mythology and other fiction (for
example, graphic novels, or satires) and non-fiction (for example,
autobiography, biography, travelogues, essays, letters, literary non-fiction,
speeches).
Identity Identity is the combination of the values, beliefs and experiences that
define, shape and inform who we are, our perspectives and how we
behave as individuals, communities, societies and cultures. Identity
shapes historical processes and interpretations. Identity is shaped by
external and internal influences, and it is relational (the notion of we, as
opposed to them). This concept refers to how both individual and group
perceptions of the self are formed, evolve and are expressed. From a
historical perspective, identity can be examined as a cause or
consequence of an event, idea or process. Additionally, the notion of
citizenship appears as a politically and historically relevant form of
identification on the part of peoples.
Interdependence Interdependence is the state of two or more individuals, groups or

societies being reliant on each other. This mutual dependence is often
derived from a need for individuals, groups or societies to grow, develop,
change and/or advance. Interdependence can lead to a variety of results,
both positive and negative. These results can be the same or different for
the parties involved in the interdependent relationship. Additionally, these
results can change, depending on the time period and location in which the
individuals, groups and/or societies exist. Relationships of
interdependence are not necessarily horizontal. Historiography can also
study processes of dependency, domination and power between peoples
or nations.
Patterns Patterns refers to use of language and style, which can be functional,
decorative or social. They reflect the unique characteristics of a language.
Purpose The purpose for communicating can be, for example, to entertain, to
recount, to socialize, to inquire, to inform, to persuade, to explain, to
instruct.
In literary terms, purpose relates to the creators intentions in producing
the text. This concept could also engage students in exploration of
meaning, thesis/argument, gender, age, bias, persuasive techniques,
function, critical stance, message.
Structure Structure refers to the organization, pattern and elements of text, in any
format. It promotes comprehension and effectiveness of communication.
For example, this may involve an introduction, development and
conclusion (as in some types of formal essay).
Style Style refers to the manner in which the author of the text has used
language to suit his or her purpose or intention. This can include the
authors use of vocabulary (word choice), grammar, register, syntactical
elements (sentence structure) and literary devices (motif, allusion,
imagery, repetition, symbolism or figures of speech).
Theme Theme refers to a dominant subject, thread or idea that is conveyed

through a text form.
Values Values are beliefs that inform and influence behaviour. They help
individuals and societies make judgments and decisions about what is
good, desired, beneficial, useful, important or pleasing. Values impact on,
and are informed by, ideas about private life, family, work, religion, politics
and society.

Appendices
MYP command terms for classical languages
The table below illustrates some of the most commonly used command terms in MYP classical languages.
Command term Definition
Analyse Break down in order to bring out the essential elements or structure. (To identify
parts and relationships, and interpret information to reach conclusions.)
Construct Display information in a diagrammatic or logical form.
Describe Give a detailed account or picture of a situation, event, pattern or process.
Develop Improve incrementally, elaborate or expand in detail. Evolve to a more advanced

or effective state.
Discuss Offer a considered and balanced review that includes a range of arguments,
factors or hypotheses. Opinions or conclusions should be presented clearly and
supported by appropriate evidence.
Explain Give a detailed account including reasons or causes.
Identify Provide an answer from a number of possibilities. Recognize and state briefly a
distinguishing fact or feature.
Interpret Use knowledge and understanding to recognize trends and draw conclusions
from given information.
Investigate Observe, study or make a detailed and systematic examination, in order to

establish facts and reach new conclusions.
Present Offer for display, observation, examination or consideration.
Recall Remember or recognize from prior learning experiences.
Summarize Abstract a general theme or major point(s).
Translate Express the meaning of a text in another language or dialect.

A complete list of the command terms used in the MYP can be found in the document MYP: From
principles into practice (May 2014).

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Classical languages guide

Classical languages guide

Published April 2017

International Baccalaureate Organization 2017

IB merchandise and publications can be purchased through the IB store at

International Baccalaureate, Baccalaurat International and Bachillerato Internacional

Purpose of this guide

general information about the programme

detailed information about approaches to learning

a statement on academic honesty.

In MYP publications, requirements appear in a textbox like this one.

Pre-publication Classical languages guide 0

Nature of classical languages

Why study a language?

Why study a classical language?

We learn not for school but for life

Pre-publication Classical languages guide 1

Pre-publication Classical languages guide 2

The aims of MYP classical languages are to:

Pre-publication Classical languages guide 3

In order to achieve this objective, students should be able to:

recall a range of vocabulary

identify and translate accidence and syntax of appropriate complexity

In order to achieve this objective, students should be able to:

Pre-publication Classical languages guide 4

In order to achieve this objective, students should be able to:

explain cultural perspectives expressed in prepared texts

construct informed, coherent and independent responses.

D Connecting cultures and societies

In order to achieve this objective, students should be able to:

develop arguments about the connections between language and culture.

Pre-publication Classical languages guide 5

Planning a progression of learning

Year 1 Year 3 Year 5

Pre-publication Classical languages guide 6

Pre-publication Classical languages guide 7

participating in a national, state or provincial student conference or competition

Pre-publication Classical languages guide 8

Organizing classical languages in the school

with appropriate levels of difficulty of the language in the text

Pre-publication Classical languages guide 9

Planning the classical languages curriculum

Pre-publication Classical languages guide 10

Teaching and learning through inquiry

courses within the language acquisition subject group (intradisciplinary learning)

other subject groups (interdisciplinary learning).

Aesthetics Change Communication Communities

Connections Creativity Culture Development

Form Global interactions Identity Logic

Perspective Relationships Systems Time, place and space

Pre-publication Classical languages guide 11

Table 2 lists related concepts for the study of classical languages.

Civilization Context Form

Genre Identity Interdependence

Patterns Purpose Structure

Style Theme Values

Pre-publication Classical languages guide 12

Assessment criteria overview

Criterion A Understanding language Maximum 8 marks

a task-specific version of the required assessment criteria

a face-to-face or virtual classroom discussion

a detailed task sheet or assignment.

Pre-publication Classical languages guide 13