• Progression along the continuum

    For the purpose of planning, teaching and assessment, the language acquisition skills are also mapped on continuums to show clearly the expectations for each phase. Learning targets have been set for each phase, and underneath the expectations are examples of what constitutes evidence to indicate the student is ready to progress to the next phase of learning.

    As students progress through the six phases, they are expected to develop the competencies to communicate appropriately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of audiences and purposes. This is demonstrated by:

    • the variety and sophistication of vocabulary and structures used
    • the scope of situations in which the language is used
    • the increasing length of text spoken, read and written
    • the increasing complexity of text spoken, viewed, read and written
    • the increasing variety of forms of both fiction and non-fiction handled.

    As students develop their understanding, increasing cognitive and skills demands are also set. These are expressed as command terms. The following table illustrates this progression along the additional language learning continuum.

    Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6
    In a limited range of everyday situations In a limited range of familiar situations In familiar and some unfamiliar situations In familiar and unfamiliar situations In social situations and some academic situations In social and academic situations
    Some aspects of register Some aspects of register Appropriate register Appropriate register Appropriate register Appropriate register
    A very limited range of interpersonal and cultural contexts A limited range of interpersonal and cultural contexts A limited range of interpersonal and cultural contexts A range of interpersonal and cultural contexts A range of interpersonal and cultural contexts A wide range of interpersonal and cultural contexts
    Use basic vocabulary Use basic vocabulary Use language accurately Use language accurately Use language accurately and effectively Use oratory technique
    Simple short texts Simple texts A limited range of texts A range of texts A range of texts A wide range of texts
    Interact in simple and rehearsed exchanges Interact in basic rehearsed and some unrehearsed exchanges Interact in rehearsed and unrehearsed exchanges Engage actively Engage actively Engage actively
    Understand and respond Understand and respond Understand and respond Interpret and respond Analyse and respond Evaluate and respond
    Identify and recognize Recognize and understand Understand Construct meaning/ interpret Construct meaning/ analyse Evaluate

In this section...

Middle Years Programme Overview

Curriculum Components

Sample student schedule

  • Information on these pages is from the MYP Subject Guides and the MYP Project Guide. International Baccalaureate Organization. 2014. Print.