Language B is for a language learner who has 2 – 5 years experience of the target language. Currently it is not possible to do two languages unless one is done as an anticipated subject in Year 11.

For students wishing to take two languages at GGS, advanced students may join the Year 12 class and complete one language as an Anticipated Subject. This means that candidates can complete the course in Year 11 and attempt the examination at the completion of that year. It must be understood that each course is a second language course and therefore, first language speakers of French, German, Japanese or Mandarin who have completed 12 months in a school where this language is the language of instruction, will not be eligible to enrol.

Standard Level and Higher Level

The main focus of the course is on language acquisition and development in the four primary language skills of listening, speaking, reading and writing. The balance between these four language skills will be appropriate to the needs of the students.

- Language B Higher Level is for a language learner who has approximately 4 to 5 years experience of the language;
- is not taught other subjects in the target language
- and is normally taught outside where the language is spoken

Note: It is not possible to study an ab initio language at Higher Level. 

Social Objectives
The aims of the programme are to:
- Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes.
- Enable students to use the language appropriately.
- Encourage, through the study of texts and social interaction, an awareness and appreciation of the different perspectives of people from other cultures.
- Develop students’ awareness of the role of language in relation to other areas of knowledge.
- Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language.
- Provide students with a basis for further study, work and leisure through language.
- Develop students’ awareness of the relationships between the language and cultures with which they are familiar.

Cultural Objectives
By the end of the course, students are expected to demonstrate competence in three distinct but interrelated areas:
- Language
- Cultural interaction
- Message

Standard Level students are expected to demonstrate an ability to:
(extra expectations for Higher Level students are given in bold type)
- Communicate clearly and effectively in a wide range of situations
- Understand and use accurately oral and written forms of the language that are commonly encountered in a range of situations (SL) essential for effective communication in a range of styles and situations (HL)
- Understand and use a wide range of vocabulary in common usage
- Select a register and style that is generally appropriate to the situation.
- Express ideas with general clarity and some (SL) fluency
- Structure arguments in a generally clear, coherent and convincing way.
- Understand and respond appropriately to written and spoken material of average difficulty (SL)
- Understand and analyse moderately complex written and spoken material (HL)
- Assess some subtleties of the language in a wide range of forms, styles and registers
- Show an awareness of and sensitivity to some elements of the culture(s) related to the language studied

The four skills of listening, speaking, reading and writing are equally developed through the three course themes: exploring change; exploring groups; and exploring leisure.

To supplement the course, students have access to a range of worksheets, authentic newspapers and magazines, films, television programmes, songs, poetry and prose, letters and diagrams in the target language. Information technology is integrated into the course.

Students also have regular access to our native language assistants to develop their oral skills. Students are withdrawn both for small group work and individual support. Extra oral classes with the assistants form an integral part of the senior courses.

Mandarin–Students may use the traditional form in writing but must be able to read the simplified writing in class.


Internal Assessment (30%)
Internally assessed by the teacher and externally moderated by the IB.

Individual Oral (8-10 minutes) (20%)
Based on the options: 15 minutes preparation time and a 10 minute (maximum) presentation and discussion with the teacher.

Interactive Oral Activity (10%)
Based on the core: three classroom activities assessed by the teacher.

External Examinations: Written Component (70%) 

Written assignment (sat internally): receptive and written production skills (20%)

Standard Level: Intertextual reading followed by a written exercise of a specified length (300-400 French and German words or 600-800 Japanese characters), In addition a rationale based on the core is written (200 words (French and German) or 300-400 Japanese characters).

Higher Level: Creative writing of 500-600 words (French and German) or 1000-1200 characters (Japanese) plus a 150 words (French and German) or 300 characters (Japanese) rationale based on one of the literary texts read.

Paper 1: Receptive Skills (1.5 hours) (25%)
Text-handling exercises on four written texts, based on the core (five written texts at HL).

Paper 2: Written Production skills (1.5 hours) (25%)
One written exercise of 250-400 (French and German) or 500-800 (Japanese) words from a choice of five, based on the options.

At HL, two compulsory writing exercises: section A: one task of 250-400 words (French and German) or 500-800 characters (Japanese), based on the options, to be selected from a choice of five and section B: response of 150-250 words (French and German) or 300-500 characters (Japanese) to a stimulus text, based on the core.


Year 11 and 12 - VCE

Year 10

Timbertop - Year 9

Middle School - Years 7 to 8



Year 11 and 12 - VCE

Year 10

Timbertop - Year 9



Japanese Second Language
Year 11 and 12 - VCE

Year 10

Timbertop - Year 9

Middle School - Years 7 to 8


Internal Assessment Oral (30%)

External Examinations: Written Component (70%)

Paper 1: (1.5 hours) (25%)
Four reading texts (5 at HL) with responses in the Language.

Paper 2: (1.5 hours) (25%)
SLl- One written task in the Language - 300-48- Hanzi
HL-Two written tasks in the Language - 300-480 Hanzi/180-300 Hanzi

Written assignment: (20%)
SL-360-480 plus 120 Hanzi rationale based on literature study.
HL-600-720 plus 180 Hanzi rationale based on literature study.



Year 11 and 12 - VCE

Chinese (Mandarin)
Timbertop - Year 9

Chinese (Mandarin)
Middle School - Years 5 to 8