Scribd
Upload
12 views3 pages

0.8 LIV Guidelines For Written Proposals

guidelines english

Uploaded by

Sheila Thompson
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
12 views3 pages

0.8 LIV Guidelines For Written Proposals

guidelines english

Uploaded by

Sheila Thompson
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

LIV English – Guidelines for the Preparation of Proposals for the

Written examination
NEW FOR BACCALAUREATE 2022

Reference: Syllabus for all LIV Languages - 2016-07-D-12-en-4

Introduction:

o The LIV written examination will assess the student’s competence in reading
and writing.
o Assessment will be in line with the communicative and competence-based
approach on which the syllabus is based (texts will be authentic; tasks will be
functional and authentic, and set in context).
o The examination corresponds to level A2+ on the CEFR.
o Students should be familiar with the attainment descriptors, assessment
criteria,examination structure, generic matrix, rubrics for the marking of both
reading comprehension and written production
o Your proposal should be in line with the generic matrix. It should include:
o a paper-specific matrix
o an examination paper
o an answer sheet
o and a marking scheme (including rubrics).
o There are two parts to the examination: reading comprehension (60 points)
and written production (40 points). Both parts should be presented in one
examination paper.
o The examination lasts 180 minutes.

Part One – Reading Comprehension (60 points)

Texts (2) with accompanying questions are required.

o Requirements of the texts


o 1 non-literary and 1 literary text.
o The total combined word count should not exceed 500 +/-10%.
o Texts should correspond to Level A2+ on the CEFR.
o A variety of non-literary texts such as the following may be used:
 newspaper and magazine articles;
 brochures;
 travel guides;
 forms;
 letters;
 advertising material.
o A variety of literary texts such as the following may be used:
 poems;
 songs;
 extracts from novels;
 extracts from short stories.

o Texts should be
 thematically different from one another;
 of interest and relevance to young people;

1
 without in-depth/specific cultural or political required
knowledge;
 positive, upbeat without subject matter that may be obviously
upsetting or inappropriate.
o Texts can be
 taken from abridged or simplified editions of literary texts;
 abridged in one or two places. This must be indicated on the
text in the following way – (...);
 edited and where necessary substituted with a more
accessible term;
 enriched with a picture, photo, statistics, graphics etc.
o Texts in translation should not be used.
o Generally, word explanations in a glossary should not be required.
o Texts should not be taken from current textbooks or material covered
in class and should not be recycled from past exam papers - Bac or
Pre-Bac.

o Presentation:
o Papers must have a heading to include:
 European Schools and the name of individual school;
European Baccalaureate Examination 2021;
 a clear indication of the course title;
 name of teacher.
o When proposals are uploaded, the heading should include:
 name of school;
 subject;
 language course;
 teacher name or the coordinator’s name, if a number of
teachers have worked on the proposal;
 proposal number e.g., Alicante, EN, L111, Smith.
o Lay-out:
 font: Arial 12;
 line numbering in 5s to the left of the text must be provided,
clearly separated from the text;
 total word count to be given at the foot of each text;
 source to be given at the foot of each text giving author, source
and date of publication. If the text has been adapted from the
original, this must also be indicated.

o Requirements of the questions:


o As stipulated in the syllabus, and as illustrated in the generic matrix,
the set of questions asked must cover the assessment of the required
competences assessing therefore reading for understanding.
o A total of 8-12 questions.
o A variety of closed type questions are possible:
 multiple choice questions;
 true or false statements ;
 cloze tests/gap type exercises (items to be inserted as given);
 matching exercises ;
 word identification ;
 information retrieval by quotation.

o Each question should give the student clear instructions.

2
o The total number of points for the particular set of questions should be
indicated.
o The marks/points for each sub-question should be clearly indicated.
o Marks for questions should be appropriately weighted.
o Multiple choice questions should have 4/3 options.
o In the case of cloze tests, the words should be listed
 in alphabetical order
 and three extra possibilities should be included.
o It is advisable to have some differentiation in questions:
 Earlier questions to support global reading/understanding; testing
literal comprehension;
 Some that require a more focused reading of parts but that are still
literal in nature;
 Later questions may be a little more higher order, testing
interpretative or referential comprehension.

Part Two – Written Production (40 points)

Three functional writing tasks are required.

o Requirements of the writing tasks:


o Each task
 should be thematically independent of the other tasks;
 should contain a brief introduction/contextualisation/stimulus and
clear instructions to scaffold the student’s answer;
 is worth 20 points;
 can include items such as:
o personal/informal letters,
o messages,
o notes,
o emails,
o blogs,
o personal journey/diary etc.;
o The instructions should include at least 3 bullet points to help define task
achievement.
o Students will choose two of the three tasks.
o Each answer will be approximately 200 words in length.

You might also like