The Languages Department believes that competency in a foreign language is a valuable life skill, a powerful tool both in societal communication and as a means of personal reflection. Learning a foreign language and studying its literature is a creative process that encourages the development of imagination and creativity through self-expression.

The Languages Department shares IB aims and objectives which promote confidence in language knowledge and skills for real-world purposes as well as academic ones.

Our teaching methodologies, classroom activities and technology use a communicative competence approach to language learning. The main aim of the World Language program is communication; however, grammar and vocabulary are dealt with in detail. Students need to be empowered to comprehend language through listening, reading, viewing and to express themselves with increasing confidence through speaking, writing and interpreting. They become acquainted with Russians, French and Korean culture, customs and people through poems, songs, proverbs, fairy tales, and cartoons.

MYP Aims

The aims of the teaching and learning of MYP language acquisition are to:

  • gain proficiency in an additional language
  • develop a respect for, and understanding of, diverse linguistic and cultural heritages
  • develop the student’s communication skills necessary for further language learning, and for study
  • enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication
  • enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning
  • enable the student to recognize and use language as a vehicle of thought, reflection and learning in other subjects
  • 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
  • offer insight into the cultural characteristics of the communities where the language is spoken
  • encourage an awareness and understanding of the perspectives of people from own and other cultures
  • foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

Programme of study in MYP
In the Middle Years Program for grades 6-10, the Department divides Language acquisition students into three levels depending upon their level of fluency: Emergent (phases 1-2), Capable (phases 3-4) and Proficient (phases 5-6). Students who are fluent or, mother tongue speakers study the MYP Language and Literature course which is offered in Russian.

IBO MYP Language Acquisition subject brief

Emergent Level (MYP Phase 1&2)
This level is for students who have had little or no prior formal instruction. The purpose of the Emergent level is the acquisition of language required for common purposes and situations in everyday communication. This course’s purpose is to develop basic vocabulary and grammar, pronunciation and intonation. Through oral interaction, students learn how to communicate information. Writing helps students provide some information and ideas and also develop handwriting. Reading simple texts gives students the opportunity to identify factual information and get to know the culture using the language.

MYP Units:


  • First Steps. My Family and Me
  • The house of my dreams
  • In a Shop. In a Restaurant.
  • My school
  • The classroom of my dreams
  • My city
  • The environment around me


  • Subscribe to a sports club
  • Party organization
  • The youth world
  • Creation of a blog

Capable Level (MYP Phase 3&4)
This level is for students who have studied a world language for two or three years and have a basic level of competence in the language. Communicating information, ideas and opinions in both spoken and written contexts, students are taught to correctly use a range of vocabulary and grammatical structures. The main focus of reading assignments is to identify both stated and implied information, the main ideas and supporting details. Texts usually are used as a means of exploring aspects of the culture related to the language.

MYP Units:


  • Others and I
  • Healthy eating and drinking
  • Free time and hobbies
  • Good health and sports
  • Public services and Shopping
  • School and Future plans
  • Social grouping
  • Leisure and travel


  • Hurrah for holidays!
  • Me in the big wide world
  • The horizon
  • Looking good in your skin
  • Me, Myself and I
  • My world
  • Special Vacation

Proficient Level (MYP Phase 5&6)
This level is for students who demonstrate a high level of competence in the language, but will not yet be ready to undertake the Language and Literature course. In addition to studying the language at a more complex level, students also will study literature. At the end of the course, students should be able respond and react in a sophisticated manner to questions and ideas, correctly use idiom and a range of vocabulary, grammatical structures and syntax in oral and written communication. In reading comprehension, students will be able to identify implied information, draw conclusions, and recognize implied opinions and attitudes. They also examine how the cultural context of a text influences language use and how literature is a means by which individuals express their ideas and feelings. The study of literature at the Proficient level includes an analysis of language, forms and content in literary works.

MYP Units:


  • School, community and system of education
  • Each person is unique
  • Home, sweet home
  • Global problems and how we can improve them
  • Fun with folktales
  • Holidays and celebrations
  • The art of poetry
  • Traditional tales: key to cultural understanding.
  • Advertising all around us


  • I travel
  • Reading a complete book
  • I enlarge my cultural background
  • Using the media to keep informed
  • I learn
  • I buy
  • I do
  • I glee

Russian Language and literature
MYP Language and Literature equips students with linguistic, analytical and communicative skills. Students’ interaction with chosen texts can generate insight into moral, social, economic, political, cultural and environmental factors and so contributes to the development of opinion-forming, decision-making and ethical-reasoning skills.

MYP Units:

  • New meetings with old friends.
  • Dangerous Professions. Detective
  • What can be seen through closed eyes? Fantasy.
  • Talk to the Animals
  • Conflicts in a Short Story and Novel
  • The friend in need is a friend indeed
  • A Modern Play
  • In the maze of incidents (Detective story)
  • The artistic world of the authors: Bunin &Turgenev
  • Villainy and genius
  • The path to understanding imagery
  • A Modern novel (detective novel)


IB Russian and Korean Language A: literature. Higher & Standard Levels
Language A: literature is primarily a pre-university course in literature. The study of texts, both literary and non-literary, provides a focus for developing an understanding of how language works to create meanings in a culture, as well as in particular texts. All texts may be understood according to their form, content, purpose and audience, and through the social, historical, cultural and workplace contexts that produce and value them. Responding to, and producing, texts promotes an understanding of how language sustains or challenges ways of thinking and being.

Language A: literature is a flexible course that allows teachers to choose works from prescribed lists of
authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus.

  • Part 1: Works in translation
  • Part 2: Detailed study
  • Part 3: Literary genres
  • Part 4: Options (in which works are freely chosen)

The focus in the first year of the Language A: literature is on critical thinking and literary analysis. As well, the course stresses the importance of creativity and personal response to the study of literature. The first semester is devoted to Part IV of the IB syllabus (Options). Students study four novels, culminating in the individual oral presentation. The second semester is devoted to Part I (Works in translation).

In the second year of the IB Diploma, students taking Language A: literature intensify their study of literature. Literary analysis, with an emphasis on the commentary – both oral and written, and genre study are the foci this year (Part II and Part III).

Language B Higher & Standard Levels (Offered in Russian and French)
Language B courses give students the opportunity to reach a high degree of competence in a language and explore the culture(s) using the language. The main focus of the Language B course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned.

The core—with topics common to both levels—is divided into three areas and is a required area of study.

  • Communication and media
  • Global issues
  • Social relationships

In addition, at both SL and HL, teachers select two from the following five options.

  • Cultural diversity
  • Customs and traditions
  • Health
  • Leisure
  • Science and technology

In addition to the above, students at the higher level read two works of literature.

Language ab initio Standard Level

The main focus of the Language ab initio course is on the acquisition of language required for purposes and situations usual in everyday social interaction. This course aims to develop a variety of linguistic skills, and a basic awareness of the culture through the use of the target language. Language ab initio courses encourage students to practice five language skills: listening, speaking, reading, writing and interaction in a variety of ways and through a range of different media. In designing Russian ab initio course of study we pay particular attention to variety, integration, whole-class projects, learning beyond the classroom, transparency and personal development.
The course is organized around the three themes which are divided into 20 topics:

Individual and Society Leisure and Work Urban and Rural environment
Personal details Employment Global Issues
Daily routines Entertainment Environmental concerns
Education Holidays Neighborhood
Food and drink Media Physical geography
Physical health Transport Town and services
Relationships Technology Weather
Shopping Sport