IB MYP Language Acquisition (English/French/Spanish/Arabic, etc.) Curriculum, Criteria & Preparation Guide (Years 1–5)
The IB MYP Language Acquisition course helps students develop the ability to communicate in an additional language while gaining cultural awareness and global understanding. Whether the target language is French, Spanish, Arabic, Hindi, Mandarin, or English, the learning framework and criteria are the same.
This guide explains criteria A–D, the progression of skills from beginner to advanced, and year-wise topics that reflect the MYP framework.
Overview of MYP Language Acquisition
MYP Language Acquisition is divided into phases (1–6) instead of levels. However, schools usually align these phases to Year 1–5 progression:
| Year | Typical Phase | Student Profile |
|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Phase 1 | True beginner |
| MYP Year 2 / Year 8 / Grade 7 | Phase 1–2 | Basic communicative competence |
| MYP Year 3 / Year 9 / Grade 8 | Phase 2–3 | Familiar topics, longer texts |
| MYP Year 4 / Year 10 / Grade 9 | Phase 3–4 | More complex grammar & interpretation |
| MYP Year 5 / Year 11 / Grade 10 | Phase 4–5–6 | Confident, academically structured communication |
Assessment Criteria (A – D)
The same four criteria apply to ALL language acquisition subjects:
- A: Comprehending Spoken & Visual Text
- B: Comprehending Written & Visual Text
- C: Communicating in Response to Text
- D: Writing (Producing Language Creatively & Accurately)
Each criterion is scored on an 8-point scale → total 32 → grade 1–7.
Criterion A – Comprehending Spoken & Visual Text
Listening, viewing, interpreting tone, main ideas and details
| Year | Key Skills | Activities | Preparation Tips |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Identify familiar words; understand basic phrases | Listen to greetings, classroom commands | Use audio apps (Duolingo, LingoDeer) |
| MYP Year 2 / Year 8 / Grade 7 | Understand simple descriptions and everyday topics | Weather, family, food listening tasks | Watch short cartoons with subtitles |
| MYP Year 3 / Year 9 / Grade 8 | Identify main ideas & supporting details | Podcasts for kids, short interviews | Keep vocabulary lists by theme |
| MYP Year 4 / Year 10 / Grade 9 | Interpret tone, intent, opinions | News clips, dialogues, instructions | Practice summarising audio |
| MYP Year 5 / Year 11 / Grade 10 | Analyse arguments, viewpoints, cultural references | Speeches, debates, documentaries | Note-taking + inference skills |
Criterion B – Comprehending Written & Visual Text
Reading comprehension: understanding meaning, purpose, tone and structure
| Year | Text Types | Students Should Be Able To… | Strategies |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Labels, posters, menus | Match words to pictures | Use flashcards & word walls |
| MYP Year 2 / Year 8 / Grade 7 | Short paragraphs, emails | Answer simple text-based questions | Practice reading aloud |
| MYP Year 3 / Year 9 / Grade 8 | Articles, stories, brochures | Identify main ideas, sequence events | Annotate: highlight verbs/nouns |
| MYP Year 4 / Year 10 / Grade 9 | Formal texts, advertisements | Analyse purpose, tone, bias | Teach text structures (narrative, persuasive) |
| MYP Year 5 / Year 11 / Grade 10 | Multi-paragraph academic texts | Evaluate viewpoints, justify interpretations | Practise comparative text analysis |
Criterion C – Communicating in Response to Text
Speaking and writing short responses: accuracy + relevance + interaction
| Year | Communication Focus | Sample Tasks | Support Strategies |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Introductions, simple questions & answers | Present about family | Practice daily dialogues |
| MYP Year 2 / Year 8 / Grade 7 | Short spoken interactions | Role-play: shopping, directions | Use sentence frames |
| MYP Year 3 / Year 9 / Grade 8 | Express opinions with reasons | Classroom debates (simple) | Use word banks & connectors |
| MYP Year 4 / Year 10 / Grade 9 | Use varied structures + connect ideas | Interview, formal presentation | Practise "build an argument" |
| MYP Year 5 / Year 11 / Grade 10 | Present cohesive arguments with clear structure | Oral exams; academic speeches | Record & self-assess practice sessions |
Criterion D – Writing (Producing Language)
Grammar, structure, vocabulary, creativity, audience awareness
| Year | Writing Skills | Sample Outputs | Preparation Techniques |
|---|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Simple sentences, correct word order | Short descriptions | Copy + trace model sentences |
| MYP Year 2 / Year 8 / Grade 7 | Paragraph structure | Letter, diary entry | Use bilingual dictionaries |
| MYP Year 3 / Year 9 / Grade 8 | Present, past, future tenses | Articles, narratives | Teach connectors: because, then, after |
| MYP Year 4 / Year 10 / Grade 9 | Complex sentences, cohesive devices | Essays, reports | Peer-edit using checklists |
| MYP Year 5 / Year 11 / Grade 10 | Accurate grammar, fluency, formal register | Argumentative essays | Practise drafting + revising |
Year-by-Year Topic Progression
| Year | Themes | Examples of Units |
|---|---|---|
| MYP Year 1 / Year 7 / Grade 6 | Self, family, school, hobbies | Introducing myself, describing home |
| MYP Year 2 / Year 8 / Grade 7 | Food, travel, community, celebrations | Booking a ticket, describing festivals |
| MYP Year 3 / Year 9 / Grade 8 | Health, environment, media, daily life | Social media, healthy living |
| MYP Year 4 / Year 10 / Grade 9 | Global issues, technology, culture | Climate issues, cultural identity |
| MYP Year 5 / Year 11 / Grade 10 | Human experiences, society, world connections | Migration, cultural perspectives |
Speaking Progression (Across All Years)
Basic dialogues → short presentations → structured speeches → academic oral assessments
Interaction, pronunciation, and fluency improve year-by-year
Students are encouraged to:
- Speak regularly
- Use target language in class
- Practise pronunciation using audio tools
- Reflect on recordings
- Engage in pair/group work
Grammar Progression by Year & Phase
| Grammar Area | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 |
|---|---|---|---|---|---|
| Tenses | Present simple | Present continuous, future | Past tenses | Perfect & imperfect | Full tense system incl. conditional |
| Sentence Structure | Simple | Compound | Complex | Subordinate clauses | Fluent, varied structures |
| Vocabulary Range | Basic | Everyday topics | Expanded | Abstract themes | Academic + idiomatic |
| Agreement | Noun–adjective | Pronouns | Verb conjugations | Advanced agreement | Consistent accuracy |
Cultural & Global Competence
Language Acquisition emphasises international mindedness. Students learn to:
- Appreciate cultural differences
- Compare traditions and values
- Understand regional dialects and accents
- Interpret cultural meanings in texts
Activities:
- Film studies
- Cultural research presentations
- Food festivals
- Pen-pal exchanges
- Virtual language immersion
Yearly Preparation Strategy
| Term | Focus | What Students Should Do |
|---|---|---|
| Term 1 | Vocabulary building, basic dialogues | Flashcards, speaking practice |
| Term 2 | Reading comprehension & grammar | Annotate texts, practise tenses |
| Term 3 | Extended writing & oral tasks | Prepare speech + essay |
| Term 4 | Full integration of A–D | Summative oral + written exams |
ATL Skills Developed in Language Acquisition
- Thinking: Inferring meaning, recognising patterns, comparing perspectives
- Communication: Academic writing, Oral presentation, Stylistic control
- Research: Contextual study, Quoting & citation, Background analysis
- Self-Management: Planning writing cycles, Managing reading deadlines
How Parents Can Support
- Encourage reading 20–30 minutes daily.
- Discuss themes, characters, and messages.
- Help your child find new genres to try.
- Watch films and compare them to written texts.
- Encourage writing ideas, stories, reflections.