It is a fundamental principle of the Diploma programme that an HL programme should be more demanding than an SL programme - as indicated by the names of 'Higher' as opposed to 'Standard'. So, what is the difference in challenge that is expected in the two levels?

An initial reading of the Language B Subject Guide (2018) may suggest that the differences between the two levels is ... well, slight, particularly if one looks at the general definitions starting on p.6. The basic course ingredients of Themes, Text types, Conceptual understandings, and Principles of course design are common to both levels; and as explained below, the assessment criteria are very largely the same at both levels. The only obvious distinction is that Literature is to be studied and assessed at HL and not at SL.

However, a closer reading of the Subject Guide indicates that there are significant differences in expectations at the two levels, which are at times implicit rather than explicit. This page, therefore, sets out to clarify those differences, in the two obvious areas of course construction and of assessment.

Course distinctions

Goals & outcomes The Subject Guide has a section called 'Distinction between SL and HL' (pp.7-8). In fact, while this sounds explicit enough, it is actually more a description of what SL and HL students should be able to achieve at the end of the course, rather than an explanation of how teaching should be different or how assessment standards are distinct. But that's fine - if the different outcomes are described, we can then work out easily enough how we should supply different teaching materials and activities.

Prior knowledge & course placement The Subject Guide states (under the heading Prior learning p.11) that students' level of knowledge of the language at the beginning of the course may guide whether an individual should do SL or HL. It refers to  the study Benchmarking Selected IB Diploma Programme Language Courses to the Common European Framework of Reference for Languages, and indicates that

• students already at CEFR A2 or B1 in the target language can comfortably take language B SL
• students already at CEFR B1 or B2 can comfortably take language B HL

This implies that, in principle, HL classes will be composed of students with a higher initial level of language than students in SL classes; which in turn implies that the level of challenge at HL should be more demanding than in SL classes.

In practice, of course, the realities of programming and timetabling very often mean that English B classes may either (a) combine SL and HL students because only a single class can be programmed; or (b) include students entered for SL who could perfectly well do the HL course but who have already filled their allocation of HL subjects.

Total contact hours The general IB requirement for all Diploma subjects is as follows:- 

• HL = 240 hours
• SL = 150 hours

This implies that HL students have more time available for challenging and developed activities (for example, more detailed study of the Themes) - which should result in higher expectations at the end of the course.

Literature at HL The Subject Guide requires that HL students should study "two literary works originally written in the target language". Such study should cover fundamental elements such as 'themes, plot and characters', but the Guide notes that "literary criticism is not an objective of the language B course" (p.20).