InThinking Subject Sites
Supporting IB educators
- Comprehensive help & advice on teaching the IB diploma.
- Written by experts with vast subject knowledge.
- Innovative ideas on ATL & pedagogy.
- Detailed guidance on all aspects of assessment.
Developing great materials
- More than 7 million words across 17 sites.
- Masses of ready-to-go resources for the classroom.
- Dynamic links to current affairs & real world issues.
- Updates every week 52 weeks a year.
Integrating student access
- Give your students direct access to relevant site pages.
- Single student login for all of your school’s subscriptions.
- Create reading, writing, discussion, and quiz assignments.
- Monitor student progress & collate in online gradebook.
Meeting schools' needs
- Global reach with more than 50,000 users worldwide.
- Use our materials to create compelling unit plans.
- Save time & effort which you can reinvest elsewhere.
- Consistently good feedback from subscribers.
See what users are saying about our Subject Sites:
Find out more about our Student Access feature:
If you are interested in Mark Beverley & David White visiting your school to work with teachers and/or students, please contact us.
The vacation home exchange service for the IB community.
Feel at home when you travel the world.
As well as being a requirement for the Literature course from 2019, the Learner Portfolio is an opportunity for students to create a ‘space’ where they can analyse, explore, inquire and imagine in a variety of ways when responding to literature. It is also a place where students can record and chart their learning over the two years of the course.
While students will have experience of keeping a record of their work for English, whether in note books or on computer, the concept of the learner portfolio will be a new one for them and will require some careful explanation at the start of the course. While it is important students understand that it is a fundamental and mandatory aspect of the course, this information needs to be framed with a clear rationale for its centrality: if students understand the purpose of the learner portfolio then they are more likely to engage with it and approach it with care, rigour and creativity.
One of the exciting elements of the new course relates to the fact that you have considerable freedom to organize it in a way that makes the most sense for you and the context in which you are teaching. One approach you might consider relates to the idea of inquiry questions. MYP teachers will probably be familiar already with this notion - as a means to develop a sort of course narrative, as well as encourage the notion that literary analysis engages curiosity and discovery that can lead in many different directions, and connect readers with texts and the world in all sorts of surprising ways.
Replacing the IOP and IOC, the individual oral combines aspects of both previous assessments into one internal assessment task, which is the same for SL and HL students in terms of the nature of the task, the time allocation and assessment criteria. Like the old IOC, it is delivered and recorded as an oral examination, while it also gives students a degree of choice, control and preparation time more akin to the old IOP. This page gives an overview of the essential information and requirements for this assessment in response to some of the questions teachers and students may have as they prepare for the assignment. Click on the icon below each question to see the guidance.
Assessment of Paper 1 is broken up into 4 strands of criteria, each weighted equally. The strands are divided in a very similar way to other parts of the course - being split more or less equally between elements that reward the content of student writing, and elements that are more technically focused. Criterion A assesses understanding of the passage, Criterion B response to elements of literary...
The Commentary – a rough guide for students What is a ‘commentary’? A commentary is a close analysis of a passage or a short work. More than a summary, it must investigate both the content and the language, i.e. WHAT the passage/poem achieves and HOW it achieves it, and the relationship they have with each other. It describes the writer’s intentions, effects and how he or...
Rather than just adopting one organizing principle - concepts or areas of exploration, for example - this approach seeks to integrate and interleave the three areas of exploration, the seven concepts and the conceptual questions associated with each area of exploration. It also includes possible texts and links to assessments. Each unit is built around two or three connected concepts, linked to one, two or three of the areas of exploration, with the associated conceptual questions from the guide (pages 22 - 24) also included. We welcome your feedback on this model and your own thoughts on course design as you start to discuss this within your departments.
Assessment of Paper 2 is broken up into five strands of criteria each weighted equally. The strands are similar to other parts of the course although for Paper 2 there is a little more weighting on elements that reward the content of student writing over elements that are more technically focused. There is also a strong emphasis on a student's ability to answer the question: this is a Criterion...
This is an example of a strong SL Paper 1 response, written in response to the prose extract on the May 2017 TZ2 examination paper. The extract can be downloaded or seen by clicking on the icon below.
The guiding questions for this extract were:
(a) Comment on the interactions between the teacher and the children, and what these interactions imply about life and learning.
(b) What techniques does the author use to create humour while also conveying ideas implied in the passage?
It may be a slightly obvious thing to say, but progress in this course depends more on the acquisition of a set of skills than the accumulation of a body of knowledge. And recognition of this carries particular weight in reference to Paper 1 - not least because success in the component derives from elements that underpin all parts of the course. Fundamentally, it is where students' sensitivity...
An excellent and invaluable site that will make the teaching of IB Literature both fun and engaging for students and teachers. The quality and quantity of material, tips and resources is impressive.
I was very impressed with the site. It is very user friendly, gives students (and teachers) easy access to excellent resources. I also enjoyed the opportunity to be able to check my marks (and my students peer marking) for tasks against IB criteria and...
I wish I'd had something like this when I first started teaching IB Lit!
12 April 2019
This is a question most English teachers have heard, probably most years, as many students seem to find it hard to see English as a subject... more
21 May Anna Knowles
Stage 2: the Reflective StatementYes, thank you Mark!
21 May Anna Knowles
Stage 1: the Interactive OralHey Mark! Thanks for this comment. Yes, my confusion was in the focus of the essay relying too heavily on a topic during the IO. So I should be pushing them toward the literary aspects in the WA, as I've been reading in the WA student examples,...
21 May Anna Knowles
The Extended EssayHello there! I had a few questions for students I am working with for the EE. One of my students is writing about the literary features in film, specifically in film noir with the use of foreshadowing, setting, theme and mood. I understand...
20 May Mark Beverley
Overview of the new courseHello Blythe: the only author not on the PRL is Marquez - so he would have to be taught/read as a 'free choice' work.
20 May Mark Beverley
Written Assignment Exemplar 2Hi Anna: yes, students would normally do this - whether embedded into the text, or presented in the footnotes.
20 May Blythe Williams
Overview of the new courseHi there, Based on the changes to the IB Literature course, would I still be able to use the same texts as I used this past year for year one of the course (Grade 11)? I ask because my school is doing book orders this week. Currently, my choices...
19 May Anna Knowles
Written Assignment Exemplar 2This is a great and strong example. However, when I showed this to my students they were worried and wanted to know about inserting the page numbers of their quotations. (Something they've been grilled on their entire secondary education)....
18 May Mark Beverley
Stage 1: the Interactive OralAnna: I'm not sure I understand the issue here. As you indicate, the IO should refer to matters of social, historical or cultural context. The SW and then the WA should focus more explicitly on a literary topic. It is possible that 'literary'...
17 May Anna Knowles
Stage 1: the Interactive OralHello! I have a student with a question I'm having a hard time answering. We are currently studying Kafka on The Shore, and he wants to know how he can make connections between the IO and the SW and then into the WA. I think he is trying to...
16 May David White
Example Course Outline 1 (HL)Hi Laurel. You may be right - I will check and then update if so; this was written before the PRL was finalised so may now need correcting. I have also found the PRL a little 'glitchy' and had different results sometimes when searching for...
16 May Laurel Green
Example Course Outline 1 (HL)I was wondering which 4 works in translation are also on the PRL. I feel like I'm missing something, but I'm only counting 3.
15 May David White
Internal AssessmentThey don't - as long as the PRL and other requirements are met across all texts on the course. There are no requirements regarding PRL texts for specific assessment tasks