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.
The new course invites consideration of literary works in a way that will be important to establish from the beginning. Traditional reading models locate the meaning of the work inside the text itself and encourage readers to 'find sense' in the text in front of them. More modern ways of thinking show that meaning is far less fixed and determined - existing in the space/s between the text,...
Probably the most exciting aspect of the new course is the freedom it gives to teachers in terms of planning their course, with texts no longer organised according to parts or linked to specific assessment tasks. However, this freedom also presents a challenge and, whether you are in a department of two or twenty teachers, you have probably started thinking and talking about how you might organise your course, and also possibly started to feel a little overwhelmed by the range of choices the new course presents.
This Standard Level course design offers a more straight-forward approach than the HL sample (example outline 1). It is built around the areas of exploration, with each year following a sequence of four units. The sequence consists of one unit on each area of exploration followed by an independent unit where students have more choice and autonomy as they prepare for a major assessment - the IO at the end of Year 1 (or the start of Year 2) and Paper 2 at the end of Year 2. We welcome your feedback on this model and your own thoughts on course design as you start to discuss this within your departments.
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.
Although it is obviously true to say that Paper 2 exam preparation is particular to the various texts students have been studying, there are nonetheless a range of more generic skills associated with preparing the answer. The notes and PowerPoint below are designed to be applicable for a range of question types, as well as a range of texts. But you may feel you need to adapt further. The key thing, perhaps obviously, is to make sure students know how to use the time before they start to write the essay in a meaningful and purposeful manner.
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...
Written Assignment 1: One Day in the Life of Ivan Denisovich, by Aleksandr Solzhenitsyn Reflective Statement: How was your understanding of cultural and contextual considerations of the work developed through the Interactive Oral? In the Interactive Oral we looked into subjects varying from the history of the book 'One Day in the Life of Ivan Denisovich' to the conditions in the labor...
Once the Interactive Oral has been completed, all students must answer the question above, as prescribed by the syllabus. Before writing the RS, however, it is important to discuss with students the kind of things that might be written for it because the 3 marks awarded are easily compromised if students (or teachers!) think about the statement in the wrong way. Essentially, the RS should present...
The final stage of the process is of course to start writing the actual assignment. As the supervisor of the essay, your role is to provide guidance and support - but to keep in mind at all times that the assignment must be the work of the student. Note that you are only allowed to provide feedback on one written draft, and you must not write notes on the draft itself. Suggestions for improvement...
Part 1 is assessed through the submission of one 1500 word coursework essay, and is assessed externally. However, the syllabus asks all students to approach the final essay through a particular series of steps which are designed to address a range of issues: 1. The need to address the various contexts in which the text was written and in which it is being read. 2. Provide students with guidance...
The site offers an engaging and imaginative approach to IB English - clear and informative it would be of use to both new and experienced teachers alike.
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 wish I'd had something like this when I first started teaching IB Lit!
2 January 2019
As we look ahead to 2019 and all the things that a new year may bring, not the least will be developments in the Group 1 courses. As you will... more
21 Mar Mark Beverley
Marking the Written AssignmentHi Sian: probably, especially if these facts were not particularly well known. I'd advise not referring to many, however, given that the focus is on literary elements.
21 Mar Sian Davies
Marking the Written AssignmentHello both. If students are referencing contextual facts (not focusing on, but referring to) in their WT, do they need to include a source list and bibliography for this information?
20 Mar RACHELLE DOWNEY
Overview of the new courseMark, Thank you so much!
20 Mar Mark Beverley
Overview of the new courseHello Rachelle: I have double checked this because I didn't want to give the wrong advice, but this comes from the upper echelons of the IB: Guidelines for choosing works from the PRLs: Any author on the Prescribed reading list can be read...
19 Mar RACHELLE DOWNEY
Overview of the new courseHello, Looking at the PRL--can you clarify the following: Will be allowed to teach anything by the author as long as they are on the list? Or, are we only allowed to teach the literary form of the author that is provided in the PRL? For example--I...
19 Mar Will Tomford
HL Paper 2 exemplar: Drama (The Glass Menagerie and Amadeus)Thanks for your thoughts, David. Yes, that is what I've had in mind as well.
19 Mar David White
HL Paper 2 exemplar: Drama (The Glass Menagerie and Amadeus)Hi Will. It's true that students do need to write a certain amount in order to meet the higher bands in some criteria, in particular in order to convey a thorough knowledge, understanding and appreciation of the texts. However, you need...
19 Mar Sian Hill
Overview of the new courseThanks, Mark. I suppose the site will be more interactive so perhaps I will just give students access to relevant page on the site. I think you are right about the interaction aspect as I suspect there will be lots of discussion when we start...
19 Mar Mark Beverley
The Higher Level DiscussionBrenden: please note that there is no extract given in the discussion. HL students receive 20 minutes preparation time for their commentary, which is based on an extract. This lasts for 10 minutes (8 minutes of presentation and 2 minutes...
19 Mar Mark Beverley
Overview of the new courseHi Sian: no, Hannah and I have not written the course book this time - although I gather there is one in the pipeline. My preference was to concentrate attention on this site, to be honest -where we can upload a lot more material and encourage...
19 Mar chuck henry
Part 2 Detailed StudyI understand. Thank you. That's helpful.
19 Mar Brenden Ballinger
The Higher Level DiscussionHI - I'm seeking clarification. Is the student given an allocated time to peruse the extract for the discussion or do you literary finish the commentary and move into the discussion. Thanks Brenden