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It is clear from the guidance on the Higher Level essay that this assignment should be set up and conducted as an independent inquiry, with students developing ideas from their learner portfolio into a final 1200 - 1500 word formal essay. As such, this work needs to be developed over "an extended period of time"and teachers need to guide students through the process of selecting and refining ideas, choosing their question and line of inquiry, followed by the planning, drafting and redrafting of their final essay.
The table below gives an overview of the assessment components for both the Standard and Higher Level Literature courses. While there are familiar elements for those who have taught the previous iterations of the IB Literature course, there are also some key differences that it is important to be aware of as you begin your planning and teaching. This table allows you to see the differences between the SL and HL courses at a glance, while some of the major points to note have also been highlighted for your attention. From this page, follow links to find further details and ideas about approaching these assessment tasks.
Another way to get to know your students when you first them is to ask for a piece of writing that they will (hopefully) not find too challenging to write, but will give you information about them and that they will enjoy doing. Our own personal reading histories say a lot - about us, about our social or cultural background, our character, the people we relate to and the way we have changed as we have got older. The questions below invite students to think about these things by writing in response to particular prompts in any way they would like.
Identity is one of 7 concepts that underpin teaching and learning in the English A: Literature Course. Linking to the 3 areas of exploration, these ideas allow students to make points of connection and comparison between works studied, as well as facilitating narratives that can take us from one work to another. It is important to introduce students to the seven concepts early on in the course so that they become familiar with them and begin the process of exploring, discussing and connecting them in the context of specific texts.
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,...
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.
One way of thinking about the seven defining concepts on the course is to see them as different lenses through which we can look at literary works; while it can be valuable and interesting to look at a text through one lens, it is when we combine lenses that we really start to deepen what we see in literature. These ideas also present the means to make points of connection and comparison between works studied, as well as to facilitate narratives that might take us from one work to another. In other words, alongside the areas of exploration with which they interact, they structure the teaching and learning on the course.
English A Literature: from August 2019 It is here! The Subject Guide for the new course was sent to schools last week and you should now be in possession of a copy. If not, please ask your IB Coordinator or download it from My IB, where you can also get hold of the new reading list and other relevant resources. As the course presents a range of quite significant changes, it is going to take a little...
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.
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.
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...
It's easy to navigate, straightforward, and helpful. Even for an experienced IB teacher, the website provides helpful ways to reconsider curriculum and lesson plans.
19 Sep Mark Beverley
Extended Essay: appropriate topicsHi Andrew - she is not permitted to use the text if it has been studied, though she could choose a different work by the same author. Page 21 of the new guide reads 'A language A: literature candidate may write his or her extended essay on...
19 Sep Mark Beverley
The new courseHi Joe - yes indeed - working on it!
18 Sep Andrew McKee
Extended Essay: appropriate topicsGood morning, I have a student who is interested in doing a text that has been previously studied in class as part of Part 4 - Options. That said, she did not use the text for her IOP. As such, is she allowed to use a studied text for her...
18 Sep Joe Johnson
The new courseI may be reading this page wrong or missing something. Will you be adding information on Paper 1 and Paper 2 exams for the new guide?
17 Sep David White
AssessmentHi Estella. There is nothing in the assessment criteria to indicate they need to directly compare the two texts so students do not need to create a comparative structure, although the nature of their extracts and their line of argument might...
17 Sep David White
An overview of the Written AssignmentHi Carissa. Either approach can be taken although most teachers get their students to frame their title as an inquiry question.
17 Sep David White
AssessmentHi Christy. We are working each week to post updates for the new course, while also being mindful that many of our subscribers are still teaching the old course, so we are seeking to strike a balance between the two. Arguably the changes have...
17 Sep Estella Gutulan
AssessmentHello, please can you confirm that the IO does not expect the candidates to compare the two extracts? Also, should an IO be divided into a discussion of Extract 1 followed by Extract 2, or should the extracts be discussed simultaneously, ie...
17 Sep Christy Willet
AssessmentHi! New to IB and finally have access to this site, yay! I notice the Language and Literature page has a LOT more detail relating to the new course...I'm wondering when the Literature site will be updated?
17 Sep Carissa Christensen
An overview of the Written AssignmentHello! In reading the example student papers, I saw that the title of each paper was written as a question. Is this the SOP for WA titles? The Cambridge guide shows titles written in the traditional way.
15 Sep Aurora Manaj
Overview of the new courseHello Mark, thank you so much for your quick and helpful response. Kind regards, Aurora
14 Sep Mark Beverley
Overview of the new courseHello Aurora: yes, there is a brand new list of authors that replaces the old PLA and PLT. You get to it from the Programme Resource Centre on MyIB. It is in HTML format only so you can search more effectively (and also because it is a very...