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Introducing the Concepts: an activityfree23 July 2019

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... more

Introducing the new course: an activity23 March 2019

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... more

Course Design3 March 2019

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... more

Readers, Writers and Texts: 'It is Dangerous...'2 April 2019

Rather than giving students the whole poem straight away, the following approach - whereby students are given the poem bit by bit - encourages readers to pay closer attention to the details of how an... more

Concepts22 July 2019

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... more

Inquiry questions: course example8 July 2019

As stated on the main page, one way to organise your course and to develop the sense of a course narrative, is to structure it around a series of questions. This could lend a sense of coherence and development... more

Course Requirements Tracker 17 June 2019

One challenge with designing your course is making sure that all the requirements are met; this is particularly true as we start this new course (first teaching 2019) because there have been significant... more

The Learner Portfolio - a guide for students20 May 2019

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... more

Internal Assessment 6 May 2019

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,... more

The new course11 February 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... more

The Learner Portfolio20 May 2019

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... more

Intertextuality: 'It is Dangerous...'4 April 2019

The title of this poem, It is Dangerous to Read Newspapers, suggests the power and influence of texts in our lives, and on one level the poem is about how no one, perhaps least of all writers, can live... more

20 lesson starters...5 February 2019

There can be little doubt that the opening few minutes of any lesson make a big difference to the quality of learning that will subsequently take place. Opening moments are vital to establish an atmosphere... more

Time and Space: 'It is Dangerous...'1 April 2019

After students have explored the poem through the lens of the Readers, Writers and Texts area of exploration (see activities and questions from Readers, Writers and Texts: It is Dangerous...), the following... more

Written Assignment Exemplar 126 April 2017

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 camps that Shukhov was imprisoned in. This... more

IOC Teaching Strategies12 May 2017

Although it is important not to drive the teaching of all aspects of the course towards the final assessment task, it is worthwhile keeping in mind nevertheless the fact that knowledge and understanding... more

Written Assignment Exemplar 210 February 2017

The interactive oral covered a range of issues relevant to the novel’s cultural context. The emergence of the scientific method and positivism as a way of acquiring knowledge was introduced as a key... more

Identity free18 August 2019

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... more

Introduction to literary analysis: talking about thinking21 January 2017

In order to encourage awareness of the differences between so called ‘lower’ and ‘higher’ order thinking skills, try to highlight some of the following simple principles with your students. more

IOC Procedural requirements20 October 2017

There are often practical problems, such as failing to make the recording clear, procedural issues such as allowing the student to talk beyond the allocated time or failing to ask questions after the... more

Written Assignment exemplar 419 March 2017

In our interactive oral our class is discussed in what ways Murakami's short stories are works of post modern-fiction, how he makes use of magical realism and in what ways there is a conflict between... more

Different kinds of readings30 November 2016

In addition to thinking about literature in different ways, talking and writing about it can vary accordingly. So called 'reading practices' invoke different methods we might adopt in relation to literary... more

Written Assignment Exemplar 326 February 2017

Prior to the class discussion on the cultural and historical context of Broken April, as well as debating the significance of different aspects such as the setting and different frames of narrative used... more

Written Assignment Exemplar 628 July 2017

This sample written assignment is focused on one of Neruda's best known poems, Walking Around. When it comes to the study of poetry for Part 1, while students need to study a collection of 15 to 20 poems... more

The course at a glance21 November 2016

This group is defined by courses that develop the students’ ability in their mother tongue. The 3 available courses are:a. Language A: literatureb. Language A: language and literature more

Written Assignment Exemplar 55 July 2017

This sample written assignment, on the function of clothing in Madame Bovary, is a good example of how a precise and pertinent focus can allow a student to explore a complex, challenging text in some... more

Written Assignment Exemplar 75 November 2017

This is another example of a Written Assignment where a clear and purposeful literary focus has allowed a student to explore a vast and complex text with an impressive degree of precision and depth. more

Choosing Worksfree12 May 2017

One of the most exciting and rewarding aspects of the literature course has to do with the freedom you are given to choose your works. As you have noted from previous pages, there are particular requirements... more

Introduction to the coursefree4 April 2017

Coming to the IB programme for the first time can be something of a daunting experience, and it is easy to feel overwhelmed by the volume of information with which you are initially presented. Many teachers... more

The Commentary: a rough guide21 January 2017

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... more

Stage 4: The Written Assignment6 February 2017

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... more

Marking Paper 13 December 2016

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... more

Paper 1: the basics21 January 2017

The first of two external examination papers is referred to as: Guided Literary Analysis Literary CommentaryIn this first of two exams, students are expected to demonstrate skills in critical analysis... more

Marking the Written Assignment9 May 2018

The criteria, located on page 49 of the Subject Guide, are the same for both Higher and Standard Level. They are divided up as follows:A: Fulfilling the requirements of the Reflective Statement more

The IOC: a student guide to literary art2 May 2017

Sound ​Poetic metre ​Diction and Syntax (1) ​Imagery ​Metaphor ​ more

Exemplar IOCs5 July 2017

When examiners (which in this case is your teacher) mark the Individual Oral Commentary, they are of course on the look out for some key elements, as defined by the marking criteria:STANDARD LEVEL: more

The IOC: advice for students10 December 2016

Preparing for the Commentary and (if you are HL) Discussion is often seen by students as one of the more stressful parts of the literature course. This is understandable as you are working against the... more

WA lesson ideas: writing good introductions3 October 2016

Effective introductions are typically another hallmark of stronger essays. From the first sentence, examiners will be given a strong clue as to how perceptive the essay is going to be, and how confident... more

Marking Paper 211 May 2017

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... more

Part 2 Detailed Studyfree4 April 2017

In Part 2 of the course, students study a range of texts from different genres. The focus of the 'part' as its title suggests, concerns detailed analysis of the language and style of the works chosen.... more

'Seeing' the unseen4 April 2017

Whether it is literature, music, painting, dance, architecture, or indeed any kind of art, the response you have when you see a work for the first time is a vital part of the way you 'see' it finally.... more

An overview of the Written Assignment5 December 2016

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... more

An introduction to Reader Response/TOK30 November 2016

A traditional 'reading practice', to which many students will have been accustomed, presumes that meaning in literary works is to be found; the assumption made is that authors present meaning, or even... more

Written Assignment Exemplar 813 July 2018

This HL Written Assignment is a response to Yukio Mishima's dark and disturbing novel, The Sailor Who Fell From Grace With the Sea. It is a great text for this part of the course as it is short and accessible... more

Part 1: Works in Translationfree4 April 2017

The IB Programme is of course defined by a number of core principles. One of these is an holistic approach to education - an interest in the development of different aspects of a student's intellectual,... more

The Art of Literary Writing...free12 May 2017

Part 2, as you will hopefully know very well, is very much the section of the course in which your sensitivity to the ART of literary works needs to be brought into sharp focus. As you read, study and... more

The 4 C’s, adapted for Literature 10 June 2017

The 4C’s is a thinking routine from the excellent Making Thinking Visible book by Ron Ritchhart, Mark Church and Karin Morrison, designed to help students organise their thoughts in response to a text... more

Poetryfree11 May 2017

Resources, teaching ideas and lesson plans for the following poets are accessible through the icons below. Carol Ann Duffy's poetryJohn Keats' poetryMargaret Atwood's poetry more

The Literary Conventions of Prose: novel and short story5 April 2017

While the novel and the short story share literary conventions, it is also important to note that the two forms are different and writers of each will often use the conventions quite differently. more

Course Structure21 January 2017

When you are new to the course, choosing works that you think will work well presents a fairly significant (but enjoyable!) hurdle. Another thing to consider, however, is the way you put your course together.... more