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In this activator you will learn how the term "interdisciplinary pathway" is understood and being used in the Extended essay guide (first assessment 2027).

Let's do the following

Step 1: In your digital notebook (located on the homepage), or notebook of your own, write your own definition of the term "interdisciplinary".

Step 2: Please read the interdisciplinary pathway section of the Extended essay guide. As you read, think about how the guide is using the term "interdisciplinary" in relation to this possible extended essay pathway.

Step 3: On the workshop forum, write a post which responds to the following two questions.

What is new in my understanding of interdisciplinary?

What are two key elements which students/supervisors really need to understand about the interdisciplinary pathway?

Step 4: Comment on the posts of at least two other participants.

Resources for this activator

Extended essay guide, "The interdisciplinary pathway"

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Hand Up, Stand Up, Pair Up – Discussion Activity

1. Stand up, put your hand up, and find a partner.

2. With your partner, take turns answering:

1. Why are you on this Category 2 Extended Essay workshop?

2. What do you hope to learn, and do you have any burning questions?

3. When both have shared, raise your hand, find a new partner, and repeat.(2 - 3 times)

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Subject specific and interdisciplinary EE 8-10 minutes

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Subject specific and interdisciplinary EE 8-10 minutes

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Look at Figure 5 (EE pathways) in the EE guide.

In groups, discuss how your schools are currently using this resource to support student pathway choices.

If you are unfamiliar with the resource, think about how the resource might be used in your school with students.

Each table group should suggest three to five “refinements” to the flow chart that would allow supervisors to better support students in their choice of pathway.

“Refinements” could imply removing sections, adding information to existing sections, adding stages to the flow chart, changing the flowchart order, etc.

Refinements can be added to the workshop’s shared space, or the updated version of the flowchart can be created on poster paper.

Let's share our refinements with the whole group

Which are the most popular refinements?

Which refinements will you take back with you to your classroom?

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Collaborative Table Activity 1-  Understanding the Extended Essay (EE)- 25-30minutes

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Collaborative Table Activity 1-  Understanding the Extended Essay (EE)- 25-30minutes

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Instructions:

Step 1: Form Groups (2 minutes)

Please form groups of 5 teachers at your table.

Each group will work together to discuss and answer the three questions below.

Step 2: Group Discussion (10 minutes)

Together, answer the following three questions:

1. How does the EE extend students' learning beyond the classroom?

2. What challenges do students typically face when completing the EE?

3. How does your school address these challenges to support students?

Choose one person to write your group's responses on a chart paper or poster.

Step 3: Table Walk & Reflection (10 minutes total – approx. 2-3 minutes per table)

After your group finishes, rotate to another table.

Read and reflect on what your peers have written.

Do not write on other tables’ posters.

Step 4::Return & Share Key Takeaways (2-3 minutes)

Return to your original table.

Discuss:

“What was exciting, surprising, or insightful from other tables?”

Write down 1–2 ideas that stood out to your group.

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Learner Profile Matching Activity: 10 minutes

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Learner Profile Matching Activity: 10 minutes

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🔧 Instructions:

1. Work in small groups (4 -5 participants).

2. Read each Extended Essay scenario and match it to one of the 10 IB Learner Profiles.

3. Discuss your reasoning with your group—what part of the scenario reflects that profile trait?

🌍 IB Learner Profiles:

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-Minded

Caring

Risk-Takers

Balanced

Reflective

📘 Extended Essay Scenarios :

A. The student builds a strong literature review and uses relevant subject-specific terminology throughout their essay.

B. The student helps a classmate understand how to narrow their research question and offers emotional support when they're stressed.

C. A student selects a complex research question in biology and spends weeks refining the methodology and sources independently.

D. The student chooses an unfamiliar topic and pushes through multiple revisions despite setbacks and limited prior knowledge.

E. While researching a global issue, the student incorporates perspectives from different cultures and disciplines.

F. The student balances EE work with other IB commitments and maintains a healthy schedule for writing, revising, and rest.

G. During the viva voce, the student clearly explains their research journey and responds thoughtfully to supervisor questions.

H. The student ensures all sources are cited correctly, avoids plagiarism, and reflects honestly on their research challenges.

I. The student critically evaluates two different perspectives on a controversial history topic before drawing conclusions.

J. After completing the EE, the student identifies what they would do differently next time and how the process helped them grow.

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20 min

Step 1 – Individual Writing (3–4 min)

Each person writes answers to both prompts on sticky notes.

Step 2 – Group Discussion (7–8 min)

Share your answers in your group and discuss ideas.

Combine or refine answers if needed.

Step 3 – Posting & Reading (8–10 min)

Tape your group’s paper in a classroom corner.

Walk around to read other groups’ ideas.

Prompts:

1. Which learner profile attributes are most closely developed through completing the Extended Essay?

2. How can the Extended Essay better support the development of these attributes?

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Action Plan Ball Toss

📝 Instructions:

"Take 5 minutes to reflect and write a short personal action plan. Use the question below to guide your thinking."

Prompt:

How will you enhance the support you provide to students in developing both the skills necessary for the EE and the attributes of the IB learner profile?

Keep your response short and actionable (just a few sentences).

Write it on the paper provided.

When you're done, crumple your paper into a ball.

Toss & Read (5–7 minutes):

"Now for a little fun. When I say go, gently toss your paper ball to someone else across the room."

"When you catch a ball, open it up and read it aloud to the group anonymously. Then toss again!"

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EE cat 2—Approaches to learning skills—Subject group 

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EE cat 2—Approaches to learning skills—Subject group 

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What approaches to learning skills might a student need when writing an extended essay in your subject?

Give examples of what the skills look like in practice, as specific as you can.

Thinking
skills

Communication skills

Social
skills

Self-management
skills

Research
skills

Other
skills

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In your reflective journal, considering the approaches to learning and approaches to teaching, note down the following.

3 things you already do (by way of approaches to learning skills development) which are useful in the extended essay process

2 things you do not yet do but which you will try

1 possible area for making connections with one or more other subjects

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Activity 1-Assessment “glows and grows-7 minutes

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Activity 1-Assessment “glows and grows-7 minutes

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In groups, share one strength (glow) and one challenge (grow) which you have experienced with EE assessment in your school.-

Objective: Share one strength (glow) and one challenge (grow) which you have experienced with EE assessment in your school.

Instructions:

1. Form Groups:

2. Reflect:

Glow (Strength): Identify one positive aspect or strength you experienced with the EE assessment.

Grow (Challenge): Identify one challenge or area for improvement.

3. Write:

Use sticky notes to write each point clearly.

One sticky note per idea (one for Glow, one for Grow).

4. Post:

Place your sticky notes on the designated chart in the workshop area.

5. Share:

Later, your notes will be posted in the workshop gallery for everyone to see.

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1. We will be working in five groups, one group per marking criterion (A, B, C, D, E).

2. Each group will be creating a five-question quiz for their allocated assessment criterion.

3. Questions should include a mix of multiple-choice, short answer and scenario-based.

Examples

1. What are the key components needed for a student to score in the 5–6 markband in criterion A?

2. What are the three elements of criterion B that are considered when assessing the essay?

3. Where might evidence be taken from for the criterion E reflection?

4. In criterion D, what distinguishes a 5–6 mark evaluation from one which earns 7–8 marks?

5. A student’s introduction outlines a broad topic without focusing on a specific research question. What level would this fall under for “focus and method”?

1. Questions (only, for now) should be placed on a shared space or on the workshop Padlet.

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1. You will now be allocated to a new assessment criterion.

2. Your group should now attempt to answer the questions (on the Padlet) created by the first group.

3. Once all questions have been answered, the original groups should check their answers against those created by the second group.

4. How did each group do? Were your answers in harmony?

5. On your return to school, you should be able to re-create a 25-question quiz (with answers), which will be useful for students and for supervisors.

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Activity 4 - Moving from a draft to a final

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Activity 4 - Moving from a draft to a final

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1. Work in pairs. Read the “Commenting on a draft” instructions in the TSM.

2. The essay you will work with is to be considered a draft.

3. Your role is to comment on the draft, in preparation for a meeting one of your supervises who has written this essay.

4. The aim of this exercise is to practice providing students with helpful comments, with the assessment criteria and the TSM guidance in mind.

5. Once each pair has read and prepared comments on the “draft”, group up with another pair which worked on the same essay and compare the comments.

6. What have we learned from this exercise about how students (and supervisors) can be supported to enhance essays from the draft to the final phase?

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Reflection: One word, one phrase, one sentence 

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Reflection: One word, one phrase, one sentence 

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Write “one word”, “one phrase” and “one sentence” which capture your most important takeaway(s) from this session.

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In this activity, we will undertake a role-playing exercise where some teachers take on the role of students reflecting on their EE process and others act as supervisors facilitating the session.

Afterwards, discuss what strategies worked, how to encourage deeper reflection, and what challenges arose.

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Look briefly at the image on the right. Without talking, consider what you see and what the picture is “saying”.

Our task will be to first describe, then analyse, and then evaluate the image, noting the differences.

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With a partner, discuss the following elements – description, analysis and evaluation.

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Let's do the following

Step 1: Read and review the assessment criteria (on the page Assessment of the extended essay) with special attention to the descriptors for the highest markband of each criterion.

Step 2: Read the section "Using the assessment criteria to inform the writing of the essay" in the "Generic guidance for the extended essay" section of the guide.

Step 3: Choose one of the five criteria.

Step 4: For that criterion:

explain how it is similar to and explore what is different from the current criterion (for new criterion D, make your comparison to current criterion C)

identify at least three ways in which the differences or changes should lead to better essays.

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Gallery walk

Action wall

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Finding and reporting what is not yet known

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Finding and reporting what is not yet known

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1. What do you already do in your school (or what might you suggest the school does) to enable students to appreciate “what it means to be a researcher”?

2. How does this (or how can this) help them “experience the excitement of intellectual exploration”?

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Learning engagement 1: What does it mean to be an ethical researcher? Resources for this learning engagement (Extended essay guide) 

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Learning engagement 1: What does it mean to be an ethical researcher? Resources for this learning engagement (Extended essay guide) 

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Completion requirements

In this learning engagement, you will consider the components of the ethical research model with a special focus on academic integrity. Note that in the 2018 guide, citation and referencing are presented as being all about academic integrity. However, the 2027 guide suggests that academic integrity is just one aspect of citation and referencing, which also contribute to other aspects of the research and writing process.

Let's do the following

Step 1: Read/review the guide from “Reference list and bibliography” to the end of the section.

Step 2: Read/ review the next section “The ethical researcher”.

Step 3: Read/ review the section in the support material “Academic integrity–supporting students”.

Step 4: Take a moment to reflect on the following prompts.

Consider the potential effects of positing that citation and referencing are about more than “just” academic integrity, that they help both the writer and the reader in various ways.

How might this approach help “(teach) students what it means to be a researcher”?

How will students benefit from seeing citation and referencing as more than a chore, more than just another hoop?

What else should students keep in mind in regard to ethical research?

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Professional inquiry into:

the formal reflection sessions

the reflective statement

assessing reflection and the reflection and progress form (RPF).

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It is important to distinguish between "check-ins" with your students and the three mandatory reflection sessions. They are not the same.

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It is important to distinguish between "check-ins" with your students and the three mandatory reflection sessions. They are not the same.

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Let's learn about the differences between between the two through a sorting activity.

Reflection session Check -in

How to use the cards:

Look at each of your 8 cards.

Decide if a card represents a check-in or a reflection.

Glue the card under the appropriate section

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How can students be supported in their choice of EE pathway?

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How can students be supported in their choice of EE pathway?

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Let's do the following

Step 1: Please read "The interdisciplinary pathway" up to and including the "Interdisciplinary frameworks" sections of the Extended essay guide. As you read, you may wish to make notes for yourself in your digital notebook (or notebook of your own) on which aspects of the reading you believe are likely to be of particular importance to students.

Step 2: Upon completion, create 10 FAQs (questions and answers) that students are likely to ask, and that extended essay supervisors/coordinators should be prepared to answer.

Example FAQs to help you get started could include:

How do I begin (to make my EE pathway decision)?

Can I do my EE in ESS (or literature and performance?)

I know much more about one subject than another—which pathway should I take?

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On the workshop padlet, write a post which responds to the following two questions.

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On the workshop padlet, write a post which responds to the following two questions.

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What is new in my understanding of interdisciplinary?

What are two key elements which students/supervisors really need to understand about the interdisciplinary pathway?

What is new in my understanding of interdisciplinary, and how does it apply to the Extended Essay?
In the 2027 EE guide, interdisciplinary is  a way to explore a research question that extends two different subjects. The students  are  encouraged to integrate knowledge and methods from both areas. This approach allows for a more comprehensive investigation and  fosters critical thinking and great exploration. Students are expected to integrate concepts from the two subjects and need to offer a more enriched  perspective on their research question.

The new guide highlights  the importance of maintaining a balance between the two subjects, ensuring the essay is based in both fields while drawing connections between them.

What are the two key elements that students and supervisors need to fully understand when following the interdisciplinary pathway?

Students and supervisors must understand that the research question is genuinely interdisciplinary, meaning it should require methods from both subjects. The new guide clearly mentions that the topic must not just be a combination of the two subjects, but rather a question that benefits from the application of both fields in a meaningful way.
Students and supervisors should be clear that the evaluation of an interdisciplinary EE is based on both the integration of the two subjects and the depth of knowledge in each. Supervisors can help students maintain balance and avoid favoring one subject over the other.

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What is the researcher's reflection space (RRS)?

Use of an RRS is strongly recommended as it will allow students to understand and articulate their extended essay experience and the decisions they make more clearly. The RRS will help students prepare for reflection sessions with their supervisor, as they look back on:

•

personal reflections of the process of researching and writing their extended essay

•

their responses to artefacts such as photos, newspaper clippings, social media feeds, blogs

•

reactions to discussions that occurred in their classes, or anywhere elsewhere

•

their brainstorming of ideas

•

their record of emerging questions.

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Wicked problems and the interdisciplinary EE- 30 minutes

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Wicked problems and the interdisciplinary EE- 30 minutes

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On the shared workshop space or Padlet, write one action related to choosing an interdisciplinary EE you will start doing and one action you will stop doing on returning to your classroom.

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When writing the extended essay, combine elements of two subjects in an interdisciplinary way to effectively research your topic. See the infographic below showing how those five elements work together.

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The new reflective statement- what´s new??

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The new reflective statement- what´s new??

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NEW GUIDE:

1 single RPF form, 500 words max, aim: personal growth and metacognition.

Only 4 marks (6 marks in the past)

Growth, evaluation and transfer of skills

Better and explicit descriptors of the nature of the supervisors role

Guiding questions are IN the guide, in the past they were placed in the TSM

LEGACY GUIDE

One supervisor

Three meetings with the students and the supervisor,

RSS still used for students to document the process

Advice and guidance of the supervisor takes place

Mark descriptors

Evaluation focus

VIVA VOCE remains

Reflection: A single 500-word reflective statement allows for deeper synthesis, ensuring students connect their learning experiences holistically rather than in fragmented parts. It also reduces repetition, streamlines assessment, and encourages thoughtful, well-structured reflection on personal growth and learning transfer.

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 Read the document "What’s different in the EE from 2025?".

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 Read the document "What’s different in the EE from 2025?".

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Instructions

Step 1 – Form Groups
Work in pairs (2 teachers per group).

Step 2 – Create
Together, make a two-page poster, mind-map, or handout that explains the key changes to the Extended Essay (EE).

Audience = students

Use headings, sub-headings, graphics, tables, or diagrams to make it clear and easy to understand.

Step 3 – Share
Post your group’s work in the workshop gallery so everyone can view it.

Step 4 – Comment
Choose the work of at least two other groups. Write short comments that:

Point out something you liked 👍

Suggest one way it could be improved ✍️

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IQ1 LE1 What’s different in the EE from 2025 (2)

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Learning engagement 1: Sentence stems and questions
Sentance Stem and Questions

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Learning engagement 1: Sentence stems and questions
Sentance Stem and Questions

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Learning engagement 1: Sentence stems and questions

Completion requirements

In this learning engagement you will use the information in the guide to create helpful prompts for your students so they can better demonstrate their reflective thinking.

Let's do the following

Step 1: In the "Reflection and the extended essay" section, read the information in the tables entitled "Preparing for the reflection sessions".

Step 2: Using the suggestions given, devise some sentence stems to help encourage your students to be thinking critically. Sentence stems are a phrase or part of a sentence with a missing part, typically the beginning of a sentence used as a prompt to guide student thinking.  For example, in the first reflection, students might be encouraged to think about the following.

Sentence stems

During my initial research, I learned that …

Initially, I thought … however, now I think that …

At first, I thought I wanted to … but then I decided … because …

Questions

What modifications have you made to your tentative research question(s) and why?

What kinds of sources have you read so far and why did you choose them?

Step 3: Think of at least two sentence stems or questions for each of the three reflection sessions and post these in the adjacent forum threads.

Step 4: Comment on the work of two other participants. Which sentence stems or questions did you find most innovative?

Example : First Reflection:

Sentence Stems:

A question that has emerged from my initial research is…

I am debating between these two research directions… because…

Questions:

What inspired you to choose this topic, and how does it connect to your interests?

What assumptions are you making about your research topic, and how might they influence your approach?

Interim Reflection

Sentence Stems:

The most surprising piece of information I found so far is…

I realized I needed to refine my methodology when…

Questions:

What gaps or limitations have you identified in your research so far?

How has your research led you to reconsider or refine your argument?

Final Reflection (Viva Voce)

Sentence Stems:

If I had more time, I would explore…

The most significant insight I gained from this process is…

Questions:

How has this research experience influenced your approach to academic work in other subjects?

What skills or knowledge from this process do you think will be valuable beyond the Extended Essay?

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Last activity: Spend some time familiarizing yourself with the assessment rubric, found in the guide under "Assessment criteria" "Criterion E".

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Last activity: Spend some time familiarizing yourself with the assessment rubric, found in the guide under "Assessment criteria" "Criterion E".

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Individually grade the two reflections using the new criterion E and awarding a mark for "evaluative" and "growth"

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Author, Philippe Caron-Audet.

"Onlinepl.ibo." Onlinepl.ibo, onlinepl.ibo.org/login/index.php. Accessed 21 Aug. 2025.

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Step 1: Consider the following three questions.

What is the most significant change in the new extended essay?

What challenges do you see with supervising and leading the extended essay?

Which change do you feel most positive about and why?

Step 2: Select one, note it down and write a short response in the group forum below.

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Criterion A used to be about topic, research question and methodology. Now it is: research question, research methods and structural convention.

Criterion B used to be about subject-specific sources, terminology and concepts, and the assessment of the appropriateness of the sources. Now, it is: research materials, terminology, concepts. I believe the new criterion B will be easier to evaluate in this new format.

Criterion C used to be called critical thinking, it is now analysis and line of argument. This is also, in my opinion, a great improvement. Analysis and line of argument are two discrete strands which can more easily be evaluated. Critical thinking was too vague (in the 2018 edition) and divided into a long list of confusing and often conflicting bullet points.

The old criterion D is now included in criterion A .

The new criterion D is now called "discussion and evaluation", again two discrete elements that were previously folded in criterion C. Where in the essay is the discussion and evaluation of the findings located? Is it throughout the essay or in the conclusion or could it also be in the reflection/RPPF? The limitations are usually presented up front, at the beginning of the essay... especially in a scientific essay. I assume those fall into criterion D.

Criterion E used to be "engagement" (with the process and research focus), now it is called reflection. It is still evaluated through the RPPF form and the viva voce. I appreciate the new format which emphasize decision making, insights gained from the process and future applications. This criterion will be key in evaluating the authenticity of the work submitted, and the development of the ethical researcher skills. It will be interesting to hear how students have used (or not) AI tools to assist them in their research and/or the organization of their sources/ideas.

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1. Student wants to check whether a reference is complete and formatted correctly

2. Discussion on whether the conclusion is supported by the evidence

3. Discussion of how the student might have done things differently

4. Supervisor wants to check that student is working on the essay

5. Discussion of survey design with six students, each of whom wishes to distribute questionnaires

6. Discussion of reflective thoughts that the student might include on the RPF

7. Discussion of the student’s outline or mind map of the intended structure of the essay

8. Guidance on bibliographical footnoting to all students using a footnoting system

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Student wants to check whether a reference is complete and formatted correctly
→ Commenting on the draft session (because it’s about details in the draft itself).

Discussion on whether the conclusion is supported by the evidence
→ Commenting on the draft session (focused on argument and evidence in the draft).

Discussion of how the student might have done things differently
→ Reflection session (looking back at the process and choices made).

Supervisor wants to check that student is working on the essay
→ Check-in session (progress monitoring).

Discussion of survey design with six students, each of whom wishes to distribute questionnaires
→ Training session (methodological guidance for several students).

Discussion of reflective thoughts that the student might include on the RPF
→ Reflection session (explicitly tied to reflective writing).

Discussion of the student’s outline or mind map of the intended structure of the essay
→ Check-in session (planning stage; ensuring progress before drafting).

Guidance on bibliographical footnoting to all students using a footnoting system
→ Training session (technical instruction given to a group).

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What is one key insight you’ve gained about the extended essay process during this workshop?

What practices does your school already have in place to support the extended essay process?

How does your school currently help students break down the extended essay into manageable steps?

What new practices could you bring to your school having completed this workshop?

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In mixed groups, brainstorm strategies for improving collaboration around the extended essay process, using the following questions as a guide.

1. How can teachers, supervisors, and coordinators work together to break down the EE process for students and set clear deadlines?

2. What role can other community members (librarians,
school administrators, parents) play in supporting students?

3. What specific practices or tools could you introduce at your
school to make this collaboration more effective?

Each group will present one or two practical solutions they believe can strengthen collaboration in implementing the EE.

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Individually, note down your responses to the following prompts.

What are the first steps you will take to improve how the extended essay is implemented at your school?

What support or resources will you need to put these changes into practice?

Who in your school community do you need to involve in this process?

Now share your ideas with a partner or the group.

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Individually, consider the following three questions.

What is one surprising insight or "aha moment" you experienced during this workshop?

How do you personally see your role evolving in the EE process after this workshop?

What is one concrete action you will commit to implementing at your school to enhance the extended essay experience for students?

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Supervising an Interdisciplinary EE(second page) 

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Supervising an Interdisciplinary EE(second page) 

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The number of possible broad topic areas that could kick-start an interdisciplinary extended essay is limited only by your capacity to imagine ideas that you would like to research. Here are some initial suggestions for each of the five frameworks that may help you get started.

Movement, time, space

Migration; refugees; virtual communities; astronomy; travel; urbanism; social media; contested spaces; non-places/spaces; conflict; globalization; museums; questions of evolution.

Evidence, measurement, innovation

Art and science; literature and science; cross-scientific inquiry; mathematics in science; gaming; social media.

Culture, identity, expression

Belief systems; politics of identity; political movements; contentious places; sporting and other competitions; art and science; music; protests; icons; cultural heritage; the body—modifications; literature and science; psycholinguistics; gaming.

Sustainability, development, change

Sustainability—environmental, social, economic; development—economic, social; food; health; political issues; poverty.

Power, equality, justice

Social/political issues—health, education, racism, gender, poverty, fairness, conflict; the body—commodified bodies, violent bodies, bodies as weapons of war.

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Input a class list, and generate random groups / teams!

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"Onlinepl.ibo." Onlinepl.ibo, onlinepl.ibo.org/login/index.php. Accessed 21 Aug. 2025.

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"Onlinepl.ibo." Onlinepl.ibo, onlinepl.ibo.org/login/index.php. Accessed 21 Aug. 2025.

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Instructions Steps:

1 Form 4 groups. Each group should have 5 teachers.

2 Each group receives one ball and one marker.

3 In your group, one person starts by writing a short reflection on the ball. Then pass it to the next person.

4 Each teacher should read what’s already written and then add their own reflection. Continue until all 5 have written.

5 When finished, pass your ball to another group.

6 The new group should read the reflections already written and then add their own.

7 Keep passing until every group has written on every ball.

8 When the balls return to their original group, read aloud the combined reflections.

9 Discuss the main insights or themes together.

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If you could have anything for dinner this evening, what would it be?

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Take a sticky note and write on it: ‘Which song title represents your day?’

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Take a sticky note and write on it: ‘Which song title represents your day?’

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Turn to your neighbor and share where you traveled to the first time you remember being on a plane

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10 Minute Timer With Relaxing Lo-Fi Music for Focus & Study | Classroom Timer

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1. Multiple Choice (Research Question)

Which of the following best represents a 5–6 mark research question according to the rubric?
A) "What is psychology?"
B) "How has technology changed?"
C) "To what extent does social media use affect self-esteem in adolescents?"
D) "Why is stress bad?"

2. Scenario-Based (Research Methods)

A student writes an essay with the research question:

"Does regular physical exercise improve memory recall in university students?"

They use a study about the effects of sleep deprivation on athletes’ performance.

According to the rubric, what mark band (1–2, 3–4, or 5–6) would best describe the student’s use of research methods? Explain your reasoning.

3. Short Answer (Structure)

What does the rubric say about the use of structure in essays that achieve 5–6 marks?

4. Application (Research Question & Methods)

You are asked to improve this research question:
"Is music good?"

Rewrite it so that it could reach the 5–6 mark band.

5. Reflection (Structure)

Why is it important that the structural conventions of an essay support the communication of research? Use an example in your answer.

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Q1. Which of the following best demonstrates evaluative reflection in an Extended Essay?
A) Listing the steps taken during the research process
B) Describing the topic chosen and why it was interesting
C) Explaining how the research process changed their approach to learning.

D) Mentioning the sources used in the essay

Q2. What is a key indicator of growth in a student’s reflection for Criterion E?
A) The number of sources cited
B) The length of the essay
C) Evidence of transfer of learning to other contexts
D) A detailed timeline of the writing process

Q3. How can changes in perspective during the Extended Essay process impact decision-making?

Q4. Give one example of how a skill learned during the Extended Essay could be applied in another academic context.

Q5. Scenario:
Sara initially struggled with organizing her research for the Extended Essay. Over time, she developed a system for tracking sources and structuring her arguments. In her reflection, she writes:
"I learned how to manage large amounts of information and present it clearly. I now use this skill in my TOK presentations and group projects."

Question:
Based on Criterion E, how well does Sara’s reflection demonstrate evaluative thinking and evidence of growth? Justify your answer.

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Question:
Which of the following best represents a 5–6 mark research question according to the rubric?

Answer:
C) "To what extent does social media use affect self-esteem in adolescents?"
This question is focused, researchable, and allows for critical analysis, meeting the expectations for the highest mark band.

2. Scenario-Based (Research Methods)

Question:
A student writes an essay with the research question:
"Does regular physical exercise improve memory recall in university students?"
They use a study about the effects of sleep deprivation on athletes’ performance.

Answer:
❌ Mark Band: 1–2
Reasoning: The research method is not appropriate or directly relevant to the research question. Using a study on sleep deprivation and athletes does not effectively support a question about exercise and memory recall in university students. This shows a lack of alignment between the question and the research used.

3. Short Answer (Structure)

Question:
What does the rubric say about the use of structure in essays that achieve 5–6 marks?

Answer:
Essays in the 5–6 mark band demonstrate a clear and coherent structure that supports the development of the argument. The structure enhances the communication of ideas and reflects a logical progression of thought.

4. Application (Research Question & Methods)

Question:
You are asked to improve this research question:
"Is music good?"
Rewrite it so that it could reach the 5–6 mark band.

Answer:
✅ Improved Question:
"To what extent does listening to classical music improve concentration levels in high school students?"
This version is specific, measurable, and allows for focused research and analysis.

5. Reflection (Structure)

Question:
Why is it important that the structural conventions of an essay support the communication of research? Use an example in your answer.

Answer:
A well-structured essay helps the reader follow the argument and understand the research findings clearly. For example, using clear sections like introduction, methodology, analysis, and conclusion ensures that each part of the research is logically presented and builds upon the previous one, enhancing clarity and impact.

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Access your worksheet, fill in your subject, and answer the following questions.

What kinds of knowledge, ideas, evidence, data, etc. might students be looking for when writing an EE in this subject?

Where can these be found, what source materials are useful, and what sites or search strategies might they use?

What tips and techniques do you teach and use for going beyond basic search engines? How might artificial intelligence (AI) tools ethically be used?

How can students check or evaluate the accuracy and value of AI-provided information? How is this different to the use and evaluation of other kinds of source material?

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In your group, discuss the following questions.

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In your group, discuss the following questions.

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In your group, discuss the following questions.

How would the situation would be handled in your school?

What could or should have been done to avoid or prevent the situation?

What measures does your school have in place to avoid the situation?

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Bullet-point notes

What are the essential elements of effective supervision?

What does effective supervision look like?

In what ways does effective supervision underpin
student success?

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Expectations of students and supervisors

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Expectations of students and supervisors

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Interdisciplinary Extended Essay (EE) – Supervisor, Coordinator & Student FAQs

Supervision and Pathways

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Interdisciplinary Extended Essay (EE) – Supervisor, Coordinator & Student FAQs

Supervision and Pathways

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1. Will there be specific guidelines for supervising interdisciplinary EEs, particularly regarding the requirements for supervisors?
Yes. The new guide (section Support and supervision of the extended essay) provides clear guidance. Supervisors mentor and guide students, but the student is the independent researcher and writer.

2. Is it mandatory for supervisors and examiners of interdisciplinary EEs to have expertise in both DP subjects involved?
No. Supervisors need expertise in at least one of the chosen subjects. Their main role is to support research and integration of ideas. If necessary, they may consult colleagues in the second subject.

3. Can interdisciplinary EEs be based on any DP subjects offered at a school?
Yes, except for cross-disciplinary subjects (e.g., ESS, Literature and Performance). It is highly recommended that the student takes at least one of the subjects they are combining.

4. How are interdisciplinary EEs to be supervised? Will there be two supervisors (as with World Studies essays), or one?
There will be one supervisor responsible for the overall process, authentication, and mandatory reflection sessions. At the school’s discretion, other staff members with expertise in the second subject may be consulted.

Supervisor Role

6. To what extent will supervisors be involved in their students’ EE process?
Supervisors act as guides and mentors, not as providers of expert content.

7. How are supervisors expected to support integration across subjects?
By asking prompting questions, suggesting connections, and guiding students to combine ideas, concepts, and theories—without supplying expertise in both subjects.

Student Pathways & Decision-Making

8. Will the decision tree for pathway selection effectively help students choose between subject-focused and interdisciplinary approaches?
That is the intention. However, as the introduction to the decision tree explains: “This process may unfold differently for different students, and changing your thinking before settling on a final choice is entirely acceptable.”

9. How do we decide whether a Physics–Mathematics EE is subject-specific or interdisciplinary?
It depends on the research question:

If Mathematics is just a tool for Physics → subject-specific (Physics).

If the question integrates both disciplines conceptually → interdisciplinary.

10. ESS was previously considered interdisciplinary, but now is labeled cross-disciplinary. What is the difference?

Interdisciplinary (EE pathway): Combines two distinct DP subjects into a single research question.

Cross-disciplinary: IB uses this as an umbrella term for multi-, inter-, and transdisciplinary approaches. ESS and Literature & Performance are labeled cross-disciplinary to avoid complexity. For EE purposes, they must take the subject-specific pathway.

Assessment and Criteria

11. Are there extra requirements for interdisciplinary EEs (e.g., stating global context, contemporary issue)?
No. The assessment criteria are the same as for subject-specific EEs.

12. What support structures need to be in place to help students navigate the new assessment criteria effectively?
The generic guidance section of the guide, along with the subject-specific sections titled Considering the assessment criteria, and additional Support Material, are designed to provide this support.

13. How will supervisors and educators ensure students engage with the full EE guide rather than just essential sections?
Schools should strongly encourage leaders and logistics staff to make the new, more concise and student-friendly guide (and Support Material) easily accessible, ideally through the school intranet as a PDF. There is also growing support for providing students with limited MyIB logins for direct access.

Sources and Referencing

14. Is excessive quoting of sources negative for the essay? Will it affect the mark?
Yes. Over-reliance on quotations weakens the essay by reducing evidence of the student’s own analysis, evaluation, and argument.

15. Can students now choose between a reference list and a bibliography?
Yes. Students may use either. However, examiners are most interested in the works cited directly in the essay itself.

Choice of Materials

16. How restricted are students in choosing a body of work to explore?
This depends on the research question. The chosen body of work must:

Be focused and achievable within 4,000 words.

Allow sufficient depth for critical analysis.
Students may explore one or several sources/artists, or even a genre, as long as the material aligns with the research question and supports effective analysis.

Reflection Process

17. How will students adapt to the new reflection process?
The guide section “Reflection and the extended essay” provides direct support for students. Reflection now focuses on personal and intellectual growth rather than segmented stages.

AI, Examiners, and School Procedures

18. How can we detect the use of AI, especially when marking an EE?
This is a challenging situation that will likely become more complex over time. Detection relies on:

Careful monitoring and supervisors knowing how their students write.

Confidence in authenticating work at submission/upload, rather than relying solely on IB or examiners.

IB does use software to check for irregularities, but the supervisor’s role is essential.

Is there advice for EE and DP coordinators on shifting the EE process in their schools?
Previously, students chose a subject first, then were assigned supervisors, and only afterwards narrowed their topic.
Now, pathway decisions (subject-focused vs interdisciplinary) should occur earlier with guidance.
If students have access to the Extended essay pathways section of the guide (addressed directly to them), they can make preliminary decisions before being paired with a supervisor.

Is it appropriate to have school-based RRS check-ins based on the school EE timeline?
Yes, schools may set up their own RRS check-ins. If some schools award internal points, this does not go against IB policy, as IB does not direct internal EE procedures. Some structured encouragement for students to maintain their RRSs can be useful, provided it does not create excessive workload.

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Assessment Criteria and Guidance

24. How can we effectively guide students in understanding the different gradients in the criteria to help them improve their performance?
The generic guidance, interdisciplinary pathway, and subject-specific guidance sections will be useful. Additionally, the Support Material (p. 41) contains The assessment criteria and your extended essay, which includes a useful infographic and an explanation of how examiners apply the criteria.

25. What strategies are suggested to supervise interdisciplinary essays?
See Support Material (p. 20) Supervising an interdisciplinary EE.

26. What is the recommended order of steps in the EE process?
Students are encouraged to begin with a topic of broad personal interest. However, the guide (p. 81) acknowledges that “this process may unfold in slightly different ways or with a different order of events”. For example, some students may begin by settling on a DP subject they feel comfortable working in.

27. What about supervisor comments on the RPF?
Supervisor comments are no longer part of the Reflection and Progress Form (RPF).

28. How can we manage AI and its associated ‘grey areas’?
See the Using artificial intelligence with integrity section of the Support Material (p. 81).

Pathway Options and Subject Integration

29. What about students who choose to integrate Geography and Biology, but their school does not offer ESS?
The interdisciplinary pathway allows them to do so with confidence, without comparison to the expectations of an EE written for ESS.

30. What about the removal of time-based rules (e.g., the 10-year rule in History) and ‘categories’ in Language A and B EEs?
These changes were made to foster smoother decision-making:

Time-based rules are removed from History, Economics, and Global Politics.

Categories are removed from Language A and B and reframed as advice about potential approaches.

The 10-year rule is also being removed from the next History guide (first teaching 2026), with support provided to ensure recent topics are still approached historically.

The EE criteria ensure history EEs are fairly assessed in this new context.

31. What is the rationale behind the removal of the “Presentation” criterion?
The legacy Criterion D (presentation) was difficult to apply consistently across subjects. It has been removed, but elements of “structure” are now included under Criterion A, renamed Framework for the essay. This criterion also covers research question and research methods.

Guide and Frameworks

32. What motivated the changes in the new guide?
The changes are based on recommendations from the research phase of the curriculum review, including educator and alumni surveys, and assessment evaluations. See EE reports to educators (PRC).

33. What are the interdisciplinary essay (ID) frameworks for?
They are not part of the assessment, but:

Help students begin organizing and structuring their ideas.

Help direct submitted essays to the most suitable examiners.
The framework does not need to appear in the research question, and a student’s topic may overlap frameworks.

34. How should students be supported in understanding requirements of academic writing?
Best addressed through research and writing skills sessions for the whole cohort, followed by individual supervisor support. Supervisors should resist the temptation to “do it for them.”

35. To what extent do changes in a subject’s curriculum affect the EE?
The EE is separate from class studies and is not confined to syllabus topics. However, if curriculum changes impact potential EE topics, clarification edits will be made to the EE guide. Example: ITGS evolving into Digital Society.

Reflection and Researcher Tools

36. How can a student’s RPF effectively record growth and evaluation?
See Reflection in the EE (guide, p. 97).

37. What is the difference between the legacy WSEE and the new interdisciplinary pathway?

Any topic possible under WSEE can also align with the new ID pathway.

The new ID pathway is more flexible and does not require a contemporary global issue with a local context.

This broadens the range of interdisciplinary ideas possible.

38. How should components of ethical research be made visible (academic integrity, wellbeing, environment, ethics, safety)?

The main visibility is in the EE itself, which must demonstrate academic integrity.

Some aspects (e.g., wellbeing and safety monitoring, environmental and ethical judgments) remain in the background, overseen by supervisors and students.

Supervisor Support and Resources

41. What is the Researcher’s Reflection Space (RRS)?
See guide (p. 97). The RRS, emphasized in the new guide, is designed to be a vital and relevant tool for students to track their thinking and progress.

Practical School Processes

43. How many check-in sessions are appropriate?
The IB does not mandate a number. This depends on school context, supervisor capacity, and student needs.

44. What level of exemplars and commentaries will be available at the start of the new curriculum (especially interdisciplinary EEs)?

Two sets of exemplars/commentaries exist: one for PD workshops (published on the WRC), and one with the Support Material (PRC, Feb 2025).

Both include interdisciplinary examples, many adapted from WSEEs.

Authentic exemplars with commentaries will be published after the first exam session of the new guide in May 2027.

45. Do all Science EEs need to be based on primary data?
No. Students may use primary or secondary data, depending on the nature of their focused research question.

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What are the differences between the DP Mathematics Internal Assessment (IA) and the Mathematics Extended Essay (EE) in the IB Diploma Programme?

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What are the differences between the DP Mathematics Internal Assessment (IA) and the Mathematics Extended Essay (EE) in the IB Diploma Programme?

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The Math IA is a short project where students explore mathematics in a personal way, often linking it to real-life situations or personal interests. It is about 6–12 pages long, counts for 20% of the final math grade, and stays within the level of the DP math course. The focus is on personal engagement, creativity, and reflection rather than formal research. In contrast, the Math EE is a long, independent research essay of up to 4,000 words. It does not affect the math course grade but contributes to the core points together with TOK. The EE allows students to go beyond the syllabus, sometimes into university-level math, as long as the concepts are well explained. It requires a formal research question, strong critical thinking, academic writing, and proper citations.

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Under the 2027 EE Guide, a student can still achieve high marks in Criterion D (Discussion and evaluation) even if their investigation did not yield the expected or hoped-for results.

What matters is how well they discuss and evaluate the findings they do have:

Provide a balanced discussion (not one-sided, not just “it failed”).

Back up points with evidence (data, uncertainties, anomalies, comparisons with literature).

Give a clear evaluation of the essay’s effectiveness (strengths, limitations, improvements).

So the grade is based on the quality of discussion and evaluation, not on whether the experiment “worked.”