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My individual oral is based on the topic of Gender and Male domination subverted - can women ever have the upper hand? I would like to look at the poem, 'Mrs Beast' by Carol Ann Duffy, alongside the non-literary text, a music video by Drake for 'Nice For What'.

https://www.youtube.com/watch?v=U9BwWKXjVaI Drake 'Nice For What.'
Lyrics: https://genius.com/Drake-nice-for-what-lyrics
https://genius.com/Carol-ann-duffy-mrs-beast-annotated 'Mrs Beast' Carol Ann Duffy

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Please see attached document:

To answer 3 or 4 of the topics as suggested by Tanja:

1. To help students to pick a global issue, I would encourage them to not only read around the texts that have been approved, but to stay abreast of current affairs- I often include mandatory reading of current affairs for homework, or use articles in tutor time to discuss.I would open the floor to students as to what their intended area of research might be, but also guide them on some world issues and discuss with them.

2. To select to worthy passages: I would ensure that students have a balanced view of what is necessary for their project to be successful. In this sense, I would ensure that my students have read a great deal of different texts and have been able to discuss them with me. I would hope that they would have developed their profile and reflected on the types of text they could do, at least to discuss a rationale for their choices.

3. Creating an outline - Students need to be aware of mark placement and expectations of word count and content choices. I would ensure that students feel well aware of how much content they can input and structuring their topics.

4. Preparation for the individual oral: time space factored in for students to decide on their topics and allow time to adjust/change. Also, practice of discussion and debate throughout course to enable fluency (taking into consideration the international nature of my school).

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Student responds to Gold Digger and Standing Female Nude

Presence and portrayal of misogyny/sexual objectificaton

Is this explored in a fluent way? Not the most sophisticated, but nonetheless very informative.

Interesting analysis of text A, more description needed of the images - ie, what type of clothing specifically. Good discussion of patriarchal dominance in the images. I like the discussion of lyrics in contrast to the images, the student mentions how the lyrics are in contrast to the image. An interesting take on misogyny and male and female roles - irony. Insightful comments, but could there be more depth? In certain sections. I like the comments on magazine covers - ‘sinful/fantasy’ - analysis, couldn’t there be more detail, surely this is the way men see women, or at least a deeper discussion on this. Great point about Serena Williams and her value.

Text B- poetry. Discussion of language - ‘belly 🤬 🤬’ - discussion of reduction of body only, vunerability. Good discussion of language and punctuation. Student very well prepared on both texts. Objectivity discussed. I feel that there are lapses in fluency… is the global issue brought back to?

When the teacher interrupts due to the time, the student answers with relevant points (written by a man himself) and stay on topic. Some responses seem to be more summaries, rather than a clear analysis of both texts. The teacher asks excellent question to guide student back to the global issue and which also help the student to develop her points further.

Overall, I think the student was well prepared for the discussion, she used relevant and interesting examples, but could have has more fluency and discussion of the global issues at hand.

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Three things I would like to do when I design my own course:
1. Ensure that the texts that I choose will not just inspire my students, but will challenge them and broaden their ideas. I would like to ensure that my students are able to perform all aspects of the course carefully, whether it is speaking, writing, or performing, etc. I would also like to create many opportunities for assessment of understanding.
2.  Autonomy and Accountability speak to me in this course. I want my students to take responsibility for their learning and their progress (with my help, of course).
3. How does 'free choice' work and where to start!

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I teach (and am Head of English) at a fantastic international school in Lisbon, Portugal. The bulk of my career has been spent in London, although I have also taught in Warsaw, Poland - which was absolutely amazing! I adored it. Now, the sun in Lisbon makes it very hard to come back home to the UK! I am an examiner for AQA (English Literature). I love to read, enjoy walks with my lovely dogs and I am passionate about teaching.

My school is a candidate school for the IB. I have taught a bit of IB Literature before. I especially enjoyed teaching Othello within this course, as it is in my top three Shakespeare plays. I am excited to know more about the course and how I can implement the tips from here, into my teaching... I hope that I learn a lot during this course.

Ideally, I would like to get chatting to other teachers on this course and be able to share experiences and queries! I hope to do cultivate this by speaking in the forum.

A successful outcome for me would be feeling 100% confident that I can deliver the IB Language and Literature course with fluency and leave it without any doubts. Three things I hope to achieve:
1. Comprehensive understanding of this course.
2. Confidence in delivering it to my students.
3. Total understanding of marking and grading.

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Order:
1. Teaching focused on conceptual understanding
2. Teaching designed to remove barriers to learning
3. Teaching informed by assessment
4. Teaching informed by inquiry
5. Teaching focused on effective teamwork and collaboration

My reasoning for this order, which was hard to do: I believe that in the first place, as teachers, we need to foster the feeling of independence when it comes to thinking and learning. Students need to have a fundamental understanding of each topic and the better that teachers can help students to feel comfortable with a new topic, the better. In removing barriers, we enable students to learn in accordance to their learning styles and independent abilities.
Once students have been assessed, only then can we accurately inform our teaching: where do students need to be challenged, how can we help them to move on?
Teamwork is very important and can be a stimulating way to enhance our teaching methods. It has to be structured carefully, but if done well can lead to fantastic results.

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1. Thinking Skills
2. Self-managment skills
3. Communication skills
4. Research Skills
5. Social skills

Ultimately students need to be able to think! One of the challenges we have in our day and age, is that more and more students are not encouraged to think.. everything is available to them in the blink of an eye via I-pad, social media, etc. Back to the point - I believe that cultivating thinking skills leads to deeper levels of understanding and therefore learning.

Students must be able to manage their time, their concentration in order to take knowledge in. Communication - not only in speaking and discussing their learning, students need to be able to share their knowledge with others.

Research skills help to embed further knowledge and learn more, it is still of vital importance to learning. Social skills enable students to increase their learning through discussion, debate. Having the confidence to share doubts, as well as new knowledges leads to better sense of learning.

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Analytical Writing - Close textual analysis of the IB

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Analytical Writing - Close textual analysis of the IB

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Mission Statement:
In my opinion, the Mission Statement is very optimistic, with the ideological bias that we live in a free-thinking, generous world, in which students are willing to harmoniously learn together. The idea that students need to accept that other people 'can also be right' - could come across as patronising, but is also quite fair.

IB Learner Profile

The dominant reading of this text is that the IB contains students who are very mature and well developed. It might be considered oppositional since students do not always have such rich cultural capable, so as to be as well prepared as described here - I hope I do not sounds cynical. I do believe that the Learner Profile is idealistic, but also very positive and inspiring: these are the types of students that we would all like to teach.

Course aims and assessment objectives

The author here creates a duality in tone of both:
1)  Academic rigour (the use of imperatives - (know, understand, interpret) and the list of tasks.
2) The pleasure of learning: appealing to what will be gained by the student in these activities and how their world will be changed afterward: (perspectives on human concerns).
I believe that this in done in order to promote the IB program as it is: academically rigourous and full of challenge, whilst also stimulating students through the broadening of their horizons.

Standards and Practices

Words with highly charged connotations:
Constructivist - suggests once again the independence of the IB Learner, students have to build their knowledge autonomously.
Democratic - creates connotations of justice, that students will not feel left out or behind. We are all in this together!
Collaboration gives the impression that there is a harmony within groupwork and that students are really working together.

CAS experiences and projects

The ideological perspective is one of positivity, or care and nurturing in society. Reading this it would seem that the authors believe in making the world a better place and inspiring hope and positivity 'Plan and host an event to raise awareness about a global issue'
'if the students actually created the tour' - this phrase creates the feeling of independence of the students again. Clearly the stance is that students are capable of changing themselves and the world they live in.