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Here is a link to text one: https://americanliterature.com/author/martin-luther-king-jr/essay/i-have-a-dream

Here is a link to text 2: https://genius.com/Public-enemy-fight-the-power-lyrics

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Notes of Example A

First text – Thirteen Reasons Why text.

Second text - Poem: “Salome” by Carol Ann Duffy

Global issue - The portrayal of female promiscuity.

Notes – Justin shows a picture of Hannah from a night the spent together to his friends. Justin shows no shame while showing the picture.

Puts value on male sexuality, his friends admire him.

In contrast, the girls are all judgemental of the image.

Through dialogue, diminishes the act as just sex. Takes away the emotional connection of the night together.

Hannah’s body language is showing shame in contrast to Justin who is clearly proud.

In the poem, the character Salome is portrayed as proud and unforgiving, is also open about her feelings and views in contrast to Hannah. Salome is portrayed as a powerful woman.

Duel meaning to the word lamb. Both religious and lambs being a symbol of weak and powerless.

The poem reverses the typical perceptions of gender roles, females are powerful and males are less so.

Thirteen reasons portrays the cultural normality that women should be shameful and should hide their promiscuity. The poem Salome portrays the opposite.

Thirteen reason also addresses other issues such as drug abuse and suicide.

Both authors are attempting to change the perception of gender representations.

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Question 1: IB mission statement.

The ideological assumes that through intercultural understanding and respect, the students will become more caring and peaceful individuals. The organisation believes that through challenging education that students will become lifelong learners that understand and respect others values and ideas.

As a reader I know this because of the optimistic and progressive word choices used within the mission statement.

Question 2: IB learner profile.

The IB Learner Profile hopes to create students that have a thirst for learning. Students that have an open mind and wide range of ideas. To be respectful and aware of others needs. The students have strong prior knowledge that they can draw from to overcome obstacles. An oppositional Reading of the Learner Profile would be to create a close minded, intolerant individual that have no desire to learn and educate themselves.

Question 3: Course aims and assessment objectives.

The tone created by the author seems to be a direct and absolute idea about the goals achievable to the learner. However, underpinning all the goals is that learning should be fun and the hope to build a lifelong interest in language and literature seems to be the goal of the course.

Question 4: Standards and practices.

I believe that “celebrates” suggests a positive and respected achievement for the students. Also “Lifelong learners” sets the tone that the IB course develops skills to be used long after the students leave school. The effect It has on the reader I believe is an optimistic sense of curiosity about partaking in the teaching and learning of the course.

Question 5: Creativity, activity and service.

This section proves that not all learning has to be a traditional classroom-based experience. Thinking outside of the box and becoming an active learner can lead to new and creative ways of education. The word “creative” is used often in the CAS and underpins the entire point of the text. Get creative and active in new ways of learning and education.

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1 - Thinking Skills.
Firstly, I rank thinking skills to be the most important of the five approaches to learning. The student’s ability to understand and the core concepts and ask questions to further and build upon prior knowledge as imperative to learning. The application of knowledge is important to succeed in any learning environment. The ability to breakdown knowledge and apply it to the curriculum will enable any student to further educate themselves.

2 – Research skills.
Secondly, I place research skills. The student’s ability to critically analyze and extract relevant information and apply it to their own learning in crucial to success. Differentiating between a sound, well-grounded and well-researched interpretation of a text and one that is not, and the ability to evaluate the validity of the claims of different critical perspectives on texts is an obvious part of learning literature. This skill should be developed as much as possible.

3 – Self-Management Skills
In third place I rank self-management skills. As students in the DP program are on their way to become young adults, strong self-management skills are important to succeed in life. In regards to school, time management is the most key feature.  Goal setting and managing deadlines along with juggling other subjects and jobs will help any student ion the DP program.

4 – Communication Skills.
Communication skills comes in at forth place. Developing well thought out personal responses to a text and the interpretations of texts plays an obvious role in learning language and literature. Working with peers and of course the teacher and discussing and debating ideas helps with high end thinking skills.

5 – Social Skills.
Lastly, I place Social Skills. The ability to react to and identify with a literary piece can help create a more valid response to the text. With that, the ability to understand their peers response to a text may strengthen their own understanding and prior knowledge.

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1- Teaching Based on Inquiry.
I believe that teaching based on inquiry is the most important of the six approaches to teaching. Development of students’ natural curiosity, together with the skills needed to enable them to become autonomous lifelong learners is an imperative part of teaching. I hold the quest for knowledge and learning in higher regard than simply learning information. Students actively engaging in their own learning and constructing their own understandings of interpretations and issues is vital for all subjects. Activating student’s curiosity and allowing them to make connections to prior learning need to be incorporated in all lessons as these build upon a student’s confidence to self-learn and also adds value to prior learning.

2 -Teaching focused on conceptual understanding.
Secondly, I believe that teaching focused on conceptual understanding is the next important of the six approaches to teaching.  Students understanding why they are learning what they are learning underpins all topics through any subject and enables the student to drive and work harder. Teacher relations to the various texts and issues examined in the course allows a greater link and understanding of the syllabus. Teaching about concepts of identity, culture, creativity, communication, representation, transformation and perspective is vital to creating understanding of greater “big ideas” and enables the students to become a well-rounded and conscious individual.

3 - Teaching informed by assessment.
Third In importance I place teaching informed by assessment. Teacher feedback to me is one of the core pillars of any curriculum of method of teaching and should never be a neglected approach to teaching. However, I believe that peer assessment along with self-assessment to be just a vital. The students understanding of their own areas for improvement and to set themselves their own outlines for success relates back to understanding the “why” of learning. Clarification of the student’s own goals drives them to focus they energy in a more productive manner.

4 - Teaching designed to remove barriers to learning
Forth in importance I place Teaching designed to remove barriers to learning. Differentiation a vital and basic part an all teaching. Not just differentiation based on ability, but differentiation based on methods of learning and realizing each individual learners’ needs can be critical when assessing a student’s path to success. Building a student’s self-esteem gives them a confidence to research and self-evaluate well, it also helps the student to self-guide their own learning to allow greater success. Building upon prior knowledge and fair, constructive assessment enabled students to reach their full potential.

5 - Teaching focused on effective teamwork and collaboration
In fifth place I rank teaching focused on effective teamwork and collaboration. Group projects such as presentations or performances give the students opportunities to use a variety of tasks and methods of learning that they would otherwise possibly not use. Difference of opinion about a topic such a text can enable the learner to discover new ways and ideas of thinking from their peers.

6 - Teaching developed in local and global contexts
Lastly, I believe that teaching developed in local and global contexts, while still important is for me the least important of the six approaches to teaching. While the study of different cultures and times is valuable to fully understanding literature and language, I believe that its not always imperative in some lessons compared to the other five approaches to teaching. Gaining insight into familiar and unfamiliar, local and global, cultural contexts is necessary for correctly interpreting the themes within a text, however I this aspect of teaching developed in local and global contexts is crucial for achieving high ended thinking and success in a student.

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My name is Ross Wade. I have been teaching for around four years, two in China. I'm the IBDP facilitator for English A: Language and literature at North East Yucai International Division in Shenyang.The school hopes to get DP certified this April so its a busy time here for everyone. I have been teaching the NYP program for art so I am somewhat familiar with IB, however i'm keen to get stuck into the DP curriculum.

2 - Questions.

I guess my biggest questions would be about the syllabus and how to go about creating it.  As its my first time teaching the English A I'would love for my course outline to be creative and engaging for the students.

3 -  Development .

I hope to develop positive online professional relationships for the workshop by giving strong positive feedback to others in the workshop and hopefully receive some myself. Share any ideas and resources that I think may help others.

4 - Goals.

To have a sound understanding of the  English A: Language and literature course. Id like to keep in touch with any strong teachers  I can learn from and hopefully help some teachers along the way. To create a strong syllabus and a highly effective course outline.