![]() ![]() ![]() The learner portfolio can be a helpful place for students to look back on their coursework and identify global issues that are prominent throughout the works and bodies of work they have studied.Students must also select an extract from their literary work and non-literary body of work that serves as a supportive example of what they are asserting about each work’s presentation of the global issue.HL students should note that the works they choose cannot be used for the Paper 2 (literary) or the HL Essay (literary or non-literary).SL Students should note that the literary work they choose is not eligible to be used for their Paper 2.Students must select one of the literary works studied and one of the non-literary “bodies of work” studied throughout the two years to focus on in their Individual Oral.Science, technology and the environment. ![]() Students and teachers should refer to the five Fields of Inquiry in the Language A guide 2 or the UN Sustainable Development Goals (SDGs) as launching points for developing more specific global issues.Something broader like “how the harvesting of energy sources impacts communities” might be more appropriate as it can be applied to other locations and situations. Something like “how a community is dependent on fracking in Colorado” would be too precise to be a global issue. A global issue is an issue within the work that exists transnationally but is also something that manifests in local contexts.Furthermore, teachers should avoid leading questions, or general questions about the global issue outside of the context of the works. While it may be helpful for the teacher to pre-prepare follow up questions, the teacher-student discussion tends to be more organic and helpful to the student if the questions build upon points the student has made in their oral. This can be an opportunity for a teacher to nudge students in the direction of aspects of the prompt/assignment requirements that were not adequately addresses in the assessment. After the first 10 minutes, teachers ask the student follow-up questions.The extracts are not the center of the discussion but rather serve as launching points to talk about the work(s) as a whole, and Criterion C assesses that the students are balanced in their examination of both extracts and works. The extracts they choose should be representative of the way in which a global issue is presented in the work and may also provide the students a few talking points about authorial choices that contribute to that presentation as well. On the day of the exam, students will bring blank copies of their literary and non-literary extracts as well as 10 bullet-pointed notes into the room.The rubric on which the Individual Oral is assessed is worth a total of 40 marks.The prompt for the Individual Oral is: “Examine the ways in which the global issue of your choice is presented through the content and form of one of the works and one of the bodies of work that you have studied.For the first 10 minutes, the students will deliver their response to the prompt, which is then followed up with a 5-minute discussion led by the teacher. The Individual Oral is 15 minutes long.Individual Oral Overview 30% at SL 20% at HL Nature of the task Those resources should always be the first stop for teachers in checking the requirements of each assessment task and how the task should be facilitated. This post is not meant to replace a reading of the IB Language A: Language and Literature Subject Guide or the Teacher Support Materials available on My IB. Please note: The purpose of this information is to elaborate on the nature of the IB assessment tasks, define and explain the assessment criteria and their implications, share observed challenges in students’ submitted assessment work, and offer strategies and approaches for assessment preparation.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |