The Finale (Act I)

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Individual Oral Assessment – Exemplar

Preparation time: 60′ / 60′ / 90′ / 30′ / 15′ / 30′ (minutes). Delivery time: Within the academic year. Serves: an audience (Internal Assessment, followed by an externally assessed Individual Oral).

Dietary: healthy for the brain and soul. Encourage/enabled understandings of the below:

Students have a chance to deliver and demonstrate their connection to both literature and language texts between a writer’s choice and global issues. This shows international-mindedness.

Measures student achievement (relating to assessment objectives).

Reflects the International Baccalaureate (IB) assessment components including the IB’s mission and values.

Ingredients (Language A: language and literature):

  • PMA (Positive Mental Attitude) – students need to scaffold skills, develop confidence & practice.
  • Language A: language and literature subject guide (pages 54-57)
  • Teacher support materials (pages 22-24/48-52)
  • Sample student audio response (one or more)
  • Marking notes
  • Justification of marks 

How to Videos (1) (2) (3) (4)


Encourage/enabled understandings of the below:

  1. Individual Oral Exemplar. Listen to the provided individual oral (the internal assessment). Make notes (saying/doing/accomplishing/etc?)/save notes/read the final marks/justify the marks.
  2. Unpacking global issues and the criteria.
  3. Create your own individual oral.
  4. Final course revision.
  5. Reflection point.
  6. Optional challenges.

Part 2: Unpacking global issues and the criteria. Learning Engagement 1.

a) Introduce the course road map. What are the rules (necessities, e.g. one literary work and one non-literary body of work)? “What is the IO?” Find out the prior knowledge of the student cohort. “What exactly is a global issue?” / “How does one present a global issue to others?”

b) Identify a global issue. “How does the bullseye method help?” Mind mapping, graphic organiser, timeline display, brainstorming, table comparisons and bullseye exploration. Create a clear outline. Models of global issues. Encourage students to explore their known interests/passions, whilst being open-minded to inquire about other issues. Practice texts should be included, to allow for guidance by the teacher.

c) Identify classroom community management: Group work, teamwork, collaborative vs. individual, etc. “How can you/we/I prepare for the IO?” / “How can the Learner Portfolio help?” The solid foundation and reinforcement of peer support would make a good foundation for students to branch out independently. Allowing students the chance to enhance their understanding will deepen their skillset for self-sufficiency.

d) Highlight assessment (internal and external) “Why do we have the IO?” Introduce marking criteria and discuss in depth (duration, weighting, task nature). Unwrap the ‘terms and conditions’ as noted by Moh Nashruddin Akhyar S.Pd.

e) Deeper explore the family connection / the local community contextual issue / geopolitical & international impact / global or continental scale signification & importance. Clarify the three properties. Encourage students to question the questions and break the answers up. Make the students learn how to think forensically. Is there a background of inspiration for the text’s writer? How did the evolution of the non-literary body of work happen? Does the passage of time soften or deepen the writer’s message?

f) Introduce fields of inquiry (five?). Encourage students to focus on one of these fields. “How will you choose where to focus your IO upon?” Describe the difference between field and global issues. Note to self: Culture, Identity & Community / Beliefs, Values & Education / etc

g) Students must research and add to their Learner Portfolio, literary & non-literary texts that could be of benefit to the selected global issue. Through self, peer and teacher assessment they can assess the strengths and/or weaknesses of the materials to hand. Form rubrics with the students to determine suitability of a text extract.

h) Organise the original outline, clarifying what is and what is not needed. Encourage balance. “What connects the texts to the chosen global issue?” Weed out the items within the Learner Profile of little value. Do they make connections with those that do? Use Managebac to filter and categorise.

i) Present IO examples. Ask students to assess. Create a rubric together. Imbed presentation opportunities in the course outline. Give exemplars of presentations (good, bad and average), techniques, calmness techniques, and methods to engage the audience. Ask students to bring what they believe to be great examples to share & discuss. Give school audience opportunities and tie to school events such as Earth Day, World Bee Day, or World Book Day etc. Further to this, allow a short wrap-up each class with questions and answers to gauge understanding. Encourage proper planning to prevent piss-poor performance (i.e. timing!).

j) Practice using mock IO examples and texts not featured in the classroom. Evaluate as a group. Practice note-taking and highlighting of texts. Then aim is to produce bullet-pointed short, sharp facts. For every paragraph, extract the key and insightful areas of information.

k) Reference and cite specifics (e.g. form / prose passage content).

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