IB Diploma Language and Literature CAT.

1 Workshop - Peter Dunoon

Oberoi International !hool" #umbai $ebruar% &1-&'" &(1)
This Category 1 workshop was held over three days at Oberoi International School, Mumbai.
The workshop was conducted by an ustralian workshop leader, Mr. le! "reth. Twelve
sessions were conducted over the three days o# the course.
The $core% sessions consisted o#&
I' philosophy ( including presentation o# the new )* model+
,anguage and ,iterature aims and ob-ectives, I' terminology, grading and predicted
grades+
,anguage and ,iterature ( *art 1 and . content ( including&
/urther Oral ctivity+
"ritten Tasks+
0rading criteria+
0raded samples+
,anguage and ,iterature *aper 1 ( including&
*ast paper e!amination+
*ooling te!ts #or *art 1 and *art .+
Sel#(design and evaluating *aper 1 ( style, te!t, pairing o# te!ts+
1isual te!tual elements+
,anguage and ,iterature *art 2, Te!ts ( including&
Selection re3uirements+
*ossible te!ts+
IOC assessment ( grading criteria, possible e!tracts, grading samples+
,anguage and ,iterature *art 4, Te!ts ( including&
Selection re3uirements+
*ossible te!ts+
*art 4 ssessment ( grading criteria, past papers, grading samples+
I' Standards and *ractices&
S5* C1(C2+
Creation o# the course outline+
6ow to combine 6, and S,+
Connections between ,anguage and ,iterature and To7&
/amiliarisation with To7+
To7 presentation and essay+
Content 879s, "o7, o7:+
;!ample o# link to ,anguage and ,iterature topics+
/inding possible connections ( To7 and ,anguage and ,iterature+
OCC&
/amiliarisation+
Sub-ect 0uides+
OCC treasure hunt+
Teacher <esource ;!change+
,anguage and ,iterature /orum+
;!tended ;ssay&
*urpose, *rocess, Criteria
cademic 6onesty+
O*erall +e,le!tion-
Overall I #elt that my attendance at this workshop was satis#actory and I #elt that I came away
with both use#ul resources and a clearer understanding o# the ,anguage and ,iterature course
content and structure. In terms o# cost(bene#it, the school and students will bene#it #rom my
attending the workshop, which is, at the end o# the day, the most important ob-ective o# teacher
*ro#essional )evelopment.
Those sessions that dealt speci#ically with the ,anguage and ,iterature course structure and
content were the most use#ul. s an e!perienced I' teacher with 12 years in I' schools, the
general 8philosophy: sessions 8which all CT.1 workshops must cover: were not a lot o# use to
me 8or there#ore to ;IS:, while they provided interesting discussions within the group o# teachers
present.
=se#ul activities were covered within both the To7 session and ;!tended ;ssay sessions and
some interesting re#erences were made to the role o# the )* coordinator in terms o# the sub-ect
speci#ics and especially with regard to ;!tended ;ssay and sub-ect selection. ll o# the course
content sessions included some element o# resource sharing, and I came away with resources
that I know I can e##ectively use within the ,anguage and ,iterature course at ;IS.
n entire session 81.> hours: was devoted to the OCC which was a complete waste o#
participants time. The OCC design and moderation is outdated and limited in its use#ulness, so I
would not have thought it warranted an entire session.
"hile the workshop leader was e##ective, knew his content thoroughly and presented well, I
would have #ound the workshop more use#ul i# the time devoted to the I' philosophy elements
were scaled down, and the sub-ect content was scaled up. 0iven that this was a CT.1
workshop I still #ound my attendance was use#ul.
s a #inal re#lection comparing my e!perience on the online course with the #ace(to(#ace
e!perience, the #ace(to(#ace workshop was a #ar more e##ective learning e!perience #or me. It
has been use#ul to undertake both at the same time, as the di##erences between the two are very
obvious to me as a participant.