Mastering IB Exams and Supporting Students

Mastering IB exams and  Supporting Students

why??

To understand how  effectively we can support our students 

You will need ...

Exam Guide and/or Syllabus (IB)

Mock analysis document 

The most recent examiner report of your exam board

Grade boundaries for the exam used 

Markscheme

Students' papers – Mock; KC1 and previous year ideally

What do you already know about the structure of your subject exam?

Understanding the IB Exam Structure

The IB exam structure consists of various components, including written papers, oral exams, and coursework assessments, all meticulously designed to evaluate students' knowledge and understanding in a holistic manner. These components are intended to provide a comprehensive assessment of the students' abilities across different subject areas.

Accountability 

Revision is crucial for exam success. It helps students reinforce their understanding and retain information effectively.

Have you provided the students with a self-audit list of topics that they need to master for the exam? Bonus points if you have created a traffic lights system.

Structured study schedule.

Allocating specific time slots for each topic and sticking to it consistently. How many lessons until Y13 go to study leave?

By following a schedule, students can manage their time effectively and avoid last-minute cramming, which can lead to stress and hinder retention.

Subject guide and syllabus

Subject-specific study resources and recommendations. These resources provide students with a targeted approach to their studies, allowing them to focus on the specific content and skills required for each subject. 

              Each student must have a copy that is used as a working document, in conjunction with the textbook. 

Good Sample Answers 

Provide  "pictures" of the end product 

Text

Scaffolding

Differentiation

clear instructions 

feedback on students' work

Offering hints and prompts 

Breaking down tasks into smaller, more manageable steps

Providing students with different levels of support

Varying the content, process, or product of instruction to meet the needs of different learners

to provide different options for demonstrating their learning

Providing students with clear instructions and examples

Breaking down tasks into smaller, more manageable steps

Offering hints and prompts when students are struggling

Providing feedback on students' work

Differentiation 

Varying the content, process, or product of instruction to meet the needs of different learners

Providing students with different levels of support

Offering students different options for demonstrating their learning

Understanding Students' Needs

Tailoring support to individual needs is important but knowing the potential of our students is essential.

What is your student's Allis prediction for your subject? Provide the name of the student and the subject

Exam Performance (Metacognition)

1. ask the students to make a list of the number of questions missed.
2. ask them to go back through their notes and find out the correct answers
3. ask them to verbalise what they did wrong
4. ask them to verbalise what they are going to do next time to avoid it
5. ask them to keep records of their achievements in percentage values
6. ask them to summarise what they learned each lesson
7. REPEAT

  

Bank of Resources

Offer students access to past papers, study guides, and additional learning materials such as subject reports in an organised manner.                

                                      Example: By skill

                                                         by question type

                                                         by topic 

multiple-choice, 

short answer, 

extended response 

reading 

writing

listening

the house

holidays

future

Feed up: what do they need to succeed?

Mock

Analysis 

Alis targets 

Grade samples

Scaffolded plan of action

By recognizing areas where they excelled or struggled, students can focus on developing gaps in knowledge. 

KC2 - Mock

Kognity structured practice

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

I believe I will achieve this grade  

  for the work I have submitted.

  Why did you specifically 

  select that grade?

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.