What is it like to be an Extended Essay Supervisor?

By Nishtha Saraf

The Extended Essay is a 4000 word essay that every IBDP student has to write over the two years of their course. This is usually on a topic of their choice and largely led by their interest. It is by far one of those aspects of the IB that is capitalised on to attract students. As someone who did the IBDP myself I can say with full confidence that the EE process is something that definitely stands the test of time for the student. It makes the research and writing process in university seamless. 

However, as a supervisor there is much to take note of. In your time period as an EE supervisor there are some types of students you will encounter. The super enthusiastic ones who need little to nothing from you only guidance. The hardworking ones who are not the best writers but willing to compensate for that with their research and actioning all your feedback. The one who is a good writer but will do all the work last minute. The student who struggles with writing and is lazy with their research.The one who struggles to remember what is going on. However the most lethal one is those who are addicted to AI for all their answers. The advice for the supervisor is completely different for each category of student. 

However, there are some common threads that in my opinion every EE supervisor should be aware of: 

1. The IB Guide is your holy grail. 

2. The student needs support. 

3. What to do if it is not your expertise. 

4. Some procedural aspects to be aware of. 

5. Section if you are a supervisor for the first time. 

1. The IB Guide is your holy grail

I cannot emphasise it enough- read the general and your subject specific aspect of the IB Guide. Everything you need to know is there! As the EE coordinator, of course, I am happy to answer any questions however, a good place to start is the IB Guide. It lays down everything from expectations, processes and results. As the supervisor, the student will look to you for answers, troubleshooting and problems. Even though the guide has been signposted to the students in reality most of the time they have not looked at it. 

With our current year 12s, there is now a newer version of the markscheme. Hence, it needs to be assured that the marking process is understood by both us and them. To ensure this not only is the sixth form team running drop down days but also, addressing this during tutor time. However, the reality of the situation is that you as supervisors will be the ones marking these essays. Therefore, it is essential that you look through the guide. 

Some EE supervisors say that they print out the guide and keep it handy going into supervisor meetings. However, in a world of Control+F it is much easier to just know where you have it in the deep google drive before the meetings. In the IB world it is considered best practice to actually bring up and model the use of the IB guide to the students. 

2. The student needs support 

Even though the students are in sixth form and we are preparing them for the ‘outer world’, to produce good research they will need your help. All of us have done two degrees to be here, if not more. You are the best person to guide them about how to do research because you will share your personal anecdotes with them. All the tricks we apply for Ks3 and Ks4 apply in a similar way for Ks5. These students are doing this process for the first time and most of them are stressed, overwhelmed, anxious and exhausted. They are juggling their six subjects, university applications, EE, Theory of Knowledge and CAS. 

Realistically, the enthusiastic students and hardworking students are either very good at asking for help or finding the answers themselves. The good writers will somehow make it through. However the last three categories really need the chasing up and the support. They barely will check their emails so will need you to remind them and explicitly state what the expectations are. 

3. What to do if it not your expertise

It is but natural that some of the topics will be outside your content area of expertise. Let me reassure you that it is okay, you have the expertise in the subject area as a whole. You can guide them with the structure. You can hold them accountable for them meeting deadlines. If you want of course you can do some research about the topic. This can range from youtube videos, articles, blogs etc. This will definitely help you in fact checking their writing but it might also help you give the students recommendations. If you do go out of your way, it will be much appreciated by the student. 

4. Some procedural aspects to be aware of

1. You will have three meetings with your student. 

2. Your managebac will be created so make sure you log in and activate that. This is where you will access the students' essays. 

3. In addition to the essays, the students also have to write three reflections. They often forget about that. To make these reflections meaningful encourage them to write it after each of the meetings. 

4. I will keep sending you updates signposting different aspects that need to be completed. 

5. It will be communicated that the students are expected to write their first drafts over the summer. 

6. If you are leaving the school at the end of the year, please make sure you check in with the student and lay down their scaffold for their summer. 

5. If you are a supervisor for the first time

Firstly, thank you so much for trying this out. I know that it is intimidating and seems like another thing to do. If I am being honest I really hope you enjoy the process. The best place to start is to read the guide to understand the process. Please always ask questions if you are stuck. No question is too obvious. I am happy to set up a meeting and discuss it further if you prefer to ask a question in person. I am here to help :) 

The Invisible Opt-Out: Turning Passive "Opting Out" into Active Participation

By Ruhina Cockar

The first time we wrote about No Opt Out this year, Anita Shakya put forward the argument for the “Why” - the moral imperative of the importance of this strategy to ensure all students are learning and no student is left behind due to a lack of confidence or low expectations of them. You can read that post again here to refresh your memory.

This post is going to tackle what can affect the classroom culture and environment for learning you are trying to create: the Passive Opt Out.

No Opt Out is often focused on with regards to effective questioning, which is important but doesn’t address some of the other behaviours being communicated to you in the classroom. 

How many of these behaviours do you notice in the students you teach:

• Students head is on the desk while you are teaching, and/or during independent work, and/or during AfL task

• Student hasn’t completed any work after the Do Now

• Student hasn’t completed any independent work in the last 10 minutes

• Student is doodling (looks like they’re working from afar)

• Student is talking-off task whilst everyone else is working independently

This is Passive Opting Out. If we allow these behaviours to happen, we are agreeing that the work/learning is optional for them. 

Changing the lens: Learning is not a suggestion

If you start to shift your lens on these behaviours, from being “defiant” to framing it as a No Opt Out issue your words and expectations will change and it will bring the students with you.

What you are saying is: No Opt Out means you will learn, and produce evidence of your learning.

Examples: Low-Level Tactics for High-Level Engagement

The Passive Behaviour	The "No Opt Out" Correction	The Script / Action
The Head on Desk	The Physical Reset	Don't ask "Are you okay?" (this invites a "No"). Trauma-informed: “I’m just checking in.. what do you need to support your learning right now?” “Let me help you start…” When appropriate, use a "non-negotiable" prompt: "I need you sitting up in 3, 2, 1... thank you. Pen in hand.”
The "Blank Page" Stare	The Micro-Entry	Lower the barrier to entry. "I’m coming back in 60 seconds. I want to see just the first three words of the sentence starter on the board."
Off-Task Chatter	The Immediate Re-Direct	Don't argue about the talking. Re-state the task: "The task is the diagram on page 4. Show me where you've started." “What are you stuck on.. Let me help” “I can see you are stuck, let’s do the first one together”
"I'm Done" (Early Finish)	The Stretch Opt-Out	"Done" is often a form of opting out of the harder, deeper thinking. Always have a "No Opt Out" extension task ready.

The key to this strategy is to “be seen to be looking”: stand where the student can see you looking at their work, check in on them regularly, praise them for doing a little more each time - building their confidence each time. Do not allow the Opting Out to happen/continue for long in the lesson - address it in one way or another.

Circling back to the “Why” - we’re doing this because these behaviours are Opting Out of the classroom community and positive learning environment you are trying to create. By employing No Opt Out in this way you are gently and insistently pulling them back in and saying: “You are part of this, and your work  matters, and I want you in this lesson learning”.

Supply and Demand for Excellence: The Economics of Classroom Climate

By Mira Jugoo

"The most valuable of all capital is that invested in human beings."

Alfred Marshall

Every economics teacher knows that markets function best with clear rules, accurate information, and reliable enforcement. A WA classroom is no different to the markets and just as supply must meet demand to reach market equilibrium, effective teaching requires balancing what the teacher provides through—structure, expectations, support—with what students actually need: challenge, consistency, and purpose. 

When this equilibrium is achieved, learning thrives and produces exceptional results. When it breaks down, we face the educational equivalent of market failure: disruption, disengagement, and wasted potential. This article applies the economic principles that I teach daily to my students in the most important market I operate in: my classroom. 

Beyond a simple teaching method, the economic lens of supply and demand offers a strategic framework for managing classroom culture and driving high-level academic results.

Applying Climate and Character in a Y12 DP Economics classroom

WA Climate and Character checklist	Demand Factors  (What Students Need)	Supply Factors (What Teachers Provide)
Teachers have high expectations of learning behaviours	Provide clarity on expectations as students don't inherently know academic norms "What does good participation look like?" needs teaching.	Model behaviors before expecting them (e.g., how to respond to feedback, participate in discussion) Example : Getting WA students to consider the geopolitical complexity of the war in Iran and the price of oil and asking Who is benefitting? Who is losing? What are the trade-offs?"
Teachers apply consistency to managing student behaviour	The WA behavior policy is applied consistently and the students know the "price" of poor choices. This will lead to a follow up meeting, change in seating plan or a parental meeting.	The teacher provides a safe learning environment which is protected for all students.  Example: Using "No Opt Out." If a student says "I don't know," the teacher doesn't just move on and they provide a cue or ask another student for the answer, then return to the original student to have them repeat the correct logic. This ensures the student is protected from the "failure" of not knowing, turning it into a successful learning environment.
Teachers nurture self-regulated, well-prepared learners in order to maximise learning time	Implementing a positive meet and greet fosters a positive environment, which in turn encourages student buy-in.	Self-assessment routines, such as using traffic lights for gauging student confidence levels or exit tickets for comprehension, allow for immediate feedback and student reflection. Example: In the final 3 minutes, students answer one specific question with prompts such as "Write down one thing you found difficult today”
Teachers teach positive learning behaviours	Much like a stable economy, a school's “market function” relies on the consistent application of the WA behaviour policy to maintain positive learning behaviours.	By implementing the “Warm/Strict" approach in this classroom, prevents the "market" i.e. the classroom, from becoming volatile.  Example: Using non-verbal techniques such as pausing in stops mid-sentence and waiting for silence. The correction is delivered in a calm, neutral "Economy of Language" tone with no shouting or visible anger.

When all the climate and character checklist items are in place in a classroom, supply (teacher provision of structure, consistency, explanation) meets demand (student need for clarity, fairness, purpose). This results in optimal learning conditions  where time on task is maximised and behaviour "transaction costs" are minimised hence achieving the teaching equilibrium.

Further reading:

Classroom Climate and Character

Hattie, J. (2009) Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Tough, P. (2012) How children succeed: Grit, curiosity, and the hidden power of character. New York: Houghton Mifflin Harcourt.

Peterson, C. and Seligman, M.E.P. (2004) Character strengths and virtues: A handbook and classification. New York: Oxford University Press.

Dweck, C.S. (2017) Mindset: Changing the way you think to fulfil your potential. Updated edition. London: Robinson.

Behavioral Economics and Education

Behavioral Economics and Education

Thaler, R.H. and Sunstein, C.R. (2009) Nudge: Improving decisions about health, wealth and happiness. Revised edition. London: Penguin Books.

Duckworth, A. (2016) Grit: The power of passion and perseverance. London: Vermilion.

Levitt, S.D. and Dubner, S.J. (2014) Think like a freak: How to think smarter about almost everything. London: Penguin Books.

Less Is More: Designing Lessons That Boost Learner Understanding

By Sayef Khan

“Our goal isn’t to dumb down - it’s to make thinking easier to direct”

How long can we realistically expect our students to concentrate in a world of constant notifications, scrolling feeds, and endless digital distractions? 

Attention spans are often described as shrinking, but what we see in classrooms is not a lack of ability to think; it is a struggle to focus when too much competes for limited working memory. This is where Cognitive Load Theory becomes so powerful in shaping effective teaching. Originally developed by John Sweller, Cognitive Load Theory reminds us that working memory is limited. When students are presented with too much information, confusing instructions, or cluttered materials, their mental resources become overwhelmed.

Last term, the Business and Enterprise department paused to reflect on a deceptively simple question: How much content are we actually putting on our lesson slides? What began as a routine discussion quickly became a moment of honest professional reflection. When we looked carefully at our curriculum materials, it became clear that many of our slides were carrying far more information than our students’ working memories could realistically manage. In our effort to be thorough, we had unintentionally made thinking harder to direct.

This realisation brought us back to John Sweller’s Cognitive Load Theory and, in particular, the concept of reducing extraneous load. Extraneous load refers to the unnecessary mental effort caused not by the complexity of the subject itself, but by the way information is presented. Dense text, multiple fonts, unclear instructions, excessive bullet points, and cluttered visuals all compete for attention. Instead of focusing on analysing a balance sheet or evaluating a marketing strategy, students are first forced to decode the slide in front of them. Have a look at an example below: 

What’s the difference between the before and after slide?

1. Clearer layout and spacing – text is less crowded and easier to read

2. Simpler design – removes unnecessary images (e.g. video thumbnail, van photo)

3. More focused visuals – single burger icon supports the context clearly

4. Improved heading structure – “Think/Write/Pair/Share” is clearly separated

5. Better emphasis – key words (Aim, Objective, Activities, Task) stand out more

6. More concise wording – less clutter makes the task clearer

When students understand what they are being asked to do, they are more likely to participate, take ownership of their learning, and experience success.

Reducing extraneous load is especially impactful for SEND students. Many learners with additional needs can be disproportionately affected by cluttered visuals, lengthy instructions, or poorly structured tasks. Simplified layouts, chunked information, consistent formatting, and clear modelling reduce cognitive overload and support processing. These adjustments are not “extra support” for a few; they are inclusive strategies that improve accessibility for all learners.

Ultimately, reducing extraneous load is not about making lessons look simpler; it is about making learning more powerful. When we remove distractions and present information with clarity and purpose, we give every student, regardless of ability, the cognitive space to think, understand, and thrive.

So next time you are planning a lesson, pause and ask yourself: Is this helping students think about the content, or is it making them work hard just to access it?

Further reading: 

https://educationendowmentfoundation.org.uk/news/eef-blog-cognitive-clutter-and-better-understanding-barriers-to-learning 

https://set.et-foundation.co.uk/resources/the-importance-of-cognitive-load-theory 

Bitesize Research: What students say about school engagement

It’s been a while since we’ve looked at a piece of the latest research in education so this week’s blogpost is on something we generally feel makes a students life at school more enjoyable but now has some significant data and analysis behind it: school trips!

Who is behind the research: The University of Oxford runs the OxWell student survey which aims to better understand the mental health and wellbeing of school students by:

• Asking about their worries and how they might like to receive support.

• Providing schools and services with information about what young people want and supporting positive change by providing insights into young people’s lives and experiences.

(Source: https://oxwell.org/oxwell-2025/) 

Summary

You can see a summary of the early findings in the infographic here. What I’d like to focus on is the answers related to creating a community and a feeling of belonging as we know this has impacts on attendance, outcomes and how young people see their future success. 

• The data shows that school trips rank as the most engaging experience for students across all measured demographics, including students with higher rates of absence (51 per cent), with special educational needs and disabilities (47 per cent), those with symptoms of depression and anxiety (55 per cent), and students who feel lonely (46 per cent).

• 29 per cent of students said that special events such as sports days or themed days engaged them the most

This sits alongside other reports in the past from the Sutton trust that says the funding cuts related to trips and extra curricular activities has more than doubled.

How does this impact me and my practice?

We know that trips can be difficult to organise and fund but these findings show the value of them to students’ overall wellbeing and sense of belonging to the school. There are the social and informal aspects of trips that allow student friendships to foster and shared experiences to create and strengthen bonds. It’s important to note that the “special events” aspect is also very high and valued amongst students, which can be significantly less difficult to organise and fund. For example at WA we have the Black History Month festival, Iftar evening, Christmas/Easter markets.

• What opportunities does your curriculum provide for students to engage with the curriculum outside of the classroom?

• What ways can you find to overcome barriers of resources or funding? 

• If trips are not possible, what could you learn from this research that can support you in creating a sense of community and belonging at WA? 

• What events are possible? What events do we already organise and what is your level of support for them to be successful?

Sources: 

• TES - https://www.tes.com/magazine/news/general/school-trips-give-pupils-sense-belonging 

• Sutton Trust - https://www.suttontrust.com/news-opinion/all-news-opinion/headteachers-report-sharp-increase-in-cuts-to-teaching-assistants-school-trips-support-staff-and-sports/