COD 2026 - D1223
Webinar - Across Borders, Across Pages: Exploring In the Sea There Are Crocodiles (IGCSE World Literature set text for 2026 and 2027)
IGCSE Literature in English teachers; literature enthusiasts; educators interested in bildungsromane, adolescent identity negotiation, and global literary traditions
2
sessions, start: 08-Apr
Please enrol before Friday, April 3rd 2026
Course detail
Year: 2026
Level: Distance
Language: English
Status: In progress
Lugar: Distance
Facilitator/s: Mr. Luciano Camio
ESSARP Schools
Free of charge
Free of charge
Exams Schools
Free of charge
Free of charge
Non affiliate
Free of charge
Free of charge
Sessions
| Sessions | Dates | Start | Finish |
|---|---|---|---|
| 1 | 08 April 2026 | 06:00 pm | 07:30 pm |
| 2 | 22 April 2026 | 06:00 pm | 07:30 pm |
Facilitator/s
Luciano Camio
IGCSE Literature in English teachers; literature enthusiasts; educators interested in bildungsromane, adolescent identity negotiation, and global literary traditions
By the end of the workshop, participants will be able to:
Explain the key themes, contexts, and narrative features of In the Sea There Are Crocodiles and connect them to the IGCSE World Literature syllabus.
Map the novel to Assessment Objectives (AO1–AO4) for Paper 3.
Design lesson activities that promote close reading, contextual understanding, and informed personal response.
Facilitate trauma-informed and developmentally appropriate discussions on migration, resilience, identity, and human dignity.
Articulate the ethical and educational importance of global narratives and cross-cultural literature.
Develop an actionable plan for integrating the novel into an existing scheme of work.
Design interdisciplinary project ideas linking the novel to Geography, History, Citizenship, and Intercultural Studies.
Explain the key themes, contexts, and narrative features of In the Sea There Are Crocodiles and connect them to the IGCSE World Literature syllabus.
Map the novel to Assessment Objectives (AO1–AO4) for Paper 3.
Design lesson activities that promote close reading, contextual understanding, and informed personal response.
Facilitate trauma-informed and developmentally appropriate discussions on migration, resilience, identity, and human dignity.
Articulate the ethical and educational importance of global narratives and cross-cultural literature.
Develop an actionable plan for integrating the novel into an existing scheme of work.
Design interdisciplinary project ideas linking the novel to Geography, History, Citizenship, and Intercultural Studies.
Overview of the novel’s narrative structure, themes, and global significance.
Connections between the novel and IGCSE World Literature Assessment Objectives.
Close reading of selected extracts to explore craft, character, and context.
Approaches to handling sensitive topics (migration, trauma, displacement, identity negotiation).
Strategies for critical analysis and writing prompts.
Interdisciplinary frameworks for extending the novel beyond Literature
Connections between the novel and IGCSE World Literature Assessment Objectives.
Close reading of selected extracts to explore craft, character, and context.
Approaches to handling sensitive topics (migration, trauma, displacement, identity negotiation).
Strategies for critical analysis and writing prompts.
Interdisciplinary frameworks for extending the novel beyond Literature
Guided close reading of key passages.
Group analysis of assessment demands and task design.
Examination of sample student responses for strengths and improvements.
Structured discussion protocols for sensitive topics.
Collaborative construction of lesson sequences and interdisciplinary extensions.
Planning time for teachers to adapt workshop ideas into their own curricular contexts.
Group analysis of assessment demands and task design.
Examination of sample student responses for strengths and improvements.
Structured discussion protocols for sensitive topics.
Collaborative construction of lesson sequences and interdisciplinary extensions.
Planning time for teachers to adapt workshop ideas into their own curricular contexts.