For IB Diploma teachers and coordinators
This one is written by a serving IB Diploma and Career-related Programme Coordinator and Head of Mathematics, who runs a department on it this term, with real students and real deadlines.
You opened a chat, asked for something, got back a paragraph that could have been about any school in any country, and decided the whole thing was overrated.
That was me for about a year.
The tool was not the problem. The problem was starting from nothing every single time: a machine that had never heard of your syllabus, your cohort, your lesson length, your report word limit or your department's decisions. So it gave you the average of everything it has ever seen, which is generic by definition.
Almost all of the quality is in the context, not in the question. That is what the first lesson fixes, and everything else depends on it.
Three to six minutes each. That is deliberate. There is no padding, no introductions to the introduction, and nothing restated at the end. You could watch the whole course in one free period and still have time for a coffee.
The one hour of work that makes everything afterwards worth doing. Why the version of your subject guide the tool knows may not be the one your cohort is assessed against, and how to stop it guessing.
The longest lesson, because it is the most valuable and the most dangerous. Criterion-referenced feedback that finds evidence rather than awarding marks. How to calibrate against work you have already moderated, so you know whether to trust it at all.
Your own voice, cloned, free, on your own machine. Slides that do not look like everyone else's. Question variants at a controlled difficulty, and where the arithmetic quietly fails.
Saying something true and specific inside a thirty word limit, a hundred and twenty times. The exact words and rhythms that make a parent think a machine wrote it, and how to get them out.
Stop doing the repeating job. Built live: a deadline tracker that works backwards from a real upload deadline, because every coordinator does that by hand, every year, and it is the same calculation every time.
Stated in Lesson 1 and held to throughout. A teacher who follows this should end up more defensible on academic integrity, not less.
Every lesson is recorded and ready to watch today. Nothing is coming later, nothing is a placeholder, and there is no waiting list.
The price is $37 for the first ten people, then it goes to $67 and stays there. That is not a discount for risk you are taking, because the course is done and you are taking none. It is simply what a thing costs before anybody has reviewed it.
No countdown timer, no fake seats remaining. When ten people have bought it, the price changes.
$37$67 after the first ten
One payment. No subscription, nothing to cancel, no auto-renew. If the first two lessons are not worth more than you paid for the whole thing, reply to the receipt and I refund it.
Keith Spencer. Thirty years in international schools. Currently a serving IB Diploma and Career-related Programme Coordinator and Head of Mathematics. He reads internal assessments across every subject group every year and sits in the moderation meetings.
He has built and runs more than forty working tools for his own school on this stuff: deadline trackers, moderation dashboards, results analysis, subject planners. That is where every example in the course comes from. None of it is theoretical.
Before you buy anything, use the free ones. There are free Maths IA guides, a free aim checker, and a printable class self-check you can photocopy for a department. Nothing to sign up for.