Staying on Track: Suggested Deadlines for IB Film Final Assessments May 2026

One of the biggest challenges in teaching IB Film is time. There is so much I want to teach and show;  between shoots, edits, research, and reflection. When we arrive in Y2, it tends to move at lightning speed. Before we know it, deadlines for the Textual Analysis, Comparative Study, Film Portfolio, and Collaborative Film Project start to pile up.

That’s why, in my classes, I set a series of internal checkpoints. Trust me, it makes an enormous difference. These dates are not official IB deadlines,  they’re simply guidelines to help students (and parents) stay organized and maintain a healthy workflow across the two-year course.

I like to treat these checkpoints as completion grades rather than summative marks. They reward consistency and ensure students don’t fall behind in the creative process. Most importantly, they allow teachers to track progress and offer targeted feedback at the right time. Abiding by IB rules, I only give feedback once on the final draft of assessments.

Why Deadlines Matter

The May 2024 Film Subject Report highlighted an increase in students submitting incomplete or unfinished work, particularly in the Film Portfolio and Collaborative Film Project components. The report emphasizes that the IB Film course should be taught over two years, with consistent creative engagement throughout and not condensed into a few rushed weeks at the end.

Setting internal deadlines helps prevent that scenario. Regular progress checks reinforce the discipline of filmmaking: planning, shooting, revising, and reflecting. They also make it easier for students to see how all four assessments connect and build on each other.

I am partly to blame in a way. I leave all final assessments for the second year. I focus all their energy on honing their skills and knowledge during Y1, and then Y2 is all about the final assessments. I am aware that many colleagues complete at least the TA during Y1, and that’s okay. I’m simply sharing my approach here.

Suggested Timeline for 2025–2026

Below is the timeline I use in my classroom for Y2 (May 2026 assessment). I prepare a document that is sent home for parents and students to sign so we are all on the same page. The structure keeps them accountable while leaving room for flexibility.

These are suggested checkpoints, not mandatory submission dates. Adjust them according to your school calendar or production schedule. I also clarify to my students that deadlines do not mean they cannot turn in assignments earlier!

Textual Analysis  (External Assessment)

Film Day: October 11
We watch the three films I selected in class. I order pizza and don’t say anything about the films. It’s just a way for me to make sure they at least watched them.

Final Draft: October 28
This is on the first day back from our October break, so they have the break to write their draft.

Final Version: November 10

Comparative Study  (External Assessment)

Outline: November 12
One of the only deadlines I set for Y1 is at the end of the year.  I ask students to pick their film focus, their two films, and their research question. For the outline, I ask them to give me a solid source list and a bullet-point structure of what they plan to discuss.

Final Draft: November 24
This is where I choose to give them feedback,  on their script, the monologue they’ll record for the film. I give feedback here because I feel I’ve already covered editing thoroughly in other production assessments, so I’m confident they’ll manage the editing. The research is the complex part of this assessment.

Voice-Over Track: February 16
This is just the audio. It’s a way for me to check if it’s clear and at a good pace and intonation.

Final Version: April 10

Film Portfolio  (Internal Assessment)

Reel 1 – Final Draft: December 16
Here is where I give my “final feedback.” My logic is that with one reel, I can pinpoint if they have the right intention in their pages, if the presentation is correct, and so on. They’ll then be able to replicate that across the other two reels.

Reel 2: March 28
Final Version: April 10
Here they must turn in one video file with the three reels and one PDF file with the nine pages.

Collaborative Film Project  (HL Only)

Treatment: September 16
Just a regular elevator pitch. Five minutes in front of the class. They have to tell me the genre, protagonist, and conflict. It’s a way to see if it’s feasible.

Moodboard: September 24
A visual poster with the colour palette and images that represent the “mood” of their film.

1st Draft Script: September 30
Hollywood format, so they’re sure of the film’s length.

Pre-Production Package: December 8 (Semester Exam)
You can find this on our site under the Collaborative Film Project. It’s a bound, printed pre-production package, including script drafts, reflections, storyboards, location contracts, and so on. Here is where I give them the allowed feedback, as per the IB Film Guide.

First Cut: February 18
This is when I make sure they’ve shot everything  or at least 80% of the footage.

Final Version: March 20
The film and the project report must be turned in.

How to Use These Checkpoints

• Display the deadlines clearly - I use the poster version in class and on our course site. I also have one student responsible for announcing the upcoming deadline at the start of each class.
• Grade by completion - the goal is consistency, not perfection.
• Keep flexibility - life happens. I totally understand if, due to force majeure, a deadline cannot be met, but students must justify it in writing.

These internal milestones aren’t meant to limit creativity, and I’m aware that some overlap. However, since the CFP is a collaborative project, students must share responsibilities. I also remind them that in real life, professionals have deadlines too. It’s a way to prepare them for the industry. When students know what’s coming, they can focus on making bold, meaningful work rather than scrambling at the last minute.

Final Thoughts

In filmmaking, discipline can definitely help creativity. These suggested deadlines are a simple way to keep students grounded and confident as they move toward their final assessments.

As I often remind my class:

“Spielberg has deadlines - so can you.”