Group 3

The business management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques.

Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organizations operate.

The course covers the key characteristics of business organization and environment and the business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment. The conceptual learning is firmly anchored in business management theories, tools and techniques and placed in the context of real world examples and case studies.

The course encourages the appreciation of ethical concerns at both a local and global level. It aims to develop relevant and transferable skills, including the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation. The course also develops subject-specific skills, such as financial analysis.

External assessment for HL and SL students consists of two written examination papers. Paper one is based on a pre-seen case study issued in advance, and paper two consists of structured questions based on stimulus material and an extended response question that assesses students’ understanding of the key concepts of the course.

Internal assessment for HL students is a research project and for SL students a written commentary. In both tasks, students study real world business organizations. These are internally marked by subject teachers and then externally moderated by IB examiners.

Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world.

At the heart of economic theory is the problem of scarcity. While the world’s population has unlimited needs and wants, there are limited resources to satisfy these needs and wants. As a result of this scarcity, choices have to be made. The DP economics course, at both SL and HL, uses economic theories to examine the ways in which these choices are made:

• at the level of producers and consumers in individual markets (microeconomics)

• at the level of the government and the national economy (macroeconomics)

• at an international level where countries are becoming increasingly interdependent through international trade and the movement of labour and capital (the global economy).

The choices made by economic agents (consumers, producers and governments) generate positive and negative outcomes and these outcomes affect the relative well-being of individuals and societies. As a social science, economics examines these choices using models and theories. The DP economics course allows students to explore these models and theories, and apply them, using empirical data, through the examination of six real-world issues.

As economic growth and increased efficiency become prominent goals, two other important global economic issues related to these goals are; the ways in which economic activity impacts the environment, and the challenges facing the world in terms of fair access to resources, goods and services. When exploring these significant global issues, sustainability and equity become key concepts for DP economic students to understand.

In all areas of economic activity, the economic agents can be divided up into the private sector (consumers and producers) and the public sector (governments). To different extents and with different outcomes, the public sector in any economy assumes some responsibility for monitoring and regulating the behaviour of the private sector. This government intervention is a significant concept that appears throughout the course and students are expected to critically evaluate the balance between the market forces of the private sector and intervention by governments.

Given the rapidly changing world, economic activity and its outcomes are constantly in flux. Therefore, students are encouraged, throughout the course, to research current real-world issues. Through their own inquiry, it is expected that students will be able to appreciate both the values and limitations of economic models in explaining real-world economic behaviour and outcomes.

By focusing on the six real-world issues through the nine key concepts (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention), students of the DP economics course will develop the knowledge, skills, values and attitudes that will encourage them to act responsibly as global citizens.

For the internal assessment, both standard level and higher level candidates are required to produce a portfolio of three commentaries based on published extracts from the news media using the key concepts as a lens. In addition, for the external assessment, there are two examinations for standard level students and three examinations at higher level. 

This innovative course lies within Group 3 which examines individuals and societies. The DS framework is modelled on a ‘triangle’. It uses an integrated approach, encouraging students to make informed judgements and decisions about the role of information and communication technologies in contemporary society.

Teachers are entrusted to use professional judgement in determining the best delivery of the DS course.

• Two courses are offered, Standard Level (SL) that requires 150 hours of teaching time over two years, and Higher Level (HL) that requires 240 hours.

• The ITGS course is based on three interconnected strands; Social and ethical significance, Application to specified scenarios, IT systems.

• The ITGS triangle lies at the heart of the pedagogy. With an understanding of the information technologies, students must be able to evaluate social/ethical issues in specified scenarios.

• ITGS requires students to have strong research and higher order thinking skills.

• Teachers may choose any relevant contemporary article to illustrate scenarios. A vibrant wiki has been developed to help teachers share resources.

• Collaboration between schools, teachers and students is encouraged. Teachers need to keep abreast of emerging online tools, applications and hardware.

• A component (HL only) is linked to the annually issued case study. This requires students to investigate a new topic related to the subject in greater depth.

• ITGS requires students to develop a product that would be suitable for a client. The aim of this assessment is to support and prepare students for the workplace.

The aims of the psychology course at SL and at HL are to:

1. develop an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour

2. apply an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour to at least one applied area of study

3. understand diverse methods of inquiry

4. understand the importance of ethical practice in psychological research in general and observe ethical practice in their own inquiries

5. ensure that ethical practices are upheld in all psychological inquiry and discussion

6. develop an awareness of how psychological research can be applied to address real-world problems and promote positive change.

Psychology SL is made up of 75% from external assessment (2 papers) and 25% from an internal assessment on an experimental study.

Psychology HL is made up of 80% from external assessment (3 papers) and 20% from an internal assessment on an experimental study.