It fosters an intercultural understanding, open-mindedness, and an attitude that is necessary to respect and assess a variety of opinions and viewpoints of others. The programme encourages students to be curious, inquisitive, and knowledgeable towards their academics as well as caring and compassionate towards their fellow students. The IB diploma programme is developed in a precise and academically challenging method, designed to prepare students of ages 16 and 19 for success at their universities and life beyond that. In my experience, I have found that the most successful students are the ones who know this document, the IB Economics Subject Guide, better than their classmates! Textbooks can be full of too much information that you really do not need (that does not make them useless, it’s just something you need to keep in mind when leaning on them).International Baccalaureate Diploma Programme Phew □□ that’s a lot of reading! But yeah, duh □ pgs 74-75 for a glossary of the command terms used in exam questions! pgs 67-73 for information about the internal assessment requirements and assessment criteriaġ2. pgs 59-66 for information about the different exam papers and the assessment criteria usedġ1. pgs 50-54 for the main learning outcomes under the sixth real-world issue: ‘Why is economic development uneven?’ġ0. pgs 45-50 for the main learning outcomes under the fifth real-world issue: ‘Who are the winners and losers of the integration of the world’s economies?’ĩ. pgs 41-44 for the main learning outcomes under the fourth real-world issue: ‘How do governments manage their economy and how effective are their policies?’Ĩ. pgs 35-41 for the main learning outcomes under the third real-world issue: ‘Why does economic activity vary over time and why does this matter?’ħ. pgs 29-34 for the main learning outcomes under the second real-world issue: ‘When are markets unable to satisfy important economic objectives – and does government intervention help?’Ħ. pgs 25-29 for the main learning outcomes under the first real-world issue: ‘How do consumers and producers make choices in trying to meet their economic objectives?’ĥ. pgs 22-24 for the main learning outcomes under the first two sub-units: ‘1.1 what is economics?‘ and ‘1.2 how do economists approach the world?’Ĥ. pgs 18-19 for explanations of each of the command terms and how they connect to the assessment objectivesģ. pgs 12-14 for definitions of the nine key concepts and how they relate to the courseĢ. So, what are the most important parts of this subject guide?ġ. The subject guide should be the centre of the learning process, with the textbook as one source of information, along with news articles, a trusted YouTube channel (like mine: the IB Econ Guru) and of course past papers and mark schemes! I get it! It’s a big document with too much information! But it’s (in my honest opinion), much much much more important than the textbook! So many teachers I have seen over my career focus too much on getting students to buy and use the textbook! The textbook becomes the centre of the learning process, and I don’t think that’s correct (there, I said it □). Seems pretty common sense to share this with students, right? However, you’d be surprised at the number of students I tutored over the past few years who have NEVER been given this document by their teachers □□♂️ This is the Bible/Quran/Torah/Vedas/Analects/Tao Te Ching/Holy Book of IB Economics. It can be a headache □ and truly mind blowing □īut! If there’s one document you need to help you navigate this course it’s the IB Economics Subject Guide published by the IBO themselves! There’s a lot of learning outcomes and lots of things you need to keep track of: units, command terms, assessment criteria, calculation formulae, real-world examples, IA requirements etc… IB Economics can be overwhelming to navigate. Alright, so you’re new to IB Economics, or you’re not new but you feel lost! This blog post is for you!
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