WORKBOOK

English B (DP
Workshop Category
2), Category 2
Workshop
Lima, Peru
2 - 4 December 2019
Language of delivery: English

Facilitator/s: Cristina Flammini and Andrea Vanegas Morales
www.ibo.org/programmes/pd
Intellectual property disclaimer
This workbook is intended for use by a participant at an IB-approved workshop. It
contains several types of material: material that was created and published by the
IB, material that was prepared by the workshop leader and third-party copyright
material.
Following the workshop, participants who wish to provide information or non-

commercial in-school training to teachers in their school may use the IB-copyright
material (including student work) and material identified as the work of the
workshop leader unless this is specifically prohibited.
The IB is committed to fostering academic honesty and respecting others’
intellectual property. To this end, the organization must comply with international
copyright laws and therefore has obtained permission to reproduce and/or translate
any materials used in this publication for which a third party owns the intellectual
property. Acknowledgments are included where appropriate. Workshop
participants may not use any of the material in this workbook that is identified as
being the intellectual property of a third party for any purpose unless expressly
stated and must therefore seek permission from the copyright holder before making
use of such material.
Permission must be sought from the IB by emailing copyright@ibo.org for any use
of IB material which is different from that described above or those uses permitted
under the rules and policy for use of IB intellectual property
(http://www.ibo.org/copyright/intellectualproperty.cfm).
Permission granted to any supplier or publisher to exhibit at an IB-approved
workshop does not imply endorsement by the IB.
Mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and

caring young people who help to create a better and more peaceful world through
intercultural understanding and respect.
To this end the organization works with schools, governments and international
organizations to develop challenging programmes of international education and
rigorous assessment.
These programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with their
differences, can also be right.
Workbook Contents
Concept-based teaching and learning.......................................................................................6
Session 3 - Course Design Ingredients List.............................................................................19
Session 3 - DP Unit Planner Sample.......................................................................................21
Session 6 - HL Literary Text The Story of An Hour..................................................................31
Session 6 - SL Text Free Wi-Fi trumps sleep for SA travellers................................................35
SL Text Dying to Drink The Hard Facts...................................................................................37
Session 10 - Final Self-Reflection Table..................................................................................41
HL IA oral sample A support document...................................................................................43
HL IA oral sample C support document...................................................................................45
HL paper 1...............................................................................................................................46
HL paper 1 sample A without marks........................................................................................50
HL paper 1 sample C without marks........................................................................................58
SL IA oral sample A support document...................................................................................62
SL IA oral sample A examiner comments................................................................................63
SL IA oral sample C support document...................................................................................65
SL paper 1...............................................................................................................................66
SL paper 1 sample A without marks........................................................................................70
SL paper 1 sample C without marks........................................................................................74
IB position paper
Physical and health

Concept-based education
teaching guide
and learning
(pilot)
H Lynn Erickson
For use from September 2014 or January 2015
© Concept-based teaching andOrganization

International Baccalaureate learning 2012 1
6/76
Introduction to IB position papers
This paper is part of a series of papers, written by IB practitioners and endorsed by the IB. Each paper
addresses a topic or issue related to the IB’s philosophy or its educational practices.
Other papers in the series

Allan, M. May 2011. Thought, word and deed: The roles of cognition, language and culture in teaching
and learning in IB World Schools.
Davy, I. July 2011. Learners without borders: A curriculum for global citizenship.
Hare, J. July 2010. Holistic education: An interpretation for teachers in the IB programmes.
Marshman, R. July 2010. Concurrency of learning in the IB Diploma Programme and Middle Years
Programme.
Walker, G. October 2010. East is East and West is West.
Concept-based teaching and learning 2

7/76
Abstract
This paper examines the characteristics of concept-based curriculum and instruction models and
identifies the International Baccalaureate (IB) programmes as a three-dimensional, concept-based
model. A discussion of the benefits of concept-based instruction supports the majority of attributes in
the IB learner profile. Concept-based instruction requires an understanding of synergistic thinking,
transfer of knowledge and social construction of knowledge. This paper addresses these areas and
discusses them in the context of the required IB pedagogy. It concludes with a review of the challenges
in implementing a concept-based model and a summary of the rewards.
Introduction
The International Baccalaureate programmes offer a design for curriculum and instruction that is more
challenging than traditional models, but which can produce deeper intellectual and emotional
engagement in learning. The concept-based design is fully supported by cognitive and learning
research. When information today is a click away on a computer keyboard, the use of classroom time
must shift focus from covering and memorizing information to thinking with and applying knowledge at
both the factual and conceptual levels. Thinking deeply with factual knowledge and concepts to
communicate ideas and solve problems, transferring knowledge across distinct global contexts and
situations, and seeing patterns and connections between concepts, ideas and situations are at the heart
of concept-based teaching and learning. Less factual coverage can open the door to deeper thinking
and understanding.
What is concept-based curriculum and

instruction?
Concept-based curriculum and instruction is a three-dimensional design model that frames factual
content and skills with disciplinary concepts, generalizations and principles. Concept-based curriculum
is contrasted with the traditional two-dimensional model of topic-based curriculum which focuses on
factual content and skills with assumed rather than deliberate attention to the development of
conceptual understanding and the transfer of knowledge (see Figure 1).

8/76
Figure 1. Two-dimensional and three-dimensional curriculum and instruction (taken from
Erickson 2008).
Two-dimensional curriculum models focus on facts and skills with the goals of content coverage,
analysis and the memorization of information. Three-dimensional models focus on concepts, principles
and generalizations, using related facts and skills as tools to gain deeper understanding of disciplinary
content, transdisciplinary themes and interdisciplinary issues, and to facilitate conceptual transfer
through time, across cultures and across situations. Three-dimensional models value a solid base of
critical factual knowledge across the disciplines, but they raise the bar for curriculum and instruction by
shifting the design focus to the conceptual level of understanding. This focus necessarily requires a
supporting role for factual knowledge.
A corollary goal of concept-based instruction that is seldom stated overtly is development of the
intellect. In a concept-based instruction model teachers use the facts in concert with concepts and
generalizations to effect higher order, synergistic thinking. Facts provide the foundation and support for
deeper, conceptual thinking and understanding. Three-dimensional concept-based curriculum models
value student inquiry and constructivist learning to support personal meaning-making.
The research and agreement on the importance of conceptual understanding is undeniable. From the
National Council of Teachers of Mathematics (NCTM) (2009) we hear the call:
Any national mathematics curriculum must emphasize depth over breadth and must focus
on the essential ideas and processes of mathematics (p 1).
…research on the learning of complex subjects such as mathematics has

solidly established the important role of conceptual understanding in the
knowledge and activity of persons who are proficient (p 2).
One of the strongest research summaries supporting the importance of conceptual understanding can
be found in How People Learn: Brain, Mind, Experience and School (Bransford et al 2000), published
by the National Academy of Sciences and the National Research Council.
Experts’ knowledge is connected and organized around important concepts

(eg, Newton’s second law of motion) (p 9).
To develop competence in an area of inquiry, students must: a) have a deep

foundation of factual knowledge, b) understand facts and ideas in the
context of a conceptual framework, and c) organize knowledge in ways that
facilitate retrieval and application (p 16).

9/76
… organizing information into a conceptual framework allows for greater
transfer; that is, it allows the student to apply what was learned in new
situations and to learn related information more quickly (p 17).
Anderson and Krathwohl’s book (2001) updated Benjamin Bloom’s Taxonomy of Educational
Objectives (1956), and further supports the need to teach for deeper conceptual understanding.
By separating factual knowledge from conceptual knowledge, we highlight

the need for educators to teach for deep understanding of conceptual
knowledge, not just for remembering isolated and small bits of factual
knowledge (p 42).
Students understand when they build connections between the “new”

knowledge to be gained and their prior knowledge. More specifically, the
incoming knowledge is integrated with existing schemas and cognitive
frameworks. Since concepts are the building blocks for these schemas and
frameworks, conceptual knowledge provides a basis for understanding
(p 70).
Beyond the research, the importance of conceptual structures for disciplinary content just makes logical
sense.
In what ways are IB programmes concept-

based?
The Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP)
are three-dimensional and concept-based because, by deliberate design, they require students to
process factual knowledge through the conceptual level of thinking.
The DP values deeper critical thinking and conceptual understanding. The required theory of knowledge
course examines different ways of knowing and challenges students to think beyond the facts as they
analyse complex questions and issues in interdisciplinary inquiries. The extended essay and a variety
of internal assessment tasks also engage the critical thinking of students as they independently plan,
research, write and defend a significant question drawn from one of the subject areas (IB 2009b).
DP teachers ensure that students know the attributes and meaning of the subject area concepts. At
times, however, teachers express a concern over the tension between a heavy curriculum load and the
time to teach for deeper conceptual understanding and the transfer of knowledge. This tension can
sometimes result in implicit rather than explicit demonstrations of understanding. As the DP continues
to develop, this tension might ease if key concepts and disciplinary related concepts were used to
explicitly state the important conceptual relationships to guide instruction. This would focus the teaching
and learning on the most significant conceptual understandings, and strengthen the bridge between the
PYP, MYP and DP. I am sensitive to the curricular demands for university recognition but I also feel
strongly that less is more when the student synergistically processes factual information through the
conceptual level of thinking. Building the conceptual structures for deep understanding and the transfer
of knowledge supports autonomous learners who maximize their learning by seeing patterns and
connections between new knowledge and prior learning. New courses based on conceptual frameworks
such as global politics will continue to emerge that will support teachers in helping students learn to do
meta-analyses of complex systems, but traditional discipline-based courses also need a concept-based
curriculum and instruction design for deep understanding.
The DP, like the PYP and MYP, supports international-mindedness and understanding of other cultures.
Identifying key and related concepts and framing critical subject area content with a central idea and
additional “supporting ideas” (which will be introduced later in this paper) can strengthen the transfer of
knowledge across global contexts as new examples of previously learned concepts arise. Concept-
based curriculums can support teachers in moving deliberately to idea-centred instruction. I know that
DP teachers value deeper conceptual thinking and understanding. An idea-centred curriculum of
important conceptual understandings supported by relevant content would help teachers meet these
goals.

10/76
The PYP is transdisciplinary in nature. The identification of transdisciplinary themes (for example, who
we are, how the world works) frame the concepts, skills, attitudes and actions linked to what is real and
relevant in the world through the design of programmes of inquiry. The transdisciplinary themes ensure
that curriculum and instruction move beyond factual coverage in discrete subject areas to an integrative
synthesis of knowledge and conceptual understandings to better understand our world and our place
within the world (IB 2010). The MYP is developing a set of “global contexts” to use in their unit designs
that will facilitate transcendent thinking, similar to that driven by the transdisciplinary themes of the PYP
(IB 2012).
In the PYP and MYP the key concepts draw thinking beyond the facts. This is significant for three main
reasons.
1. The use of key concepts prevents an overreliance on memorization of facts as the end goal. In a
concept-based model students must process the facts through their personal intellect—the
conceptual mind. The key concept provides focus to the topic under study, acting as a conceptual
draw for personal engagement and mental processing. The focus shifts from memorization—or a
lower form of mental engagement—to deeper, personal inquiry as students consider connections
between the facts and the key concept(s). Key concepts are macro-concepts that transcend
disciplines such as change, interdependence, system and relationships. The PYP has identified
eight macro-concepts as key concepts to use for the programme. The choice of just one or two
key concepts for a unit planner can prevent the conceptual focus from becoming too diffuse. The
MYP is also working to identify a set of key concepts. Key concepts integrate thinking at the
conceptual level.
2. Key concepts facilitate the transfer of knowledge through time, across cultures and across
situations. The IB position paper Thought, word and deed: The role of cognition, language and
culture in teaching and learning in IB World Schools (Allan 2011) cites research undertaken in
schools in the United States, Australia and Germany that found when students are exposed to
abstract concepts apart from context, learning is difficult.
3. Intercultural understanding depends on the ability to see the commonalities and differences in
terms of concepts and their expressions across global contexts, whether they be social, political,
economic or geographical/environmental. When students develop understanding of key concepts
and central ideas (statements of conceptual relationship) they become aware that these concepts
and ideas can be applied across cultures.
I believe it is critical that all IB programmes attend to both the key concepts and the more discipline-
specific related concepts to ensure that students develop breadth and depth of conceptual
understanding. The transferability of key concepts such as system, change and order help students
recognize the many permutations of each concept from body systems, to economic systems, to
environmental systems. The related concepts, however, ensure that instruction builds depth of
understanding by attending to, and adding to, the language of each subject area—the discipline-specific
concepts and their important relationships from year to year. In the PYP, these related concepts can be
taught in the context of the transdisciplinary units of instruction developed for the programmes of
inquiry. Identifying the related concepts in these units ensures that disciplinary depth is included in the
inquiry. When I use the term “related concepts” in my work with concept-based curriculum design, I am
referring to the concepts related to specific disciplines within the unit, rather than specific concepts
related to various key concepts. The reason for this is I want to identify the more specific concepts to
build disciplinary depth.
At this time the PYP and the MYP ask teachers to use a key concept and a more discipline-specific
related concept to state a central idea and concept statement respectively. To reinforce idea-centred
teaching and conceptual thinking I recommend consideration of additional conceptual understandings
crafted with the more discipline-specific related concepts to be added to each unit. I will call these
understandings “supporting ideas” for the purposes of this discussion. In the MYP and PYP if a year-
long course of instruction was framed under five or six units of instruction, I would think five to eight
supporting ideas per unit—in addition to the central idea/concept statement—would be reasonable to
guide the formative work.
Another reason I suggest that the PYP and MYP use the more specific related concepts to write
additional supporting ideas for their unit planners is to continually build disciplinary schemata in the
brain, so students are prepared for the conceptual rigour of the DP, as well as for lifelong learning and

11/76
work. It is through the conceptual structures of knowledge that the PYP, MYP and DP can be further
aligned and articulated on the IB programme continuum.
Aligning the terminology through the different levels of the IB programmes and articulating central and
supporting ideas using key and related concepts at all three levels of the IB would provide the structure
for a continuous and coherent concept-based scheme of instruction. A concept-based curriculum is
idea-centred. Central and supporting ideas facilitate a pedagogy requiring synergistic thinking which
means guiding students, through inquiry, to realize the deeper conceptual understandings supported by
factual content. In the PYP, a suggestion could be to write more specific disciplinary supporting ideas to
serve as the lines of inquiry. Developing critical central and supporting ideas for the different subject
areas (referred to as “subject groups” in the MYP) across all levels of the IB continuum would provide
clear understanding of targets for the teachers, and would facilitate a truly idea-centred pedagogy. This
would also allow the breadth of curriculum content to be compacted and focused.
How is a concept-based curriculum beneficial to

student learning?
Concept-based curriculum and instruction is essential to the IB educational paradigm. The critical
elements that require a concept-based model are intercultural understanding and international-
mindedness, the ability to transfer knowledge and a rigorous intellectual model that is emotionally
engaging and motivating.
There are many benefits to a concept-based model.
• Thinking—It requires thinking students who draw on critical, creative, reflective and conceptual
thinking abilities.
– Facilitates “synergistic thinking”—the cognitive interplay between the factual and conceptual
levels of thinking.
– Requires deeper intellectual processing as students relate the facts to key concepts and
principles.
– Develops conceptual structures in the brain (brain schemata) to relate new knowledge to
prior knowledge, and to illuminate the patterns and connections of knowledge.
– Facilitates the transfer of knowledge at the conceptual level.
– Provides opportunities for personal meaning-making through processes of thinking, creating

and reflecting.
• Intercultural understanding—It develops intercultural understanding and international-mindedness

through conceptual transfer.
– Facilitates the transfer of learning across global contexts as students engage with concepts
and conceptual understandings as reflected across unique and varied cultures.
– Encourages inquiry into global issues of concern that draw out the multiple perspectives and
situations of different cultures and nations.
• Motivation for learning—It recognizes that intellectual and emotional engagement are essential to
the motivation for learning.
– Increases motivation for learning by inviting students to think about the facts through a
relevant and personally engaging key concept. The unit topic and the key concept have an
iterative relationship—each reinforces the other, for example, considering the facts about
“Global conflicts in the 21st century” through the conceptual lens of perspectives, or
considering facts about “Our land and people” through the lens of identity.

12/76
– Values and respects the thinking of the individual by “drawing understandings from” rather
than “telling understandings to”.
– Encourages constructivist learning experiences that are relevant and important.
– Values collaborative thinking, discussions, and problem-solving with the belief that the social
construction of meaning not only leads to a quality product, but is motivating to participants
as well.
• Fluency with language—It increases fluency with the languages of cultures and the disciplines.
– Illuminates the conceptual structures of “meta-language” to facilitate multilingual learning and

communication across cultures.
– Builds increasing fluency with disciplinary language as students explain and support their
conceptual understanding with relevant factual knowledge.
– Reinforces a common conceptual vocabulary and set of critical conceptual understandings in

the different disciplines which can help alleviate language barriers in global labour contexts
when students enter the workforce.
These benefits are inherently supportive of the majority of the characteristics outlined in the IB learner
profile (IB 2009a, p 5):
• inquirers
• knowledgeable
• thinkers
• communicators
• open-minded
• reflective.
What are the required pedagogical shifts?

Synergistic thinking
I believe that synergistic thinking (Erickson 2007; 2009b) is essential for intellectual development.
Synergistic thinking is a cognitive interplay between the factual and conceptual levels of mental
processing. Synergy can be defined as two interacting agents providing a greater effect than either
agent acting alone. Thinking without this factual/conceptual interaction can be shallow. Without a
deliberate curriculum design that mandates this intellectual interplay, we may confuse memorized
knowledge with deeper understanding. Just knowing the definitions of concepts is not sufficient. Just
knowing facts is not sufficient.
Transfer of knowledge and skills

Facts do not transfer. They are locked in time, place or situation. Knowledge transfers at the conceptual
level as concepts, generalizations and principles are applied across global contexts and situations. The
ability to use the conceptual level of thinking to relate new knowledge to prior knowledge, to see
patterns and connections between different examples of the same concept or conceptual
understanding, and to pattern and sort the expanding information base is a critical skill for the 21st
century. The transfer of processes and skills across multiple disciplines and contexts to deepen
understanding and enhance performance is another mandatory facet of IB programmes. The
approaches to learning (ATL) in the MYP continue to be developed along with the transdisciplinary skills
in the PYP. Work is underway to organize ATL skills across all levels of the IB related to five skill
clusters: social, research, thinking, communication and self-management.

13/76
Social construction of meaning
Quality thinking is hard work. Concept-based models encourage collaborative group work to enhance
thinking and problem-solving. Different minds working together scaffold each other and generate new
ideas and solutions. The social construction of meaning and collaborative groups work is a significant
aspect of all IB programmes. School days filled with teacher-dominated lectures to passive students,
locked into parallel rows of desks, are hopefully a relic of past pedagogies.
Effective concept-based teachers in IB programmes understand the principles of synergistic thinking,

the transfer of knowledge and socially constructed meaning-making. They have at some point made the
following pedagogical shifts in their instruction if they began their teaching career in a traditional two-
dimensional model. (Please also see the appendix for an example.)
From two-dimensional instruction* To three-dimensional instruction

The goal is increased factual knowledge and skill The goal is increased conceptual understanding
development. supported by factual knowledge and skills, and the
transfer of understanding across global contexts.
Teacher relies heavily on lecture to disseminate Teacher facilitates student inquiry into important
factual knowledge. interdisciplinary and disciplinary topics and issues
using one or two key concepts as the conceptual
draw.
Instruction and learning experiences focus on Instruction and learning experiences utilize
factual examples and definitions of concepts with concepts along with factual content to ensure
assumed conceptual understanding. synergistic thinking. Teacher deliberately uses
concepts to help students transcend the facts.
Teacher posts objectives for each lesson as Teacher posts questions of different kinds (factual,
required. conceptual, debatable) to engage interest and to
facilitate synergistic thinking.
Students face the teacher in straight rows to Students often work in groups to facilitate shared
ensure order and attention to the teacher’s social inquiry, collaboration, synergistic thinking
instruction. and problem-solving. Students may work
independently, in pairs or groups, or across global
contexts using the internet or other communication
tools.
Teacher verbally summarizes the learning related Teacher uses inductive teaching to draw the
to the objectives at the close of the lesson. statement of conceptual understanding from
students near the end of a lesson and posts the
central or suggested supporting ideas for later
connections to future topics in the curriculum.
Students support their understanding with
accurate facts as evidence of quality synergistic
thinking.
Assessments measure factual knowledge and Assessments of conceptual understanding tie
skills. back to a central (or supporting idea) by
incorporating specific language from the idea in
the task expectations.
Teacher focuses on covering the required Teacher focuses on student thinking and
curriculum. understanding. He/she is cognizant of each
student’s ability to think synergistically.
*The two dimensional model is exaggerated in this paper to provide a clear contrast with the three-
dimensional model.
Challenges and summary

There are challenges to the development and implementation of a concept-based, three-dimensional
curriculum. But challenges indicate opportunities. The IB has the opportunity to meet the challenges to

14/76
refine the IB programmes so they are truly the most effective and engaging in the world. The greatest
challenges centre around curriculum development and programme articulation, teacher training and
assessment.
Fundamental to success in meeting each of these challenges is a solid understanding of concept-

based, three-dimensional curriculum and instruction.
1. Curriculum development. Quality teaching is supported by quality curriculums. The curriculum

must be concept-based to meet the goals of transfer of knowledge, deep conceptual
understanding, synergistic thinking, intercultural understanding and personal intellectual
engagement. The IB continuum can be articulated and coordinated through the development of
common terminology and a common curricular framework of key concepts, related concepts, and
central and discipline-based supporting conceptual understandings. Unit planners can help ensure
that a concept-based teaching plan will be developed.
2. Teacher training. This challenge is critical to the success of a concept-based model. If teachers do
not understand the concept-based model and required shifts in pedagogy they will fall back on
traditional teaching methods and fail to effect transfer of knowledge and deep understanding. As
new schools and teachers are continually joining the IB family, creative ways of delivering the
teacher training need to be developed. Regional training centres around the world that certify IB
trainers after a rigorous training programme of one or two weeks with materials that teach the
concept-based model along with the other facets of the IB programmes could be part of the
solution. The critical point is that anyone training teachers on the concept-based model must
understand the model completely and be able to convey that understanding to others effectively.
(Administrators also need to be well trained on the meaning of a concept-based curriculum, what
to look for in instruction and how to support teachers in the implementation of the IB model.)
3. Assessment—The challenge here is to assess to the conceptual level of understanding, rather

than just to the factual level. The design of the classroom assessments must be part of the
teacher training programme. The IB external assessments also need to assess to the conceptual
level of understanding, while allowing schools to use local content to support the understandings.
Many nations lament the academic progress of their students year after year. Government officials
institute “solutions” and throw money at the problem but the “solutions” usually centre around increased
objectives to ensure topics are covered fully and more testing to make certain the curriculum is taught
as defined. However, the focus is on the content rather than on the development of the whole child—
social, emotional, intellectual and physical—a terrible mistake.
The IB is on the correct path to prepare citizens of the future for living, learning and working in global
environments, and for addressing the complex problems and issues that will undoubtedly arise. The IB
community is a family of passionate educators who will continue to develop common understandings in
curriculum and pedagogy to keep the ship on course. This journey could not be more important.
About the author

H Lynn Erickson is the author of three bestselling books: Stirring the Head, Heart and Soul:
Redefining Curriculum and Instruction, 3rd edition January 2008; Concept-based Curriculum and
Instruction: Teaching Beyond the Facts, 2002; and Concept-based Curriculum and Instruction for the
Thinking Classroom, 2007, all published by Corwin Press. Erickson is a recognized presenter at
national conferences in the areas of concept-based curriculum design, teaching for deep
understanding and standards alignment.
Erickson was born and raised in Fairbanks, Alaska. She graduated from the University of Alaska in
1968 and taught at North Pole, Alaska before moving south. She taught various grade levels in
California and moved to Missoula, Montana in 1976, earning master’s and doctorate degrees in
curriculum and instruction and school administration. She has worked as a teacher, principal,
curriculum director, adjunct professor and educational consultant over a 42-year career.

15/76
References
Allan, M. 2011. Thought, word and deed: The role of cognition, language and culture in teaching and
learning in IB World Schools. Cardiff, UK. International Baccalaureate.
Anderson, LW and Krathwohl, DR. 2001. A Taxonomy for Teaching, Learning and Assessing: A
Revision of Bloom’s Taxonomy of Educational Objectives. New York, USA. Addison Wesley Longman.
Bloom, BS. 1956. Taxonomy of Educational Objectives. Boston, Massachusetts, USA. Allyn and Bacon.
Bransford, JD, Brown, A and Cocking, R. 2000. How People Learn: Brain, Mind, Experience and
School. Washington, DC, USA. National Academy of Sciences and the National Research Council.
Erickson, HL. 2007. Concept-based Curriculum and Instruction for the Thinking Classroom. Thousand
Oaks, California, USA. Corwin Press.
Erickson, HL. 2008. Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction. 3rd
edition. Thousand Oaks, California, USA. Corwin Press.
Erickson, HL. 2009a. Concept-based Curriculum and Instruction for the Thinking Classroom Multimedia
Kit. Thousand Oaks, California, USA. Corwin Press.
Erickson, HL. 2009b. Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction,
Facilitator’s Guide. Thousand Oaks, California, USA. Corwin Press.
IB. 2007. Making the PYP happen: A curriculum framework for international primary education. Cardiff,
UK. International Baccalaureate.
IB. 2008. MYP: From principles into practice. Cardiff, UK. International Baccalaureate.
IB. 2009a. The IB learner profile booklet. Cardiff, UK. International Baccalaureate.
IB. 2009b. Diploma Programme: From principles into practice. Cardiff, UK. International Baccalaureate.
IB. 2010. The Primary Years Programme as a model of transdisciplinary learning. Cardiff, UK.
International Baccalaureate.
IB. 2012. MYP coordinator’s notes, May. Cardiff, UK. International Baccalaureate.
NCTM. 2009. Guiding Principles for Mathematics Curriculum and Assessment. Reston, Virginia, USA.
National Council of Teachers of Mathematics.
Appendix
Nevine Safire teaches the MYP. She has developed a concept-based unit around the central question
“When does population growth become ‘overpopulation’?” To focus this unit she has chosen the key
concepts of interactions and change from the MYP subject group guides. She is facilitating inquiry into
the central idea “human/environmental interactions can become unbalanced, leading to changes with
unintended consequences”.
Ms Safire has identified related concepts from science and the humanities to use in developing some
supporting ideas to facilitate greater conceptual depth and understanding throughout the inquiry. Some
of these concepts she found in the MYP subject group guides; others she extrapolated from the content
she will be teaching:
Migration Environments Overpopulation
Location Scarcity Climate change

16/76
Population Equilibrium Conflict
Population density Endangered Adaptation
Natural resources Trade Sustainability
Ms Safire developed five or six supporting ideas to guide the formative unit work. One of her supporting
ideas for this unit was “overpopulation can lead to conflict over scarce natural resources”. Within the
lesson Ms Safire asks students to analyse both local and global contexts for population density. We will
identify aspects of concept-based pedagogy as we follow some of Ms Safire’s thoughts during a
concept-based lesson related to this supporting idea.
Classroom actions Ms Safire’s thoughts

Ms Safire: We have been learning about population growth in our I want to check students’ prior
unit. In this lesson we are going to think about the effects of conceptions of the term and draw
overpopulation. What does the term “overpopulation” mean to out a clear definition that we can
you? build on.
Students view the video “World Population” by Population This world map, adding the points
Connection. of light representing increasing
population growth over time, is an
unforgettable visual of the growing
problem.
Students work in table groups using a graphic organizer to predict I wonder if students can foresee
the possible effects of rapidly increasing population density on the the potential problems that may be
following: land, animal populations, plants, natural resources. caused by rapidly increasing
populations.
Analyse the graphic organizer and discuss the question “At what This provocative question requires
point might population growth be considered ‘overpopulation’?’” students to articulate the
destructive effects of an imbalance
between the human and natural
world.
View and discuss the video “Overpopulation and Its Effects on This video supports, and further
Our World”. extends students’ understanding
of the effects of overpopulation.
http://www.youtube.com/watch?v=mWHo_ega0RU
Teacher questions: I will ask students to bring their
questions to the inquiry, but I also
Factual: Does our state (country, region) have areas of dense
developed some factual,
population? What issues in our region would suggest the danger
conceptual and provocative,
of overpopulation? What areas of the world have very dense
debate questions for the lesson. I
population centres?
want to move students’ thinking
(Note: Ms Safire engages students with a research activity on beyond the local examples to the
overpopulation in different parts of the world and uses guiding global perspective so that students
questions to develop understanding.) can see the parallelism between
local and global issues of concern.
I want students to know which
Conceptual: Why do nations develop concentrated “population areas of the world have the
centres”? What would indicate that a population centre is greatest and least availability of
“overpopulated”? How do increasing human/environmental natural resources; and to
interactions change the environment? How might these understand that scarcity of natural
interactions lead to scarce natural resources? How do resources can lead to conflict.
communities with scarce natural resources meet their survival
needs? How can scarce natural resources lead to conflict
between groups of people or nations?
Provocative/Debatable:
• How can governments ensure that their citizens have the

17/76
necessary natural resources for survival?
• Should nations with plentiful natural resources be required to
share with nations who have scarce natural resources?
Be prepared to defend your position.
We have been inquiring into the idea of overpopulation. The I know that students will
following concepts have entered into our discussion. In your table necessarily use synergistic
groups see how many concept statements you can develop by thinking in this learning experience
showing relationships between the concepts below. Remember as they use the factual examples
that these concept statements must transfer through time and to support the construction of their
across situations. conceptual understandings. I will
be interested in seeing the
• Environment relationships they find.
• Interactions
• Change
• Overpopulation
• Natural resources
• Conflict
• Cooperation
• Scarcity
Be ready to cite specific factual examples to support your
understandings.
Assessment task: This authentic performance task

will help students learn to
You are the leader of a task force that has been commissioned by
collaboratively problem solve
the city council to propose solutions to the problem of scarce
using a local issue that has global
water supplies caused by severe droughts in your area. A
implications. The task connects
neighbouring area, which has also been affected by the drought,
back to the supporting idea that
has blocked the downstream flow of water from a major source to
scarce natural resources can lead
ensure that all of their agricultural and industrial uses of water can
to conflict and supports the IB aim
be met. This blockage of water to your area has led to a heated
of taking principled action to solve
conflict. You are to make a presentation to the city council that
a community problem.
describes the water problem, and suggests creative and viable
solutions—including a way to work with the neighbouring area to
collaboratively develop a win-win solution. You can choose your
mode of presentation.
As we read Ms Safire’s thoughts during the lesson we can see her attention to concept-based
pedagogy through the following:
• checking for prior understanding of concepts
• encouraging predictions
• using different kinds of questions (factual, conceptual, debatable) to move thinking beyond the
facts
• engaging synergistic thinking
• assessing for conceptual understanding as well as facts and skills.

18/76
Does your course design:
Aspect YES NO COMMENT

1. Address the five prescribed themes (identities,
experiences, human ingenuity, social organizations and
sharing the planet)?
2. Cover different recommended topics under each
theme?
3. Offer opportunities to understand and use a variety of
text types in relation to the prescribed themes and
related course content?
4. Develop all conceptual understandings of how
language works?
5. Develop receptive, productive and interactive skills?
6. Incorporate explicit links to TOK?
7. Promote the development of all learner profile
attributes?
8. Include a variety of authentic resources?
9. Include a variety of activities that cater for all the IB
assessment components required?
10. Include at least two literary works for HL (if
applicable)?
11. Focus on the target culture in its full global presence
(not just one particular continent or country)?
19/76
Does your course design:
Aspect YES NO COMMENT

1. Address the five prescribed themes (identities,
experiences, human ingenuity, social organizations and
sharing the planet)?
2. Cover different recommended topics under each
theme?
3. Offer opportunities to understand and use a variety of
text types in relation to the prescribed themes and
related course content?
4. Develop all conceptual understandings of how
language works?
5. Develop receptive, productive and interactive skills?
6. Incorporate explicit links to TOK?
7. Promote the development of all learner profile
attributes?
8. Include a variety of authentic resources?
9. Include a variety of activities that cater for all the IB
assessment components required?
10. Include at least two literary works for HL (if
applicable)?
11. Focus on the target culture in its full global presence
(not just one particular continent or country)?
20/76
DP unit planner 1
Teacher(s) Subject group and course
Course part SL or HL/Year 1 or 2 Dates

and topic
Unit description and texts DP assessment(s) for unit
INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
DP unit planner 1 1
21/76
DP unit planner 1
Teacher(s) Subject group and course
Course part SL or HL/Year 1 or 2 Dates

and topic
Unit description and texts DP assessment(s) for unit
INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
DP unit planner 1 1
22/76
ACTION: teaching and learning through inquiry
Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during
the unit. Aim for a variety of approaches to help facilitate
learning.
Learning experiences and strategies/planning for self-supporting

learning:
Lecture
Socratic seminar
Small group/pair work
PowerPoint lecture/notes
Individual presentations
Group presentations
Student lecture/leading
Interdisciplinary learning
Details:
Other/s:
DP unit planner 1 2
23/76
ACTION: teaching and learning through inquiry
Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during
the unit. Aim for a variety of approaches to help facilitate
learning.
Learning experiences and strategies/planning for self-supporting

learning:
Lecture
Socratic seminar
Small group/pair work
PowerPoint lecture/notes
Individual presentations
Group presentations
Student lecture/leading
Interdisciplinary learning
Details:
Other/s:
DP unit planner 1 2
24/76
Formative assessment:
Summative assessment:
Differentiation:
Affirm identity—build self-esteem
Value prior knowledge
Scaffold learning
Extend learning
Details:
Approaches to learning (ATL)

Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.
Thinking
Social
Communication
Self-management
Research
DP unit planner 1 3
25/76
Formative assessment:
Summative assessment:
Differentiation:
Affirm identity—build self-esteem
Value prior knowledge
Scaffold learning
Extend learning
Details:
Approaches to learning (ATL)

Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.
Thinking
Social
Communication
Self-management
Research
DP unit planner 1 3
26/76
Details:
Language and learning TOK connections CAS connections

Check the boxes for any explicit language and Check the boxes for any explicit TOK Check the boxes for any explicit CAS connections.
learning connections made during the unit. For more connections made during the unit If you check any of the boxes, provide a brief
information on the IB’s approach to language and note in the “details” section explaining how
learning, please see the guide. students engaged in CAS for this unit.
Activating background knowledge Personal and shared knowledge Creativity

Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: Details: .
Resources
List and attach (if applicable) any resources used in this unit
Stage 3: Reflection—considering the planning, process and impact of the inquiry
DP unit planner 1 4
27/76
Details:
Language and learning TOK connections CAS connections

Check the boxes for any explicit language and Check the boxes for any explicit TOK Check the boxes for any explicit CAS connections.
learning connections made during the unit. For more connections made during the unit If you check any of the boxes, provide a brief
information on the IB’s approach to language and note in the “details” section explaining how
learning, please see the guide. students engaged in CAS for this unit.
Activating background knowledge Personal and shared knowledge Creativity

Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: Details: .
Resources
List and attach (if applicable) any resources used in this unit
Stage 3: Reflection—considering the planning, process and impact of the inquiry
DP unit planner 1 4
28/76
What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit
DP unit planner 1 5
29/76
What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit
DP unit planner 1 5
30/76
"The Story of An Hour"
Kate Chopin (1894)
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as
gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing.
Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office
5 when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of
"killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened
to forestall any less careful, less tender friend in bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to accept its
significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of
10 grief had spent itself she went away to her room alone. She would have no one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down
by a physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with the new
spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares.
15 The notes of a distant song which some one was singing reached her faintly, and countless sparrows were
twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met and piled one
above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob
20 came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its
dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But
now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of
blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.
25 There was something coming to her and she was waiting for it, fearfully. What was it? She did not know;
it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through
the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was
approaching to possess her, and she was striving to beat it back with her will--as powerless as her two
30 white slender hands would have been. When she abandoned herself a little whispered word escaped her
slightly parted lips. She said it over and over under her breath: "free, free, free!" The vacant stare and the
look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast,
and the coursing blood warmed and relaxed every inch of her body.
1
31/76
"The Story of An Hour"
Kate Chopin (1894)
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as
gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing.
Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office
5 when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of
"killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened
to forestall any less careful, less tender friend in bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to accept its
significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of
10 grief had spent itself she went away to her room alone. She would have no one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down
by a physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with the new
spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares.
15 The notes of a distant song which some one was singing reached her faintly, and countless sparrows were
twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met and piled one
above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob
20 came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its
dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But
now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of
blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.
25 There was something coming to her and she was waiting for it, fearfully. What was it? She did not know;
it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through
the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was
approaching to possess her, and she was striving to beat it back with her will--as powerless as her two
30 white slender hands would have been. When she abandoned herself a little whispered word escaped her
slightly parted lips. She said it over and over under her breath: "free, free, free!" The vacant stare and the
look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast,
and the coursing blood warmed and relaxed every inch of her body.
1
32/76
She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception
35 enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the
kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray
and dead. But she saw beyond that bitter moment a long procession of years to come that would belong
to her absolutely. And she opened and spread her arms out to them in welcome.
There would be no one to live for during those coming years; she would live for herself. There would be
40 no powerful will bending hers in that blind persistence with which men and women believe they have a
right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act
seem no less a crime as she looked upon it in that brief moment of illumination.
And yet she had loved him--sometimes. Often she had not. What did it matter! What could love, the
unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized
45 as the strongest impulse of her being!
"Free! Body and soul free!" she kept whispering.
Josephine was kneeling before the closed door with her lips to the key hold, imploring for admission.
"Louise, open the door! I beg; open the door--you will make yourself ill. What are you doing, Louise? For
heaven's sake open the door."
50 "Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open
window.
Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of
days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she
had thought with a shudder that life might be long.
55 She arose at length and opened the door to her sister's importunities. There was a feverish triumph in her
eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister's waist, and
together they descended the stairs. Richards stood waiting for them at the bottom.
Someone was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-
stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident,
60 and did not even know there had been one. He stood amazed at Josephine's piercing cry; at Richards'
quick motion to screen him from the view of his wife.
When the doctors came they said she had died of heart disease--of the joy that kills.
http://archive.vcu.edu/english/engweb/webtexts/hour/
2
33/76
She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception
35 enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the
kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray
and dead. But she saw beyond that bitter moment a long procession of years to come that would belong
to her absolutely. And she opened and spread her arms out to them in welcome.
There would be no one to live for during those coming years; she would live for herself. There would be
40 no powerful will bending hers in that blind persistence with which men and women believe they have a
right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act
seem no less a crime as she looked upon it in that brief moment of illumination.
And yet she had loved him--sometimes. Often she had not. What did it matter! What could love, the
unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized
45 as the strongest impulse of her being!
"Free! Body and soul free!" she kept whispering.
Josephine was kneeling before the closed door with her lips to the key hold, imploring for admission.
"Louise, open the door! I beg; open the door--you will make yourself ill. What are you doing, Louise? For
heaven's sake open the door."
50 "Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open
window.
Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of
days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she
had thought with a shudder that life might be long.
55 She arose at length and opened the door to her sister's importunities. There was a feverish triumph in her
eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister's waist, and
together they descended the stairs. Richards stood waiting for them at the bottom.
Someone was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-
stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident,
60 and did not even know there had been one. He stood amazed at Josephine's piercing cry; at Richards'
quick motion to screen him from the view of his wife.
When the doctors came they said she had died of heart disease--of the joy that kills.
http://archive.vcu.edu/english/engweb/webtexts/hour/
2
34/76
Free Wi-Fi trumps sleep for SA travellers
By EDITOR 13 August 2014
A comprehensive survey of South African travellers has revealed that free Wi-Fi at airports is more
important to them than a comfortable place to take a nap while waiting for a delayed flight.
The survey, of more than 6 000 people, was conducted by flight booking website Travelstart.co.za.
It asked participants what features could be added to South Africa’s airports to improve the lives
of air commuters. Suggested options included sleeping areas as well as health, wellness and
grooming facilities such as gyms and a spas.
Internet access eclipsed the other choices on offer, with an overwhelming 65% of respondents
saying that free Wi-Fi should be a mandatory service available in South African airports.
According to Travelstart, all Acsa-managed airports already offer free Wi-Fi. However, the
complimentary allotment of either 30 minutes or 50MB of data already provided is not sufficient.
A comfortable place to catch a snooze was the second most demanded feature in the survey.
Almost half of respondents voted in favour of a place to sleep before catching a flight. Free
transport inside the airport building was the third most popular choice on passengers’ wish lists.
A significant 27% of travellers voted for airside shower facilities, while 23% said there should be
a children’s playroom. A library (13% of respondents), a health spa (12%), a cinema (11%), a
games room (9%) and a gym (6%) rounded out the top 10.
A few of those surveyed said a swimming pool and a nightclub would be useful at the airport.
“While these aspirations might seem outlandish, they become less bizarre when you consider some
of the weirdest airport features around the world, such as Munich Airport, which houses a wave
pool much like the one at Durban’s Gateway Theatre of Shopping,” Travelstart says.
Regarding existing services at Acsa airports, survey participants indicated that the clarity of airport
announcements should be improved, with 36% saying unclear PA system announcements
contributed negatively to the South African airport experience. — © 2014 NewsCentral Media
https://techcentral.co.za/free-wi-fi-trumps-sleep-for-sa-travellers/50306/
35/76
Free Wi-Fi trumps sleep for SA travellers
By EDITOR 13 August 2014
A comprehensive survey of South African travellers has revealed that free Wi-Fi at airports is more
important to them than a comfortable place to take a nap while waiting for a delayed flight.
The survey, of more than 6 000 people, was conducted by flight booking website Travelstart.co.za.
It asked participants what features could be added to South Africa’s airports to improve the lives
of air commuters. Suggested options included sleeping areas as well as health, wellness and
grooming facilities such as gyms and a spas.
Internet access eclipsed the other choices on offer, with an overwhelming 65% of respondents
saying that free Wi-Fi should be a mandatory service available in South African airports.
According to Travelstart, all Acsa-managed airports already offer free Wi-Fi. However, the
complimentary allotment of either 30 minutes or 50MB of data already provided is not sufficient.
A comfortable place to catch a snooze was the second most demanded feature in the survey.
Almost half of respondents voted in favour of a place to sleep before catching a flight. Free
transport inside the airport building was the third most popular choice on passengers’ wish lists.
A significant 27% of travellers voted for airside shower facilities, while 23% said there should be
a children’s playroom. A library (13% of respondents), a health spa (12%), a cinema (11%), a
games room (9%) and a gym (6%) rounded out the top 10.
A few of those surveyed said a swimming pool and a nightclub would be useful at the airport.
“While these aspirations might seem outlandish, they become less bizarre when you consider some
of the weirdest airport features around the world, such as Munich Airport, which houses a wave
pool much like the one at Durban’s Gateway Theatre of Shopping,” Travelstart says.
Regarding existing services at Acsa airports, survey participants indicated that the clarity of airport
announcements should be improved, with 36% saying unclear PA system announcements
contributed negatively to the South African airport experience. — © 2014 NewsCentral Media
https://techcentral.co.za/free-wi-fi-trumps-sleep-for-sa-travellers/50306/
36/76
Dying to Drink? - The Hard Facts
Who Gets Hurt?
People like you . . .
• Three out of five Americans will be involved in an alcohol-related car

crash.
• Someone is injured in an alcohol-related crash every 32 seconds.
Who Gets Killed?
• In 1999 alone, 15,786 people were killed in alcohol-related car

accidents. Of those, 2,238 were young people.That's about 42 young people killed in drunk driving
accidents every week.
• Almost 40 percent of all traffic fatalities are alcohol related.
Who Pays?
We all do . . .
• The estimated yearly economic cost of alcohol related car accidents is $45 billion.
Why Are Drinking and Driving a Lethal Combination?
• Judgment is the first capacity affected by alcohol. People who've been drinking frequently believe that
they're less affected than they are.
• Coordination, vision, and motor skills are drastically impaired by alcohol consumption.
• Being fatigued, stressed, under the weather, or using any medicine can dramatically increase alcohol's
effect, making — one harmless little drink — lethally intoxicating to someone behind the wheel.
How Much Is Too Much?
The only completely safe alcohol consumption level before driving is ZERO.
• If you or anyone else is concerned about your sobriety, don't drive. Get a ride or stay where you are
(spend the night if necessary) until you are sure you're able to drive safely.
• Plan ahead. Designate a driver who agrees to "down" only nonalcoholic drinks.
Watch Out for the Other Guy!
On an average weekend evening, approximately one out of every ten drivers is legally impaired or drunk. Any
time of day or night, use seat belts, and be alert to signs of a drunk driver, such as
• unusually wide turns

• weaving, swerving
• hugging the center line, or driving left of center
• excessively fast or slow speeds
• stopping suddenly without apparent cause
• inconsistent turn signals
• driving with headlights off in the dark
• driving with windows rolled down in cold weather.
37/76
Dying to Drink? - The Hard Facts
Who Gets Hurt?
• Three out of five Americans will be involved in an alcohol-related car

crash.
• Someone is injured in an alcohol-related crash every 32 seconds.
Who Gets Killed?
• In 1999 alone, 15,786 people were killed in alcohol-related car

accidents. Of those, 2,238 were young people.That's about 42 young people killed in drunk driving
accidents every week.
• Almost 40 percent of all traffic fatalities are alcohol related.
Who Pays?
We all do . . .
• The estimated yearly economic cost of alcohol related car accidents is $45 billion.
Why Are Drinking and Driving a Lethal Combination?
• Judgment is the first capacity affected by alcohol. People who've been drinking frequently believe that
they're less affected than they are.
• Coordination, vision, and motor skills are drastically impaired by alcohol consumption.
• Being fatigued, stressed, under the weather, or using any medicine can dramatically increase alcohol's
effect, making — one harmless little drink — lethally intoxicating to someone behind the wheel.
How Much Is Too Much?
The only completely safe alcohol consumption level before driving is ZERO.
• If you or anyone else is concerned about your sobriety, don't drive. Get a ride or stay where you are
(spend the night if necessary) until you are sure you're able to drive safely.
• Plan ahead. Designate a driver who agrees to "down" only nonalcoholic drinks.
Watch Out for the Other Guy!
On an average weekend evening, approximately one out of every ten drivers is legally impaired or drunk. Any
time of day or night, use seat belts, and be alert to signs of a drunk driver, such as
• unusually wide turns

• weaving, swerving
• hugging the center line, or driving left of center
• excessively fast or slow speeds
• stopping suddenly without apparent cause
• inconsistent turn signals
• driving with headlights off in the dark
• driving with windows rolled down in cold weather.
38/76
If a driver ahead of you seems impaired, don't try to pass. Maintain extra distance, and be prepared to stop
suddenly. If the driver is behind you, turn right at the next intersection to let him get ahead of you. If the driver is
coming toward you, slow down, move to the right, and stop.
Beyond the Highway
Alcohol can be deadly anytime, any place. The dangers of drinking and driving are clear, but some other facts and
situations to keep in mind:
• As many as 40 percent of fatal accidents (falls, drownings, etc.) involve alcohol. Alcohol use on or near the
eater is especially hazardous.
• Alcohol and depression are a deadly duo. One third of all suicides occur while the person is under the
influence of alcohol or other drugs.
• About 10,000 people die each year from alcohol related overdoses. Large amounts of alcohol are toxic —
as lethal as any other poisonous substance.
• Drinking before or after heavy exercise (a tennis or softball game, volleyball or football scrimmages) can
be particularly dangerous. Exertion coupled with alcohol can put a nasty strain on even the best-trained
athlete.
• Alcohol consumption plays a role in violence. About 10,000 murders occur each year in situations involving
alcohol.
• Anyone who is intoxicated is more vulnerable to crime, from muggings to rape.
Don't Get Bombed — Get Involved!
• Start a campus group to raise awareness about alcohol issues. For example, many colleges have chapters
of BACCHUS (Boost Alcohol Consciousness Concerning the Health of University Students). For more
information contact BACCHUS of the U.S., Inc., PO Box 10430, Denver, CO 80210, or call 303-871-3068.
• Team up with your highway patrol or AAA to present Safe Driving Seminars.
• Volunteer to assist high school Drivers' Ed. classes to heighten the awareness of teens to the dangers of
drinking and driving.
• Kick off a special event, such as homecoming or graduations, with a mammoth line-up of smashed cars
from alcohol-related crashes. The cops and the junkyard will be happy to help.
• Start a "Tipsy Taxi" program to provide free rides to anyone who needs a safe ride home. Contact campus
shuttle service or a local cab company.
39/76
If a driver ahead of you seems impaired, don't try to pass. Maintain extra distance, and be prepared to stop
suddenly. If the driver is behind you, turn right at the next intersection to let him get ahead of you. If the driver is
coming toward you, slow down, move to the right, and stop.
Beyond the Highway
Alcohol can be deadly anytime, any place. The dangers of drinking and driving are clear, but some other facts and
situations to keep in mind:
• As many as 40 percent of fatal accidents (falls, drownings, etc.) involve alcohol. Alcohol use on or near the
eater is especially hazardous.
• Alcohol and depression are a deadly duo. One third of all suicides occur while the person is under the
influence of alcohol or other drugs.
• About 10,000 people die each year from alcohol related overdoses. Large amounts of alcohol are toxic —
as lethal as any other poisonous substance.
• Drinking before or after heavy exercise (a tennis or softball game, volleyball or football scrimmages) can
be particularly dangerous. Exertion coupled with alcohol can put a nasty strain on even the best-trained
athlete.
• Alcohol consumption plays a role in violence. About 10,000 murders occur each year in situations involving
alcohol.
• Anyone who is intoxicated is more vulnerable to crime, from muggings to rape.
Don't Get Bombed — Get Involved!
• Start a campus group to raise awareness about alcohol issues. For example, many colleges have chapters
of BACCHUS (Boost Alcohol Consciousness Concerning the Health of University Students). For more
information contact BACCHUS of the U.S., Inc., PO Box 10430, Denver, CO 80210, or call 303-871-3068.
• Team up with your highway patrol or AAA to present Safe Driving Seminars.
• Volunteer to assist high school Drivers' Ed. classes to heighten the awareness of teens to the dangers of
drinking and driving.
• Kick off a special event, such as homecoming or graduations, with a mammoth line-up of smashed cars
from alcohol-related crashes. The cops and the junkyard will be happy to help.
• Start a "Tipsy Taxi" program to provide free rides to anyone who needs a safe ride home. Contact campus
shuttle service or a local cab company.
40/76
FINAL REFLECTON
Aspect Old strategy (if New teaching/learning Reason for choosing the Further comments
applicable) strategy new strategy
DP core: EE, TOK, CAS integration
Conceptual understandings
Course design
Paper 1
Paper 2 listening
Paper 2 reading
Internal assessment
Approaches to teaching and

learning
41/76
FINAL REFLECTON
Aspect Old strategy (if New teaching/learning Reason for choosing the Further comments
applicable) strategy new strategy
DP core: EE, TOK, CAS integration
Conceptual understandings
Course design
Paper 1
Paper 2 listening
Paper 2 reading
Internal assessment
Approaches to teaching and

learning
42/76
English B HL stimulus description
PD Sample 1
Literary Extract: The Flying Machine by Ray Bradbury
43/76
PD Sample 1
Literary Extract: The Flying Machine by Ray Bradbury
44/76
PD Sample 4
Literary Extract: A Story of Love by Ray Bradbury
45/76
M17/2/BHENG/HP1/ENG/SAMPLE
English B – Higher level – Paper 1

Anglais B – Niveau supérieur – Épreuve 1
Inglés B – Nivel superior – Prueba 1
May 2017
Mai 2017
Mayo de 2016
1 h 30 m
Instructions to candidates
• Do not open this examination paper until instructed to do so.
• Choose one task. Each task is worth [30 marks].
• The maximum mark for this examination paper is [30 marks].
Instructions destinées aux candidats

• N’ouvrez pas cette épreuve avant d’y être autorisé(e).
• Choisissez une tâche. Chaque tâche vaut [30 points].
• Le nombre maximum de points pour cette épreuve d’examen est de [30 points].
Instrucciones para los alumnos

• No abra esta prueba hasta que se lo autoricen.
• Elija una tarea. Cada tarea vale [30 puntos].
• La puntuación máxima para esta prueba de examen es [30 puntos].
This is a development version of Paper 1 for use with the accompanying student samples
and examiner commentaries.
Recent developments in the wording of options and format of Paper 1 are reflected in
specimen Paper 1.
2216 – 2227
2 pages/páginas © International Baccalaureate Organization 2017
–2– 46/76
M17/2/BHENG/HP1/ENG/SAMPLE
English B – Higher level – Paper 1

Anglais B – Niveau supérieur – Épreuve 1
Inglés B – Nivel superior – Prueba 1
May 2017
Mai 2017
Mayo de 2016
1 h 30 m
• Do not open this examination paper until instructed to do so.

• N’ouvrez pas cette épreuve avant d’y être autorisé(e).

• No abra esta prueba hasta que se lo autoricen.
specimen Paper 1.
2216 – 2227
–2– 47/76
Respond to one of the following options. Write 450 to 600 words.
Option 1
You are currently spending an entire month in a country with a culture quite different from your own.
You want to record the experience as it happens (the good and the bad) and how you feel about it
so that you will always remember. Choose one of the text types from the box below, explain how
the opportunity came about, describe your experiences, compare the culture to your own and reflect
on the impact that you feel it will have on you in the future.
Option 2
You have been unjustly accused of serious academic misconduct that could have a very negative
impact on your graduation status and university acceptance. You suspect that another classmate
may have identified you in order to disguise his/her own involvement. Choose one of the text types
from the box below to explain to your head of school the situation, provide evidence that would
support your claim of innocence and indicate how you would like to see the issue with your classmate
resolved.
Option 3
It has come to your attention that an area of land in your community that is currently a nature
preserve has just been sold to a company that plans to build a large recycling facility there. The
facility will provide a great deal of economic benefit to the community, but will almost certainly result
in significant loss of plant and animal habitats. You don't believe that all of the residents are aware
of the impact of this. Choose one of the text types from the box below to explain the situation to the
thousands of area residents, express your point of view, and what (if any) action should be taken in
response to the sale of the land and the company’s plans.
• Blog
• Editorial
• Letter
specimen Paper 1.
48/76
Option 1
You are currently spending an entire month in a country with a culture quite different from your own.
You want to record the experience as it happens (the good and the bad) and how you feel about it
so that you will always remember. Choose one of the text types from the box below, explain how
the opportunity came about, describe your experiences, compare the culture to your own and reflect
on the impact that you feel it will have on you in the future.
Option 2
You have been unjustly accused of serious academic misconduct that could have a very negative
impact on your graduation status and university acceptance. You suspect that another classmate
may have identified you in order to disguise his/her own involvement. Choose one of the text types
from the box below to explain to your head of school the situation, provide evidence that would
support your claim of innocence and indicate how you would like to see the issue with your classmate
resolved.
Option 3
preserve has just been sold to a company that plans to build a large recycling facility there. The
facility will provide a great deal of economic benefit to the community, but will almost certainly result
in significant loss of plant and animal habitats. You don't believe that all of the residents are aware
of the impact of this. Choose one of the text types from the box below to explain the situation to the
thousands of area residents, express your point of view, and what (if any) action should be taken in
response to the sale of the land and the company’s plans.
• Blog
• Editorial
• Letter
specimen Paper 1.
49/76
•
Candidate session number I Numero de session du candidat /

International Baccalaureate·
Numero de convocatoria del alo111110
I I
1c
Baccalaureat International
Bachillerato Internacional 0 0
ANSWER SHEET
FEUILLE DE REPONSES
ffOJA DE RESPUESTAS
:�mber ·. _.__I __.__________.I I II �ll�IHHIIIII
l'-----"------�5 - AB02
Please complete the boxes/Veuillez remplir les cases/Llene los recuadros
.
1
Option Text type
Option Genre de late
Opci6n Tipodetato
. ......... �
fore
0102
I
50/76
/
•
Candidate session number I Numero de session du candidat /

International Baccalaureate·
Numero de convocatoria del alo111110
I I
1c
Baccalaureat International
Bachillerato Internacional 0 0
ANSWER SHEET
FEUILLE DE REPONSES
ffOJA DE RESPUESTAS
:�mber ·. _.__I __.__________.I I II �ll�IHHIIIII
l'-----"------�5 - AB02
.
1
Option Text type
Option Genre de late
Opci6n Tipodetato
. ......... �
fore
0102
I
51/76
/
Optim Text qrpe l
terte -
0ption
Opo6tr L Genrede
ffi;*. bJi*erpl
,
'Attn, q "hqlles,pj
t:pSg ,-h{.rh ti
tnvglw s o ru nf
t\rru )^h or,Al 6nL ott
lhu lr'[. wl^,o will ,+ tluL ,T*o c
:-
la DYe M ug tn. . w[,"
s+.* s(
a q ) j€rr-., l-u*, ft;rL {.l, av ri '^ Lut,l",l
'lJ *.^, nr"n hh-rn), of w:,ni.. s",ton thu, I vronoS,. lv,
) o\"u wlth t fo" ftrtj #^o I l+ woe one
-f ti.e oJ- urffo * J ru- hnJ
'aa*
;"d ,\
n e,A ,,on
hh".,e,A
"' l\^+
)Feo^r'' I'
flro* I'u,, olwys ,ern i n ll* f"lo-->,,o,
/fr,)r, q ,1, *f ca,'p i "n [V" tlr; T -ent oy1 e te
{ llqh* + L.s td l_
I I)a .I
'ls qre
h",+ y.,,;1her
f*- Ge lk
6o,^,T wos rcal1 1,67 {
'l .er
frll ,,"Ji
'
.I laou" y,', in Nlol oorr',.
4 rt't t
t
tn *t *"*L". j< gr'n;. ail-.
ililt lt
a7
L
52/76
Optim Text qrpe l
terte -
0ption
Opo6tr L Genrede
ffi;*. bJi*erpl
,
'Attn, q "hqlles,pj
t:pSg ,-h{.rh ti
tnvglw s o ru nf
t\rru )^h or,Al 6nL ott
lhu lr'[. wl^,o will ,+ tluL ,T*o c
:-
la DYe M ug tn. . w[,"
s+.* s(
a q ) j€rr-., l-u*, ft;rL {.l, av ri '^ Lut,l",l
'lJ *.^, nr"n hh-rn), of w:,ni.. s",ton thu, I vronoS,. lv,
) o\"u wlth t fo" ftrtj #^o I l+ woe one
-f ti.e oJ- urffo * J ru- hnJ
'aa*
;"d ,\
n e,A ,,on
hh".,e,A
"' l\^+
)Feo^r'' I'
flro* I'u,, olwys ,ern i n ll* f"lo-->,,o,
/fr,)r, q ,1, *f ca,'p i "n [V" tlr; T -ent oy1 e te
{ llqh* + L.s td l_
I I)a .I
'ls qre
h",+ y.,,;1her
f*- Ge lk
6o,^,T wos rcal1 1,67 {
'l .er
frll ,,"Ji
'
.I laou" y,', in Nlol oorr',.
4 rt't t
t
tn *t *"*L". j< gr'n;. ail-.
ililt lt
a7
L
53/76
qak lf.lf*, ,Gur*on *^J l"*[
f ",). Aq ' littlu brallu,' :n -dd,,li
"" "rtA {"" f \"sl'n*b,Jt Dur;V thi, tlw I ,}.J.J

+" yrln, bwhb"ll tr"- l,;^,tf *
Chn;rnu",,Tlrn u ,& I ^+
"f )!{-ferun*. l*f*"en
" tu\*.
J t JJ,;t naw &ns'yo6^nn-t',
hvne-u^'.*n scLr,*|, volvnle"n;,y In Ih i",nl- .l-,urch

,n J lr"ouili
,noli\nnal
?o'vl^
in Arnen-frc vu@{n ns. Z}an Nriln"l@
Dau+L, Vlln, *) tl- t Joto GrorJ C*,uon I
'l lu ur*J fo e do, +L*
ilililililililt
0?02
54/76
qak lf.lf*, ,Gur*on *^J l"*[
f ",). Aq ' littlu brallu,' :n -dd,,li
"" "rtA {"" f \"sl'n*b,Jt Dur;V thi, tlw I ,}.J.J

+" yrln, bwhb"ll tr"- l,;^,tf *
Chn;rnu",,Tlrn u ,& I ^+
"f )!{-ferun*. l*f*"en
" tu\*.
J t JJ,;t naw &ns'yo6^nn-t',
hvne-u^'.*n scLr,*|, volvnle"n;,y In Ih i",nl- .l-,urch

,n J lr"ouili
,noli\nnal
?o'vl^
in Arnen-frc vu@{n ns. Z}an Nriln"l@
Dau+L, Vlln, *) tl- t Joto GrorJ C*,uon I
'l lu ur*J fo e do, +L*
ilililililililt
0?02
55/76
Optm Tert typc
3pH 4-. ffif.f,:f E,l,*o-* / So^<

n.oilonot oa.lr,, | evan l.ye Sonu, we,\lrl 5o ,flril;'4 ;*J
Ww9,
il|ilililffitilt
a?o2
56/764
Optm Tert typc
3pH 4-. ffif.f,:f E,l,*o-* / So^<

n.oilonot oa.lr,, | evan l.ye Sonu, we,\lrl 5o ,flril;'4 ;*J
Ww9,
il|ilililffitilt
a?o2
57/764
o
ANSWER SHEET
FEUILLE DE RÉPONSES
lnternational Baccalaureateu
Baccalauréat lnternational
Bachil lerato lnternacional 0
Candidate session number / Numé¡o de session du candidat
Sheet number
Feuille n"
Hoja nrlm.
0
Número de convocatoria del alumno
il
ilt ilil
I
lilil|ilililil
ABO2
HOJA DE RESPUESTAS
Option Text type

texte V t
Option
0pción
''/ Genre de
;#".;HË oZ*H 1
Å* r^--.{, 22-çtv *
,/ /-.,t* ¿-* 4F
-/ (-/ ¿ (// /
12- )o1 ¿4e¿-- L- L'.-¿s* ct i^, / <t / "1. /./L;' k
/ .A*-æ- /" /*f +¿* I * s
{
¿ ¿^^ o4,-'
(-/
,t!
l./
( o* y'L-
"/ L¿ Ctar r< t't- {**(o- o-4 1Å-\ ( P'^''-'
l¿-.1 l¡ o* L* a-\
'- "'-on /,-o* l- l.-n-- /.-¿- ¡,- L^-*î¡ --
.lLCa*<rt'<+ L LI ¿Æ /-4- ¿-
¿- L /uo.. l¿+* a2-.',

u {)
/t)"1 ,ß " / , -L ^/( / L,*-- + ^-1^*' /- 1L- / lL'

z* /¿r^ .d'o u L l/\+ c Lá, 1L- L^¿L
ùua c ft L l¿* ¿-'4 ¿- L*

,/
/ â r--'-¡'+t-¿! L- *-<-- - t\
(
/ .1 0_-
al- <
c)'->- ¿ uol Jo ,L
ililililil1llt
01 02
58/76
Option Text type
Option I Genrede texte
Tipo de texto
/¿þ?"(
Opoón
r L
/-/ / at-- /oo, u-'- i * ¿^ f- êo * 'l¿*- n..* a'1 a ¿- ø-'(-
L-/ ()
7Z* é^--< ê+:. 'q- z>-a *4 L- êæ ,, /a +¿* ¿v*(t ct
ø-
Pusr'þ'"t-"- 7L,'-1s l^--¿-¡*- t's 4L*¡ .h.to¡6* ea^ g-t L-*-P*
/ L/- /7
(*a¿at aL.¿4 6-* r< 4-l ¿-p¿4-,, /þ Jk êt--s A L.æL-
(-/
/â*/ ,^- / à- l¿- ¿ (i,^ */-- C* .f o/s o l<*

U
;r'.< e a Z-
/c' A
'Je, 4,w F-^ - 1L.z <t ¿¿ 1* ,j- lÊt' -< <cú 1o,^- a1 r-¿
(/
L ¿.¿ ¿^/ L*t 5 a-( (- ¿5 o(,
¿S / ¿' a.^4- .-( â ¿të(- a'
(.2'<J ¿^----r* / ¿z- *-f ,4 "¿ <) (L
/')* ¿^----r-- .z L-- 4 s S-+
?<- .L o( ê < t--) (,*

.3 (*
t- / L*-^--r- /** *<e.y'-'uz-'-1--
î! 2 t¿â I \-&
,r,/ *-?^ L rÅ'"'"-O '/*'- /¡- r-¿1o- ño.- sLip

/
UV, *--*L.,-
a c-¿'-L.
u.n'lL
J )^.J* /¿J
U t
L,,<t t-1 /l- + 4?**
--"-_-----/ "/^'//,',...-
tl
(^
ù
¿- ,--a-'{ â ç f Òl* ) a¿
â¿ o.- ' / lL,'^*

I (¿- a¡-- ¿L-. {a-l
I, tJ-'( lÞ¡* L-
¿,- J2<-.1^-<,-^-/ (-¿ <¿+r 1 l.,od /5 S/ tt ¿x-Lq72¡^4'-4
I o
il1ilililililll
0202
59/76
.z
Option Text type

Option
Opción
4
Genre de texte
Tipo de texto þku
P?
¿^^-a-. L* (A r þ
L^ L. L I tl-+-t-*
75a <t 6 (+ ¿,-> Co /*a ì.- ---
4e '¿ ê*uo'{ ¿22'W ¿^-.-r- (*)'1'\-.<-- ¿rt:'¿r-.* /..<
L* r,-< þ
-úLis,,-te-z zl"!.at , 4- ét->.'-.n-. i A1 o l-e,^)- ¿¿-'y'L

/ ç./
ÒLa. A . ,á-* C'€a ¿ 3 L-o / ¿, ¿* /-4 d
€2 f (^ ;t
U cu4 L-u,. "^f

f¿o
o.( / ¿u;/ 4 ¿Ð ¿--
/ o: L- ç--:::.<- e--a1e<-'+. 7 /*- /^,ar r-./C* +(^-.-**

\-/
¿a L* ¿--4 ¿^-z¿1-4 /'S
A-{-
12- ø-*+ tt /t a./sa *¿ ¿^'.xA-
a*4 4.t 1- r'q þ '-*t'At -F *-<(;-/)'*t C*'ps

a
/
l.-'n *l /'-u *
a-/^ tL / t^t---
(, -
"-r,-n-"4 L+ q= 9a 4,. a L---.'t +L^ t ¡l Je-/ 4
12 //
¿-L a,--
^-4'c-¿^
êr u--ê4- s )l so ,^* (^,
h,-¿-a-<- é.^ / L,.o¿* /C-/
(/
a-* -¿ ,//b¿-J>.ê* c- ^ . .l -S¿ ¿-^-<- /4-;', la t*ø ¿r- k ¿.t
(/
r',/ (_/
'a,--l
|ffiilililil|il
o202
60/76
Text type
1
Option
Option Genre de texte
Opci6n Tipo de texto
v¼?t. � / 1.-� = /�«.\� -- /4// 01

c:.��/- � �
a/,/2'.;:.o,'--1L / c.� � � d, � o�,r,'='72
, V
.
Lo�
f 7
r/b,1./20.
111111111111111
0202
61/76
English B SL stimulus description
PD Sample 2
Stimulus (labelled as “Human ingenuity”) description:

The stimulus is a photo of 3 high school aged young people: one smiling female (standing with one
knee raised) and two males (seated in low chairs). The three are in a room with a flat-screen
television on the wall. The young woman and one of the young men are engaged in playing a video
game on the television as the other young man looks on. In the background there is a colourful
poster on the wall and two balloons atop a metal cart.
62/76
Internal Assessment examiner’s comments cover sheet
School number: School name:

Subject name: English B Level: SL
Candidate name : Sample 2 Candidate session number :
Examiner's comments:
Criterion A: 7-9 Markband. Command of the language is effective and mostly accurate.
Candidate’s command of the language is effective overall and mostly accurate: Vocabulary is appropriate to the task and
somehow varied (“numb, “self-absorbed”, “reflux”, “virtual”, etc.,” but is not wide and accurate enough for the top range
band. Basic structures are mainly produced clearly, but there are some attempts to produce complex structures. Throughout
the three parts, there are several lapses in fluency along with some hesitations. Intonation could have been more effective
in terms of rise and fall patterns, while pronunciation is at few times difficult to understand perhaps due to L1 influence: Still,
both remain easy to understand. Some repetitive words and expressions are used. There are some occasional errors that do
not interfere with communication overall (“Three teenagers for playing video games”, “a lot of people does it”, “new trend
on video games”, “neither of those are”). It is evident that candidate’s performance in Parts 2 & 3 gets better with more
fluency, fewer hesitations and more complex structures produced.
Criterion B1: 3-4 Markband. The presentation is mostly relevant to the stimulus.
Candidate describes photo and relates it to theme and topic (entertainment). He draws mainly on explicit details and touches
upon several sub-topics that do not seem mapped or linked effectively, moving from entertainment to video games and
difference between art and entertainment. He does attempt to provide personal interpretations on less explicit details
involving isolation and people not knowing what goes around them, but those ideas lack coherence and clarity. Several
repetitions appear without any link made to the target culture, except for American movies which are touched upon in
passing.
Criterion B2: 5-6 Markband. The candidate’s responses are consistently relevant to the
questions and show some development.
While all responses are consistently appropriate and relevant, they are not consistently developed. Candidate seems to
provide semi-full/ brief responses at times (e.g. when tackling addiction to video games and world peace in the future),
while in others he refers to what he read or provides an example to support viewpoint (e.g. when talking about survival
game, watching movies, using video games for education, etc.). He attempts to provide some responses that are mostly
broad in scope and depth (e.g. when asked about religion: ‘’people who are violent protect what they think is true” and his
responses about Nobel Prizes for peace-making, etc.) but those remain in need for further effective development at times.
Some personal interpretations/opinions are included, and few clever thoughts engage the interlocutor (Nobel Prizes, violent
video games being relaxing, etc.).
63/76
Criterion C: 5-6 Markband. Comprehension and interaction are consistently sustained.
Comprehension of all questions is demonstrated and sustained as candidate does not have a problem understanding cues
of questions posed, especially the challenging ones. All responses are provided in the target language. His participation is
mostly sustained at large with the necessity to prompt him to speak and develop ideas, especially in Part 2. In Part 3, more
agility is observed along with some independent contributions made.
General Commentary:
Choice of visual stimulus is appropriate, and time is managed well. Teacher successfully manages to elicit ideas and opinions
from the candidate using different question techniques which prompted him to reveal his abilities. Teacher is supportive of
candidate who is placed at a comfort zone. While questions were adapted to the required level, the Yes/No questions could
have been phrased into more open ones to allow the student to show the full extent of his language skills.
64/76
English B SL stimulus description
PD Sample 5
Stimulus (labelled as “Human ingenuity”) description:

The stimulus is a single-panel comic/cartoon of a man sitting in an armchair in front of a window in
his home. He is reading a newspaper on which one can see the section heading “Sports.” His
elementary school aged daughter appears to be greeting him, while walking away. The man says, “Hi
sweetie, how was school today?” The daughter replies, “You can read all about it on my blog, dad.”
65/76
M17/2/BSENG/SP1/ENG/SAMPLE
English B – Standard level – Paper 1

Anglais B – Niveau moyen – Épreuve 1
Inglés B – Nivel medio – Prueba 1
May 2017
Mai 2017
Mayo de 2016
1 h 15 m
• Do not turn over this examination paper until instructed to do so.

• Ne retournez pas cette épreuve avant d’y être autorisé(e).

• No dé la vuelta al examen hasta que se lo autoricen.
and examiner commentary.
specimen Paper 1.
2216 – 2230
66/76
M17/2/BSENG/SP1/ENG/SAMPLE
English B – Standard level – Paper 1

Anglais B – Niveau moyen – Épreuve 1
Inglés B – Nivel medio – Prueba 1
May 2017
Mai 2017
Mayo de 2016
1 h 15 m
• Do not turn over this examination paper until instructed to do so.

• Ne retournez pas cette épreuve avant d’y être autorisé(e).

• No dé la vuelta al examen hasta que se lo autoricen.
specimen Paper 1.
2216 – 2230
67/76
–2–
Option 1
You and a group of your friends want to help people who have lost property as a result of a recent
natural disaster. As the spokesperson for the group, you have been invited onto a local news
program to raise awareness. Choose one of the text types from the box below, explain the need,
the ways in which people can help and urge participation.
Option 2
preserve has just been sold to a company that plans to build a large recycling facility there. You
don't believe that all of the residents are aware of the impact of this. Choose one of the text types
from the box below to explain the situation to the thousands of area residents, express your point
of view, and what (if any) action should be taken in response to the sale of the land and the
company’s plans.
Option 3
Your school advisor just told you about the opportunity to participate in an amazing programme
taking place over the summer holidays. This opportunity would give you valuable experience in
your future field of study at university. Choose one of the text types from the box below to contact
the programme's director, explain the opportunity's importance to you and why you would be the
ideal person for it.
• Editorial
• Letter
• Speech
specimen Paper 1.
68/76
–2–
Option 1
You and a group of your friends want to help people who have lost property as a result of a recent
natural disaster. As the spokesperson for the group, you have been invited onto a local news
program to raise awareness. Choose one of the text types from the box below, explain the need,
the ways in which people can help and urge participation.
Option 2
preserve has just been sold to a company that plans to build a large recycling facility there. You
don't believe that all of the residents are aware of the impact of this. Choose one of the text types
from the box below to explain the situation to the thousands of area residents, express your point
of view, and what (if any) action should be taken in response to the sale of the land and the
company’s plans.
Option 3
Your school advisor just told you about the opportunity to participate in an amazing programme
taking place over the summer holidays. This opportunity would give you valuable experience in
your future field of study at university. Choose one of the text types from the box below to contact
the programme's director, explain the opportunity's importance to you and why you would be the
ideal person for it.
• Editorial
• Letter
• Speech
specimen Paper 1.
69/76
70/76
71/76
72/76
73/76
74/76
75/76

WORKBOOK

Uploaded by

Copyright:

Available Formats

WORKBOOK

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

WORKBOOK

Uploaded by

Copyright:

Available Formats

English B (DP

Language of delivery: English

Following the workshop, participants who wish to provide information or non-

The International Baccalaureate aims to develop inquiring, knowledgeable and

Physical and health

© Concept-based teaching andOrganization

Other papers in the series

Walker, G. October 2010. East is East and West is West.

Concept-based teaching and learning 2

What is concept-based curriculum and

Concept-based teaching and learning 3

…research on the learning of complex subjects such as mathematics has

Experts’ knowledge is connected and organized around important concepts

To develop competence in an area of inquiry, students must: a) have a deep

Concept-based teaching and learning 4

By separating factual knowledge from conceptual knowledge, we highlight

Students understand when they build connections between the “new”

In what ways are IB programmes concept-

Concept-based teaching and learning 5

Concept-based teaching and learning 6

How is a concept-based curriculum beneficial to

There are many benefits to a concept-based model.

– Facilitates the transfer of knowledge at the conceptual level.

– Provides opportunities for personal meaning-making through processes of thinking, creating

• Intercultural understanding—It develops intercultural understanding and international-mindedness

Concept-based teaching and learning 7

– Encourages constructivist learning experiences that are relevant and important.

– Illuminates the conceptual structures of “meta-language” to facilitate multilingual learning and

– Reinforces a common conceptual vocabulary and set of critical conceptual understandings in

What are the required pedagogical shifts?

Transfer of knowledge and skills

Concept-based teaching and learning 8

Effective concept-based teachers in IB programmes understand the principles of synergistic thinking,

From two-dimensional instruction* To three-dimensional instruction

Challenges and summary

Concept-based teaching and learning 9

Fundamental to success in meeting each of these challenges is a solid understanding of concept-

1. Curriculum development. Quality teaching is supported by quality curriculums. The curriculum

3. Assessment—The challenge here is to assess to the conceptual level of understanding, rather

About the author

Concept-based teaching and learning 10

Migration Environments Overpopulation

Location Scarcity Climate change

Concept-based teaching and learning 11

Population density Endangered Adaptation

Natural resources Trade Sustainability

Classroom actions Ms Safire’s thoughts

Concept-based teaching and learning 12

Assessment task: This authentic performance task

• checking for prior understanding of concepts

• engaging synergistic thinking

• assessing for conceptual understanding as well as facts and skills.

Concept-based teaching and learning 13

Aspect YES NO COMMENT

Aspect YES NO COMMENT

Course part SL or HL/Year 1 or 2 Dates

Unit description and texts DP assessment(s) for unit

INQUIRY: establishing the purpose of the unit

Course part SL or HL/Year 1 or 2 Dates

hvne-u^'.n scLr,|, volvnle"n;,y In Ih i",nl- .l-,urch

hvne-u^'.n scLr,|, volvnle"n;,y In Ih i",nl- .l-,urch

3pH 4-. ffif.f,:f E,l,o- / So^<

3pH 4-. ffif.f,:f E,l,o- / So^<

/t)"1 ,ß " / , -L ^/( / L,-- + ^-1^' /- 1L- / lL'

/â/ ,^- / à- l¿- ¿ (i,^ /-- C* .f o/s o l<*