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Thanks to Denis Day for helping in downloading this file.

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Mon July 8 2024 - GP Cat 2 - UWC USA Virtual Workshop facilitated by Rick Fitzpatrick

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1 - 11:30-12:00 - Jenny Gillet - Senior  Guest Presentation - Please prepare questions! 

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1 - 11:30-12:00 - Jenny Gillet - Senior  Guest Presentation - Please prepare questions! 

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Ms Jenny Gillet, the guru at the IBAEM Global Centre office in The Hague, The Netherlands, has agreed kindly to join us for about 20-30 mins to discuss the ATLs - their history within the IB world and her key role as the one who spearheaded the project.  Her contribution will be fascinating for you to hear.  I attended her super presentation on the ATL Project in Oct '14 at the IBAEM Regional Conference in Rome.

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Photos from the 2014 Regional Conference

Videos from the 2014 Regional Conference

Keynotes from the 2014 Regional Conference

Professor Michael Fullan

Integrating Technology, Pedagogy, and Change Knowledge

Workshop presentations

Below you will find the 2014 Regional Conference workshop presentations and their main presenter.

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Photos from the 2014 Regional Conference Videos from the 2014 Regional Conference Keynotes from the 2014 Regional Conference Dr. Yong Zhao World Class...

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A professional inquiry into:

the learner profile and how it embodies the aims of all IB programmes and is at the heart of an IB education

the approaches to teaching and approaches to learning and how they provide the guiding pedagogical principles of an IB education

the IB programme standards and practices and how they inform the planning, implementation, development, and evaluation of the Diploma Programme

the ways in which the DP global politics course can embody the essential perspectives and principles that are characteristic of an IB education.

This inquiry will explore the way in which the DP global politics course aligns with the wider Diploma Programme, with specific reference to the possible ways in which the learner profile attributes can both facilitate and be developed by learning in the subject. The inquiry will then go on to explore the ways in which the IB approaches to teaching and approaches to learning can be embedded in course design for DP global politics.

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A professional inquiry into:

the refinement and development of your current course design

opportunities for sharing of resources, engaging with IB exchange, and keeping connected to My IB moving forward from the workshop.

In this inquiry, you are challenged to refine your global politics course design based on the learning from the previous inquiries you have undertaken.

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2 - Learning engagement 1: Challenges and opportunities 

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2 - Learning engagement 1: Challenges and opportunities 

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Over the previous 9 inquiries, you have inquired into the challenges and opportunities presented by the integrated nature of the course; the ways in which the course aligns with the wider Diploma Programme; inquiry-based approaches to teaching; the role played by case studies, cases and real-world examples; and the different assessment components and their associated criteria.

As you begin to consider how you might refine your own course design, take a few moments to make a list of what you believe to be the greatest opportunities and challenges posed by the development and refinement of your own global politics course.

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3  - Learning engagement 2: Refining your global politics course design

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3  - Learning engagement 2: Refining your global politics course design

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You may find it useful to consider the following three "broad brush" approaches to structuring your global politics course as you complete this learning engagement:

structuring the course around the three thematic studies and integrating the core topics within each of them

introducing the core as an introductory or foundational unit and then following with the thematic studies sequentially

building the course around targeted global issues, selected case studies, or particular contexts that are of interest to you and your students, and integrating the prescribed content from the core and thematic studies that is most relevant.

Your workshop leader will facilitate a discussion in which you are invited to present your course design outline to other participants, who will then offer comments for further development or ask clarifying questions to help you move forward with course design after the conclusion of the workshop.

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2 - Learning engagement 1: Reflecting on the IB learner profile

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2 - Learning engagement 1: Reflecting on the IB learner profile

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Select the one of the 10 learner profile attributes that best defines you.

Reflect on your chosen attribute, thinking in particular how this attribute would inform both the course design from the point of view of teachers and engagement with the course from the point of view of students. You should draw on your own experience and practice as well as considering new possibilities. Add a brief written reflection to the chart shown here.

In groups of three (with each participant taking a different attribute), share your reflection with others, who will ask clarifying questions and offer suggestions for further development.

Rejoin the group for a whole-group discussion of the opportunities for embedding the IB learner profile into your global politics course design.

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3 - Learning engagement 2: The learner profile in practice

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3 - Learning engagement 2: The learner profile in practice

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With reference to current political event or crisis, identify a learner profile attribute that would assist a political leader(s) and provide a brief justification of your choice.

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4 - Learning engagement 3a: Global politics and the DP core

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4 - Learning engagement 3a: Global politics and the DP core

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What are the key features of the core components? How can they enhance effective learning in global politics?

The DP core—consisting of TOK, the EE and CAS—forms a central part of the Diploma Programme. The relationship between global politics and the DP core is such that effective learning and engagement in one should enhance effective learning and engagement in the other.

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A professional inquiry into:

the different global challenge topics, with an emphasis in their integrated and overlapping nature

possible entry points into the in-depth inquiry case study required for success in paper 3

paper 3 assessment and sample student responses.

In this inquiry, you are challenged to apply the assessment criteria to two paper 3 sample scripts.

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5 - Global politics and the extended essay

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5 - Global politics and the extended essay

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An EE in global politics gives students the opportunity to investigate, in depth, a significant, contemporary global political issue.

It is important to be aware of that the focus of the EE—as opposed to the engagement project in particular—is on producing a formal research-based essay.

The EE, therefore, will be suitable for students interested in a more theoretical approach to global politics. They will find the EE an opportunity to examine the key concepts of global politics in a way that is more firmly anchored in academic debates.

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A professional inquiry into:

inquiry-based learning within the DP

teaching based on inquiry in global politics

IA assessment and sample student responses.

This inquiry will briefly explore how inquiry in the global politics course can take many forms, then ask participants to inquire in more depth into the assessment criteria for the engagement project by applying the criteria to three sample PEP reports.

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The relationship between elements of the DP global politics course such as the engagement project and CAS is based on the fact that both seek to engage students in contextual experiential learning.

Ways in which CAS and global politics may complement each other

Learning about local and global issues may provide inspiration for CAS experiences

Knowledge and understanding gained in global politics may lead to richer reflection in CAS

CAS experiences can ignite students' passion for addressing a particular issue in global politics

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Paper 3 is taken by HL students only and is a stimulus-based paper that is based around the eight HL extension topics.

1. Borders

2. Security

3. Environment

4. Health

5. Poverty

6. Equality

7. Technology

8. Identity

The course guide is very clear that throughout the DP global politics course, HL students are expected to conduct research on at least two different case-studies and on at least two different topic areas. It is important to note, however, that these topic areas should not be as fully discrete or disconnected topics, but rather cover overlapping areas of study that can contribute to understanding and addressing global challenges (as shown in the diagram on this slide).

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1 - (Asynchronous) - Before Wednesday July 10 - Practice marking Paper 3 (2026 1st exams)

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1 - (Asynchronous) - Before Wednesday July 10 - Practice marking Paper 3 (2026 1st exams)

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Paper 3 Marking Practice (Global Politics - 1st exams 2026)

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2 - Learning engagement 1: The IA and sample student responses

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2 - Learning engagement 1: The IA and sample student responses

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A professional inquiry into:

the two discrete sections of the paper 2 assessment and the different skills and prescribed content required to demonstrate successful alignment with the assessment criteria in both

the paper 2 assessment and sample student responses.

In this inquiry, you are challenged to apply the assessment criteria to three paper 2 sample scripts.

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Elements of TOK : Links to the Global Politics Syllabus

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3 - The assessment criteria for the GP Engagement Project 

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3 - The assessment criteria for the GP Engagement Project 

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The engagement report is assessed according to the following criteria. It is important to note the additional criterion F for HL students.

Using the assessment criteria provided, grade each sample report and provide a brief justification using the table that will be provided by your workshop leader.

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GP 2026 Engagement project assessment criteria

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3 - Learning engagement 1: Exploring the different approaches required for different questions on paper 1

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3 - Learning engagement 1: Exploring the different approaches required for different questions on paper 1

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1. Above is an example paper 1 and I invite you to work with another participant to identify which of the four structured questions you believe is most challenging for students.

2. Suggest a teaching strategy or classroom activity that will help students in preparing to tackle your chosen question.

3. Your workshop leader will lead a brief group discussion in which you are invited to share the results of your discussion.

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Elements of the TOK course and its links to IBDP Global Politics

TOK concepts

The 12 TOK concepts resonate strongly with the nature and study of global politics.

Power, perspective, responsibility, truth, values, culture—these are central concepts to discussions in global politics.

Evidence, certainty, interpretation, justification, explanation, objectivity—these are essential assessment skills in global politics.

The core theme - Knowledge and the knower—students are political actors and therefore are encouraged to critically examine the underlying assumptions of their own knowledge, beliefs and opinions.

Optional themes - Links to the theme of knowledge and politics can be explored extensively throughout the course and can serve as a critical perspective when analyzing political issues.

Areas of knowledge - Human sciences is a critical examination of how knowledge is constructed and acquired in human sciences in general and in global politics in particular.

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8a - Examples of questions related to TOK that global politics students may consider

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8a - Examples of questions related to TOK that global politics students may consider

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How does knowledge in the social sciences differ from knowledge in other areas?

How does knowledge in global politics differ from knowledge in some other social science disciplines, such as history, economics and geography?

How does the often deeply held nature of political beliefs and biases affect the acquisition of knowledge in global politics?

What are the benefits and difficulties of examining political issues against the backdrop of a certain theoretical foundation or ideology?

Why might the value of case studies as a method of acquiring knowledge be considered questionable?

Can we have political beliefs or knowledge that are independent of our cultures?

Why might some individuals or groups believe that they know what is right for others?

How do we decide between the opinions of experts when they disagree? Who are the experts in global politics?

What is the role of communication and media in shaping  perceptions of issues in global politics?

Is it ever justifiable to make political decisions based on knowledge that is not fully supported?

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A professional inquiry into:

inquiry-based learning within the DP

teaching based on inquiry in global politics

IA assessment and sample student responses.

In this inquiry, you are challenged to co-create a classroom activity for students that can be used to deepen their conceptual understanding of power in relation to the prescribed content from one thematic study.

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2 - Learning engagement 1: The structure of paper 2

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2 - Learning engagement 1: The structure of paper 2

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Paper 2 is an essay response taken by both SL and HL students. It is divided into two sections and students are required to answer one question from each section. Section A will include three distinct questions from each of the thematic units (Rights and justice, Development and sustainability, Peace and conflict), while the four questions in section B are “integrating questions” that require students to make connections across the three thematic studies as well as the core topics.

It should be evident, particularly when considering section B, that the ability to synthesize elements from the prescribed content, key concepts and diverse contexts is of particular importance for success in paper 2. It is important to note that even where key concepts are not explicitly mentioned in a question, students are expected to demonstrate a conceptual understanding of global politics.

To identify the different types of questions across the two sections, consider the following sample questions and allocate them to either one of the thematic studies in section A or the integrated questions in section B.

Evaluate the means that can be used to protect and enforce human rights in countries that fall short of international standards.

Discuss reasons why the legitimacy of a state may need to be questioned.

To what extent to you agree with the claim that conflict poses the greatest threat to the evolution of rights?

With reference to just war theory, evaluate the decision of a government to go to war in one conflict.

Evaluate the view that development does more to damage than to enhance human rights.

To what extent do you agree with the claim that positive peace requires sustainable development?

Discuss the limitations of measuring development with reference to one method you have studied.

Having done so, you should identify one challenge and one opportunity provided by the structure of the paper and the nature of the questions. Share this in a whole-group discussion facilitated by your workshop leader.

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2 - Key Concepts in Global Politics (ManageBac)

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2 - Key Concepts in Global Politics (ManageBac)

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In this inquiry, you have  familiarized yourself with the assessment criteria for paper 1 and had the opportunity to compare your grading with that of the examiner.  Having done so, you are invited to use the Project Zero “Think-Pair-Share” thinking routine with a partner to address the following reflective question. How will what you learned in this inquiry impact on how you teach students the necessary skills for success in paper 1?

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3 - Conceptual understanding in global politics

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3 - Conceptual understanding in global politics

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Power is a central concept in the study of global politics and a key focus of the course. Power can be seen as ability to effect change and, rather than being viewed as a unitary or independent force, is as an aspect of relations among people functioning within a social organization. Contested relationships between people and groups of people dominate politics, particularly in this era of increased globalization, and so understanding the dynamics of power plays a prominent role in understanding global politics.

While much of the prescribed content of the core topics is related to power—as shown in the table below—it is expected that teachers and students will use and develop understanding of the concept throughout their exploration of the three thematic studies.

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4 - Learning engagement 2: Applying the paper 1 assessment criteria

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4 - Learning engagement 2: Applying the paper 1 assessment criteria

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Questions 1, 2 and 3 will be assessed using an analytical mark scheme developed specifically for each exam session.

Question 4 will be assessed using an analytical markscheme developed for each session as well as generic markbands. Note that while the level descriptors are written in the form of individual bullet points, markbands are applied holistically used a best-fit approach.

1. Your workshop leader will provide you with three samples of paper 1 student scripts, which you are asked to mark against the provided assessment criteria.

2. Your workshop leader will lead a whole-group plenary discussion in which you are asked to share the marks you awarded and compare them to the marks awarded by the examiner.

3. With reference to the examiner comments, come up with three "top tips" for students to take into account when tackling paper 1.

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8b- Global politics as part of a school-wide TOK event

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8b- Global politics as part of a school-wide TOK event

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In this learning engagement, you are asked to work as part of a small group with other workshop participants to propose a global politics-themed activity for a whole-school TOK week based around one of the questions on the previous slide.

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2 - Learning engagement 1: Exploring the different approaches required for different questions on paper 1

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2 - Learning engagement 1: Exploring the different approaches required for different questions on paper 1

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Paper 1 is a source-based paper that is taken by students at both SL and HL.  The focus of the paper is on analysis skills, and the paper is composed of four sources—these may be texts, images, diagrams or infographics. Students are required to answer all four structured questions with reference to the sources and their own knowledge. The content for the paper will come from the core topics given in the subject guide.

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4 - Learning engagement 2: Comparing your marks with the definitive examiner marks

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4 - Learning engagement 2: Comparing your marks with the definitive examiner marks

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Your workshop leader will lead a whole workshop discussion in which you are asked to share your justification for the marks you awarded.

You will be provided with the definitive marks awarded by the examiner as well as with the examiner comments, then given an opportunity to ask clarifying questions of your workshop leader.

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4 - Learning engagement 1: Conceptual understanding in global politics (Part A)

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4 - Learning engagement 1: Conceptual understanding in global politics (Part A)

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Your workshop leader will assign you to a group and allocate each group a thematic study - Rights and Justice, Development and Sustainability, Peace & Conflict

Working as a group, you will mind-map the ways in which power as the foundational key concept of the course can be explored within your allocated thematic study using the following the categories.

Contested meanings

Interactions

Nature and practice

Debates

These categories form the basis of the integrated outline common to all three of the thematic studies as shown in the subject guide.

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5 - Learning engagement 3: The role of student agency in investigating case studies

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5 - Learning engagement 3: The role of student agency in investigating case studies

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In this engagement, you will co-create a student learning activity that can be used by students to build an individual bank of case studies throughout the course.

The activity should identify the key elements of each case study that students should be familiar, with as well as provide a template to record information.

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4 - Learning engagement 2: Selecting case studies for use in your global politics course 

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4 - Learning engagement 2: Selecting case studies for use in your global politics course 

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Now "flip" your approach from the previous engagement and use case studies as your starting point.

Working in the same groups as for the previous learning engagement, select five or six case studies that can be used as the basis for a global politics course, recording your work in the following table before presenting to the workshop group, who will offer comments and ask clarifying questions.

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3 - Learning engagement 1: Selecting case studies for use in your global politics course (Part B)

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3 - Learning engagement 1: Selecting case studies for use in your global politics course (Part B)

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Working collaboratively, identify a minimum of one relevant case-study for each of the prescribed topics and content for the course using the following structure.

Each group will focus on either the core topics or one of the three thematic studies. Use the table.

Note that an effective case study addresses multiple topics and areas of prescribed content, and therefore you should not expect to identify a different potential case study each time.

Share the results of your collaboration with the other workshop participants and be ready to justify why you have selected a particular case study.

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2 - Learning engagement 1: Selecting case studies for use in your global politics course (Part A)

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2 - Learning engagement 1: Selecting case studies for use in your global politics course (Part A)

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The subject guide is very clear that examples, cases and case-studies should drive teaching and learning in global politics. The graphic clarifies the difference between them. When addressing contexts in global politics, two guiding notions should be considered:

scale: this refers to the level or scope on which political issues, concepts and topics are studied or addressed

diversity: this refers to the range of contexts and real-world examples considered.

For example, the UN, ASEAN and NATO are examples of IGOs; an extended explanation of how any of these have interfered with state sovereignty would be a case

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5 - Learning engagement 1: Conceptual understanding in global politics (Part B)

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5 - Learning engagement 1: Conceptual understanding in global politics (Part B)

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Once you have completed your mind map as a group, you will rotate through a few mind maps created by others as shown in the table below and add suggestions, comments, and/or clarifying questions to each mind map. You may find it useful to consider the similarities and/or differences between your conceptualization of power and that suggested by the other groups.

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1. In groups, reflect on and discuss the following questions.

What are the key features of the core components?

How can they enhance effective learning in global politics?

2. Work collaboratively to propose a learning activity as part of a whole school TOK week based on one of the TOK-related questions.

3. Present your group’s proposal to the whole group.

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3 - Learning engagement 1: The integrated and overlapping nature of global political challenges

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3 - Learning engagement 1: The integrated and overlapping nature of global political challenges

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When beginning to explore the HL extended inquiries, two different possible points of entry or starting points are suggested:

using HL topic areas as entry points—if a student is interested in one of the eight HL topic areas, they may begin an in-depth study of it and then select an appropriate case

using cases as entry points—if a particular case or topic is of special interest to the student, they may explore the case and make links to multiple topic areas as they progress and consider relevant links.

Identify ways in which entry points may work in practice for students in your global politics course.

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6 - Learning engagement 2: The content and structure of the thematic studies and relationship to power as a key concept

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6 - Learning engagement 2: The content and structure of the thematic studies and relationship to power as a key concept

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Working in the same groups, identify a contemporary political issue and supporting case study or real-world example and explore how this can be used to deepen students’ conceptual understanding of power with a specific focus on the challenges and opportunities presented.

Create a learning activity that can be undertaken by students within a 60-minute lesson (although you may choose to develop a shorter activity).

You are asked to use the matrix on the following slide to structure your group’s discussion.

You will then present and report back to the whole group on the challenges and opportunities you have identified and share your learning activity.

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A professional inquiry into:

how the IA allows students to actively engage with a political issue of their choice

structuring the inquiry and engagement process for students.

In this inquiry, you are challenged to produce a set of 10 guiding questions that students will use as checkpoints to refer to as they research and engage with their chosen political issue.

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2 - Learning engagement 1: Selecting an authentic political engagement that meets the requirements set out in the subject guide (Part A)

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2 - Learning engagement 1: Selecting an authentic political engagement that meets the requirements set out in the subject guide (Part A)

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The subject guide for global politics emphasizes the need for students to identify a clear political issue to explore in the engagement; it is important for students to ensure that the political issue is authentically embedded in the engagement. It is clear, therefore, that selecting appropriate engagement activities is critical to success in this component of the course.

The subject guide gives 5 examples of lines of inquiry and the accompanying engagement activities. These are shown on the next slide.

In this engagement, you are asked to work with other participants to reflect (using the table below) on the challenges and opportunities presented by each of the example engagements, as well as to identify similarities between the different examples.

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Engagement Activity Similarities and Differences in Samples Provided

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3 - Learning engagement 1: Selecting an authentic political engagement that meets the requirements set out in the subject guide (Part B) 

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3 - Learning engagement 1: Selecting an authentic political engagement that meets the requirements set out in the subject guide (Part B) 

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Example political engagements taken directly from the subject guide for Global Politics

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Possible Lines of GP Inquiry and Engagement Activities

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4 - Learning engagement 1: Selecting an authentic political engagement that meets the requirements set out in the subject guide (Part C)

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4 - Learning engagement 1: Selecting an authentic political engagement that meets the requirements set out in the subject guide (Part C)

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1. Your workshop leader will facilitate a brief group discussion in which each group is invited to share their work, ask clarifying questions, and offer comments on the work done by other groups.

2. Identify possible lines of inquiry and engagement activities that would work in your own school and local context.

It is important to note that the aim of this exercise is not for you to create a list from which students will pick and choose engagements, as this removes the required element of student agency. Rather, the aim is to reflect on how students can authentically engage with a political issue in your school and local contexts

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Possible Line of inquiry for the engagement and potential engagement activities

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5 - Learning engagement 2: Reflecting on approaches to teaching and approaches to learning

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5 - Learning engagement 2: Reflecting on approaches to teaching and approaches to learning

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The DP global politics course is based on inquiry and conceptual understanding, which are developed in local and global contexts (these are the IB Approaches to Teaching - ATTs)

Working in pairs, each participant will—in 60 seconds—explain a political issue related to their home country. The more obscure the example, the better.

Identify which concepts from your partner’s issue that you could use to explore the examples in more detail, and suggest an inquiry-based strategy that could be used in practice.

Here are the six Approaches to Teaching (ATTs) in the IBDP:  teaching is rooted in six pedagogical principles: “based on inquiry”, “focused on conceptual understanding”, “developed in local and global contexts”, “focused on effective teamwork and collaboration”, “designed to remove barriers to learning” and “informed by assessment”.

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6 - See-Think-Wonder (ATTs & ATLs in Global Politics)

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6 - See-Think-Wonder (ATTs & ATLs in Global Politics)

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Using the “See-Think-Wonder” thinking routine from Project Zero, consider the following prompts.

1. Why have the 5 approaches to learning been chosen? (Thinking skills, Communication skills, Research skills, Self-management skills, Social skills)

2. Which are most applicable to the global politics course? What makes you think that? Reflect on your experience and practice.

3. How can the approaches to learning be incorporated into your global politics course design?

Share your reflection so other participants can ask clarifying questions and provide suggestions for development based on their own discussions and practice.

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In this inquiry, you have explored the way in which the selection of authentic political engagements is vital to student success in the course, with this being highly dependent on your own local and school context.

As a brief final reflection, your workshop leader will facilitate a discussion in which you are asked to identify what you believe is the biggest challenge to authentic engagement that students will face in your context and invited to offer a suggestion as to how this challenge may be met.

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1.  (Asynchronous)- Before Tuesday July 9th - HW please - Marking P1 & P 2 GP Samples

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1.  (Asynchronous)- Before Tuesday July 9th - HW please - Marking P1 & P 2 GP Samples

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Paper 1 and 2 Marking Practice (Global Politics - 1st exams 2026)

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5 - Learning engagement 3: Helping students tackle the engagement project report

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5 - Learning engagement 3: Helping students tackle the engagement project report

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Reflect on what you have learned to create an outline for an infographic to help students when tackling the political engagement project with specific reference to writing the report.

Your infographic outline should take the form of "10 top tips" or "guiding questions". It is not expected that you cover all advice but rather highlight what you believe to be the most important takeaways from this inquiry.

Share your rough outline with other participants so that they can adapt and modify their top 10 based on your ideas.

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In this inquiry, you have considered the role played the political engagement project in promoting inquiry-based learning in DP global politics.

In this reflection, you are asked to contribute to a brief discussion facilitated by your workshop leader in which you consider whether your definition of effective inquiry-based learning has changed—and if so, in what ways—now that you have completed this third inquiry.

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The DP global politics course is based around four key concepts—power, sovereignty, legitimacy and interdependence.

Take a few moments to briefly reflect on these key concepts and identify the concept that you believe has the most relevance for students in your local and school context.

Having done so, take turns to introduce yourself to the other workshop participants—where do you teach? What else do you teach other than global politics? Why have you chosen a particular concept?

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1 - IBDP Global Politics Guide (1st exams 2026)

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1 - IBDP Global Politics Guide (1st exams 2026)

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A professional inquiry into:

selecting case studies

approaches to building a course outline around case studies

the role of student agency in investigating case studies.

In this inquiry, you are challenged to create an initial draft of a student learning activity that will aid students in developing a bank of case studies throughout the global politics course.

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A professional inquiry into:

selecting case studies

approaches to building a course outline around case studies

the role of student agency in investigating case studies.

In this inquiry, you are challenged to create an initial draft of a student learning activity that will aid students in developing a bank of case studies throughout the global politics course.

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4 - Learning engagement 2: Refining your global politics course design (Part B)

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4 - Learning engagement 2: Refining your global politics course design (Part B)

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The global politics core topics are related to the thematic studies, much as the thematic studies overlap with each other.  The integrated nature of the course is fundamental to any discussion of course design for your global politics course.

In this learning engagement, you are asked to consider the possible pathways that could be taken through the course and to begin drafting a possible course outline for your global politics that makes use of the lessons learned during the previous inquiries. You should use your current course plan, along with any other relevant curriculum documentation from your school, to map out a draft pathway through the course that shows how you will cover all the prescribed content from the core topics and thematic studies in addition to integrating relevant case study inquiries and the internal assessment.

You may choose to focus on either an SL or HL course outline depending on your school context.

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4 - Learning engagement 1: The integrated and overlapping nature of global political challenges

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4 - Learning engagement 1: The integrated and overlapping nature of global political challenges

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1. Working in pairs you will be allocated one of the eight HL extension topics by your workshop leader and asked to identify three possible case studies that would be suitable to explore the topic. You may find it useful to refer to the examples given in the subject guide, but you should aim to come up with three new possibilities.

2. Next, you are asked to select one of the case studies you have identified and to identify two additional HL extension topics that have meaningful links to the case study in order to demonstrate the interconnected nature of the global challenge topics.

3. You should use the template above as you complete this learning engagement.

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2 - The relationship between the core topics and the thematic studies

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2 - The relationship between the core topics and the thematic studies

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The syllabus is framed around four interconnected components, each with specified prescribed content: the global politics core topics and three thematic studies. This is common to SL and HL.

The core topics encompass wide overarching elements which are central to the study of the subject, while each of the thematic studies presents a particular focus and provides additional conceptual and analytical tools. As the graphic shows, rather than thinking of each of the components as independent units, you are invited to engage with the syllabus taking an integrating approach. Establishing connections across the syllabus will contribute to a deeper understanding of global politics.

While the content of the guide is organized in discrete sections for clarity purposes and logistical reasons, there is no prescribed order in which the syllabus sections have to be studied, nor is there an expectation of a sequential separate progression. The flexible syllabus structure allows—and intends to encourage—educators to build the course around their students’ contexts and interests as well as contemporary events and developments in global politics.

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GP - Relationship between the Core and Thematic Studies

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In this inquiry you have seen that the four key concepts underpin teaching and learning in the DP course and that there are multiple ways of using these concepts to create pathways through the syllabus.

Use the following prompt to reflect on the ways in which this open-ended way of structuring the course can be adapted for your own school and local context in order to promote effective teaching and learning in your global politics course.

What might my course structure look like in my own school and local context and how will concepts be taught and underpin learning throughout the course?

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A professional inquiry into:

the discrete content to be explored in the core topics and each thematic study

the relationship between the core topics and the thematic studies

the challenges and opportunities posed by the integrated nature of the subject guide for DP global politics

concepts in DP global politics

initial approaches to developing a course outline.

For this inquiry, we challenge you to create an initial concept curriculum map that shows how the four key concepts may be covered over the 150 hours of the DP global politics course. This map will be a starting point that will be built upon during subsequent inquiries and form the basis for further development as you construct pathways through your global politics course.

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1 - Introduction to the GP Cat 2 July 7-10 '24 UWC-USA workshop

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1 - Introduction to the GP Cat 2 July 7-10 '24 UWC-USA workshop

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Hello, and welcome to this category 2 DP global politics workshop.

This workshop is designed for teachers of global politics who have already prepared students for at least one assessment session in the subject.

This workshop will help you plan, design and lead the global politics course, which will be taught from 2024 with its first assessment in 2026. In this workshop we will:

unpack the IB programme standards and practices, the IB learner profile, and the approaches to teaching and approaches to learning as a guide to planning and delivering the DP global politics course

explore the relationship between DP global politics and the DP core and CP core

strengthen their ability to integrate international-mindedness as an integral part of the DP global politics course

understand the syllabus content and details of each of the different assessment components of the course

co-create teaching strategies and design lesson activities that reflect the central role of conceptual understanding and inquiry-based learning in DP global politics

arrive at a judgement using common assessment tasks and criteria for all of the different assessment components of the course

co-create a course outline that can be adapted to meet different local and school contexts

identify and share teaching and learning resources.

Today we will begin by exploring the challenges and opportunities presented by the integrated nature of the global politics syllabus.

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The global politics course explores fundamental political concepts such as power, equality, sustainability, and peace in a range of contexts and at a variety of levels.

It allows students to develop an understanding of the local, national, international and global dimensions of political activity, as well as allowing them the opportunity to explore political issues affecting their own lives.

Global politics draws on a variety of disciplines in the social sciences and humanities. It helps students to understand abstract political concepts by grounding them in real world examples and case studies, and also invites comparison between such examples and case studies to ensure a transnational perspective.

Developing international mindedness and an awareness of multiple perspectives is at the heart of this course. It encourages dialogue and debate, nurturing the capacity to interpret competing and contestable claims.

All standard level and higher-level students complete a common core under the central unifying theme of "people, power and politics". This consists of four core units:

Power, sovereignty and international relations

Human rights

Development

Peace and conflict.

All standard level and higher-level students also undertake an engagement activity through which they study a political issue of interest experientially. Students complement their experiential learning with more theoretical perspectives from research and submit a written report summarising their investigation.

Higher-level students also examine two contemporary global political challenges, through a case studies approach.

For more information on global politics, please familiarize yourself with global politics guide available on the global politics page on the programme resource centre.

Learn more about global politics in a DP workshop for teachers.

Global politics subject brief

Subject briefs are short two-page documents providing an outline of the course. Read the standard level (SL) and/or higher level (HL) subject brief below.

Latest curriculum updates

This subject is reviewed by the IB regularly to ensure the latest educational research is applied. Please keep up to date with the latest subject updates for Global politics.

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Read more about what students learn in global politics -- part of the International Baccalaureate® Diploma Programme.

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3 - Essential understandings underpinning this workshop

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3 - Essential understandings underpinning this workshop

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1. The DP global politics course integrates the aims of the IB as expressed in the organization’s mission statement, the learner profile, the approaches teaching and approaches to learning, and the programme standards and practices.

2. An understanding of the different components that make up the course and the interrelationships between them, along with an understanding of the relationship of these components to the DP and CP core, will result in teachers reflecting on their own practice, leading to the implementation of a course that is flexible and adaptable yet firmly rooted in inquiry and concept-based learning.

3. An understanding of the principles underlying the IB’s approach to assessment, the assessment objectives and the methods of assessment is an integral part of teaching and learning in DP global politics.

4. The DP global politics is deliberately “open-ended” by design, and the integrated nature of the course will provide opportunities for multiple perspectives to contribute to effective learning for all students.

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n the next inquiry, we will focus on the role played by inquiry in the DP global politics course.

In this reflection, you are invited to reflect on what you believe effective inquiry-based learning looks like in practice and post to the wall or a Padlet a summary of your current view in as few words as possible.

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IBDP Global Politics by Ben Fugill et al - Sample Chapter

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IBDP Global Politics by Ben Fugill et al - Sample Chapter

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Though flexible teaching practices can be implemented at any time and for any course, for Fall 2020, you should assume that at least some of your students will be participating remotely. It is also likely that many faculty will be teaching remotely. All courses should therefore be designed to be online, even if it may be possible to interact with students in person from time to time.

The course design process involves intentional and deliberate planning in order to create a course that best supports students. This process works equally well for on-campus courses, fully online courses and hybrid courses that have elements of both. All of the practices described in these guides are supported by significant research in the field of online learning.

This Guide to Course Design will help you complete a Course Design Template to serve as the basis of your course.

How To Use this Guide

This Guide to Course Design will help you create a course that is based on best practices in pedagogy. We invite you to either visit them in order or skip to the topics that seem most relevant to you.

Each topic includes resources you can use and next steps describing where you can find templates, suggested activities and further resources. Read below for some general advice on course design, or skip straight to the topic you need:

Topic 1: What will my students lear n?
Topic 2: How will I know what my students have learned?
T opic 3: What will we do in my course?
Topic 4: How will we communicate?
Topic 5: What will my syllabus look like?

Courses should be guided by well-articulated course learning objectives. Identify what your students should be able to produce or tackle by the end of your course and let those learning objectives lead your choices for daily activities, assignments and grading. If the course learning objectives are clear, it makes it easier to identify ways to adjust activities and assessments to fit different teaching scenarios.

The best course activities incorporate active learning. Students will be more engaged in learning when they collaborate with others, answer real-world questions and make their own choices. Face-to-face sessions should take advantage of technologies to include all students in conversations about the materials.

Good courses cultivate a learning community. You can make your course conducive to learning by defining respectful conversations. Thoughtful interactions with students and the support of peer-to-peer learning increases students' satisfaction with the course, its instructor and the materials. Courses that lack a physical space need to prioritize this in their design.

Clear communication is crucial. Students should be able to navigate the course materials, find assignment instructions and understand the path of the course from the first day. A syllabus that details the course schedule and has defined expectations of students allows you to concentrate on the teaching and not organization during the semester.

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Though flexible teaching practices can be implemented at any time and for any course, for Fall 2020, you should assume that at least some of your students will be participating remotely. It is also likely that many faculty will be teaching remotely.

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IB Diploma in Global Politics: Hodder Education Webinar - Ben Fugill / Brian Hull / Jane Hirons

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IB Diploma in Global Politics: Hodder Education Webinar - Ben Fugill / Brian Hull / Jane Hirons

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IB Diploma in Global Politics: Hodder Education Webinar

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1 - July 7-10, 2024 IBDP Global Politics Cat 2 UWC-USA workshop schedule

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1 - July 7-10, 2024 IBDP Global Politics Cat 2 UWC-USA workshop schedule

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Enjoy our workshop!

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Final UWC-USA IBDP Global Politics Cat 2 - July 7 to 10 '24 - Facilitator:  R. Fitzpatrick

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ManageBac - Global Politics - What to Expect - Webinar

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ManageBac - Global Politics - What to Expect - Webinar

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Kevin Nielson - IBDP Coordinator/GP Teacher - Canadian International School in Karnataka, India

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done. Zoom is a publicly traded company headquartered in San Jose, CA.

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ManageBac Global Politics - What to Expect

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ManageBac Global Politics - What to Expect

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Changes from the Old to the New Syllabus

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Sample Chapter - Oxford U Press - Global Politics 2026 by Chiel Mooij

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Sample Chapter - Oxford U Press - Global Politics 2026 by Chiel Mooij

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IBDP Global Politics - Oxford University Press -   Webinar in Feb 20, 2024 - What does the new syllabus provide?  Major Principles on the new syllabus.

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IBDP Global Politics - Oxford University Press -   Webinar in Feb 20, 2024 - What does the new syllabus provide?  Major Principles on the new syllabus.

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Worth watching - 1 hour +/-

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IB DP Global Politics 2024: Getting the most out of the new syllabus

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Watch Oxford Resources for DP Global Politics author, Chiel Mooij, as he explores the changes to the new DP Global Politics syllabus in this upcoming professional development webinar. Discover how to approach teaching the new syllabus as Chiel takes a deep dive into the changes to the subject guide and demonstrates how Oxford’s resources can help you to successfully implement the new programme in your classroom

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5 - Learning Engagement 2 - Challenges & opportunities presented by an integrated Global Politics course—feedback

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5 - Learning Engagement 2 - Challenges & opportunities presented by an integrated Global Politics course—feedback

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Matrix on Integrated GP Course - Opportunities / Challenges

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4 - Learning engagement 1:  The relationship between the core topics and the thematic studies

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4 - Learning engagement 1:  The relationship between the core topics and the thematic studies

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1. Working in small groups, spend 15 to 20 minutes developing an overview presentation for a school open evening that shows how the key concepts for global politics will be covered over the 150 of 240 hours of the common course.

2. Each group will share their presentation with other participants as whole-group feedback.

3. Throughout the workshop, ask clarifying questions and offer suggestions as to other possible ways in which the concepts could be covered throughout the course.

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1 - (Asychronous) Before Monday July 8 HW please: Do this  Engagement Project Marking (See in Red  below how to POST your grades)

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1 - (Asychronous) Before Monday July 8 HW please: Do this  Engagement Project Marking (See in Red  below how to POST your grades)

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2 - IBDP Global Politics - 1 page subject brief - SL/HL

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2 - IBDP Global Politics - 1 page subject brief - SL/HL

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1 -  Sun July 7 '24 4:00-4:15 PM (MST) Link for the Opening Plenary

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1 -  Sun July 7 '24 4:00-4:15 PM (MST) Link for the Opening Plenary

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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3 - Learning engagement 2: Examining the specimen  paper 2 assessment (1st exams - 2026)

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3 - Learning engagement 2: Examining the specimen  paper 2 assessment (1st exams - 2026)

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Specimen Global Politics SL HL 2026 Paper 2

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5 - Learning engagement 2: Applying the paper 3 assessment criteria

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5 - Learning engagement 2: Applying the paper 3 assessment criteria

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As a stimulus-based rather than source-based paper, the main purpose of the stimulus is to focus students on a particular topic or item for analysis (or to promote discussion), and the relevant evidence for the responses will mostly draw upon the case-studies students have researched.  While question 1 will be marked according to an analytical markscheme developed for each session, questions 2a, 2b and 3 will be marked according to the markbands presented in the subject guide

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4 - Contact list - UWC-USA July 7-10, 2024 - Virtual Global Politics Cat 2 Workshop - Please edit yellow highlighted sections before Session 1 to include (if you wish your country and Whatsapp number) - OPTIONAL

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4 - Contact list - UWC-USA July 7-10, 2024 - Virtual Global Politics Cat 2 Workshop - Please edit yellow highlighted sections before Session 1 to include (if you wish your country and Whatsapp number) - OPTIONAL

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Please assist and add your a) country and b) Whatsapp number - for ongoing collaboration

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UWC USA July 7-10 2024 - Global Politics - DP C2 - with Rick Fitzpatrick as Faciliator - CONTACT LIST.xlsx

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5 - Introduction (Who am?): [1 minute each] {If time}

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5 - Introduction (Who am?): [1 minute each] {If time}

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1.  Name & School & Country

2. School Roles

3. Our Family & my favorite annual holiday & why

4. Highlights OF - a) last 24 hours; b) the school year to date

5. My hobbies

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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7 - Technical Check/Registration - July 7, 2024 - 4:15-4:30 pm

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7 - Technical Check/Registration - July 7, 2024 - 4:15-4:30 pm

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Conceptual understanding (Ingatestone) - Name of school: Anglo European School, Ingatestone, Essex

DP subject: History lesson

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2017 Academic Honesty Competition: IB DP film winner

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2017 Academic Honesty Competition: IB DP film winner

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Academic Honesty (or known now as Academic Integrity) remains of crucial importance to students of DP Global Politics

. Invite them to watch this and dialogue about it!

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 2017 Academic Honesty Competition: DP film winner

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Curious what the winning entry for the DP film category in our Academic Honesty Competition was? See the film created by U Jun Melissa Lam.

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IB Learner Profile (Overview video - 3 minutes)

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IB Learner Profile (Overview video - 3 minutes)

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Academic Honesty Resource for Workshops.pdf

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Education for a Better World - An IB Education (6 minutes)

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Education for a Better World - An IB Education (6 minutes)

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Education for a Better World: the IB Diploma Programme

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the IB Diploma Programme explained by IB students and teachers

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What is an IB Education? (6 minute video)

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What is an IB Education? (6 minute video)

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Teaching the DP with ATL in mind

Teaching with ATL in mind needs to begin with a clear and explicit identification of what types of skills and dispositions are trying to be developed.

In general terms, the development of every ATL skill can follow the same seven basic steps.

1. Decide which particular and specific skills are going to be focused on in your classroom/subject/department/school.

2. Make the skills to be focused on explicit by clear description of each skill and by using examples of high and low skills proficiency.

3. Allow the students to self-assess their perceived competence in the skills in question.

4. Analyse the class results obtained, looking in particular for any general skills deficiencies across the class.

5. Develop mini-lessons or tutorials, or find online exercises for students to complete to bring all students up to the same skill level.

6. Build into subject lessons exercises that enable students to practise and improve the skills in focus.

7. Ask the students to continue to self-assess their proficiency.

Teaching with the development of ATL skills in mind impacts significantly on the wider pedagogical approach adopted by teachers, and in particular on how teachers view their role in the classroom. Teacher regulation of student learning is sometimes described in a continuum from strong, through shared, to loose regulation.

Strong teacher regulation

Shared teacher regulation

Loose teacher regulation

Teacher controls all information, regulates student processing, answers all questions, clarifies, explains, summarizes.

Student thinking at a minimum, teacher as maximum support.

Teacher provides access to resources, skills training, questions, problem statements, concepts, ideas, learning outcomes.

Students actively engage with information in order to answer questions, follow leads, solve problems.

Student thinking engaged, teacher as guide and support.

Teacher's only functions are supplying the learning objectives and assessing the students' level of achievement against them.

Student thinking at a maximum, teacher not involved in student thinking or learning at all.

A drawback of the strong teacher regulation model is that it can reduce the potential for the development of students' skills of self-regulation. The loose teacher regulation model also has limitations, as although it does allow for growth in students' self-regulation skills, this growth only occurs if it is instigated by the student. In contrast, adopting a shared regulation style in the classroom can be an excellent means to achieve growth in students' self-regulated learning skills.

An example of a teaching approach that can support the development of ATL skills and, in particular, students' self-regulation skills, is that of "process-oriented instruction". "Process-oriented teaching is teaching that facilitates independent learning, supporting students to become proficient learners in the field concerned and preparing them for lifelong learning" (Bolhuis and Voeten 2001). Process-oriented instruction is often contrasted with more traditional methods where the emphasis is on the transmission of information, where the teacher spends most of the time explaining the subject matter, and the main activities expected from the student are listening and writing notes. The teacher does not engage much with the students except to answer questions, assign tasks or give instruction concerning the learning process. In process-oriented instruction, the focus of the teaching is placed on the strategies and techniques the students are using to process the subject information. The teacher "teaches" learning skills by modelling, demonstration, creating skills-based tasks, monitoring performance, asking for feedback and helping build the students' metacognitive awareness (Bolhuis 2003).

In many schools, transmission is still a dominant teaching style. In 2001, a study of Dutch secondary schools observed 130 lessons-in foreign languages, Dutch, mathematics, science, social studies and the arts. The time spent by teachers using each of these teaching styles was found to be as follows (Bolhuis and Voeten 2001).

30% transmission- the teacher explains, the students listen, the teacher questions the students

40% activating-the teacher gets students to process information through directed tasks, using student feedback to guide the lesson

25% procedural and behavioural instruction

5% process-focused teaching-teaching the students to set learning goals, choose and execute learning strategies, diagnose and monitor the learning process.

Moving from a traditional subject-focused style of teaching to a skills-based, process-oriented style aimed at promoting self-regulation of learning by students can be challenging for both students and teachers, but it has the potential to yield excellent results in terms of student engagement and development of learning skills.

Whether ATL skills are taught entirely through being infused into subject lessons, or by being supplemented with standalone skills lessons, a key concern is ensuring that students transfer the skills learned in one context to other contexts. Because students often find it challenging to transfer these skills, it is important that the teaching of ATL skills also includes a focus on the importance of transfer. This "bridging" work is a vital aspect of the effective teaching of skills.

The DP encourages transfer through its emphasis on concurrency of learning. By studying different subjects and the core concurrently, it is intended that students will have more opportunities to make links and connections than they would otherwise. However, solely studying different subjects at the same time is not enough to guarantee that students are effectively transferring their learning. Instead, there needs to be explicit teaching for transfer; for example, explicitly encouraging transfer by exploring concepts across multiple subject areas, or by encouraging students to make connections between their learning in the different subjects.

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Teaching with ATL in mind needs to begin with a clear and explicit identification of what types of skills and dispositions are trying to be developed. In general terms, the development of every ATL skill can follow the same seven basic steps. Decide which particular and specific skills are going to be focused on in your classroom/subject/department/school.

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Over the course of this workshop, you have inquired into:

the challenges and opportunities presented by the integrated nature of the course

the ways in which the course aligns with the wider Diploma Programme

inquiry-based approaches to teaching

the role played by case studies, cases and real-world examples

the different assessment components and their associated criteria.

This has culminated in you beginning to refine and revise your course outline. However, it is important to acknowledge that this is very much a starting point rather than an end product.

With this mind, you are encouraged to reflect on all 10 inquiries and to set one short-term and one medium- to long-term target for you and your global politics course in your school.

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Assessment for learning in the DP/CP - Assessment principles and practices - Quality assessment in a digital age extracts

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Assessment for learning in the DP/CP - Assessment principles and practices - Quality assessment in a digital age extracts

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Teaching through inquiry: Experiential learning (Ho Chi Minh City)

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What is an IB Education? (16 page narrative)

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What is an IB Education? (16 page narrative)

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Global Politics Teacher Support Materials (need MyIB access)

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Global Politics Teacher Support Materials (need MyIB access)

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Please provide your email address

Email Address

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2 - Burning Questions - Post any questions here.

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2 - Burning Questions - Post any questions here.