"IB-ness" must be considered in the context of ITGS throughout the course. Students must identify relationships to ITGS.


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"BIG Ideas" that are fundamental to all aspects of ITGS


1. ITGS must be firmly set in the Aims for Group 3 and ITGS with the elements above that underpin IB programmes firmly embedded into the teaching and learning of ITGS.


2. ITGS TRIANGLE guides every activity and is the basis for analyzing every news item listed in ITGSopedia.


3. Important strategies to understanding ITGS:

  • ITGS terminology and concepts must be understood - “ITGS terminology refers to both the IT technical terminology and the terminology related to social and ethical impacts.”

  • It is important to understand "how ITGS works". Students must be able to describe step-by-step IT processes.

  • Multimedia material (i.e. video and podcasts) is important to the ITGS learning experience.

  • Reading is not enough! Iinvestigations, practical and hands-on activities provide experience in using ITGS concepts.

  • ITGS must be placed in real contexts (actual scenarios from news articles, studying real situations that exemplify the information in the Guide)

  • Regular discussion and analysis of current news items relevant to ITGS need to be integrated into ITGS to prepare for the externally assessed components.


4. ITGS Project

  • Students need to follow an iterative development processes for the Project using the Product Development Life Cycle (PDLC).

  • Students must work closely with their client throughout the development of the project.

  • Successful projects follow the command terms and assessment objectives, adhere to the processes that must be completed, use the templates for the report (see ITGS Guide/TSM support material and project examples).


5. Paper 1 and Paper 2 and Paper 3

  • Command terms (i.e. organized according to ITGS Taxonomy based on Bloom's Taxonomy) need to be used for discussions, assignments and in-class tests.

  • ITGS must be placed in real contexts through the frequent discussion of current news items with guiding questions structured according to Paper 1 and Paper 2

  • Write, write, write... frequent writing of Paper 1 and Paper 2 type questions is advised and at times under timed conditions. Individual personal feedback wherever possible so suggested approaches are understood.

  • Students must have notes (printed or digital) which they can review before the examinations. These should summarize all of the activities in the course and make connections between key concepts and ideas. Methods need to be used to summarize the discussions of news articles as well.

  • Students need to understand not only the structure of each question, but also the structure across questions on Paper 1. This means what are the expectations of part a, part b and part c of questions on Paper 1. What are the guidelines from subject reports for all of the papers.

6. Unique to Case Study with Paper 3

  • Inquiry questions and scope of the secondary and primary research should be formulated from the onset

  • Secondary research must be conducted in order to understand the context of the case study

  • Primary research (investigations, vistations, presentations by relevant stakeholders) must be clearly stated and included in the answers on Paper 3

  • Wherever possible students should engage in collaborative research within the class or with other ITGS classes.


7. ITGS Extended Essay

  • Students must have a copy of the EE and follow the descriptions for the EE, criteria and ITGS specific information (pages 1-33, 112-118).

  • Independent research is an essential aspect of HL paper 3 and the Extended Essay


  • Students must develop an Extended Essay based on the criteria and a structured research process. Some of the topics and articles on ITGSopedia may help in identifying an area to investigate.

  • Students must regular consult at key stages with their supervising teacher.






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