Professional Documents
Culture Documents
1. Course outline
– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for
example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.
– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that
students are prepared to comply with the requirements of the subject
– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should
not just be a “copy and paste” from the subject guide.
– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.
Topic/unit Contents Allocated time Assessment Resources
instruments List the main resources to be
(as
to be used used, including information
identified in
technology if applicable.
the IB
subject
guide) O50 minutes.
n
State the topics/units in
the order you are I
n5 Classes.
planning to teach them.
Year 1
Topic 1: What is a business 54 sessions – Class participation Textbooks
Business Main functions of a business 45 hours Homework Scholarly articles
Organization and Business sectors Case analysis E-magazines
Environment Projects Business websites/articles
Nature of business activity in each sector Previous IB exams Videos
Entrepreneurship and Intrapreneurship Current business Published cases
Starting up a business related events Teacher worksheets
Steps for starting up a business discussion/ PPTs
Potential problems faced by start-ups reflection
Private vs. public sectors Formative &
Characteristics of commercial organizations summative
Differentiate between for-profit social and non-profit assessments
social enterprises
Vision and mission statements Feedback on
Common business objectives submitted work
Strategic and tactical objectives
Corporate Social Responsibility
Internal and External Stakeholders
Conflict between internal and external stakeholders
Identify different organization planning tools
The value-added of these tools to an organization
Year 1
Topic 2: Role of human resource management 42 sessions – Class participation Textbooks
Human Resource Human resouce planning 35 hours Homework Scholarly articles
Management Internal and external factors that influence human Case analysis E-magazines
resource planning Projects Business websites/articles
Resistance to change in the workplace Previous IB exams Videos
Organizational structures: terminologies Current business Published cases
Types of organization charts related events Teacher worksheets
Appropriateness of organizational structures discussion PPTs
Changes in organizational structures Formative &
Scientific and intuitive thinking/management summative
Management and leadership assessments
Leadership styles
Motivation theories (Taylor, Maslow, Herzberg, Feedback on
McClelland’s acquired needs, Deci and Ryan’s self- submitted work
determination, and Equity and expectancy)
Labour turnover
Types of appraisal
Recruitment and selection process: methods and types
Financial rewards
Non-financial rewards
Impact of rewards on job satisfaction
Types of training
Teamwork
Year 1
Topic 3: Role of finance for businesses 18 sessions – Class participation Textbooks
Finance and Internal vs. External sources of finance 15 hours Homework Scholarly articles
accounts Short, medium and long-term finance Case analysis E-magazines
Advantages and disadvantages of sources of finance for Projects Business websites/articles
a given situation Previous IB exams Videos
Types of cost Current business Published cases
Revenue related events Teacher worksheets
Contribution discussion PPTs
Purpose of final accounts Formative &
Intangible assets summative
Depreciation methods assessments
Strengths and weaknesses of each depreciation method
Feedback on
submitted work
Year 2
Topic 3: Profitability and Liquidity ratios 54 sessions – Class participation Textbooks
Finance and Possible strategies to improve these ratios 45 hours Homework Scholarly articles
accounts (cont.) Efficiency ratios Case analysis E-magazines
Possible strategies to improve these ratios Projects Business websites/articles
Difference between profit and cash flow Previous IB exams Videos
The working capital cycle Current business Published cases
Cash flow forecasts related events Teacher worksheets
Investment, profit and cash flow discussion PPTs
Strategies to deal with Cash Flow problems Formative &
Investment opportunities using Payback Period, ARR, summative
and NPV assessments
Importance of budgets for organizations
Cost vs. Profit centres Feedback on
Roles of cost and profit centres submitted work
Constructing a budget
Variances
Role of budgets and variances in strategic planning
Year 2
Topic 5: Operations management and business functions 60 sessions – Class participation Textbooks
Operations Operations management in organizations producing 50 hours Homework Scholarly
Management goods and/or services Case analysis articles
Operations management strategies and practices for Projects E-magazines
ecological, social, and economic sustainability Previous IB exams Business websites/articles
Operations methods Current business Videos
Features of lean production related events Published cases
Methods of lean production discussion Teacher worksheets
Features of cradle to cradle design and manufacturing Formative & PPTs
Features of quality control and quality assurance summative
Methods of managing quality assessments
Impact of lean production and TQM on an organization
Importance of national and international quality Feedback on
standards submitted work
Reasons for a specific location of production
National and International ways of re-organizing
production
Total contribution vs. contribution per unit
Break-even chart and different aspects of break-
even analysis.
Graphical and quantitative applications of
changes in price and break-even quantity, profit
and margin of safety
Limitations of break-even as a decision-making
tool
Local and global supply chain process
JIT vs. just-in-case (JIC)
Stock control charts
Capacity utilization rate
Defect rate
Labour productivity, capital productivity, productivity
rate, operating leverage
Cost to buy (CTB)
Cost to make (CTM)
Year 2 Crisis management vs. Contingency planning
Topic 5:
Factors that affect effective crisis management
Operations
Impact of contingency planning
Management
(cont.) Importance of research and development
Importance of developing goods and services that
address customers’ unmet needs
Intellectual property protection; copyrights, patents,
trademarks
Innovation: incremental and disruptive
Data analytics
Database
Cybersecurity and cybercrime
Critical infrastructures
Virtual reality
The internet of things
Artificial intelligence
Big data
Customer loyalty programmes
The use of data to manage and monitor employees;
Digital Taylorism
The use of data mining to inform decision-making
The benefits, risks and ethical implications of advanced
computer technologies and technological innovation on
business decision-making and stakeholders
Year 2 Review, problems Pre-released statement in paper 1 Almost 17 hours Paper 1 / Paper 2 / Pre-released case study IB
solving, cases Previous IB exams (20 sessions) Paper 3 Student led Question Bank
review
Briefly explain how and when you will work on it. Include the date when you will first introduce the internal assessment requirement, when the internal
assessment requirement will be due and how students will be prepared to do it.
Internal Assessment explanation and methodologies will be worked on throughout the DP years for HL:
Year 1:
1. September 2022:
a. Brief the students about internal assessment, important dates, and expectations (Teacher)
2. October 2022:
a. Meet with the librarian to ensure correct understanding of research work (Teacher)
3. November 2022:
a. Attend library sessions to know how to conduct an academic research (Students)
b. Brainstorming sessions to explore potential research topics (Teacher & Students)
4. December 2022:
a. Develop a list of possible businesses to work on (Teacher)
b. Start exploring the four interdisciplinary concepts and link them to the research project (Teacher & Students)
c. Reminder of deadlines and work expectations (Teacher)
5. January 2023:
a. Choose a research question (Students)
b. Discuss the availability/relevance of supporting documents (Teacher & Students)
c. One-on-one meetings with the students (Teacher & Students)
6. Beginning of February 2023:
a. Start drafting the research proposal (maximum 500 words) (Students)
b. Ensure use of key business concepts and techniques (Students)
7. March 2023:
a. Final draft of the research proposal (Students)
b. Ensure proper application of business tools and theories (Teacher & Students)
c. One-on-one follow-up (Teacher)
8. April 2023:
a. Start drafting secondary research if applicable (Students)
b. Make necessary corrections based on teacher’s feedback (Teacher & Students)
9. May 2023:
a. Continue with the 1st draft of secondary research if applicable (Students)
b. Comments on submitted work (Teacher)
c. Explore primary research instruments (Students)
d. Decide on the sample size and sampling method if applicable (Students)
Year 2:
1. September 2023:
a. One-on-one meetings (Teacher)
b. Bring a penultimate draft of the secondary research (Students)
c. Mark the penultimate draft of the secondary research (Students)
d. Revise the research proposal (Students)
e. Reminder of IA timeline (Teacher)
f. Start writing the methodology section if applicable (last 2 weeks of September) (Students)
2. October 2023:
a. Submit the 1st draft of secondary research with relevant supporting documents (Students)
b. Finish the methodology section if applicable (2 nd week of October) (Students)
3. November 2023:
a. Start with the main results and findings section if applicable (2nd week of October) (Students)
b. Ongoing corrections (Teacher)
c. Finish the main results and findings section (3 rd week of November) (Students)
d. One-on-one meetings (Teacher)
e. Submit 2nd draft of secondary research with all supporting documents, citations, and references included (4 th week of November)
(Students)
4. December 2023:
a. Write conclusion and recommendations section (First week of December) (Students)
b. Bring a penultimate draft of the secondary research (Second week of December) (Students)
c. Mark the penultimate draft of the secondary research (Second week of December) (Students)
5. Mid-January 2024:
a. Submit 1st draft of the research paper with all sections included (Last week of December) (Students)
b. Grade the IA with feedback (Teacher)
6. February 2024:
a. One-on-one meetings (Teacher)
b. Ensure that corrections are in place (Teacher)
7. March 2024
c. Submit final draft of the research paper (maximum 1,800 words) (Students)
d. Start preparation for the IA presentation (Students)
e. Presentations (Last week of March) (Students)
3. Links to TOK
You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course
outline that would allow your students to make links with TOK. Describe how you would plan the lesson.
Topic 1.3: Organizational TOK is part of all the topics in the Business Management subject mainly because of the dynamic nature of business and its
Objectives – Corporate economic and social impacts. Thus, students are expected to be asked TOK questions in all topics. For example,
social responsibility questioning intuition and decision making, motivation and job satisfaction, leadership and management, e-commerce and
marketing mix. However, CSR can be one of the most reflective topics to students especially that they belong to Gen Z,
who its members are considered as the most socially conscious. Questions that can be raised: How are companies
executing CSR practices? Are they really ethical and honest about their CSR practices?
Take the case of many brands who claimed sustainability practices and assess if these brands have effectively executed
their claims or not and why. Students here are asked to do some research about some brands of their choice where they
investigate the reasons behind each claim. They can question things like why brands/companies in general focus mainly on
recycling and forget about the “reduce and reuse” processes?
4. Approaches to learning
Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic from
your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or
research).
Topic Contribution to the development of students’ approaches to learning skills (including one or more skill category)
Topic 4: Marketing Communication and research are two of the most critical skills that are needed to develop a well-rounded personality and make
smart decisions in this highly connected world. Marketing exposes students to various communication practices, tools, and channels
used by companies to reach its stakeholders. Students are expected to think about a company that they frequently use its
products/services, and ask how did that specific company reach them. Also, students will explore different successful/unsuccessful
communication strategies applied by companies. In addition, since the IB students are requested to do some research work as part of
the IA, normalizing research by incorporating it within the Business Management topics can help them strengthen this essential skill in
an interesting way. Marketing incorporates market research which is the main pillar for marketing planning. Similarly, students can
apply knowledge from market research into their lives. For instance, students might be asked to do some activities like choose future
career/university, then they will conduct a research about potential opportunities & threats of their choice. Based on the findings of
this activity, students will be asked to reflect if they will stick or change their initial choice and explain the reasons why to do so.
5. International mindedness
Every IB course should contribute to the development of international-mindedness in students. As an example of how you would do this, choose one topic from
your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will
use to achieve this goal.
Topic Contribution to the development of international mindedness (including resources you will use)
Topic 1.6: Growth and Think globally but act locally is what students are expected to develop as a result of rigorous discussion of the Growth and
evolution evolution topic. Students will explore the importance of culture as a key factor that goes hand in hand with strategy,
which contributes to the success/failure of MNCs. For instance, students will be asked to analyze some cases like
Walmart’s success in China yet failure in Germany. Students will be assisted with the Hofstede Insights tool that can be
accessed through the following link: https://hi.hofstede-insights.com/. This tool will help the students get insights about
the culture of a specific nation/country, which will enrich their knowledge by researching about a company that operates
in a country of their choice. Although the world is extremely interconnected, going international for a company is not that
easy. This is why students will be exposed to the legal, currencies, and systems of values and beliefs challenges that may
encounter an MNC in a host country. It is important to note that international-mindedness will be developed throughout
the course in other units too. For example, international marketing (unit 4), organizational culture (HL unit 2), accounting
practices (unit 3), and location (unit 5).
Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one
topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you
will identify.
Topic 2.4: Leadership and Good management and leadership are essential to operating a successful business. In this topic, students will be asked to
Management do some activities like researching companies and assess their leadership/management styles. This activity activity will
develop enquiring minds, so they become inquirers as they discover different leadership and management styles. Then,
the students will debate different styles and give their opinions about these styles and the difference between
management and leadership. Due to this activity, students will express themselves and share their thoughts. Thus, they
become better communicators especially after discovering the importance of communication for managers/leaders.
Afterwards, the students will be asked to elaborate the pros and cons of each style, which requires them to be reflective.
7. Resources
Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the
courses? Will students have access to resources beyond the ones available at school? Briefly describe what plans are in place if changes are needed.
The Business Management subject is very well resourced with good amount of quality information from various sources. In addition to the textbook,
students have access to the school Madrasatie website where all the worksheets, exercises, cases, and specific readings will be posted. Also, students
will be guided throughout the lessons to specific websites in order to access appropriate material that are relevant to specific topics. For example,
students will be asked to download the BBC news app on their mobile phone, so they will be updated with any new business-related event. This will
also help them get ideas about some research questions, which enhances their knowledge to answer the CUEGIS essay too. Also, the school library
with all the physical and online contents will be a great source of information that supports the student’s learning journey. Furthermore, students will
attend seminars by guest speakers who will deliver their experience in a specific topic like leadership, entrepreneurship, and innovation. The school
administration will ensure inviting the most professional guest speakers who will be an authentic source of information as they will immerse the
students into the real business world.