Basic information

  • Contains all you need to get you started on the 2014 programme
  • Packed full of resources for new and experienced teachers – books, websites, videos, journals etc. etc.
  • Suggested teaching schedules and key deadlines
  • Tips on how to teach SL and HL together
  • Innovative ways of using the Data Booklet
  • Step-by-step instructions on how to set up & use 'Student Access'
  • Advice and examples of writing university testimonials for your students
  • Full of ideas and resources to improve your teaching skills
  • How IB Chemistry differs to other 16-19 Chemistry programmes - and how the teaching differs
  • Information and advice on workshops
  • Step-by-step instructions on using 'qBank'

Introduction

This section gives basic information on a range of different resources and professional development for all practising IB Chemistry Diploma teachers. There is also a section on 'getting started' which aims to give a quick introduction (survival guide?) for those new to teaching IB Diploma Chemistry. It gives a quick breakdown of the position of Chemistry within the IB Diploma programme, some basic resources you will need and an initial scheme of work to get you on your way. Throughout the 'getting started' pages, links are made to other sections of the site so that as you become familiar with the course you can gain a deeper understanding and gain access to further materials and examples.

Teaching IB Chemistry should be fun. John Devonshire, my colleague for 26 years, arriving for work on a Monday morning.

Even for experienced IB teachers it is worth considering what makes the IB special compared to all other educational systems. Chemistry is universal so of course there are many similarities with national and other international systems of education. However, the IB is distinctive in several ways as it aims to be much more than just an examination system. Although I’ve never seen them written down anywhere it appears to me that there are essentially five main differences to any other examination systems for the 16-19 age group.

Differences between the IB and (most) National Systems and other International Systems for 16-19 Chemistry education

Breadth

Students must study six academic subjects – three at Higher Level and three at Standard Level from a broad range of disciplines. In addition, they must integrate Theory of Knowledge (TOK) into the programme, complete a 4000 word Extended Essay in a subject of their own choosing and be actively involved in experiential learning through a range of artistic, physical and service activities known collectively as Creativity, Activity and Service (CAS).

Chemistry syllabus

The core/AHL content is very similar to other systems but the options contain much material that is not on other 16-19 year old programmes.

Philosophy

The IB aims to develop the skills of lifelong learning. These are exemplified through Approaches to learning  and the Learner Profile. Emphasis is placed on students taking responsibility for their own learning. The IB Learner Profile is covered fully in the section on the IB Core.

Teacher input

IB teachers are actively encouraged to contribute to curriculum development.

Methods of examination

All Diploma students are examined in a wide variety of different ways which prepares them extremely well for further education at university and beyond. These include: Multiple Choice, Short answer questions, Essays in mother tongue, Essays in a Foreign language, Internally assessed course work in a range of disciplines, an Extended Essay, Oral examination in mother tongue, Oral examination in a foreign language, Group 4 interdisciplinary project, TOK presentation and TOK Essay etc. etc.

These are all positive differences and are perhaps the main reason why the IB is so successful and growing rapidly. Some of these differences are important right from the beginning and will be addressed in the 'getting started' section. Others become more apparent as teachers develop their knowledge and skills of teaching IB Diploma Chemistry and will be addressed fully elsewhere on the site. If you are a successful Chemistry teacher within your own national system then you should easily be able to adapt to become equally successful as an IB Diploma Chemistry teacher. Hopefully though, whatever your starting position, this InThinking Chemistry website will enable you to become an even better teacher. Enjoy the challenge and the learning process along the way.

Selected Pages

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Using student access 26 November 2018

This website is primarily for IB chemistry teachers but the aim of all of us is to enable our students to realise their...
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Approaches to learning 1 October 2018

In addition to reflecting on how we teach it is equally important to consider how students learn. We need to help them build...
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Resources 30 September 2018

In some ways resources are quite personal. I prefer to let my students’ own curiosity guide them initially and allow them...
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Getting started 28 September 2018

This section of the site is for existing teachers in schools that are taking up (or considering taking up) the International...
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Unit plans 14 September 2018

Unit plans are an integral part of the MYP process and your school may require you to produce them for the Diploma programme....
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Self-management 5 September 2018

Self-management skills can be broken down into two distinct types:andBoth are important, both can be modelled and both are...
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