IB Diploma Programme

Unit Planner

Open-minded

Risk-takers

Knowledgeable End Date: Sep 28

Communicators

Balanced

Thinkers

Unit Plan

Start Date: Jul 30

Unit title:

Make or break Learning Objectives:

Essential Questions:
Based on 'Understanding by Design' or other ideas. 1) How do we determine the best way to do things? 2) How can we effectively change how we do things when it's necessary at minimal cost? 3) What factors need to be taken into account when making decisions?

Duration / Timing
Weeks 5 wks Periods (double) 20SL+10HL Period (single) Homework Inquirers Number of tasks Approx. hours 6 6

Assumed prior knowledge and skills:

Overview of skills, attitudes, conce 1) describe and compare the featu method. 2) HL analyse the most a most businesses need to use mul implications of changing the prod between costs and revenues. 4) H product firms. 5) Use graphical an break-even quantity, profit and m usefulness and limitations of bre

Reflective

1) Students have already learned some of the concepts fo Students have been developing critical thinking and analyt years.

Assessment Overview
Content / Knowledge
Understanding of key concepts & knowledge 1) production methods used for turning inputs into outputs in the three sectors of the economy, 2) different types of costs and possible sources of revenue, 3) nature of production in multi-product firms, 4) break-even analysis

Skills / Internal Assessment

Testing skills / Preparation for IA

Caring

Assessed task

The skills described in the assessm this course according to the subje

Summative Assessments
Balanced 'Assessment of learning' 1) Test using previous IB exams Gives grades for PG and reporting

Formative Assessments

'Assessment for learning 1) class discussion questions, 2) g writing, 4) vocabulary quizzes, 5) questions in groups and individua

Balanced

1) Test using previous IB exams

1) class discussion questions, 2) g writing, 4) vocabulary quizzes, 5) questions in groups and individua

Differentiation
Communicators Higher Level Students & Extension HL-only content and skills (as stated in the Learning Objectives above) will be attained during class time devoted to HL students. As a result HL students will have more enrichment activities and more assignments. Differentiation by learning styles I will give a variety of tasks that allow students to use their most preferred learning style. However, since the assessments for this course require students to be proficient in reading and writing in English, these skills will be emphasized Standard Level Students SL students will do the same work as HL students, as appropriate. (HL and SL students have the same objectives in this course, except that HL students have more.) ESL / Language Support Strategies All students in this class are ESL students, however their level of English is quite high and all reading materials used in the course should be accessible to them. To improve their writing, they will analyse the writing in reading materials and practice improving their own.

Knowledgeable

Making Connections
How can this unit support other subject areas?
Risk-takers 1) Practice doing break-even analysis will reinforce students' mathematical analysis skills. 2) Regular practice of reading and writing will help students improve their English skills.

How can this unit be supporte

1) In this unit, students will handle the data graphically and analyse g needed in Mathematics, and som Students will improve their perfor English skills.

Open-minded

Links with ToK (possible links - can it be communicated to ToK teachers?)

Links with current national / g

Businesses make decisions every day that affect stakeholders either for good and bad, and very often for both. Students will question how people and corporations prioritize the interests of various stakeholders in making major decisions.

Students will read publications an as well as foreign, on a regular ba world business events and draw in

Open-minded

Risk-takers

Knowledgeable

Communicators

Balanced

IB Diploma Programme

Unit Planner
Open-minded Risk-takers Knowledgeable End Date: Sep 28 Communicators Balanced

Unit Plan
Thinkers

Start Date: Jul 30

Unit title:

Make or break

Learning Experiences
Theoretical:
Lectures, readings, watching video clips, group work, case study analysis, and discussions.

Practical / Applied:
research, analysis and evaluation

Reflective

Resources Required
Texts, Worksheets (where can they be found?)
Most reading materials will be accessed online. Printed copies of readings, worksheets and all other materials will be given to students.

Practical Resources
Computers

Inquirers

Online / Web Resources & Audio-visual (with URLs)

www.nytimes.com, www.thejakartapost.com, www.economist.com, asia.wsj.com

Assessment Instructions or Ru

I will use self-made instructions a instructions and rubrics for this su

Core Considerations
Caring Learner Profile (how will some LP's be addressed in this unit?)
Think broader than 'knowledgable' and 'communicatiors' for the obvious subject areas.

International Mindedness

(where do opportunities arise to explo

Caring

I aim to address all of the learner profiles in every unit, to the greatest Students will investigate the reaso extent possible through class assignments. For example, while exploring manufacturing to third world cou production methods, students will research the working conditions in factories that produce components for personal electronic devices, such as the iPad.

Use of ICT, Infromation Literacy & Academic Honesty

Communicators Students will read and view plenty of materials for this course online and gather data from internet sources. They will be taught how to reference information appropriately in their work and get regular practice doing so.

Aims of the Subject (which aims,

How?)

Through regular practice of resea business issues from different cul individual and organizational beha significance of change in local, reg regular practice connecting the di information to make business dec

Ongoing Reflection and Evaluation

Aspect
Risk-takers

Success or positive experiences

Teaching / Learning Students were required to work in pairs to 'teach' one subunit to the rest of the class, ensuring that each student in the class achieved the learning objectives.
Assessment of Skills / Knowledge

Students practiced answering past exam questions

Open-minded

Making Connections The break-even analysis includes mathematical calculations. Also, much of business activity today uses IT and most students are interested in new technology, allowing for natural connections to ITGS. Core Considerations Students were able to assess their own learning experiences to better understand their own learning styles Further Notes / Reflection N/A

Open-minded

Risk-takers

Knowledgeable

Communicators

Balanced

SUBJECT: Business and management studies

Caring

Inquirers

Reflective Grade: 12

Thinkers

Principled Open-minded

Make or break Learning Objectives:

Teacher Name: Mr. Arif Hidajat

owledge and skills:

Overview of skills, attitudes, concepts, knowledge 1) describe and compare the features and applications of each production method. 2) HL analyse the most appropriate method of production, how most businesses need to use multiple production methods, and the implications of changing the production system. 3) Analyse the relationship between costs and revenues. 4) HL Analyse the nature of production in multiproduct firms. 5) Use graphical and quantitative methods to calculate the break-even quantity, profit and margin of safety. 6) HL investigate the usefulness and limitations of break-even analysis.

Risk-takers Knowledgeable

y learned some of the concepts for this unit at a basic level in year 10. 2) veloping critical thinking and analytical business skills for at least the last two

Communicators

nt Overview
Skills / Internal Assessment
Testing skills / Preparation for IA

Assessed task
The skills described in the assessment objectives for this course according to the subject guide

Criteria
The teacher will apply the IBO's criteria

Formative Assessments
'Assessment for learning Supports learning and reflection 1) class discussion questions, 2) group discussion tasks, 3) individual reflection writing, 4) vocabulary quizzes, 5) research tasks, and 6) answering past exam questions in groups and individually

Balanced

1) class discussion questions, 2) group discussion tasks, 3) individual reflection writing, 4) vocabulary quizzes, 5) research tasks, and 6) answering past exam questions in groups and individually

Caring

entiation
Non-IB Students (if applicable) Inquirers

evel Students same work as HL students, d SL students have the course, except that HL

Support Strategies are ESL students, nglish is quite high and all in the course should be improve their writing, they in reading materials and r own.

Special Educational Needs (if applicable) Reflective

onnections
How can this unit be supported by other subject areas?
1) In this unit, students will handle numerical data, make calculations, display the data graphically and analyse graphic displays of data. These are skills needed in Mathematics, and sometimes in subjects in the natural sciences. 2) Students will improve their performance in this course as they improve their English skills. Thinkers

Links with current national / global affairs

Students will read publications and analyse real business cases, both domestic as well as foreign, on a regular basis. The teacher will help students connect world business events and draw inferences about today's global economy. Principled

Caring

Inquirers

Reflective

Thinkers

Principled

SUBJECT: Business and management studies

Caring

Inquirers

Reflective Grade: 12

Thinkers

Principled

Make or break

Teacher Name: Mr. Arif Hidajat

Open-minded

Experiences
Practical / Applied:
research, analysis and evaluation work.

Risk-takers

es Required
Practical Resources
Computers

Communicators

Assessment Instructions or Rubrics

I will use self-made instructions and rubrics to complement the IBO instructions and rubrics for this subject

siderations
International Mindedness
(where do opportunities arise to explore this dimension?)

Caring

Caring

Students will investigate the reasons for and implications of shifting manufacturing to third world countries.

Aims of the Subject (which aims, found in the subject guide, will be addressed?
How?)

Through regular practice of research and discussion, students will explore business issues from different cultural perspectives, think critically about individual and organizational behavior, and appreciate the nature and significance of change in local, regional and global contexts. Also, students get regular practice connecting the different past of business activity and using information to make business decisions.

Inquirers

ion and Evaluation

Improvements to be made
Thinkers

experiences

pairs to 'teach' one subSome students did not take the task seriously. The g that each student in the challenge then is to get students to enjoy this task. es. Again, many students did not take the task seriously and got very low marks on their assignments. Students have very little knowledge of business activity around them. Perhaps they need further reading assignments. Most students need better self-discipline.

exam questions

athematical calculations. ay uses IT and most nology, allowing for

own learning experiences ning styles

Principled

N/A

Caring

Inquirers

Reflective

Thinkers

Principled