Introducing IB Business Paper 3: A Guide for Teachers
For many IB Business teachers, Paper 3 can feel like a bit of a mystery. For starters, it’s only for HL students and unlike Papers 1 and 2, this exam requires students to analyze a case study based on a social enterprise. They must work with 5-6 different sources, including internal documents, emails, news articles, and reviews, to develop well-structured responses.
If you’ve ever wondered when to introduce Paper 3, how to prepare students effectively, or how to mark it with confidence, you’re not alone. I’ve been there too! But after years of refining my approach, I’ve developed a clear, structured method that helps students tackle Paper 3 successfully. Here’s what I’ve learned:
When to Introduce Paper 3
In my experience, Paper 3 is best introduced in Year 1 after covering Unit 1 (Introduction to Business) and Unit 4 (Marketing). By this point, students have enough foundational knowledge to make informed recommendations and start practicing the structure and timing of their responses. Waiting until Year 2 can make Paper 3 feel rushed, so spreading out the preparation over both years is ideal.
Common Mistakes Students Make in Paper 3
Over the years, I’ve noticed some common pitfalls that students struggle with:
Forcing theories: Instead of selecting the most relevant concepts, students often default to familiar frameworks like SWOT or STEEPLE, even when they don’t fit the question.
Lack of depth in analysis: Many responses describe theories rather than applying them critically to the case study.
Weak structure: Students either write too much or too little, struggling to balance depth and conciseness.
· Time Management – Students often struggle to complete the paper within the allotted time. Regular timed practice sessions are crucial.
Marking Challenges for Teachers
A major issue I see is that teachers tend to be too harsh in Criterion D, taking off marks for the sequence of ideas when the IB is actually looking for depth and integration of sources. Understanding the nuances of the rubric can make a big difference in accurately assessing student work.
Final Thoughts
Teaching Paper 3 effectively requires careful planning and structured practice. By introducing it early, helping students with source analysis, and refining your marking skills, you can set your students up for success.
Want to feel more confident teaching and marking Paper 3? I’m offering a one-hour course on March 4th at 6 PM CET to help teachers navigate this challenging paper. Click here for details!
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