Group 3

Management Studies gained more popularity and experts as well as freshers are widely demanded to hold job positions these days worldwide. Why is it such? The answer is simple as you are living in a business scenario in which your likes and dislikes are controlled by business and technology.

Through Christ IBDP programme, you are going to choose a much demanded course which is the need of the hour. Business Management course focuses on in-depth learning on the culture of business, Human resources management, Financial Management, Marketing management through innovative learning pedagogies, group discussions, presentations, industrial visits, etc. You can experience and enjoy learning and can be unique and exceptional managers and can truly challenge this world with multifaceted skills and talents.

Business Management   SL and HL

Business management is a rigorous, challenging and dynamic discipline in Group 3, Individuals and societies. The role of business, as distinct from other organizations and actors in a society, is to produce and sell goods and services that meet human needs and wants by organizing resources. Profit – making, risktaking and operating in a competitive environment characterize most business organizations

Curricular Objectives

• Analyze the effect of six key concepts such as Change, Culture, Ethics, Globalization, Innovation and Strategy in diverse business disciplines.
• Build-up the capacity among students to identify, to analyses critically and to evolve theories, concepts and arguments about the nature and activities of the individuals and society
• Encourage the systematic and critical study of human experience and behaviour; physical, economic and social environments; the history and development of social and cultural institutions.
• Enable the student to collect, describe and to analyse data used in studies of society, to test hypothesis and interpret complex data and source material.
• Promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies.
• Develop awareness in the student that human attitudes and opinions are widely diverse and that of study of society requires an appreciation of such
  diversity.
• Enable the student to recognize that the content and methodologies of the subject requires the toleration of uncertainty.

Learning Outcome

• Students will be able to perceive the importance of business from different cultural perspectives.
• Students will develop a holistic view of the world business.
• Students will develop the capacity to think critically about individual and organizational behaviour.
• Enhance the student's ability to make aware of business decisions
• Enable the student to appreciate the nature and significance of change in a local, regional and global context.
• Promote awareness of social, cultural and ethical factors in the actions of organizations and individuals in those organizations.
• 
  Enable the students to appreciate the social and ethical responsibilities associated with business, operating in international markets.
• Students will understand business terminology, concepts, principles and theories.
• Students will apply skills and knowledge learned, to hypothetical and real business situations
• Communicate business ideas and information effectively and accurately  using appropriate formats and tools.

Economics is the social science that studies the behaviour of individuals, households, and organizations (called economic actors, players, or agents), when they manage or use scarce resources, which have alternative uses, to achieve desired ends.

Agents are assumed to act rationally, have multiple desirable ends in sight, limited resources to obtain these ends, a set of stable preferences, a definite overall guiding objective, and the capability of making a choice. There exists an economic problem, subject to study by economic science, when a decision (choice) is made by one or more resource-controlling players to attain the best possible outcome under bound rational conditions. In other words, resource-controlling agents maximize value subject to the constraints imposed by the information the agents have, their cognitive limitations, and the finite amount of time they have to make and execute a decision.

Economics SL and HL

Curricular Objectives

• Critical and systematic study of human experience and behaviour; physical,economical and social environment and history and the development of social and cultural institutions
• Develop in the student, the capability to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and societies.
• Enable the students to collect, describe and analyse data used in studies of society, to test hypotheses and to interpret complex data and source material.
• Develop awareness in the student that human attitudes and beliefs are widely diverse and that the study of the society requires an appreciation of such diversity.
• Promote the appreciation of the way in which learning is relevant both to the culture in which the student lives, and to the culture of other societies.

Learning Outcome

• Develop an understanding of micro economic and macro-economic theories and concepts and their real world application.
• Develop an appreciation of the impact on individuals and societies of economic interactions between nations.
• Develop an awareness of development issues facing nations as they undergo the process of change.

TEACHING METHODOLOGY

There is a paradigm shift from teacher centered learning to student centered learning in economics teaching. Teaching methodologies are designed to reward evidence of independent student thinking and enabling them to be responsible for their learning. To this end, diverse teaching strategies like group discussions, debates, presentations, commentaries, etc. are devised. This in turn will develop in the students the power of reflection, self confidence and self-awareness, ability to communicate ideas without fear and a willingness to take risks and be open minded.

ITGS helps to know more about technology its effects and use in the modern world. The world cannot think of a day without connected to technology. The basic necessity of many humans change from their basic needs to technology. We are now living in a technology oriented world where our subject gain more importance in this sense

ITGS SL and HL

The IB Diploma Programme information technology in a global society (ITGS) course is the study and evaluation of the impacts of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the access and use of digitized information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts. Although ITGS shares methods of critical investigation and analysis with other social sciences, it also considers social and ethical considerations that are common to other subjects in Group 3. Students come into contact with IT on a daily basis because it is so pervasive in the world in which we live. This increasingly widespread use of IT, inevitably raises important questions with regard to the social and ethical considerations that shape our society today. ITGS offers an opportunity for a systematic study of these considerations, whose range is such that they fall obove the scope of any other single discipline.

Curricular Objectives

• Encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions
• Develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society
• Enable the student to collect, describe and analyse data used in studies of society, to test hypotheses, and to interpret complex data and source material
• Promote the appreciation of the way in which learning is relevant both to the culture in which the student lives, and the culture of other societies
• Develop an awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity
• Enable the student to recognize that the content and methodologies of the subjects in Group 3 are contestable and that their study requires the toleration of uncertainty.

Learning outcome

The aims of the Information technology in a global society (ITGS) course at SL and HL are to:

• Enable the student to evaluate social and ethical considerations arising from the widespread use of IT by individuals, families, communities, organizations and societies at the local and global level 
• Develop the student's understanding of the capabilities of current and emerging IT systems and to evaluate their impact on a range of stakeholders
•  Enable students to apply their knowledge of existing IT systems to various scenarios and to make informed judgments about the effects of IT developments on them
• Encourage students to use their knowledge of IT systems and practical IT skills to justify IT solutions for a specified client or end-user.

Methodology

The ITGS course embodies global and international awareness in several distinct ways. It explores the advantages and disadvantages of the access to, and use of, digitized information at both the local and global level. Teaching and learning activities should weave the parts of the syllabus together using the ITGS triangle(Strand1, Strand2 and Strand3) and should focus on their interrelationships so that, by the end of the course, students are able to appreciate the connections between all the different strands of the syllabus. The way in which the strands can be approached is flexible and any starting point is acceptable, but the study of real-life scenarios based on current events must be used as a support for teaching.

Psychology is the systematic study of behaviour and mental processes.Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society.

IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach.Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology.

Curricular Objectives

• Encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions
• Develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society
• Enable the student to collect, describe and analyse data used in studies of society, to test hypothesis, and to interpret complex data and source material
• Promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies
• Develop an awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such              diversity
• Enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty.

In addition, the aims of the psychology course at SL and at HL are to:

• Develop an awareness of how psychological research can be applied for the benefit of human beings
• Ensure that ethical practices are upheld in psychological inquiry
• Develop an understanding of the biological, cognitive and sociocultural influences on human behaviour
• Develop an understanding of alternative explanations of behaviour
•  Understand and use diverse methods of psychological inquiry.

Learning Outcome

Having followed the psychology course at SL or at HL, students will be able to demonstrate:

1. Knowledge and comprehension of specified content

• Demonstrate knowledge and comprehension of key terms and concepts in Psychology
• Demonstrate knowledge and comprehension of psychological research Methods
• Demonstrate knowledge and comprehension of a range of appropriately identified psychological theories and research studies
• Demonstrate knowledge and comprehension of the biological, cognitive and sociocultural levels of analysis
• Demonstrate knowledge and comprehension of one option at SL or two options at HL

2.Application and analysis

• Demonstrate an ability to use examples of psychological research and psychological concepts to formulate an argument in response to a specific question
• At HL only, analyse qualitative psychological research in terms of methodological, reflexive and ethical issues involved in research

3. Synthesis and evaluation

• Evaluate psychological theories and empirical studies
• Discuss how biological, cognitive and sociocultural levels of analysis can be used to explain behaviour
• Evaluate research methods used to investigate behaviour

4. Selection and use of skills appropriate to psychology

• Demonstrate the acquisition of knowledge and skills required for experimental design, data collection and presentation, data analysis and interpretation
• At only HL.  Analyse data using an appropriate inferential statistical test Write an organized response

TEACHING METHODOLOGY

The syllabus is designed to allow sufficient time for in-depth analysis, evaluation and consolidation of learning. Teachers are encouraged to find ways of delivering
the course that are most relevant to their students' interests and to the school's resources. The overall aim of the course is to give students a deeper understanding of the nature and scope of psychology

The different parts of the syllabus should complement each other. They are taught most successfully when they are integrated throughout the course of study, allowing students to make comparisons and to evaluate different psychological theories and arguments.