Paper+1+&+2+(to+2012)

=** Paper 1 & Paper 2 (up through 2011) **=


 * See the separate links for Paper 1 (2012 onwards) and Paper 2 (2012 onwards). **

New Specimen Papers for May 2007 Onwards [|SpecimenPapersandMarkschemes M07 onwards.pdf]

Paper 1 (1 hour): HL (20%) SL (25%) Common paper for both HL and SL
Paper 1 consists of **four** compulsory questions. Each question consists of three parts for a total of 10 marks per question. Paper 1 is focused on Strand 2: IT Systems in a Social Context

SL candidates are required to study Business & Employment and any three other Areas of Impact from Strand 3. SL Paper 2 consists of **one** compulsory question on Business & Employment and the candidate must select **two** questions from the five remaining questions each focused on a different Area of Impact. Each question consists of four parts (a-d) with d being an extended response.

HL candidates are required to study all six Areas of Impact HL Paper 2 may contain up to two questions common with SL paper 2 Unlike SL Paper 2, each question may involve more than one Area of Impact. HL candidates must select three questions from four questions on the paper. Like the SL Paper 2, each question consists of four parts (a-d) with d being an extended response.

**Teaching Strategies**
This text stormed through inboxes in 2003. It demonstrates the importance of spelling to understanding. It demonstrates that the order of the letters within words is relatively unimportant for reading comprehension as long as the first and last letters are in their proper p;aces and the letters in the word are all included. Was there such a study at Cambridge University? It is expected that students who have studied ITGS and learned the terminology will make an effort to spell words correctly. However, students are not penalized for misspelled words.
 * [[image:itgs-workshopleaders:misspelling.jpg align="center" caption="http://www.snopes.com/language/apocryph/cambridge.asp"]] ||
 * http://www.snopes.com/language/apocryph/cambridge.asp ||


Recently there has been a discussion on the OCC on what mistakes students commonly make on examinations. What teaching strategies can be used to prepare students for examinations? What can you add?

Banning students from using the following: Avoiding common mistakes such as
 * etc. (worth no marks)
 * --> (used in math for if...then, write in sentences with evidence and analysis)
 * & (write out 'and')
 * worse of all SMS-speak ('u' instead of 'you' and other instances)
 * misspelling words in responses that appear in the the stem of the question
 * banned phrases such as ('it is obvious')
 * "Internet is broken" meaning the students cannot get access
 * confusing "tele-conferencing" with "video-conferencing"
 * a flash drive being called a "USB"


It is important to understand the markbands for extended response (part d). [|Paper 2 Part d Markband.pdf]