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2024 Subject Report Integrated Humanities

The December 2024 subject report for Integrated Humanities highlights students' overall strong performance in time management and understanding of topics, but notes challenges with command terms and the formulation of focused research questions. Recommendations for improvement include reviewing command term definitions, structuring responses effectively, and providing detailed reasoning in essays. The report emphasizes the importance of clear, balanced perspectives and coherent conclusions in student writing.

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34 views4 pages

2024 Subject Report Integrated Humanities

The December 2024 subject report for Integrated Humanities highlights students' overall strong performance in time management and understanding of topics, but notes challenges with command terms and the formulation of focused research questions. Recommendations for improvement include reviewing command term definitions, structuring responses effectively, and providing detailed reasoning in essays. The report emphasizes the importance of clear, balanced perspectives and coherent conclusions in student writing.

Uploaded by

karmnya.sehgal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

International Baccalaureate

Baccalaureat International
Bachillerato Internacional

Integrated humanities MYP

© International Baccalaureate Organization 2025


International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
December 2024 subject report Integrated humanities

Overall grade boundaries


Grade: 1 2 3 4 5 6 7

Mark range: 0 - 17 18 - 34 35 - 49 50 - 56 57 - 63 64 - 70 71 - 80

General comments
Many students demonstrated a thorough and nuanced understanding of the various topics included in
this assessment. They communicated their knowledge of the topics throughout the assessment effectively
and displayed commendable time management, with the majority of students completing all tasks within
the allocated time.

The areas of the programme and examination which appeared difficult for the
students
Students often struggled to respond appropriately to meet the demands of the various command terms.
For instance, when asked to or information typically lower-level command terms
the examination team observed that students frequently provided unnecessarily detailed responses. This
misallocation of time could have been better utilized when responding to higher-level questions where
students were required to or write an essay in response to the command
term Additionally, the markschemes for the speech and essay necessitate more depth
and detail than was generally observed.
When evaluating an action plan as part of a larger investigation, students need to make three
substantiated observations: strength(s), limitation(s), and overall appraisal. Responses frequently failed to
include all three observations, with many focusing solely on strength(s) or limitation(s) and a non-holistic
appraisal. To improve performance, students would benefit from reviewing the definition of the command
term and structuring their responses into three distinct paragraphs: one for strength(s), one for
limitation(s), and a final paragraph for the appraisal. Furthermore, to access the highest mark bands on the
relevant markscheme, reasoning must be included; however, a simple statement with reasoning does not
suffice as an explanation. The response should make specific references to elements of the action plan to
substantiate the evaluation. The appraisal itself should provide a clear overall judgment, such as,
Commonly, students provided statements that only reflected the
strengths or limitations of the action plan rather than referring back to both. The appraisal must synthesize
and reflect on the arguments presented throughout the response. To avoid disjointedness, appraisals
should preferably be placed at the conclusion of the evaluation, functioning as a summary. The
markscheme provides clear guidance and examples to assist teachers and students in mastering this skill.
In this session, the assessment required students to help guide an investigation into the economic
integration of migrants. Formulating a clear and focused research question remains a significant challenge
for many students. While many research questions were understandable, they often lacked focus and
specificity.. Justifying the relevance of the research question also proved challenging for many students.
Responses often included vague or general statements that merely restated the content of the research
question, rather than providing new, specific details. Examples and notes provided in the markscheme
offer guidance on incorporating specific details to refine research questions to be able to access the higher
mark bands

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© International Baccalaureate Organization 2025
December 2024 subject report Integrated humanities

In the Communicating task, reasoning must be accompanied by details demonstrating students'


knowledge and understanding of rights and social protest movements. Although many candidates
provided factual information, clear and logical reasoning was often missing. This omission hindered
students from achieving full marks in this task.
The essay question required students to include specific information on development indicators and
support their arguments with well-developed reasoning. However, many students struggled to provide
balanced perspectives with sufficient detail. The inclusion of case studies to substantiate their writing is
encouraged. Furthermore, crafting a convincing conclusion that was clear, coherent, and aligned with the
content of the essay posed a notable challenge.

The areas of the programme and examination in which students appeared well
prepared
Overall, time management skills were by
the examination team during this session.
For lower-order command terms
generally strong. However, as noted earlier, these responses should be concise and of an appropriate
length to allow sufficient time to meet the demands of higher-order command terms.
In the Communicating task, students adhered well to the required format, consistently incorporating the
three features of a speech: an opening statement, a main body, and a conclusion. Many students
successfully communicated information and ideas using clear, effective language appropriate for the
context of a speech.
For the Thinking Critically task, there was a noticeable improvement in responses addressing the origin
and purpose of the source compared to previous sessions. Additionally, many students provided detailed
explanations regarding the need to transition from a linear economy to a circular economy demonstrating
a solid understanding of this concept.
In the essay component, students effectively included two perspectives when considering how
development indicators enhance understanding of a specific location's development.

The strengths and weaknesses of the students in the treatment of individual


questions
Overall, students performed well on questions 1, 2, and 3, which contributed positively to their final
grades.
For question 4, candidates were tasked with evaluating the investigation process by addressing
strength(s), limitation(s), and an appraisal. Many responses omitted one of these components, with
appraisals often lacking an overall judgment. Some candidates achieved marks by outlining multiple
aspects but missed opportunities to provide in-depth explanations with reasoning and support.
Question 5 presented challenges in formulating a research question that was both clear and focused,
particularly in its connection to the economic integration of migrants. Justifications often lacked new
insights or detailed reasoning, instead rephrasing the research question without adding value.
In question 6, students produced creative speeches, but many struggled to address all aspects of the
scaffolding, such as referencing a community or connecting to a past or present social protest movement.

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© International Baccalaureate Organization 2025
December 2024 subject report Integrated humanities

Responses to question 7 showed improvement in analyzing the origin and purpose of sources. However,
describing the value or limitation of sources remained a challenge, with limitations generally articulated
more effectively than values.
Question 8 was a strength for many candidates, as they successfully justified the transition from a linear
to a circular economy with reasoning and detail.
The final essay question posed challenges in providing balanced perspectives, detailed reasoning, and a

structured and well-supported conclusions is recommended.

Recommendations and guidance for the teaching of future students


A crucial factor for success in the examination is understanding the command terms. Reviewing their
definitions, particularly those listed in appendix 3 of MYP: From principles into practice, is essential to help
students reach the highest levels of the descriptors. Familiarity with command terms enables better time
management, as students can gauge the level of detail required for each question. The most commonly
used terms in the exam (e.g., state, outline, describe, evaluate, explain, justify, to what extent) are listed in the
-screen examination. Focusing on the appropriate level of detail
for these terms can significantly improve overall performance. Both the report and the markscheme
should be used as teaching tools to prepare students for upcoming sessions.
When formulating a research question (RQ), students must ensure it is clear, focused, and directly
connected to the investigation. When justifying the relevance of the RQ, students should avoid repeating
its content. Instead, they should provide contextualized reasoning and include new information to explain
why the question is worthy of investigation.
Guidance should emphasize addressing strengths and limitations of the investigative process and
including a complete appraisal with positive and negative points, supported by an overall judgment. The
appraisal is frequently missing. Students should explicitly state whether the investigation was effective or
not, supporting this with examples drawn from their strengths and limitations. Structuring the response
into three paragraphs one for strengths, one for limitations, and one for the appraisal can help ensure
comprehensive answers. The markscheme provides clear guidance on this question. Students should aim
to provide deeper reasoning for their strengths and limitations rather than simply listing them.
Many candidates perform well when communicating information and ideas. Continued practice in
presenting information in various formats for the communicating task will further enhance their skills.
In essays, students should focus on presenting balanced perspectives in detail and providing a coherent,
well-reasoned conclusion that aligns with the content discussed. Conclusions should clearly determine to
what extent (e.g., positive, negative, or somewhere in the middle) and should only reference arguments
already included in the essay. New elements should not be introduced in the conclusion.

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© International Baccalaureate Organization 2025

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