Cambridge University Press IB Diploma Resources 2015 Catalogue

IB Diploma Resources 2015 Education resources for schools and colleges

education.cambridge.org/ibdiploma

The tools to fuel the independent thinker The most comprehensive range of expert resources available to equip your students for the IB Diploma • Student texts, Exam Preparation Guides and e-Books • Free online teacher resources • Theory of Knowledge links throughout • IB author knowledge and expertise education.cambridge.org/ibdiploma

Contents Group 1

English Language and Literature

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English Literature

10

Group 2

NEW! English B

Group 3

11

History Paper 1

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History Paper 2

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History Paper 3

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Geography: Patterns and Change

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Geography: Global Interactions

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Environmental Systems and Societies

15

Business Management

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Economics

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Group 4

NEW! Biology

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NEW! Chemistry

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NEW! Physics

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NEW! Exam Preparation Guide for Physics

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NEW! Exam Preparation Guide for Biology

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NEW! Exam Preparation Guide for Chemistry

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Group 5

Core

Decoding Theory of Knowledge

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NEW! Theory of Knowledge

24

Introducing the IB Diploma Programme

26

Our IB Advisory Board

27

Order Form

31

Contact Your Local Agent

32

Guide to Products Revision guide available

CD included

Teachers resources available

e-Book available

Cambridge Elevate

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Mathematics Standard Level

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Mathematics Standard Level Exam Preparation Guide

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Mathematics Higher Level

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Mathematics Higher Level Exam Preparation Guide

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Mathematics Higher Level Option : Statistics and Probability

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Mathematics Higher Level Option : Sets, Relations, Groups

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Mathematics Higher Level Option : Calculus

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Mathematics Higher Level Option : Discrete Mathematics

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Mathematical Studies

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Mathematical Studies Exam Preparation Guide

22

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We are a not-for-profit organisation and follow the core values of the University of Cambridge, ensuring all of our publishing reflects the Cambridge standards around encouraging and supporting critical thinking, thinking skills, problem-solving and creativity.

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Our commitment to Digital resources

We understand the role that digital learning technologies can play at school and in the home, so we’re committed to giving teachers and learners the opportunity to use a blend of digital and print resources according to their individual learning styles and environments.

Looking for digital editions?

Cambridge Elevate – Launching in early 2015, we will deliver digital resources through our new Cambridge Elevate platform. These electronic editions of our textbooks will offer an enhanced teaching and learning experience through rich media, formative assessment and annotation tools.

Learners will benefit from engaging animation, video and audio materials, as well as the ability to personalise their own digital copy with notes, bookmarks and links. Regular assessment opportunities will enable teachers and learners to measure progress, instil confidence and identify achievement.

In addition to student textbooks on Cambridge Elevate, we will provide annotated and separate Teacher Editions to save time in lesson preparation and support delivery in class. Sophisticated assessment and reporting tools will facilitate the tracking of activity and levels of understanding of individuals and class groups.

Look out for Elevate editions coming in 2015 for products with this symbol.

Visit our website to discover these exciting new resources

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Looking for a noninteractive e-book?

We offer a huge range of non-interactive e-books. These resources offer simple but effective tools such as highlighting and note-taking. Visit our website to discover what is available.

Products with this symbol are available as a non-interactive e-book.

Looking for CD-ROM and DVD resources?

We offer resources for teachers or learners in the form of CD-ROM or DVD-ROM, either as separate items or integrated into the back of the print books.

Products with this symbol are available with a DVD or CD-ROM, either as separate items of integrated into the back of the print book.

Looking for online teacher resources?

Visit our website to explore the exciting online teacher resources for Shakespeare, Cambridge Primary Maths, Cambridge International Maths Online, Cambridge IGCSE English as a Second Language and International Baccalaureate Diploma.

Products with this symbol are available with teaching resources.

The Tools to Fuel the Independent Thinker In accordance with the IB Diploma’s mission, our resources aim to encourage learners to explore concepts, ideas and topics that have local and global significance; help students to develop a positive attitude to learning in preparation for higher education; and assist students in approaching complex questions, applying critical thinking skills and forming reasoned answers.

Our Authors Our focus on up-to-date resources for the IB Diploma draws on an unparalleled level of expertise. Not only are all our authors highly experienced IB Diploma teachers, but in order to ensure a genuine breadth of international

experience and understanding we also work closely with reviewer panels to guide us on key decisions and shape our resources to best suit your needs.

Our Advisory Board Our commitment to meeting the existing and emerging needs of all IB Schools and their students depends on taking expert advice from IB teachers, coordinators and school leaders.

Our Advisory Board provides us with this guidance and insight, ensuring we produce high-quality materials and an engaging teaching and learning experience for our customers.

Open access resources available online Register at ibdiploma.cambridge.org to access a wealth of free teacher support materials. This site provides resources to all users of the Cambridge courses for the IB Diploma to support teaching and learning. The website is designed to make it quick and easy for you to find all the resources that are associated with any title from the Cambridge course for the IB Diploma.

It contains appropriate supporting resources for each subject; a wide range of downloadable file types; editable worksheets and case studies; groups all resources by type within each subject; and provides guidance on how to use resources in your teaching.

Our IB Diploma resources from Cambridge Group 1

Group 2

Group 3

Group 4

Group 5

Studies in Language and Literature

Language Acquisition

Individuals and Society

Experimental Sciences

Mathematics and Computer Science

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Core

IB Diploma Group 1 English Language and Literature for the IB Diploma

English Literature for the IB Diploma

• A best-selling guide for Standard and Higher level students of Language A: Language and Literature for the IB Diploma.

• A well-structured, in-depth guide to studying Language A: Literature for the IB Diploma.

Brad Philpot

• Covers key concepts in language and literature studies in a lively and engaging way suited to IB Diploma students.

• Structured activities help to develop and build study skills in language and literature.

• Discussion points encourage further exploration of ideas.

English Language and Literature

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978-1-107-40034-4

David James and Nic Amy

• Activities help students to strengthen key skills including reading, thinking, discussion, writing and how to present ideas.

• Annotated texts highlight key features and author techniques.

• Timed essay boxes provide excellent preparation for writing under exam conditions.

• Higher Level Extension activities provide differentiated material for HL students.

English Literature

978-1-107-40223-2

For details of our digital and online education.cambridge.org resources visit: education.cambridge.org/digital

Course IB Diploma Header Group 2

English B for the IB Diploma Brad Philpot

• Suitable for Standard and Higher level students.

• Written by an experienced IB author, workshop leader and teacher trainer.

• A complete, practical and accessible guide to the English B syllabus (from 2011) for the IB Diploma.

• Contains activities and authentic texts that develop the target skills including reading, comprehension, speaking and writing.

• Integrated study ideas for IB central core, featuring LP (Learner Profile), CAS (Creativity, Action, Service), TOK (Theory of Knowledge) and EE (Extended Essay).

• Improves students’ intercultural awareness and understanding of global issues.

• Materials for exam preparation, and information and guidance on assessment.

English B

978-1-107-65422-8

To view an online sample, visit education.cambridge org

About the Author

Brad Philpot

Brad Philpot has taught English in an international setting since 2000 (in the US, Turkey and the Netherlands). Since 2005, he has taught IB Diploma English and Theory of Knowledge in Amsterdam. Brad works as a consultant for bilingual schools in the Netherlands, and has offered workshops for students and teachers since 2008. He is a workshop leader for the English Language and Literature Diploma Programme.

For details of our digital and online resources visit: education.cambridge.org/digital

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IB Diploma Group 3

History for the IB Diploma: Paper 1 Series Editor: Allan Todd

• Written by practising IB teachers, this series covers the three prescribed subjects for the IB 20th Century World History syllabus.

• Offers in-depth coverage of the subject and contains a wide range of historical sources that encourage learners to think and enhance analytical skills.

Coming Soon!

New IB History resources for first teaching September 2015

Register your interest here: education.cambridge.org/newibhistory

• The text is divided into clear sections, following the IB structure and content.

• Provides key questions and activities to develop the necessary understanding and skills to structure learning, and encourage success in the examination.

The Arab-Israeli Conflict 1945–79 Communism in Crisis 1976–89 Peacemaking, Peacekeeping: International Relations 1918–36

978-1-107-66205-6 978-1-107-64927-9 978-1-107-61391-1

History for the IB Diploma: Paper 2 Series Editor: Allan Todd

“Comprehensive, reliable content” Melissa Beukema, Washburn High School, USA

• Covers the five Paper 2 topics of the IB 20th Century World IB 20th Century World History syllabus.

• Detailed studies of both primary and secondary sources develop students’ analytical skills.

• Takes a historiographical approach, introducing students to the key historical debates.

Causes, Practices and Effects of Wars Democratic States Authoritarian and Single Party States Nationalist and Independence Movements The Cold War

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978-0-521-18931-6 978-0-521-18937-8 978-0-521-18934-7 978-0-521-18938-5 978-0-521-18932-3

IB Diploma Group 3

History for the IB Diploma: Paper 3 Series Editor: Allan Todd

• Covers selected topics from the Higher Level options in the IB History syllabus.

• Provides sound historical accounts along with detailed explanations and analysis.

• Provides key questions to develop the necessary understanding and skills to structure learning, and encourage success in the examination.

• An emphasis on historical debates prepares students for the in-depth, extended essay required in the Paper 3 examination.

• Theory of Knowledge links built in to the text stimulate thought and discussion.

• Clear essay writing and exam guidance.

The Great Depression and the Americas 1929–39

978-1-107-65642-0

Political Developments in the Americas after the Second World War 1945–79

978-1-107-65995-7

The Cold War and the Americas 1945–81

978-1-107-69890-1

Civil Rights and Social Movements in the Americas

978-1-107-69751-5

Unification and Consolidation of Germany and Italy 1815–90 Imperial Russia, Revolutions and the Emergence of the Soviet State 1853–1924

978-1-107-60884-9

Interwar Years: Conflict and Cooperation 1919–39

978-1-107-64020-7

The Soviet Union and Eastern Europe 1924–2000

978-1-107-69344-9

978-1-107-68489-8

Coming Soon!

New IB History resources for first teaching September 2015

Register your interest here: education.cambridge.org/newibhistory

For details of our digital and online resources visit: education.cambridge.org/digital

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IB Diploma Group 3

Geography for the IB Diploma: Patterns and Change Paul Guinness

• A full-colour, well-structured Coursebook providing a clear and accessible scheme of learning.

• Covers the four compulsory topics of the Core syllabus.

• Case studies from around the world provide examples for reference and encourage international-mindedness.

• Practice exercises guide and assist development of geographical skills.

• Questions throughout each chapter to prompt discussion and test students’ understanding.

• Integrated cross-references to the syllabus learning outcomes.

Geography: Patterns and Change

978-0-521-14733-0

To view an online sample, visit education.cambridge org

“Excellent coverage, the sections match the new specification coherently, which will be a

great relief to many geography teachers. For the first time a text book that is engaging, visually appealing and that students will find stimulating to use, the IB has come of age!”

Ian Lycett

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IB Diploma Group 3 New Edition Coming Soon! for first teaching September 2015

Register your interest here: education.cambridge.org/ibess

Geography for the IB Diploma: Global Interactions

Environmental Systems and Societies for the IB Diploma

• An attractive, full-colour Coursebook covering the seven topics of the Higher Level Extension syllabus.

• A full-colour Coursebook, structured to the requirements, content specification and assessment objectives of the syllabus.

Paul Guinness

• Encourages detailed study of primary and secondary sources, developing students’ analytical skills.

• Practice exercises guide and assist development of geographical skills.

Geography: Global Interactions

978-0-521-14732-3

Paul Guinness and Brenda Walpole

• Contains key questions, case studies and Theory of Knowledge exercises to drive self-assessment and stimulate analytical thought.

• Includes clear guidance on essay-writing and exam techniques.

Environmental Systems and Societies

978-1-107-60920-4

For details of our digital and online resources visit: education.cambridge.org/digital

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Course IB Diploma Header Group 3

Business Management for the IB Diploma 2nd Edition Peter Stimpson and Alex Smith NEW

• This new edition is tailored to the thematic requirements and assessment objectives of the IB syllabus.

• Written by two practising and experienced Business Management teachers.

• Now includes IB Learner Profile Research tasks, Key Concept extended questions and Theory of Knowledge activities, all embedded throughout.

• Contains exam-style practice questions and a dedicated chapter on assessment and exam techniques.

• Updated case studies designed to prompt group discussion and critical thinking opportunities.

• New digital versions of our textbooks coming in 2015 will offer an enriched learning experience through our Cambridge Elevate platform including materials such as animation, video and audio content, and/or self-marking quiz, assessment questions and personalisation of table of content.

Business Management for the IB Diploma 2nd Edition

To view an online sample, visit education.cambridge org

Current edition also available Visit our website Business and Management for the IB Diploma 978-0-521-14730-9

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978-1-107-46437-7

IB Diploma Group 3

Economics for the IB Diploma 2nd Edition Ellie Tragakes

• Offers complete coverage of the Economics syllabus for the IB Diploma Standard and Higher Level.

• Encourages progressive learning with end of chapter assessment questions to test students’ understanding.

• ‘Real World Focus’ international case studies bring economic theories to life.

• Provides clear explanations of economic concepts using accessible language.

• Designed for both class use and independent study.

Economics

978-0-521-18640-7

To view an online sample, visit education.cambridge org

“An excellent book. The CD and online resources are really helpful” Sue Algeo, St. Dunstan’s College, UK

For details of our digital and online resources visit: education.cambridge.org/digital

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IB Diploma Group 4

NEW

Sciences for the IB Diploma Biology for the IB Diploma 2nd Edition Brenda Walpole

Chemistry for the IB Diploma 2nd Edition Steve Owen

Physics for the IB Diploma 6th Edition K.A. Tsokos NEW

• Get the best coverage with our thoroughly updated Coursebooks, which contain the full requirements of the IB syllabuses for Biology, Chemistry and Physics, for the first examinations in 2016.

• Full coverage of all Option topics freely available online.

• Features a new chapter dedicated to the Nature of Science material in the new syllabuses.

• Includes clear links to Theory of Knowledge and International-mindedness.

• Strong emphasis on practical skills throughout.

• Free teacher resources available online including teaching ideas, practical worksheets and guidance, and support for the Internal and External Assessments.

NEW

• Exam preparation is supported with plenty of sample exam questions, online test questions and exam tips.

• New digital versions of our textbooks coming in 2015 will offer an enriched learning experience through our Cambridge Elevate platform including materials such as animation, video and audio content, and auto-marked quizzes and personalisation of table of contents.

Biology Chemistry Physics

Visit our website for more information on Cambridge Elevate!

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education.cambridge.org

978-1-107-65460-0 978-1-107-62270-8 978-1-107-62819-9

Course IB Diploma Header Group 4

NEW

IB Science Exam Preparation Guides Physics for the IB Diploma Exam Preparation Guide 2nd edition K.A. Tsokos

NEW

Biology for the IB Diploma Exam Preparation Guide Brenda Walpole Chemistry for the IB Diploma Exam Preparation Guide Steve Owen and Chris Martin • Tailored to the new syllabuses for first examination in 2016.

• Brand new Exam Preparation Guides combine subject knowledge with exam preparation techniques and assessment support to fully prepare students for their IB exams.

• Example answers and annotated student answers to exam-style questions.

• Clear, precise definitions of key words throughout.

NEW

• Lots of practice questions and checklists to monitor progress and understanding.

Exam Preparation Guide for Physics Exam Preparation Guide for Biology Exam Preparation Guide for Chemistry

978-1-107-49575-3 978-1-107-49568-5 978-1-107-49580-7

For details of our digital and online resources visit: education.cambridge.org/digital

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IB Diploma Group 5

Mathematics for the IB Diploma

Paul Fannon, Vesna Kadelburg, Ben Woolley, Stephen Ward • Written specifically for the IB Diploma syllabus, these highly illustrated Coursebooks cover material in a progressive manner.

• Colour-coded exercises according to grade, help to assess progress through the syllabus.

• Mixed exam practice at the end of each chapter, plus a dedicated section at the end of the book for questions that cross different topics, all help to encourage cumulative learning.

Mathematics Standard Level Mathematics Higher Level Exam Preparation Guide for Mathematics Standard Level Exam Preparation Guide for Mathematics Higher Level

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• The accompanying CD-ROM contains calculator skills sheets, extension worksheets, supplementary sheets and fill-in proofs, providing support for students of varying learning backgrounds.

• Option Topics available on the Higher Level CD-ROM.

978-1-107-61306-5 978-1-107-66173-8 978-1-107-65315-3 978-1-107-67215-4

education.cambridge.org For details of our digital and online resources visit: education.cambridge.org/digital

IB Diploma Group 5

Mathematics Higher Level for the IB Diploma: Option Topics

Paul Fannon, Vesna Kadelburg, Ben Woolley, Stephen Ward • Contains worked examples, exam-style questions, exam hints and tips, and calculator skills sheets.

• Progressive approach encourages cumulative learning.

• Written for the IB Mathematics Higher Level syllabus.

• Available to purchase separately.

• Features a dedicated chapter exclusively for mixed examination.

Mathematics Higher Level Topic 7 - Option: Statistics and Probability Topic 8 - Option: Sets, Relations and Groups Topic 9 - Option: Calculus Topic 10 - Option: Discrete Mathematics

978-1-107-68226-9 978-1-107-64628-5 978-1-107-63289-9 978-1-107-66694-8

For details of our digital and online resources visit: education.cambridge.org/digital

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IB Diploma Group 5

Mathematical Studies for the IB Diploma Caroline Meyrick and Kwame Dwamena • Written specifically for the new IB Diploma syllabus, this highly illustrated Coursebook follows the structure of the syllabus.

• The significance of mathematics for modelling and practical applications is a prominent theme throughout, making mathematics relevant to the real world.

Mathematical Studies Exam Preparation Guide for Mathematical Studies

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• Featuring exam hints and tips to prepare students for their examinations, as well as Theory of Knowledge issues, cross-curricular support and critical thinking issues.

• Worked examples of stage-by-stage written solutions show typical working and thought processes.

978-1-107-69140-7 978-1-107-63184-7

For details of our digital and online education.cambridge.org resources visit: education.cambridge.org/digital

IB Diploma Core

Decoding Theory of Knowledge for the IB Diploma Wendy Heydorn and Susan Jesudason

• Written in succinct and clear language, Decoding Theory of Knowledge explains key TOK concepts and helps students develop their critical thinking skills.

• Tailored to the new TOK syllabus and can support any TOK Coursebook.

• Extensive support on the assessment criteria for the essay and presentation.

• Coverage of areas of knowledge, ways of knowing, personal and shared knowledge, the knowledge framework and knowledge questions.

• Features include explanation of key concepts to consolidate knowledge and understanding, applied to real life situations to engage students.

Decoding Theory of Knowledge

978-1-107-62842-7

To view an online sample, visit education.cambridge org

Check out our blog posts featuring Wendy Heydorn at education.cambridge.org/tokblog

For details of our digital and online resources visit: education.cambridge.org/digital

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IB Diploma Core

NEW! Theory of Knowledge 2nd Edition Richard van de Lagemaat

NEW

• Supports the new syllabus with strong emphasis on the distinction between personal and shared knowledge.

• New material covering the 4 new ways of knowing (imagination, faith, intuition, memory) and the 2 new areas of knowledge (religious and indigenous knowledge systems).

• A comprehensive, original and accessible approach to Theory of Knowledge which covers all aspects of the revised subject guide.

• Quotations, questions and exercises prompt critical thinking and encourage active engagement with the material.

• Each chapter ends with a summary of key points, knowledge framework focus (where appropriate), prescribed titles and suggestions for further reading.

To view an online sample, visit education.cambridge org

• Margin features highlight linking questions, real-life situations and key definitions.

• Detailed guidance on how to approach the TOK essay and presentation, with many invaluable tips.

Theory of Knowledge 2nd Edition 978-1-107-61211-2

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IB Diploma Core

Colourful illustrations to aid visual learning

2

Covers all aspects of the revised subject guide

The nature of knowledge

Knowledge as justified true belief Figure 2.2 The belief–

Neptune Uranus Mars Saturn Earth Venus

Jupiter

Mercury

Figure 2.1 How many planets are there in our solar system?

thought we knew will turn out to be false. Since we are fallible beings, this is indeed possible. But, as we saw in Chapter 1, this simply shows that knowledge requires something less than certainty. In practice, when we say that something is true, we usually mean that it is ‘beyond reasonable doubt’. Since we are willing to imprison – and in some cases execute – people on the basis of evidence that is beyond reasonable doubt, this is surely an acceptable criterion for saying that we know something.

Belief Headline: ‘IBM’s Watson Supercomputer Crowned Jeopardy King’. In what sense, if any, can a computer be said to know and understand things?

If you know something, then what you claim to know must not only be true, but you must also believe it to be true. We might say that, while truth is an objective requirement for knowledge, belief is a subjective requirement for it. If you have no conscious awareness of something, then it makes little sense to say that you know it. That is why encyclopaedias do not know that Paris is the capital of France, and pocket calculators do not know that 2 + 2 = 4.

ACTIVITY 2.1 1. Can you think of any cases in which someone might be said to know something without knowing that they know it?

2. As technology develops, do you think it will ever make sense to say that a computer knows things?

Since the time of Plato (428–348 BCE), some philosophers have argued that when you know something you are in a completely different mental state to when you merely believe it. For when you know something you are certain of it, and when you merely believe it you are not. However, we shall adopt a less demanding standard of knowledge. Rather than think of knowledge as being completely different from belief, it may make more sense to think in terms of a belief – knowledge continuum,

–10 Impossible

–5 Unlikely

0 Possible

+10 Probable

+10 Certain

knowledge continuum

Belief Knowledge

with unjustified beliefs at one end of the continuum, beliefs for which there is some evidence in the middle, and beliefs which are ‘beyond reasonable doubt’ at the other end.

Here are three examples of various kinds of belief: + A vague belief. I may vaguely believe that eating tomatoes helps to reduce the risk of heart disease, but have no idea where I came across this idea and readily abandon it in the light of counter-evidence. + A well-supported belief. I may believe that Smith killed Jones, and be able to give evidence for my belief, but still be unwilling to say that I know that this is the case. + A belief that is beyond reasonable doubt. I may find the evidence which supports the claim that the Americans landed on the moon in 1969 so convincing and the counter-evidence of conspiracy theorists so flimsy that I am willing to say that I know the Americans landed on the moon.

Given this way of looking at things, the question of exactly where we should draw the line between belief and knowledge does not appear to be a very interesting one. It is like asking where, in a spectrum of shades running from black to white, black ends and white begins. The important thing, surely, is to try to develop as reasonable and well-supported a set of beliefs as possible.

Headline: ‘Donald Trump Says Obama Birth Certificate Fake’. How strong must evidence be for us to be able to say that we know?

Figure 2.3 Barack Obama’s birth certificate

ACTIVITY 2.2 Where on the belief–knowledge continuum, running from –10 to +10, would you put the following propositions? a. Christopher Columbus ‘discovered’ America in 1492. b. If A is bigger than B and B is bigger than C, then A is bigger than C. c. Human beings are descended from apes. d. Murder is wrong. e. Aliens have visited the earth at some time during its history. f. All metals expand when heated. g. Human beings have an immortal soul. h. It is possible to construct a square with the same area as a given circle.

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Real-life situations, key definitions and linking questions provided throughout as margin features

Activities throughout to promote critical thinking and aid students’ understanding

For details of our digital and online resources visit: education.cambridge.org/digital

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IB Diploma Core

Introducing the IB Diploma Programme General Editor Marc Abrioux, Jill Rutherford

• A practical handbook for schools wishing to introduce and sustain the IB Diploma.

• Provides practical advice on where to start, the philosophy of the IB, how to become an IB authorised school, the Diploma Programme in full detail and a large number of case studies from around the world.

• Contains contributions from over 70 Diploma Programme experts.

• An invaluable resource for schools already offering the IB Diploma, as well as for prospective schools.

Introducing the IB Diploma Programme

To view an online sample, visit education.cambridge org

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education.cambridge.org

978-1-107-60628-9

IB Diploma

Our Advisory Board Our commitment to meeting the existing and emerging needs of all IB Schools and their students depends on taking expert advice from IB teachers, coordinators and school leaders.

Our Advisory Board provides us with this guidance and insight, ensuring we produce high-quality materials and an engaging teaching and learning experience for our customers. We work with our Advisory Board in a variety of ways, from running focus groups to seeking feedback on new ideas and projects at every stage of development.

In addition to our Advisory Board, we are always keen to expand our network within the IB community, and so if you would like to participate in our research and development activity, or if you have a proposal that you would like to share, please contact us at educationresources@cambridge.org.

For details of our digital and online resources visit: education.cambridge.org/digital

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IB Diploma Meet our Authors

Meet our Authors Marc Abrioux has served as senior administrator and Head of two IB World Schools, most recently the United World College of the Adriatic. He also leads workshops for senior administrators and provides consultancy for schools actively considering the introduction or the development of the IB Diploma Programme. Page 26 Nic Amy is currently a Vice Principal in London. He has also been an examiner at A level, a Head of English in two different schools and a Director of Learning.

Jean Bottaro teaches South African, African and Modern World History in South Africa. She is the author of numerous history textbooks.

Kwame Dwamena is a teacher of Mathematics at Luton Sixth Form College. He has been teaching both IB and A Level Mathematics (OCR and Edexcel) for the past 15 years. Page 22 Paul Fannon is a teacher at the Stephen Perse Foundation (IB School of the Year 2010/11). He has 10 years’ experience of teaching IB Mathematics from Studies to Further Mathematics, as well as Theory of Knowledge and A Levels (OCR). He is an examiner and has a background as a researcher in both the physical and biological sciences. Page 20 Nick Fellows was a History teacher and head of department for many years. He is now a full-time examiner, moderator and INSET provider. He has also written several IB and A Level History textbooks and teacher materials.

Paul Guinness is a highly experienced author, teacher and examiner. Until recently he was Head of Geography at King’s College School, Wimbledon, an IB school in the UK that was named the Sunday Times International Baccalaureate School of the Year for 2009. Page 14

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Wendy Heydorn teaches at Sevenoaks School in the UK where she is the Assistant Director of Higher Education. She teaches Theory of Knowledge and Religious Studies and is also an examiner. Page 23 Peter Hoeben has been a workshop leader and teacher for IB Biology.

David James is Director of IB at Wellington College, UK, where he runs the Diploma and Middle Years Programmes. He has taught the IB for 11 years, and is an IB workshop leader (training teachers on the revised syllabus). David was Head of English at Haileybury College, Hertford, an IB school, for five years. He has authored student study guides and teacher resources, and has written on a range of educational matters for newspapers and journals. Page 10 Susan Jesudason is the TOK Coordinator, Professional Development Coordinator and Head of Humanities at The Aga Khan Academy, Hyderabad. Her teaching experience ranges from Mathematics and Science to English, world religions, Philosophy and Theory of Knowledge. Page 23 Vesna Kadelburg is a teacher at the Stephen Perse Foundation (IB school of the year 2010/11). She has seven years’ experience of teaching IB Mathematics at all levels. Whilst Head of Mathematics at Mander Portman Woodward College, she taught A Levels for all boards. She has represented both England and Serbia in international mathematics competitions and currently trains the UK mathematics team. Page 20 Caroline Meyrick is an experienced IB teacher and has delivered IB teacher training around the world. Page 22 Stephen Nutt is Head of History at the Sixth Form College, Colchester, a leading IB school in the UK. He has extensive experience at all levels of the assessment process from Principal Examiner downwards.

Steve Owen teaches at Sevenoaks School, Kent, one of the leading IB schools in the UK, and has over 15 years’ experience in teaching IB Chemistry. Page 18

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IB Diploma Ellie Tragakes teaches in the Economics department at DEREE – The American College of Greece. She has worked in a variety of organisations including the World Bank and World Health Organization, and has a large number of professional publications. Page 17

Jill Rutherford has some 31 years of teaching and administrative experience within international and UK national schools. She is currently an IB consultant, Academic Director of Ibicus International (which works in cooperation with the IB offering teacher training) and is on the board of ACS International Schools. She was the first Director of the IB Diploma at Oakham School and holds two degrees from the University of Oxford.

Page 26

K. A. Tsokos teaches IB Physics and Mathematics at ACS Athens. His career in the IB Diploma Programme started 22 years ago at the Copenhagen International School. Page 18

Michael Scott-Baumann has taught History in a number of schools and has been an A Level examiner for OCR. He has also written A Level textbooks on nineteenth-century Britain and the Middle East.

Alex Smith teaches Economics, and Business and Management at Sevenoaks School, Kent, one of the UK’s leading IB schools.

He has taught IB Business and Management, and Economics for over 21 years. Page 16 John Stanley teaches Modern History at the Queen Elizabeth School in Kirkby Lonsdale in the UK. He has been a History examiner.

Peter Stimpson has 36 years’ experience in teaching Business Studies and Economics. He is a senior examiner for several major exam boards and also trains international teachers in syllabus development, teaching methods and examination skills. He is the author of numerous Business and Management textbooks. Page 16 Allan Todd has been a teacher, exam workshop leader and senior examiner of 20th Century/Modern World History for more than 26 years. He is also the author of numerous GCSE and A Level History textbooks. Page 12

Meet our Authors

Brad Philpot, originally from the US, is an experienced IB teacher, workshop leader, consultant and author. He earned a Masters in English Literature and Linguistics and a Masters in Education from the University of Amsterdam. He enjoys working with IB schools all around the world. Page 11

Richard van de Lagemaat is the founder and Director of InThinking (www.inthinking.co.uk), an innovative educational consultancy service which provides quality training for teachers and administrators in IB World Schools. With more than 26 years’ experience in international education, Richard has been actively involved in teacher training and curriculum development since 1988. Page 24 Sally Waller teaches History at all levels, including IB, at the Cheltenham Ladies’ College and is an A Level chief examiner.

She has also written a number of widely used educational textbooks for 16–18 year olds.

Brenda Walpole has 21 years’ experience of teaching IB Biology and has written over 30 science books. She is currently an independent consultant in science education. Page 15 and 18 Stephen Ward is Head of Sixth Form at Lancing College. He has six years’ of A Level teaching experience (Edexcel). He has a background in economics and educational research. Page 20 Mike Wells has taught History for 39 years. He has written a biography of Bismarck and textbooks on Russia 1855–1964 and Sir Winston Churchill, as well as teacher guides for AS Level and GCSE History.

Ben Woolley is a teacher at the Stephen Perse Foundation (IB school of the year 2010/11). He has five years’ experience of teaching IB Mathematics and A Level (OCR). He has a background in epidemiology and is a qualified vet. Page 20

For details of our digital and online resources visit: education.cambridge.org/digital

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