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Curriculum Review
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DP social and cultural anthropology curriculum review: background
The social and cultural anthropology course is currently under review. All IB Diploma Programme subjects
undergo a review cycle in which both the curriculum and assessment models are examined for future
development. The review process is a collaborative undertaking which includes external consultants,
commissioned reports, feedback from teachers and examiners, literature reviews as well as reports
commissioned from universities. The aim is to ensure that each curriculum is fit for purpose in a changing
world and incorporates the latest educational research as well as lessons learned from a thorough
evaluation of the existing curriculum.
The social and cultural anthropology curriculum review began with a year of research in 2011‐2012, and
will culminate with the new course starting teaching in 2016, for first assessment in 2018.
Social and cultural anthropology curriculum review timeline
The following outlines the current timeline for the review of social and cultural anthropology.
Year Activity
2011/12 (Research and evaluation year.) Research and evaluation report compiled by curriculum
manager. Invitations issued to participants in the external review process.
T3
2012/13 Circulation of CM’s report to review participants and 1st external review meeting November
2012. Presentation of recommendations to IRC (Internal Review Committee). 1st
T4
Development meeting April 2013.
2013/14 2nd Development meeting Sept 2013. 3rd Development meeting April 2014.
T5
CURRENTLY
2014/15 Trialling of new assessment tasks if required. 4th Development meeting Oct 2014. 5th
Development meeting Feb 2015.
T6
(Final draft guide finished and presented to Diploma Review Committee)
2015/16 5th Development meeting Oct 2015. New guide published and posted on the OCC Jan 2016.
T7 (Development meeting Feb 2016 if needed)
2016/17 1st teaching of the new syllabus
T1
2017/18 1st exams of the new syllabus May 2018.
T2 (Nov 2017: last exams of old syllabus)
The first development meeting was held in April 2013, and the second in September 2013. The participants
of these meetings included both teachers and senior examiners from across the three IB global regions, as
well as IB curriculum development and assessment staff. This report reflects the outcomes of these two
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meetings and what is presented here is an overview of the proposed curriculum and assessment models.
The development meetings will not only develop the new guide but also specimen papers and teacher
support material.
Initial Reflections
Overview of the research and evaluation report
A thorough review and evaluation of the current Diploma Programme social and cultural anthropology
course was undertaken in 2011/12. It examined both the curriculum and assessment models drawing on
the insights of both teachers and examiners of the course. An objective evaluation of the course was also
undertaken by external consultants from universities around the world. These consultants were asked to
comment on various areas including the strengths and weaknesses of the existing syllabus, whether the
course reflects current thinking in the subject and whether it prepares students well for tertiary education.
Reports from the principal examiners for each of the assessed components were also commissioned as was
a report from the IB assessment subject manager for anthropology. The results from a survey of teachers
of the subject were analysed and a comparison with other similar syllabi undertaken. Further to this, a
general literature review with regard to the teaching of anthropology at this level was completed. The
report also incorporated some of the discussions which have taken place on a virtual collaborative platform
(Basecamp) – this included seventeen teachers and examiners of the course.
The report made clear that there are a very many positive attributes in the current course, but also
acknowledged that it may be time to consider changes. The suggestions made in this report with regard to
ways forward for discussion are reflective of the research undertaken, general developments in the
discipline and also developments within the Diploma Programme in relation to recent subject reviews. The
suggestions made were by way of an initial stimulus for discussion and the role of the curriculum review
team has been to explore these proposals further. The findings of this report suggested that consideration
should be given to the following:
• The incorporation of a core component that examines the ‘bigger’ question of anthropology;
• Updating of the ‘themes’ of the course to include more contemporary areas of anthropological
research;
• The inclusion of a more applied/engaged anthropology which would allow for the application of
anthropological knowledge and skills developed over the course to be applied to contemporary
issues;
• A review of the assessment model, including the internal assessment tasks;
• Embedding perspectives in anthropological thinking throughout the course for both SL and HL;
• Clarification on the use of ethnographic materials including the use of ethnographic film;
• The nature of support for teachers and students, including teacher support materials and other
resources.
Thoughts on the current course:
It was concluded that the current course does not represent a major change from the previous course and
given the dynamic nature of anthropology as a discipline, it may be time for a more considered and
significant change to both the curriculum and assessment models. The key question for the review team to
bear in mind is whether the course as it stands truly reflects the nature of the discipline in the 21st century.
What will anthropology as a discipline look like in 2016 when the first teaching of the new course will
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begin? Will the course continue to be fresh, dynamic and rewarding in 2020, or even 2025 when the last
assessment of it takes place?
The review committee has been considering the design of a course that gives a flavour of the scope and
creativity of the discipline, focussing on the development and acquisition of anthropological ways of
thinking as opposed to a specific prescribed body of knowledge. Anthropology is after all not just a body of
knowledge but a particular way of understanding the world in which we live and the place of humans
within that. In order to address this we propose refocusing the course to develop these skills more
thoroughly and to balance this with an appropriate content level.
The current focus:
The aim of the review committee has been to rethink the way in which the course is organised and consider
updating the themes to better reflect the discipline in the 21st century. This has meant considering the
possibility of introducing core and optional elements to the course. The core would focus more on the
underlying principle of anthropology: to better understand what it means to be a person and how
anthropology as a particular mode of enquiry explores this question. This would allow for an exploration of
the types of questions anthropologists ask, how they go about answering these questions, the analysis and
evaluation they discern from the data they collect, how they present their data, and what this tells us about
the nature of human behaviour. In other words, how do anthropologists go from the particular (individual
cultures) to making larger generalisations about what it means to be a person?
The Nature of the Subject
An initial review of the Nature of the Subject agreed at this stage that the essence of this section was still
reflective of the course and did not require significant change but that some were needed in order to
reflect the new direction of the course. The nature of the subject will continue to be reviewed as
developments progress.
Social and cultural anthropology is the comparative study of culture and human societies.
Anthropologists seek an understanding of humankind in all its diversity. This understanding is
reached through the study of societies and cultures and the exploration of the general
principles of social and cultural life. Social and cultural anthropology places special emphasis
on comparative perspectives that make explicit our own cultural assumptions and those of
others. Many anthropologists explore problems and issues associated with the complexity of
societies in local, regional and global contexts.
Although social and cultural anthropology shares much of its theory with other social sciences,
it is distinct in a number of ways. These distinctions include a tradition of participant
observation, and an in‐depth empirical study of social groups. Areas of anthropological inquiry
include belonging; classifying the world; communication and expression; conflict, coercion and
co‐operation; development; health, illness and healing; movement, time and space;
production, exchange and consumption and the body. These areas are explored through key
anthropological concepts, such as belief and knowledge; culture; identity; materiality; power;
social relations; society; and, symbolism. Furthermore, anthropology contributes to an
understanding of contemporary issues such as war and conflict, the environment, poverty,
injustice, inequality, and human and cultural rights. The study of anthropology offers critical
insight into the continuities of social life, dynamics of social change, development of societies,
and challenges cultural assumptions.
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IB social and cultural anthropology, as an individuals and societies course, offers an
opportunity for students to become engaged with anthropological approaches, and to develop
critical, reflexive knowledge in relation to their own position as global actors. Social and
cultural anthropology contributes a distinctive approach to intercultural awareness and
understanding, which embodies the essence of an IB education. Anthropology fosters the
development of citizens who are globally aware and ethically sensitive. The social and cultural
anthropology course for both SL and HL students is designed to introduce the principles,
practices and materials of the discipline. It also allows students through their experiential
internal assessment activity to engage in authentic anthropological practice.
Aims
Additionally, consideration was given to the current aims of the course and the following suggestions were
proposed:
The aims of the social and cultural anthropology course at SL and HL are to enable students to:
1. explore principles and characteristics of social and cultural life
2. develop an awareness of inter‐relationships between local, regional and global processes and
issues
3. foster an awareness of how historical and social contexts inform the production of
anthropological knowledge
4. apply anthropological understanding in order to reflect on their own lives and experiences as
well as informing their actions
Overview of Proposed Curriculum Model
Standard Level Higher Level
Engaging with Introductory Unit Introductory Unit
Anthropology Externally assessed Externally assessed
Approximately 20 hours Approximately 35 hours
Engaging with Three areas of in‐depth Four areas of in‐depth
Ethnography inquiry inquiry
Externally Assessed Externally Assessed
Approximately 100 hours Approximately 145 hours
Engaging with Internal Assessment – two Internal Assessment –
Anthropological observations and a critical limited fieldwork
Practice reflection
25%
20%
Approximately 60 hours
Approximately 30 hours
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Key Concepts of Social and Cultural Anthropology
The social and cultural anthropology course will be approached through an understanding of nine key
concepts: belief and knowledge; change; culture; identity; materiality; power; social relations; society;
symbolism. The key concepts weave a conceptual thread throughout the course. The concepts will be
explored throughout the course in the areas of in‐depth inquiry in order to equip the students with a
conceptual framework with which to access and understand areas of anthropological study and
ethnographic material.
The nine key concepts will provide the framework for the teaching of the areas of in‐depth inquiry. Each
area of in‐depth inquiry will also provide opportunities for students to become familiar with concepts
related to those specific areas of study. Throughout the course students will become aware of how the
same key or related concept may be used and understood in different areas of anthropology. These
concepts, both key and related, will be used to form the basis of the assessment of students understanding
of the course.
Anthropological Thinking: Approaches
The review committee is proposing that the HL only ‘theoretical perspectives in anthropology’ should no
longer represent a separate unit of study but should be embedded throughout the course. It is felt that the
current organisation of the course reflects an artificial separation of theoretical perspectives and
ethnography. Further to this, it is also felt that both SL and HL students should have an understanding of
different anthropological approaches. At SL students will be expected to be able to reflect on the more
general approach employed by anthropologists in their ethnographic writing, for example, an agency‐
centred or structure‐centred approach. At HL, students will be expected to be able to reflect on the
particular theoretical approach reflected in the ethnographic material they have studied, for example,
whether it is structuralist, feminist, Marxist or symbolic.
Part One: Engaging with Anthropology
This unit of study introduces some of the key areas of anthropology and forms the basis on which the areas
of in‐depth inquiry should be explored. It introduces students to the discipline of anthropology as well as
its practice. This unit introduces three areas of anthropology which provide a framework for how students
will engage with the course. Students are introduced to some of the questions and issues that they will
need to explore within the areas of in‐depth inquiry.
The three areas of engaging with anthropology are:
The language of anthropology – this will include both the key concepts as well as related concepts
The practice of anthropology: Doing anthropology – the ethnographic method
Anthropological thinking: approaches – theories and approaches
The new course design will ensure that all students of social and cultural anthropology are familiar with key
and related concepts, the methods used by anthropologists and the issues associated with the construction
of ethnographic accounts. Whilst engaging with anthropology should be introduced as a discrete unit of
study, the questions and issues raised should also be integrated within the study of areas of in‐depth
inquiry. In this sense, these questions and issues should be returned to throughout the teaching of the
course as students become more familiar with anthropology and the work of anthropologists. What is
studied here will help to inform students’ understanding of the ethnographic material studied in the areas
of in‐depth inquiry.
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Throughout the course, students are encouraged to think about the following anthropological questions:
What is culture?
What does it mean to be a person?
What does it mean to live in society?
How are we the same and different from each other?
Why does anthropology matter?
Part Two: Engaging with Ethnography
Part two of the course will be taught through areas of in‐depth inquiry. Nine have been identified:
Belonging
Classifying the world
Communication and expression
Conflict, coercion and co‐operation
Development
Health, illness and healing
Movement, time and space
Production, exchange and consumption
The body
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AREA OF INQUIRY
Overview of the area of inquiry: this section will give a general overview of the scope of this area of inquiry. This will
include some of the key discussions and debates in this field of anthropology.
The language of anthropology Teaching and learning focus
LINKS TO ENGAGING WITH ANTHROPOLOGY
Key This section will give some guidance on the ways in which this area of study might be linked back to
anthropological the key anthropological questions of Part One of the course: engaging with anthropology.
questions
The practice of This section will give some guidance on the particular methodological issues that might arise when
anthropology: anthropologists study this particular area of inquiry – these could be general or specific to the
doing ethnographic material used. It will include ethical issues and considerations.
anthropology
Anthropological This section will give some guidance on how particular anthropological approaches may be relevant
thinking: for this area of inquiry, for example, how the development of studies in this area have changed and
approaches how this is reflected in and by changes in anthropological ways of thinking in this area. Appropriate
differentiation between HL and SL will be indicated.
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Proposed Assessment Model
Proposed changes:
• Paper 3 for HL students will be removed.
• Introduction of two HL extension activities, one on Paper 1 and one of Paper 2.
STANDARD LEVEL HIGHER LEVEL
Paper one: Engaging with Anthropology – 1 Paper one: Engaging with Anthropology – 2
hour hours
Assessing the issues and questions raised by Assessing the issues and questions raised by
the introductory unit in relation to a text or the introductory unit in relation to a text or
stimulus. stimulus.
Three questions related to each of the strands Four questions related to each of the strands
in ‘engaging with anthropology’ in ‘engaging with anthropology’. The extra
question at HL will always have a focus on
1 hour
approaches.
It will be expected that students spend at
least 1 hour and 15 minutes on this section.
Higher Level extension – engaging with
anthropological ethics
An extended response question based on
ethical issues in anthropology.
Stimulus and a static question.
Option of two, one text and one visual.
Static question: With explicit reference to the
stimulus and your own knowledge discuss the
defining features of anthropological ethics.
45 minutes
Paper Two – Engaging with Ethnography Paper Two – Engaging with Ethnography
Complete two essays from the three areas of Section A: Higher Level extension
in‐depth inquiry studied.
Static question except the concepts and
contemporary issues change each session.
2 hours To what extent can either power, belief and knowledge
or culture help our understanding of one of the following
contemporary issues with reference to an area of inquiry
you have studied:
Social networking; Displaced persons; Inequality;
Violence; Poverty; Indigenous issues
30 minutes
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Section B:
Students must not use the same area of
study discussed in section A of this paper.
Complete two essays from the three
remaining areas of in‐depth inquiry studied.
2 hours
Internal Assessment – observation and Internal Assessment – Limited Fieldwork
critical reflection
Students undertake a limited fieldwork
Initial observation and write up. This is activity and complete a report.
followed six months later by further research
2500 words
using any reasonable method. Critical
reflection of the research.
2500 words
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Proposed Standard Level Internal Assessment task
Change proposed:
The general framework for the SL internal assessment task will be maintained but the following change is
proposed.
Task: Research and critical reflection
Step Details Word Weighting
limit
1 In the first six weeks of the course students undertake a (naive) N/A N/A
observation. The context or setting for the observation should be
identified and the observation should be no longer than an hour.
2 Produce a written report of no more than 500 words of the one‐ 500 20%
hour observation. This should be handed into the teacher and
retained until the second part of the task is undertaken six months
later. No changes will be permitted to this once it is submitted.
3 Using a key concept to frame their research and any reasonable 300‐ 10%
method students undertake further research at their previous 500
observation site. Reasonable methods include:
Observation, including participant observation
Interviews
Visual anthropology (photography, video)
Surveys
Life history
Literature review
A short written summary of the choice of method and conceptual
frame to be undertaken.
4 Critical reflection of research. This critical reflection will have two 1500‐ 70%
strands: 1700
Focus: selection and justification of 2nd method; how well they
framed the 2nd research by a concept or area of inquiry.
Development of anthropological thinking: critical
st nd
comparison/evaluation of 1 and 2 research; their position as
researchers; what they learnt.
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Proposed Higher Level Internal Assessment Task
Change proposed:
There will be a shift in emphasis to reflect the aims of the new introductory unit: engaging with
anthropology to focus more on methodological issues.
Task: Limited Fieldwork
Step Detail Word Weighting
limit
1 Choice of research area/focus:
Students must:
1. Identify an area of inquiry.
2. Identify the key or related concepts to be explored or theory
that will frame the research.
3. Identify context/setting.
Students will need to complete a planning form (IB document) which
will identify and justify their selection with regard to fieldwork choices.
This planning document will need to be submitted to the IB with the IA
but will not form part of the formal assessment of the task. It will need
to be authenticated by the teacher at the time of the presentation.
Presentation: students undertake a 10 minute presentation with 5
minute Q&A session to a panel of their peers. During this presentation
they will have to outline the following:
a. Fieldwork site
b. Research questions which
should be informed by
literature review
c. Choice of methods – at least
two data collection techniques
d. Potential ethical problems
e. Potential methodological
problems
f. Realistic timeline
The planning document will need to demonstrate links to literature
review and outline resources that support the research.
2 Critical reflection: 700 30%
Students write a critical reflection on the selection and justification of
their methods/techniques – what changed and why? This will reflect a
refinement of the research ‘proposal’ in light of the panel discussion
and will form part of the formal assessment.
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3 Limited fieldwork:
Students carry out limited fieldwork, employing at least two data
collection methods/techniques.
4 Research report: 1800 70%
Students write a report on their research. The report will be expected
to focus on:
• Selection and justification of methods/techniques
• Application of methods/techniques
• Evaluation of methods/techniques
Standard level/Higher level distinction
The following represents how the SL and HL course will differ both in terms of breadth and depth:
Different internal assessment activities.
Part one: engaging with anthropology – HL extension material.
Part one: engaging with anthropology assessment – HL students will complete a HL extension
question.
Anthropological thinking: approaches – more range and depth taught for HL.
Engaging with ethnography – HL students to study 4 areas of in‐depth inquiry and read a
complete ethnography for each area, plus a range of supplementary material. SL students
will study 3 areas of in‐depth inquiry and read a complete ethnography for each area, plus a
range of supplementary material.
Engaging with ethnography assessment – HL students will complete two HL extension
questions.
Proposed Teacher Support Materials (TSMs)
The focus of TSMs will no longer be on assessment areas alone but will include support for areas more
associated with teaching and learning. The following represents some of the TSMs currently proposed:
How to use ethnography in terms of anthropological thinking: approaches.
How to explore the questions and issues raised in the introductory unit and embed and
explore these further in the areas of in‐depth inquiry.
How to read ethnographies critically.
How to develop an anthropological framework of understanding.
How to use and interpret ethnographic film critically.
Anthropological thinking: approaches – an overview of some of the main approaches as well
as guidance on how to embed them in the teaching of the course. Guidance will also be
required to demonstrate expectations with SL and HL distinction.
Examples of how to combine both ‘classic’ and ‘contemporary’ ethnographic material.
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