You can take either of these approaches (although the BMT still needs to applied throughout teaching of the course).

For more suggestions about this, click the link here.

To some (minimal) extent. Teachers will need to refer to the revised learning outcomes for each section (AO1 - AO4) as well as the new external assessment models.

No - this approach is not recommended at all.

It might be more efficient to "start all over" but you can still use existing resources for the likes of Herzberg, Maslow, and Taylor, for example. But: concepts have been changed, the BMT is new, the assessments have all changed; so these need to be embedded in the (new) unit plans.

No (this only applies to the number of supporting documents); it is important to remember to use the right tools for the right job.

This could certainly work, especially in the initial years as we all transition to the new course. There will be plenty of resources available to support teachers and students too (from the likes of IBID Press, Hodder Education, Level7 Education, InThinking etc.)

Please refer to guide, pages 41 for guidance about Paper 1 (such as the 5 hour preparation time).

No, as any of the BMT can appear in any of the 3 exam papers.

This is not compulsory, although GDCs are allowed in the exams. However, BM students can (continue to) use a simple 4-function calculator.

No, as the nature of the task is completely different, e.g., no research proposal, no executive summary, no recommendations are needed for the new IA.

Large or small (unknown) organizations are fine for the new IA - but they must be authentic (evidence is critical).

It is a maximum limit of 5 supporting documents. Students can use additional sources (such as textbooks) but these are not supporting documents.

No - the additional words are not exclusive to the concept, but also accommodate for (i) subheadings, which are included in the word count, and (ii) they allow for a little more flexibility in terms of depth of analysis to reach the higher mark bands.

This will depend on the research question - the IA can use only primary research, only secondary resource or any combination of the two methods.

Yes.  The supporting documents must be contemporary in nature, i.e., published within a maximum of 3years prior to  submission to the IB.

There is no formal requirement, but if using primary research this would make sense (to include a methodology of the field research, such as the rationale for the sampling method used).

The guide states the eight tools that need to be taught to SL and HL students, plus an additional 7 tools for HL only students. As stated in the guide, all of these tools must be taught (at AO2 and AO4 level) alongside the syllabus content. For example, students need to be able to define all five specified circular business models, as well as be able to calculate the mean average (descriptive statistics) and plot scatter points on a diagram to determine the line of best fit (simple linear regression).

A great question. For those who offer the CP (career-related programme), students in your class may be registered for the CP or DP at either SL or HL level. It makes no difference to your actual teaching. CP and DP candidates must complete the BM course in the same way, learning the same content specified in the guide and completing the internal assessment.

Currently, there are no comprehensive SOW available (although I am open to be proved wrong on this!) As and when these might become available, I will notify InThinking subscribers and teachers via our Facebook group. For now, some things to consider as you create your curriculum maps include the need to include (not a definitive list):

• The Business Management Toolkit (BMT)

• The internal assessment (IA)

• Approaches to teaching (ATT) and learning (ATL)

• The key concepts (Creativity, Ethics, Sustainability, and Change)

• The IB Learner Profile

• Embedding TOK

• CAS links

• Assessments, e.g., in-class, formative, summative, end-of-year, and mock examinations

• Possible educational field trips

• Public holidays and other anticipated disruptions to teaching and learning

• Teaching and learning resources.

However, to help you get started with this process, I have added some sample course outlines here.

There are three publications already available as physical textbooks and e-books, from Hodder Education, OUP (3rd edn) and IBID Press (5th edn). For a list of resources for the (new) Business Management course, please click the link here.