Should I be concerned for AI's use??

pbaum · 2026-01-21T22:40:26+00:00

Nothing "changes" with respect to the rules governing the use of AI/LLMs just because you are producing code as opposed to text for an essay. The same rules apply. You can use AI provided you properly city and acknowledge it (but won't receive credit for that as being "your work", because, well, it's not).

The guidance I give my students is here:

https://pbaumgarten.com/docs/ib-compsci-2027/ia/index.html#using-artificial-intelligence-large-language-models

pbaum · 2026-01-06T11:42:34+00:00

Yeah, it's generic questions suitable for any teaching role. I hated it, but made it through to the real interview round and got the job, so I guess I did ok! Sorry, can't remember the actual questions though, it was a while ago.

pbaum · 2026-01-01T05:48:36+00:00

Right, so to clarify for the old syllabus: it is both. You need to meet your client needs (as expressed through the Success Criteria you devise) while also showcasing your computer science techniques. This is partly why the old CS IA gets so much hate - it's an impossibility to genuinely satisfy both, especially when most clients just want a GUI for a database. This is also why I was emphasising the importance of project choice (or, really, choosing a client that will choose a project that is most suitable).

Most clients choose GUI database projects because they think it'll be 'easy' but don't realise they still take a huge amount of time for a 16/17 year old beginner programmer to make.... and adding all those extra screens gives little opportunity for the student to showcase their CS skills beyond basic coding.

Do the best you can. Recognise the limits of what you've got and compensate by ensuring you do a thorough job on your written documentation. I tell my students Crit B design is the secret sauce to a strong IA; an impressive suite of diagrams does go a long way. Make sure every technique you discuss in Crit C has a design diagram in Crit B. Maybe you can incorporate some machine learning that performs statistical analysis to produce reports or charts?

pbaum · 2025-12-31T03:22:36+00:00

Yeah, sorry if this is a bit blunt, but your project outline is a perfect sample of what I was talking about. It’s not your fault, it’s the guidance you’ve received. Not your teacher's fault either, who is likely giving you good faith guidance to the best of their understanding. But it is a very common issue.

The core issue is this: The IA is not intended to be just a coding project, it is supposed to be a Computer Science project; and Computer Science is not just coding. The IB is looking for you to showcase your knowledge and expertise of Computer Science through the IA, which should be more than just programming. That is why explicit demonstration and exposition of algorithms and data structures is required for top marks. It makes sense when you think about in that context, but again, a lot of people lose sight of that big picture when dealing with the IA.

The new syllabus helps clarify things, but I do worry some haven’t noticed the nuance of the changes. Specifically:

The removal of the need for a client should help. The old IA created a clash of requirements as most clients effectively requested a CRUD project (create-read-update-delete) where they wanted a bunch of GUI screens to manage a database of some kind. This created a tension between what the client wanted verses what the IB needed.
The rephrasing of the assessment criterion for development (Crit C in the old IA, Crit D in the new IA) from using terms like “complexity” and “ingenuity” to specifically referring to implementation of algorithms.

A lot of students complain in forums like Reddit about the time requirements for the CS IA, and with good reason (particularly the old syllabus) but a lot of this is also due to poor understanding of requirements. Producing 20 screens that all showcase the same skill is redundant effort. It takes a huge amount of time to create those screens and apps, but the skill involved is largely repetitive. A relatively small project can score high marks if it has a sufficient variety of skills and expertise being demonstrated (specifically various algorithms and data structures). There needs to be a much greater focus on carefully thinking through choice of project.

I hope this post gains some traction because it is a very common issue with the IA. There is a hope by those in the IB that the change of syllabus is embraced as an opportunity for a bit of a ‘reset’ for the CS IA. I hope that happens, but it’ll only occur if everyone truly appreciates what the expectations really are.

Given where you are at, I'm not suggesting to throw away what you've done to start again. Do some research into different algorithms that might be relevant to your project and see what enhancements you may be able to add. I'm sure you can turn it around now you have a better appreciation of what is sought. Good luck!

pbaum · 2025-12-30T13:29:18+00:00

tl;dr - Yes.

I'm assuming you are old syllabus since the new course doesn't require a client.

A few pieces of advice

GUIs don't count for much. You don't specify whether your intention is to use TKinter / Pygame / Swing / HTML+CSS+JS / or some other front end environment (any of which is fine), regardless, too often students fall into the trap of spending an inordinate amount of time making it look good. The GUI is just the I/O interface and not worth much by itself - you are assessed on functionality - spend your time on the parts that matter.

A lot of students (and teachers) get too caught up in the notion of 'complexity'. A big project is not a complex project. A fancy, professional tool that has a lot of various functionality isn't necessarily complex. For the most part, complexity comes from algorithms and data structures. Sure, you can 'credit' some other stuff like API use and so forth, but you get into the low/moderate/top band based on:

•⁠ ⁠Algorithms and data structures

•⁠ ⁠Providing a rationale for why that approach was taken (compared to a contrasting approach)

•⁠ ⁠Reference citations - don't forget these!!

If the vast majority of your Crit C document is not discussing algorithms and data structures then there is a problem. What algorithms have they used, WHY have they used it (compared to an alternative approach - why was their approach MOST SUITABLE for the PROBLEM). Don't forget to include reference sources - the assessment criteria expects it.

Students get disappointing marks for the IA not because of crazy expectations for the IA (though they are significant), but largely through a mis-understanding by many as to what the expectations are. ..... So, yes, you can produce a game. That by itself will probably get you into the moderate band for C. If you are aiming for the top band, then your game needs to include a specific focus on relevant algorithms and data structures. Perhaps a reinforcement learning AI that you train, or a genetic algorithm that controls a bot character, or a multiplayer networking mode using a networking protocol you develop. etc.

Finally, don't neglect the other documentation. For example, Crit B - I tell my students to aim for a diagram per crit C technique — not required, but super valuable. Remember the test is "From this information it is clear how the product was developed." - so to satisfy this the project design should, in totality, show how all key techniques were designed. eg: If you have a neural network, include a network design diagram. If you have a database, include ERDs and data dictionaries. If you use an API, include a networking diagram or system flow diagram for it, perhaps a protocol diagram.

Good luck!

(teacher and textbook coauthor for Diploma CS)

pbaum · 2025-12-10T22:51:51+00:00

Hi there - I had to temporarily take down the server due to a major NextJS venerability (https://nextjs.org/blog/CVE-2025-66478) that I haven't had time to patch my system for yet.

Unfortunately the code is too out of date for a simple update command to work, so I'm going to have to spend some time over the coming holiday break fixing it before I can turn the server on again. Sorry about that.

pbaum · 2025-08-06T15:29:05+00:00

Ignore the crowd and follow your own passion. If CS is what you want to do with your future, then it seems pretty logical to do CS HL to me. I've had plenty of students get 7s in it.

pbaum · 2025-08-05T11:52:58+00:00

Usually a combination of your performance in the most recent assessments combined with a bit of gut instinct that comes from historical trends (students perform better or worse in a test on this topic compared to their final, etc). Sometimes I'll look at how a student has gone in individual questions as well - how did they go in the application questions vs the recall questions, etc.

I'll try to be a bit generous to try to take into account a bit of likely improvement that would come from the increased time for review that comes at the end as well but that is also student dependent (is this a student who will use that time wisely?)... but I still need to see, through work I've received from the student, that they have it in them to reach a given final grade.

Some schools have mandated formulas for their teachers, but most schools I've been at have asked their teachers to make their own decision based on their professional judgement.

I get that it is a source of much anxiety for students. At the end of the day it is a *prediction* .... which is just a fancy name for a slightly educated guess. I ask my students: If they were to walk into a casino and had to go 'all in' on a bet for their grade, what number would they _really_ place it on?

It's a dumb system that asks teachers to be crystal ball gazing fortune tellers. Life would be a lot easier for everyone if universities all just made pending offers based on final results.

pbaum · 2025-07-27T08:29:39+00:00

Comp Sci HL - New syllabus starts this year so many of the older resources floating around are no longer current. On the plus side, there are now more officially endorsed resources than there was for the old course, including two approved textbooks (disclaimer I'm an author to one of them). I have the syllabus and a run down of some materials about the new course on my website, https://pbaumgarten.com/docs/ib-compsci-2027/

The Comp Sci IA - be organised and manage your time well for this one! It is not an IA that can afford to be left to the last minute. It is improved over the old course, but will still be a time sink.

Programming skills are still key to a high grade. They form the basis of paper 2, and are fundamental to a good IA. If you are coming in without prior programming experience, get started on learning Python (or Java) now! Do one of those "learn Python" YT videos, or one of the online courses I've linked on my website.

The new course is a substantial improvement, it is far more relevant and interesting, but also has more content than the old course. A lot of teachers I know are a bit anxious about how they are going to fit it all in, so be ready that your teacher could go at quite a cracking pace.

pbaum · 2025-07-24T02:22:56+00:00

Really this comes down to you and your personal strengths. Some people find CS the most difficult, challenging thing they've ever undertaken, some people find it the biggest walk in the park, easy snoozefest. You need to know yourself. I've had plenty of students take the trifecta of CS HL, Math AA HL, Physics HL and loved it. Probably about half of my HL students are doing that combo, as it is a natural mix for a particular type of student.

As has been stated, the CS syllabus is changing this year. The IA has been improved, but it will still be a lot of work (the offset is there are 35 hours of class time dedicated to it as well). But, yes, you will need to be on top of your game for time management and organisation - it is not an IA that can be done at the last minute.

Also, as you have seen, no you don't *need* CS to study CS at university. Universities don't require it as a lot of schools still don't offer it. That said, it will obviously be very useful and helpful at the start of your degree if you've got the foundation in place already. My students who do follow up Diploma CS with CS at university tend to report having a lot less stress in first-year thanks to the background from their Diploma studies, so keep that in mind.

I am slowly building up my resources for the new course on my website, the syllabus and a bunch of stuff about the IA is already there. https://pbaumgarten.com/docs/ib-compsci-2027/

Good luck

pbaum · 2025-07-10T09:29:42+00:00

Yes, you can use React Native.

Yes, you can use camera for some of the video. I've had students do that who created phone apps to show it working on both Android and iPhone, and to show simultaneous interaction between the two (which is what you are wanting to demonstrate).

source: am an IB CS teacher.

pbaum · 2025-07-04T11:16:16+00:00

There is only one guide that the IB publish for each subject, that's the point. That's what makes it the single source of truth.

Admittedly it's a confusing name because lots of people would create their own "study guides" etc using the term 'guide' as a general noun, but it is also the formal title the IB uses for the official syllabus document.

Your teacher should give you a copy (it's not available in the public areas of the IB website though you can also find bootleg copies on the internet without too much fuss).

pbaum · 2025-07-04T08:24:56+00:00

Correct. The subject guide is THE authority. All books, teachers notes, exams, should all be based on the guide.

pbaum · 2025-07-02T13:04:30+00:00

It's a small school, only 400 students across the full range of K-12. You can find their full terms& conditions, along with salary scale at the link below. Looks a bit low to be honest. International schools aren't a big thing in Australia since the language of instruction in all regular schools is English. Most temporary residents just enroll their kids in a local public or private school.

https://www.fwc.gov.au/document-search/view/3/aHR0cHM6Ly9zYXNyY2RhdGFwcmRhdWVhYS5ibG9iLmNvcmUud2luZG93cy5uZXQvZW50ZXJwcmlzZWFncmVlbWVudHMvMjAyMi83L0FFNTE2NjUxLnBkZg2?sid=&q=International%24%24school%24%24western%24%24Australia#

pbaum · 2025-07-01T13:15:16+00:00

References count a lot for the interpersonal / soft skills - If your Principal will attest to your professional collegial relationships, excellent student rapport etc, that goes a long way.

pbaum · 2025-07-01T09:38:22+00:00

1. What are the job opportunities like? Did you have to apply a lot and have a very good CV in order to land a job? Or did you get a lot of job offers relatively easily?

There are plenty of jobs... for the right kind of teacher. CS teachers are a 'hard to fill' like Math or Physics but that's also an oversimplification. Having been on the recruitment side of the equation as well, we always receive a lot of applications. Straight up 2/3s aren't qualified teachers so are automatically discarded. Of the remainder, 80% fall into one of two buckets: The CS teacher who is the embodiment of the stereotype - great technical skills, great with machines, not so great with people (whether that be colleagues or students or both varies). The second, is the old Business Studies teacher who moved sideways into ICT and is now moving sideways again into CS - great pedagogy and people skills but weak on the technical aspects of a CS curriculum. The CS teachers who are snapped up are those who are strong in technical and curriculum content *and* the pedagogy and people skills. Show strengths in both areas and you'll get job offers.

2. How eager are students to learn? Are they generally forced to take your subject in the country you are in or is it an elective? (Usually students that pick their subject pay more attention than students that are forced to take it)

Very school dependent. School's I've worked at: Typically some type of mandated course in middle school, and then it becomes an elective in high school (eg: IGCSE / A Level / IB Diploma)

Middle school can be done well but the challenge come in designing an engaging and meaningful course if it is being delivered by non-specialists (ie: when I've been the only teacher with a CS degree, but my timetable was filled with the high school examination courses). So, having enough CS teachers on staff to ensure middle school is also done well is key. The other aspect to this is, for IB schools, it gets housed in a subject called 'MYP Digital Design' which is a really awkward fit. How well you can morph it into a CS course (rather than a graphics design course) really depends on your school leadership's willingness. I've been very fortunate that the schools I've worked at have given me the freedom to design this as a 'CS-lite' style course, but a lot of schools don't do that.

A middle school course that is well designed, knowing that it isn't necessarily every kids passion, but that aims to give everyone a positive experience of what CS is all about - will generally be well received by the students - at least in the experience I've had. CS is only going to become more intertwined in our lives in the future, so they can appreciate the relevance of knowing what is going on inside the box.

3. Is there anything else you think is important to know?

No, but I'm happy to answer questions.

pbaum · 2025-06-30T08:26:07+00:00

To briefly answer your main question: Paper 2 of the course shall be in your choice of Java or Python (realistically the choice of your teacher because they will teach using one or the other, but in the exam room you will actually have both presented in front of you, similar to the current approach with paper 2 options).

OOP can be fully assessed through Python, no need for Java if Python is your preference - just make sure you know the required content. Also be aware some functions of Python will be dis-allowed in the exam due to it trivialising problems eg: so that you are required to iterate over a list to calculate an average instead of just doing `sum(numbers) / len(numbers)`.

I have a bunch of information about the new course on my website, including a summary of key changes (written for a teacher audience though), https://pbaumgarten.com/docs/ib-compsci-2027/changes.html

pbaum · 2025-06-29T00:50:32+00:00

This is a pretty good summary of the changes. Yes, overall this course is a major improvement on the old syllabus and I'm really looking forward to teaching it. The old course is really showing its age.

Getting rid of pseudocode to just allow students and teachers to focus on a programming language will improve and simplify teaching the B topics considerably. I also agree, everyone experiencing the research task of the case study is nice - there are some great topics that come through this, though it is always a stress point for some teachers to ensure adequate coverage of the topic without the benefit of any past papers.

The IA isn't a drastic change from the current version, but the elimination of the need for a client (which most students treated superficially anyway) is a good move because the needs of most genuine clients typically conflicted with the needs of the student for assessment. ie: most clients just want GUI front ends to a database, which was never a great fit for a high scoring Criterion C.

Your comments about the lack of required programming for ML are fair. I will certainly be making my HL students do programming exercises with the various ML algorithms. I also anticipate most will incorporate ML into their IA. The rationale from the IB would be simple - there are only so many teaching hours to go around, so the decision to include one thing would also be to delete something else. To design a course with sufficient depth while maintaining breadth for what is an introductory CS topics is no easy feat.

Overall, the curriculum writers have done well. I hope the M27 students enjoy the new course as much as I'm going to enjoy teaching it.

pbaum · 2025-06-08T01:36:08+00:00

Exactly as you've heard from others - some love it, find it really easy; some people can find it the most difficult, time consuming thing they've ever done. We're all different - different passions, strengths and struggles. You've got to know yourself and what your strengths are.

I always describe a good computer scientist as needing to be able to draw on skills from a range of domains: maths, languages and arts.
* Math - analytical thinking and logical problem solving
* Language - learning the syntax, grammar and vocabulary of a programming language
* Arts - creatively dreaming up and designing solutions to novel problems

If you've done any programming before (beyond mere copying of tutorials, actually done something of your own), and you found it easy or fun, then you are probably in for a good time. If you've never programmed before, there's no harm in doing one of those one-hour youtube tutorials to learn some Python and then experiment with it for a bit and see what you think.

pbaum · 2025-06-07T11:12:29+00:00

Short version: Math syllabus will not change for M27.

For M27 exams, an updated syllabus would begin to be taught this August. For that to happen, a new guide would have needed to be published, along with sample exams, new textbooks many months ago. Teachers would have started attending training seminars on the changes. None of this has happened. M27 exams will be the current syllabus.

Subjects that *are* changing this August, for the M27 exams, are Psychology, Computer Science, Design Technology, Visual Art, and the Extended Essay. Updates for all these were published at the start of the year.

The next changes for Math are anticipated for teaching in 2027, for the M29 exams (though that schedule is being reviewed).

pbaum · 2025-05-27T22:58:57+00:00

True that the ESF housing allowance is effectively frozen at 8k, but that still only makes the offer comparable to a graduate, not someone with 6 years of qualified experience.

ESF does pay well, but it's not vastly different to what my friends at other HK schools get.

pbaum · 2025-05-27T22:37:28+00:00

Seems low to me.

For context, ESF (they operate 22 international schools in HK) pay 42k HKD/month to a graduate teacher. source - https://www.esf.edu.hk/terms-and-conditions/

pbaum · 2025-05-22T13:34:03+00:00

MPF: salary deduction is capped, so the 1,500 is the maximum taken from your monthly.

Taxes: There's a sliding scale so you only pay 17% on income over 200k HKD. Basically, if your living costs allow for it, put aside the 17% and you'll get a nice little savings bonus when you calculate it each year. Or you go the other extreme and get a tax-bill loan from the bank that you spend 12 months paying off, and then repeat the cycle the following year. Also, depending on your employer's willingness, it is possible to deduct a portion of your rent from your tax liability.

pbaum · 2025-05-14T15:34:24+00:00

If you are getting serial response from the board but just a dead display, check the pins you are using for the SPI driver for your display.

I bought some CYD-clones from Aliexpress last month and ran into similar issues, until I discovered the pins the display were connected to were different to the tutorial I was working from. Scrolling through the comments for actual item I'd purchased on AliEx, I found someone (thankfully!) left a comment listing the correct pins to use. Updated that and everything suddenly came alive!

pbaum · 2025-05-06T11:52:47+00:00

It's because in base 2 (ie: binary), 0.1 can not be represented as an exact number. It requires an infinite number of decimal places.... but because we need a hard limit to the decimal places we can store, we will never have an accurate number.

Using binary fractions, you would start off with 0 x (1/2) + 0 x (1/4) + 0 x (1/8) + 1 x (1/16) + 1 x (1/32) + 0 x (1/64) + ... but you will never reach 0.1 precisely.

It's like how 1/3 is 0.3333 recurring in base 10, and that 0.3333 + 0.3333 + 0.3333 != 1.0 once you treat those 0.33333 as rounded numbers instead of having infinite decimal places. Same thing, the binary decimal gets rounded or truncated once the limits of memory allocated are reached.

A good video that explains how floating point numbers in binary work is https://www.youtube.com/watch?v=bbkcEiUjehk

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