User interface language: English | Español

Date May 2018 Marks available 2 Reference code 18M.3.HL.TZ0.1
Level HL Paper 3 (model questions) Time zone no time zone
Command term Describe Question number 1 Adapted from N/A

Question

Students should be provided with the pre-release document ahead of the May 2018 HL paper 3 examination, this can be found under the "Your tests" tab > supplemental materials > May 2018 HL paper 3 pre-release document: Accessibility.

 

Improving the accessibility to the curriculum for children with special educational needs and disabilities (SEND)

 

Source 1: Tayton School

Tayton School is a primary school that teaches 500 children aged between 5 and 12. There are three classes in each year group, with a maximum of 24 students in each class. The school’s motto is “Education for Everyone”, and inclusion is at the heart of the school’s mission.

The school’s Inclusion Department consists of five full-time staff, led by Sandra, and 10 learning support assistants who are active in working with the children. Sandra has recently produced a report on the students with special educational needs and disabilities (SEND) in the school, in which she found that the increasing numbers of students, and the types of SEND, means that the schools needs to invest in expanding the amount of support for the students (see Table 1).

Table 1: SEND at Tayton School

Sandra’s report argues that, next year, the work of the Inclusion Department would be more effective if the school purchased educational digital technologies, such as social robots and assistive technologies.

 

Source 2: Social robots in education

Sandra researched social robots and came back to the department meeting with this information:

In 2020, a report on the use of social robots in education was published by a prestigious university professor, who concluded that social robots have the potential to be a key player in education in the way textbooks and whiteboards have been in the past. A social robot has the potential to support students in ways that could never have been envisaged 20 years ago. However, there are significant technical limitations, particularly linked to the social robot’s ability to interact with students, that will restrict their usability for the next few years

 

Source 3: Mary sees the positives

Mary, one of the learning assistants at Tayton School, says:

“As a parent of two school-age children, I think the potential introduction of social robots has both advantages and disadvantages. My children thought the idea of having a robot that sits with them very exciting, and I think they would do what the robot asks without questioning it. The robot will also be much more patient while they are learning their times tables!” (See Figure 1).

Figure 1: Students interacting with a social robot

[Source: pexels.com]

 

Source 4: James has doubts

James, another learning assistant at Tayton School, is wary of the overuse of digital technology in schools for children with special needs based on his experiences in other schools. He has found some research that supports his ideas.

[Source: pexels.com]

Identify two characteristics of a social robot that will make it accepted by students.

[2]
a.

Tayton School has 30 students with attention deficit hyperactivity disorder (ADHD).

Describe one assistive technology solution that could be used by these students.

[2]
b.

Markscheme

Answers may include:

Award [1] for each characteristic of a social robot identified up to [2] max.

a.

Answers may include:

 

 

 

Award [1] for identifying an example of an assistive technology solution and [1] for the description of that assistive technology up to [2] max.

b.

Examiners report

[N/A]
a.
[N/A]
b.

Syllabus sections

Topic 3: Content » 3.7 Robots and autonomous technologies
Topic 3: Content

View options