Effective IB Category 1 workshop preparation begins before registration. Diploma Programme coordinators should select the correct role-specific workshop, provide current IB documents, protect participation time, and explain that Category 1 focuses on IB philosophy and programme implementation, not only subject content or examination technique.
Staff do not need to arrive as IB experts. They should understand their assigned role, know which course or responsibility they are taking on, and bring questions about how the DP will operate in their school.
What an IB Category 1 workshop covers
The IB describes Category 1 workshops as suitable for educators who are new to an IB programme, new to an IB role, or preparing to implement a programme. Participants develop foundational knowledge of IB philosophy, programme structure, relevant standards and practices, curriculum documents, and assessment procedures.
Category 1 is role-specific professional development. A chemistry teacher, TOK teacher, CAS coordinator, DP coordinator, and head of school have different responsibilities and therefore require different workshops. It is also not an advanced assessment masterclass; its purpose is to give new practitioners a reliable framework for beginning implementation.
Confirm the correct workshop before registration
Check the workshop title, programme, category, role, subject, language, curriculum version, and delivery format. A subject teacher should attend training for the course they will actually teach.
For schools seeking authorization, current IB candidacy guidance identifies role-based professional development requirements. The IB overview of DP professional development provides additional context.
Do not assume every staff member must always complete Category 1. Authorization requirements differ from ongoing expectations at authorized schools. The IB's guidance on meeting professional development requirements explains how relevant Category 1, 2, or 3 workshops may satisfy expectations in particular roles and school contexts.
What staff should know beforehand
IB philosophy affects classroom practice
Participants should review the IB mission, learner profile, international-mindedness, approaches to teaching, and approaches to learning. These ideas influence planning, classroom relationships, inquiry, reflection, academic integrity, and the development of independent learners.
The DP is interconnected
Teachers should know the broad programme structure, including six subject groups and the core components of theory of knowledge, the extended essay, and creativity, activity, service. They should consider how their subject develops conceptual understanding, research, communication, and self-management.
Assessment has distinct layers
Teachers should recognize the difference between formative assessment, school-based summative assessment, internally assessed work, and externally assessed components. They need not master every criterion beforehand, but they should bring the current guide and understand the main SL and HL assessment components where applicable.
Predicted grades, internal marks, moderation, and final grades are not interchangeable. Arriving with precise questions about these processes makes workshop learning more productive.
Active participation matters
Category 1 workshops are collaborative and task-based. Participants may analyse documents, discuss implementation scenarios, draft plans, and examine assessment expectations. Face-to-face participants are generally expected to attend all scheduled sessions, while online workshops have their own engagement and task requirements.
Coordinator preparation checklist
| Preparation area | Coordinator action | Why it matters |
|---|---|---|
| Workshop match | Verify programme, role, subject, category, and curriculum version | Incorrect training may not meet the teacher's or school's needs |
| Registration | Confirm names, emails, dates, access details, and time zones | Errors can prevent participation or disrupt completion records |
| Documents | Provide the current guide and relevant school policies | Staff need authoritative materials for workshop tasks |
| School context | Share the timetable, calendar, course offerings, and authorization status | Real context makes planning more useful |
| Protected time | Remove teaching, meeting, and supervision conflicts | Participants need to engage fully |
| Technology | Test the platform, audio, camera, and file access | Technical problems can limit virtual participation |
| Follow-up | Schedule a debrief and appoint a mentor | Learning must be translated into practice |
Teachers should have access to My IB and the Programme Resource Centre where applicable. The DP teaching resources page explains the official resource environment, and the IB workshop search tool lists current events by programme, category, language, and format.
Give staff a focused preparation task
Instead of assigning an unmanageable document folder, ask each participant to prepare:
- their exact role and course, including SL or HL where relevant
- three curriculum or assessment questions
- one concern about implementation in the school
- a draft course outline, calendar, policy, or role description
- one existing practice that may align with IB principles
This turns participants into active contributors and helps workshop leaders address genuine implementation needs.
Plan the follow-up
Within one week, hold a debrief. Ask the participant to identify three confirmed requirements, two recommended practices, one unresolved question, and one action requiring leadership approval. This prevents another school's local practice from being mistaken for an official IB rule.
Pair new teachers with experienced colleagues and schedule follow-up conversations during the first term. RevisionDojo's guide to supporting new IB teachers through mentoring provides a useful structure, while its guidance on IB department collaboration supports shared planning.
Retain certificates and update the school's professional development register with the participant, workshop, role, date, provider, and resulting action. These records support staffing, authorization, evaluation, and future training decisions.
Common preparation mistakes
The central mistake is treating attendance as the final objective. A certificate records participation but does not prove that a teacher can independently plan a course, apply assessment criteria consistently, or manage coursework securely.
Other problems include selecting the wrong curriculum version, failing to protect online learning time, and expecting one participant to train an entire department from memory. RevisionDojo resources for IB teachers can support implementation, but current IB guides and the Programme Resource Centre remain authoritative.
Conclusion
Strong IB Category 1 workshop preparation combines accurate registration, selective reading, protected participation, relevant questions, and planned follow-up. Coordinators should turn workshop learning into course plans, assessment routines, policies, and mentoring.
RevisionDojo's coordinator guide and IB resource library can support this work through shared resources, Questionbank practice, Study Notes, and Jojo AI, while official IB documentation remains the final authority.
Sources and referenced URLs
- IB workshop categories
- IB candidacy and authorization guidance
- IB Diploma Programme professional development
- Meeting IB professional development requirements
- IB workshop search tool
- IB teaching resources for DP educators
- RevisionDojo guide for IB coordinators
- RevisionDojo for IB teachers and departments
- Supporting new IB teachers through mentoring
- Strengthening IB department collaboration
- RevisionDojo IB resource library