Brad Cartwright

Hi Everyone, 

Welcome back. Or... almost back.

Wherever you are in the world, whether your year is already underway or still a few weeks off, this is that moment when the shift begins. You start glancing at your planner again. You start waking up just a little earlier. You start thinking about that first day.

And for IB teachers, the scope of the coming year hits quickly. 

Two-year timelines. Internal Assessments. Extended Essays. Predicted grades. Workshops. Mocks. And all the moving pieces in between.

But before we get caught in the momentum of what’s next, I want to offer a simple reminder—something I wish I had really understood early in my IB journey:

Start slow to go far.

A Two-Year Course Deserves a Two-Year Pace

When I first started teaching IB Economics, I felt the need to rush.

To race through Microeconomics.
To tackle every diagram right away.
To squeeze analysis and evaluation into the first few months.
To keep moving so students “wouldn’t fall behind.”

But what I’ve learned over the years is this: The pace you set in the first eight weeks defines the tone for the next two years.

If you go fast, they’ll feel like they’re behind from the beginning.

If you go slow—but with purpose—they’ll feel grounded. Capable. Curious.

And they’ll go far.

Start with Connection

Start the year by connecting—not just to the syllabus, but to your students.

What do they know about Economics?
What do they care about in the world?
What kind of students are they?
What kind of people are they?

Set aside time to talk about the world—what’s happening, what they’re noticing, what questions they have. 

The IB is about global-mindedness, but that only happens when we give students space to look outward.

Take your time with this. 

Because when they trust you, they’ll take risks. 

They’ll write better reflections. They’ll ask more thoughtful questions. And they’ll walk into the exam room two years from now with more confidence—and more character.

Focus on Skills, Not Just Content

Yes, there’s a lot of content to cover. But the Five Essential Skills matter more.

Start by helping them master the diagrams.

Build the vocabulary slowly and intentionally.

Teach them how to explain an idea clearly—how to analyze it, how to evaluate it.

Everything else can build from there.

If students feel confident in the structure of how to think, they’ll be able to apply it to any part of the syllabus.

Reimagine the First Day

Instead of passing out the syllabus and jumping into definitions of scarcity and opportunity cost, try something different.

Ask them what they believe causes inequality in the world.

Ask them what they think makes an economy thrive—or collapse.

Ask them what questions they have about the way the world works.

And let that be your starting point.

You’ll get to the models. You’ll get to the assessments. 

But if you begin with intrigue and relevance, the rest of the course will have a foundation that matters.

You Set the Pace

As IB teachers, we hold so much structure in our heads. So many deadlines. So many demands. 

But our students? They don’t see any of that.

They just see the way we walk into the room.

So set the pace you want to keep. Go slow. Be clear. Be kind. Build trust. Focus on what matters.

And the rest will follow.

Here’s to a meaningful start, wherever and however your year begins.

I hope you are well.

See you next week.