IB DP History exam changes: A comprehensive guide to Paper 1, 2 and 3 and the Internal Assessment

This blog post explores how the new IB DP History exams will exemplify both continuity and change between the legacy course and the new one being implemented later this year, for first assessments in 2028. It covers:

1. Ideas shared by Pearson IB DP History authors James Barrassso, Sheena Verghis Joshy, and María Soledad Texidó during their webinar on Monday, February 16 2026: watch the webinar on demand.
2. How Pearson’s new History for the IB Diploma Programme series can help prepare students and teachers for the new Paper 1, 2, and 3.

Paper 1: an excellent tool to introduce historical thinking

Beginning the course with Paper 1 topics is a clever way to develop students as historical thinkers.

Paper 1 remains as source-based questions, also sometimes called document-based questions (DBQs). However, beginning with the 2028 assessment, more targeted questions will replace the larger compare/contrast and OPCVL (Origin, Purpose, Content, Values, and Limitations) questions that are part of the legacy course. This new approach will distinguish students’ mastery of specific skills in more precise ways.

Let’s be clear: the OPCVL is gone.

OPCVL thinking could still be a valuable teaching tool. However, it is no longer an assessment. Elimination of the OPCVL might be one of the biggest adjustments.

Veteran IB DP History teachers will need to adjust their approaches to the new assessment in several ways.

This includes:

1. eliminating the OPCVL questions
2. reducing the number of sources to three
3. not guaranteeing a visual source (all three sources could be text-based)
4. eliminating the assessment of external knowledge in the final essay question.

This new approach helps to evaluate students’ mastery of specific skills rather than bundling multiple skills within a larger exam prompt.

Quick guide to key changes to Paper 1

What stayed the same?

• HL and SL students will take the same Paper 1 exam.
• It remains a source-based assessment.
• The first question is a comprehension question.
• The last question is a longer, synthesis question.
• Analysis and evaluation skills are still required in questions 2 and 3.
• The IB Subject Guide still requires all “bullet points” to be taught in both studies.

What’s new?

• The “OPCVL” question has been removed.
• All questions will be the exact same except for the Inquiry Question.
• All three questions in the examination ask the student to consider how the sources can be used to address the Inquiry Question.
• Only 3 sources.
• Outside knowledge is not formally assessed in the new mark scheme.
• No guarantee of a visual or a chart as a source.

Advice to teachers

One pro-tip is to teach source analysis throughout the course, not just when you are teaching Paper 1 content. This helps to develop students as historical thinkers. Plus, Paper 1 skills overlap with the Historical Investigation Internal Assessment (IA).

Source analysis activities are embedded throughout Pearson’s History for the IB Diploma Programme series.

One sample activity that helps students practice Paper 1 skills while teaching Paper 2 content can be found below. This activity is found in the Mao Zedong chapter of Authoritarian Rule (from 1750 CE onwards).
 

You could have students create their own Paper 1s in collaborative learning groups, with mark schemes, as formative or summative assessments.

Paper 2: World Studies where conceptual understanding is crucial

There are several big changes for Paper 2 in the new 2026 IB DP History Course. In summary:

1. Students must explore only one Paper 2 thematic study instead of two (a significant reduction in content).
2. There are no prescribed examples that must be taught.
3. The “contemporary rule” is abolished – though Pearson authors warn teachers that contemporary case studies bring major limitations for students attempting to analyze the consequences of historical events.

Paper 2 still requires case studies from multiple world regions using the same regional demarcations as the previous Subject Guide.

Success on Paper 2 depends upon a rich understanding of both concepts and diverse perspectives. Pearson authors recommend that teachers choose diverse and relevant examples for their school’s context (for example, incorporating local examples, considerations for meeting state education requirements).

Concepts and conceptual understanding are crucial to Paper 2 success.

“Don’t teach concepts in isolation,” advises Pearson author and experienced IB examiner and workshop leader Sheena Verghis Joshy. She also suggests that teachers “project history-specific concepts at the end of each unit in order to prompt discussions between content and concepts.” Teachers should “encourage students to make connections between examples studied as well as the specific concepts. This definitely comes up in the assessments.”

Quick guide to key changes to Paper 2

What stayed the same?

• Focus on studying a minimum of two regions.
• Regional identification of Asia and Oceania, Africa and the Middle East, Europe, and the Americas.
• The popular “War” and “Authoritarian States” paths remain available under slightly different names.
• Essay-writing component for assessment.

What’s new?

• There are no prescribed examples.
• Permitted to select contemporary examples.
• Focus on one Thematic Study.
• Less focus on long responses.
• Concept-based questions for Section A and Section B Thematic Questions.

Advice to teachers

Encourage discussion of conceptual understanding, diverse perspectives, and evidence to allow students to reach their own judgements.

Conceptual focus boxes are found throughout Pearson’s History for the IB Diploma Programme series, helping draw students’ and teachers’ attention to conceptual questions needed to address Paper 2 assessment prompts.

Here are examples found in Pearson’s books Conflict (from 750 CE onwards) and Authoritarian Rule (from 1750 CE onwards).

Each Thematic Study gives greater choice for teachers to select diverse, relevant examples for their context.

Additionally, Pearson’s Paper 2 books are aligned to the Inquiry Questions from the Subject Guide and each chapter includes practice exam questions with writing tips for Paper 2 essays. 

Paper 3: HL Regional Studies Topics

Paper 3 is the paper that remains the most similar compared to the current Guide because it is an essay writing paper, only for HL, and grounded in regional topics the same as now.

Perspectives remain an important historical concept for Paper 3 success. However, veteran teachers have two big changes to adjust to:

1. The new Paper 3 is two hours rather than three.
2. The new Paper 3 is two essays instead of three.

Hopefully, this provides students more time to think and leads to more authentic answers. During our webinar, we advised teachers to push students to take clear positions when answering “to what extent” questions. Answers like “medium extent” are viewed as not having the level of thought expected.

Quick guide to key changes to Paper 3

What stayed the same?

• Focus on essay writing.
• Each essay is still worth 15 marks.
• Evaluation of different perspectives is still emphasized.

What’s new?

• Two essays, instead of three essays, in 2 hours, allowing students more time to think.
• The mark scheme is streamlined and simplified.
• Not all topics have accessible historical scholarship, so formal mention of “historiography” is not required.

Advice for teachers

Teach the History Concepts explicitly from the beginning of the course, with particular emphasis on understanding different perspectives.

Focus on teaching the “To what extent” command term. This can be done in formative assessments and class discussions, not only in essays. Have students make strong judgements, don’t go halfway, and avoid “medium extent.”

Pearson is publishing four Paper 3 resources to support learning about regional topics. These resources include text boxes highlighting different perspectives and exam practice opportunities that can be helpful to students and teachers.

Europe and the Americas are covered by Student Books. Pearson is also publishing two digital Teacher Packs to support studies of Africa and the Middle East, as well as Asia and Oceania. Get details of the Regional Studies that they cover here: https://www.pearson.com/content/dam/one-dot-com/one-dot-com/international-schools/pdfs/international-baccalaureate/ib-diploma/history/IBDP-History-Contents-listing-March26.pdf

Historical Investigation Internal Assessment (IA)

The final assessment for the IB DP History course remains the Historical Investigation. It is still a pillar of the course, helping students to develop their self-management and research skills.

“I love the History IA. I believe this makes our course unique,” says Pearson author James Barrasso. During the webinar, he praised the IA because, “the idea is that we have taught them the skills throughout the course so they can execute their own.” Barrasso, a senior examiner for IB History, suggests that the new course provides enough time that teachers could even decide to do multiple History IAs. “It doesn’t always have to be the one that’s submitted at the end. So, you can build in practice.”

One significant change to the new History IA is removal of the 10-year contemporary rule. The new Subject Guide drops this traditional constraint, introducing new opportunities and challenges for students. Even contemporary topics must be treated “historically”, which presents a level of nuance that could prove challenging for high school History students. There is a real risk that IB History students will drift into framings more suited for IB Global Politics.

The Part C reflection has also disappeared. I count this as a win since many students confused this historical reflection with Creativity-Activity-Service (CAS) reflections required as part of the IB DP core. This has been replaced by a more purposeful and better named section on synthesis and evaluation of sources (a reminder that Paper 1 skills are never far away).

Quick guide to key changes to the IA

What stayed the same?

• Student agency to choose their own topics.
• Includes source analysis.
• Students are required to make a historical argument that considers different perspectives and synthesizes various sources.
• Work must be referenced.

What’s new?

• There are no formal date constraints on the student’s choice of topics (no more 10 years rule).
• New Guide refers to “contemporary topics” within the last 20 years. These topics must be treated “historically”.
• Students must connect their Inquiry Question to one or more of the History Concepts.
• In Section 2, the student can use up to 7 sources.
• There is an attempt to get the students to use AI ethically.

Advice for teachers

• Assess historical investigations throughout the course.
• Have students prepare an “annotated bibliography” during the research process.
• Understand how to treat a topic “historically’.
• Encourage the use of all types of historical sources, including personal interviews for local contemporary topics.
• Explicitly teach and practice ethical uses of AI throughout the course.

Now it’s your turn

Veteran teachers will need to consider carefully how they revamp their syllabi to meet the requirements of the new assessments. Pearson’s authors – experienced IB History teachers who contribute to curriculum development and assessment – have been considering ways to best teach the new content, concepts, and skills while adapting to revised assessments meant to measure all three.

Assessments are a key part of measuring success; but assessments are not the course.

There is a real temptation to teach Paper 1, 2, and 3 in that order. Prioritising test prep rather than content, concepts, and skills can be attractive, especially if short on planning time. It is also a missed opportunity. Building true inquiry cycles is a reminder that assessments are not a curriculum. Course redesign is an opportunity to move beyond mindsets like, “I’m teaching Paper 2 right now.” Taking time to understand changes to the curriculum and assessments means we can build purposeful inquiry units that offer in-depth exploration aligned to the Paper 1, 2, and 3 assessments. It means teachers can do better than endless mock exams or drill-and-kill exercises due to burdensome amounts of content.

Intentional course planning means building and reflecting on ways to optimise learning experiences for students. For example, analyzing sources – a Paper 1 skill – can be taught and reviewed even while teaching Paper 2 and Paper 3 content. Retraining workshops, professional networks, and the months between now and first teaching in August 2026 provide an opportunity for intentional redesign that might mean papers are taught out of numerical order.

Year 1 IB DP History is a time to develop historical thinking, connections to Theory of Knowledge (TOK), and historical debates. As you move through Year 2, test-taking strategies have a greater priority. Designing an intentional progression is key to developing well-rounded IB learners who will be the globally-minded ethical leaders of the future.

Try Pearson History for the IB Diploma Programme

All Student Books from the series are available to trial now. Start your free trial now.

Further reading

Read the first article in this series, New IB DP History Guide: Exciting dilemmas.

Read the second article in this series, Conceptual Learning: an increased emphasis in the new DP History course.

Read the third article in this series, Significance: which stories should be told in the new IB DP History course?

References

James Barrasso, María Soledad Texidó, and Sheena Verghis Joshy. “IB History 2028: What has changed and what it means in our classrooms,” Webinar, Pearson, February 16, 2026. https://www.pearson.com/international-schools/events/2026/02/ask-our-authors-about-the-new-ib-dp-history-subject-guide.html