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THE CORE
THE CORE
The Theory of Knowledge (ToK) requirement is central to the educational philosophy of the IB Diploma Programme. It offers students and their teachers the opportunity to reflect critically on the different ways of knowing and areas of knowledge, and to consider the role and nature of knowledge in the student's own culture, in the cultures of others and in the wider world. As a reflective inquiry into different ways of knowing, and into different areas of knowledge, ToK is focused on a number of questions, the most central of these being: “How do we know [a particular knowledge claim] to be true?”
The critical reflection encouraged in students is used as a foundation for developing intercultural awareness and understanding. All Diploma Programme subjects aim to develop in students an appreciation and understanding of cultures and attitudes other than their own but, in their particular respect, ToK has a special role to play. Throughout the ToK experience students are required to demonstrate an awareness of the values and the limitations of their individual outlooks, and of the views common to the communities and cultures to which they belong, and so engage with another fundamental question: “What does it mean to be human?”
ToK also has an important role to play in providing coherence for each student’s IB Diploma Programme. Exploration of the nature of knowledge in ToK transcends and links academic subject areas, demonstrating for students the ways in which they can apply their own knowledge with greater awareness and credibility.
ToK encourages students to reflect on all aspects of their work throughout the IB Diploma Programme. For example, students reflect on the nature of poetic truth in literature and to contrast such truth with that obtained in other systems of knowledge - the historical fact, the scientific fact, or a mathematical proof. They also examine the grounds for the moral, political and aesthetic judgements that individuals must make in their daily lives. Emphasis is placed on the role of language, thought and on the development of the student's critical thinking skills.
Assessment involves an externally marked essay of 1600 words and an internally assessed class presentation.
This core requirement provides an opportunity for students to engage in an in-depth study of a question of interest within a chosen subject. The extended essay is an independent, self-directed piece of research, culminating in a 4,000-word paper. A total of approximately 40 hours of private study and writing time is recommended. It provides practical preparation for the kinds of undergraduate and postgraduate research required at tertiary level. From the choice of a suitable research question to the final completion of the extended essay, students must produce their essay within the defined constraints of time, essay length and available resources. Emphasis is placed on the research process, on the appropriate formulation of a research question, on selection and development of an appropriate methodology, on personal engagement in the exploration of the topic, and on communication of ideas and development of argument. It develops the capacity to analyse, synthesize and evaluate knowledge. Students are supported and encouraged throughout the research and writing with advice and guidance from a supervisor.
The Extended Essay must be completed in one of the subjects in which the candidate is registered.
Each student is supervised by a teacher whose role is to provide both academic and general guidance on time management and the overall structure and presentation of the paper. The teacher also ensures that the essay is the candidate's own work. The essay is externally assessed by an examiner appointed to the school, selected by the IB.
At ISHR Grade 11 students can participate in a class trip of which the Extended Essay is a focus. Various libraries, museums and institutions are visited which provide valuable resources for research.
While helping students acquire international perspectives and understanding is essential, it is also considered important to develop a “will to act” and the skills and values needed to make a positive contribution to society.
Education does not begin or end in the classroom. Creativity, activity, service (CAS) provides a framework for experiential learning and reflection about that learning. This process of application and reflection provides an opportunity to extend what is learned in the classroom and, in turn, for the CAS experience to have an impact on classroom learning.
All CAS activities are intended to develop self-confidence, commitment, determination, and to broaden horizons and enrich experience. The service component of CAS is particularly important to the IB philosophy as it is hoped that experiential learning through service, and reflection on that experience, will develop lifelong compassion and a willingness to help others. Students may directly or indirectly engage in work on global problems, or work with other people at a local level, developing their capacity to function collaboratively.
Educating the whole person includes exposure to artistic, recreational and sporting activities and the enjoyment of purposeful leisure. Students can include a wide range of activities in their CAS programme, provided they achieve an overall balance, incorporating all three elements either as separate activities or as parts of larger challenges.
A system of self-evaluation encourages students to reflect on the benefits of participation to themselves and to others.
Creativity includes arts, and other experiences that involve creative thinking.
Activity requires physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Programme.
Service is an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.
Students are asked to see CAS as an opportunity to develop many of the attributes described in the IB learner profile. For this reason, the aims of CAS have been written in a form that highlights their connections with the IB learner profile.
The CAS programme aims to develop students who:
enjoy and find significance in a range of CAS experiences
purposefully reflect upon their experiences
identify goals, develop strategies and determine further actions for personal growth
explore new possibilities, embrace new challenges and adapt to new roles
actively participate in planned, sustained, and collaborative CAS projects
understand they are members of local and global communities with responsibilities towards each other and the environment.
At ISHR each student documents and reflects upon their involvement in CAS activities. The CAS Coordinator, with help from the Diploma homeroom tutors, ensures that the programme runs successfully. The students organise and carry out a variety of extra-curricular activities throughout the year, both in and out of school. These activities are meant to challenge students on a creative and athletic level, as well as make them more aware of themselves as contributing members of a host of communities, both local and global. The overall goal of CAS is achieving a balance of mind, body and spirit.
There have been many successful projects resulting from CAS initiatives, including:
the ‘Play Pumps' Project (which has raised sufficient funds to purchase a water pump for a village in a less-developed region in South Africa).
the Uganda Club (which raises money for a small village school in Kampala, Uganda); ISHR students are in touch with both the school's director and its students
the ISHR chapter of MUN (Model United Nations)
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