Compulsory Elements

Creativity, Activity, and Service

The Creativity, Activity and Service (CAS) component of the International Baccalaureate is an integral part of the Diploma. Participation in the IB CAS requirement encourages students to be involved in creative pursuits, physical activities and service projects in local, national and international contexts. It takes seriously the importance of life’s experiences, requiring students to share their energies and special talents while developing awareness, concern and the ability to work co-operatively with others.

CAS extends students. It develops a spirit of open-mindedness, lifelong learning, discovery and self-reliance. It inspires a sense of responsibility towards all members of the community. It encourages the development of attitudes and traits that will be respected by others, such as determination and commitment, initiative and empathy.

CAS activities involve:

• Real purposeful activities with significant outcomes

• Personal challenge – tasks must extend the student and be achievable

• Thoughtful consideration, such as planning, reviewing progress, reporting

• Reflection on outcomes and personal learning

CAS Programme

The emphasis of CAS is on experiential learning through artistic, physical and service activities.

Creativity is developed through the Arts and other experiences that involve creative thinking.

Creativity may include:

• Coaching or umpiring

• Initiating new creative challenges

• Performing in the Arts

• Set design for drama or musical productions

Activity involves physical exertion, contributing to a healthy lifestyle.

Activity may include:

• Sport

• Individual fitness programme

• Community activities such as Relay for Life

Service is community or social service (voluntary and unpaid) and can include environmental and international projects and has a learning benefit for the student.

Service may include:

• Community service in/for institutions

• YMCA holiday programme

• Fundraising activities

The Creativity, Activity and Service Co-ordinators will guide students in meeting their CAS requirements. Students are encouraged to ask the CAS Co-ordinators for ideas for CAS projects.

The Extended Essay

The Extended Essay is defined as an in-depth study of a limited topic within a subject. Its purpose is to provide candidates with an opportunity to engage in independent research at an introductory level. Emphasis is placed on the process of engaging in personal research, on the communication of ideas and information in a logical and coherent manner, and on the overall presentation.

The recommended length of time for candidates to spend on the preparation and writing of the Extended Essay is 40 hours. Students are guided throughout their research by a supervisor.

The Extended Essay involves:

• Defining a suitable topic and research question

• Devising an outline plan for the research

• Accessing appropriate resources such as people, a library, a laboratory

• Gathering, analysing and evaluating information/data

• Writing an essay of around 4,000 words detailing research findings

• Having a viva voce (concluding interview) with the supervisor

Assessment

The Extended Essay is assessed by examiners appointed by the IBO. The general assessment criteria are concerned with how candidates manage aspects of the Extended Essay such as formulating a well-focused research hypothesis, gathering data which is relevant to the topic, engaging in systematic analysis/evaluation of the findings, presenting consistent argument/discussion and drawing clearly formed conclusions.

Theory of Knowledge

Aims

The aims of the Theory of Knowledge course are to:

• develop a fascination with the richness of knowledge as a human endeavour and an understanding of the empowerment that follows from reflecting upon it

• develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed, by communities and individuals

• encourage students to reflect on their experiences as learners, in everyday life and in the Diploma Programme and to make connections between academic disciplines and between thoughts, feelings and actions

• encourage an interest in the diversity of ways of thinking and ways of living of individuals and communities and an awareness of personal and ideological assumptions, including participants’ own

• encourage consideration of the responsibilities originating from the relationship between knowledge, the community and the individual as a citizen of the world.

The Course

Theory of Knowledge activities and discussions aim to help students discover and express their views on knowledge issues. These are questions that directly refer to our understanding of the world, ourselves and others, in connection with the acquisition, search for, production, shaping and acceptance of knowledge. These issues are intended to open to inquiry and exploration not only problems but also strengths of knowledge. Knowledge issues can reveal how knowledge issues can be a benefit, a gift, a pleasure and a basis for further thought and action, just as they can uncover the possible uncertainties, biases in approach, or limitations relating to knowledge, ways of knowing and the methods of verification and justification appropriate in different areas of knowledge.

Academic Honesty

The IB expects Diploma Programme candidates to exercise academic honesty in all of their work, which includes acknowledging any sources used within an assignment.

The IB General Regulations: Diploma Programme defines malpractice as behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment components. St Margaret's College assessment policies apply to all IB assessments.

International Baccalaureate Camp – compulsory

The IB camp takes place in the first term of the year. Costs and details will be provided later in the year.