IB Diploma. Scots College COURSE HANDBOOK THEORY OF KNOWLEDGE

Transcription

1 IB Diploma COURSE HANDBOOK THEORY OF KNOWLEDGE 2015

2 1. Academic Aims ToK students should: develop an understanding of why critically examining Knowledge Claims is important develop a critical capacity to evaluate beliefs and Knowledge Claims become aware of the interpretative nature of knowledge, including personal and ideological biases consider that knowledge may place responsibilities on the Knower understand the strengths and limitations of individual and cultural perspectives develop a concern for rigour in formulating Knowledge Questions, and for intellectual and academic honesty 2. Academic Objectives ToK students should: demonstrate an understanding of the strengths and limitations of the various Ways of Knowing, and of the methods used in the different Areas of Knowledge demonstrate a capacity to reason critically make connections between personal experience and different Ways of Knowing and Areas of Knowledge demonstrate an understanding of knowledge at work in the world identify values underlying judgements and Knowledge Claims pertinent to local and global issues demonstrate an understanding that personal views, judgements and beliefs may influence their own Knowledge Claims and those of others develop an interest in learning as a lifelong process Page 2

3 3. Course Schedule Year 12 Year 13 Term 1 Introduction to Knowledge Claims, Knowledge Questions Friday March 20: ToK Day (PAP, JAC, WHI) April: Mini Presentations (Check 1) Ways of Knowing Faith and Reason Term 2 Ways of Knowing (two of Sense Perception, Language, Emotion, Intuition, Imagination, Memory) June: Journals submitted (Check 2) Term 3 Ways of Knowing (two of Sense Perception, Language, Emotion, Intuition, Imagination, Memory) August: Journals submitted (Check 3) Planning documents for Oral Presentations Areas of Knowledge Ethics, Religious Knowledge Systems Term 4 Term 1 Completion of Oral Presentations, formal planning documents finalised and submitted Friday March 20: ToK Day (PAP, JAC, WHI) Ways of Knowing (revision as needed) Areas of Knowledge Human Sciences, History, Natural Sciences, Mathematics, The Arts, Indigenous Knowledge Systems Brainstorming Essay Titles and Knowledge Questions Term 2 Essays Week 1: title selected, plan submitted to PAP Week 2: make contact with subject supervisor May 4: first draft to subject teacher June 15: second draft to PAP Formal planning and drafting documents complete to PAP Term 3 July 27: completed essay to WHI November: Oral Presentations Page 3

4 4. The IB Learner Profile at Scots The attributes of a student, and the goals of a education, are exemplified in the college motto: Virtutem Paret Doctrina Let Education make the All-Round Man, and our secondary mission statement: Learning. For Life. The core components of the course critical thinking, an awareness of both the strengths and weaknesses of received wisdom, emotional intelligence, cultural understanding, communication, collaboration, and an ongoing understanding of life as both Knowledge Seekers and Knowledge Creators are all essential tools to help students embark on this journey. In conjunction with the essential elements of the IB Learner Profile, these tools will help to prepare students for the world ahead. They develop their natural curiosity, and acquire the skills necessary to conduct research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. TOK develops enthusiastic inquiry into the nature and quality of knowledge in different areas in such a way that will benefit individuals in preparation for tertiary education and lifelong pursuits. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. The nature of ethics is explored as part of the TOK programme. Student practices in this subject encourage creative thinking through a consideration of diverse areas that impact on problem solving. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Students in TOK are taught skills that enable them to confidently communicate in written and spoken modes both individually and in collaboration with others. They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. TOK students are encouraged to take educated risks in their approach to problem solving and are instilled with the confidence to defend what they believe to be correct. Page 4

5 They explore concepts, ideas and issues that have local and global significance. They acquire indepth knowledge and develop understanding across a broad and balanced range of disciplines. TOK makes students aware of the biases that affect knowledge claims with the aim of developing an understanding of significant issues, ideas and concepts at a local and global level. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. TOK students have a strong sense of what is ethically correct and are encouraged to act with respect and responsibility. They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Students in TOK are encouraged to act with empathy and dignity. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of others. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. TOK students understand and celebrate different approaches to knowledge and cultural perspectives. They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. There is an understanding within TOK that a balance is required both in the approach to understanding and the welfare of themselves and others. They thoughtfully consider their own learning and experience. They are able to assess and understand their strengths and limitations to support their learning and personal development. TOK students are encouraged to take responsibility for their own education in collaboration with their teachers. Page 5

6 5. Assessment Formative Assessment () Classroom Assessment Journal Reflections ToK Journal to be kept by students, including commentary and annotations on articles of interest to the ToK learner, classroom exercises, log of field trips/guest speakers etc Selection of ToK questions/ ToK Moments encountered in subject classes/everyday life Internal assessment (20 points) Summative Assessment (/IBO) Oral presentation (approximately 10 minutes per student) Presentation to the class accompanied by written presentation planning document and presentation marking form, including: identification of the Knowledge Issue that is the focus of the presentation a summary in note form of the Knowledge Issues to be treated during the presentation achievement levels for each of the four assessment criteria, briefly justified, from both student and teacher External assessment (40 points) Essay on a prescribed title (1600 words) Titles are chosen from a list of six titles prescribed by the IBO for each examination session; one draft may be presented to the teacher Page 6

7 6. ToK in the Diploma Programme ToK is seen as central, and integral, to the Diploma Programme. No diploma can be awarded without it. Together with the Extended Essay, the ToK course carries a potential value of three points towards the student s total diploma score. 7. Academic Honesty TOK students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. The programme is taught and assessed according to the IBO guidelines regarding drafting and teacher feedback for both oral and written assessment. All students are required to observe the guidelines set out in official college documentation regarding academic honesty, deadlines, and extensions for submission of assessed work. Any questions related to this documentation, or Scots College policies, are to be directed to the Assistant Principal (IB), Matthew White. Page 7