American International School of Rotterdam International School of Rotterdam International...

AmericanInternationalSchoolofRotterdamInternationalBaccalaureate-ProgramofStudies

IBDPCoordinator:BradMasoni•[email protected]

Verhulstlaan 21, 3055 WJ Rotterdam, The Netherlands +31 (0) 10 422 53 51 www.aisr.nl

American International School of Rotterdam

International Baccalaureate Student/Parent Handbook

2017-2018

AmericanInternationalSchoolofRotterdamInternationalBaccalaureate-ProgrammeofStudies

IBDPCoordinator:EvaTarrasónDualde•[email protected]

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Table of Contents p.# 1. GENERAL INFORMATION – International Baccalaureate 3 1.1 The IBDP Programme 3 1.2 The IB Curriculum Model 3 1.3 IB Diploma Requirements 4 2. THE IB AT AISR 5 2.1 IB and AISR Grading 5 2.2 IB Results at AISR 8 2.3 Full Diploma or Diploma Program (DP) Courses 8 3. COURSE DESCRIPTIONS 8

3.1 Group 1: Studies in Language and Literature 8 3.1.1 Language A: Language & Literature (SL/HL) 8 3.1.2 Self-Taught Language A: Literature (SL) 9

3.2 Group 2: Language Acquisition 9

3.2.1 Language B (SL/HL) 9 3.2.2 Language ab initio 9

3.3 Group 3: Individuals and Societies 10

3.3.1 History (SL/HL) 10 3.3.2 Psychology (SL/HL) 10

3.4 Group 4: Sciences 11

3.4.1 Biology (SL/HL) 11 3.4.2 Chemistry (SL/HL) 12 3.4.3 Physics (SL/HL) 12 3.4.4 IB Sports, Exercise and Health Science (SL/HL) 12

3.5 Group 5: Mathematics 13

3.5.1 Mathematical Studies (SL) 13 3.5.2 Mathematics (SL) 13 3.5.3 IB Mathematics Higher Level (HL) 13

3.6 Group 6: The Arts 14

3.6.1 Visual Arts (SL/HL) 14 3.7 Theory of Knowledge 14 3.8 Creativity, Activity, Service 14 3.9 ONLINE COURSES offered through Pamoja Education 15



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1. General Information - International Baccalaureate Welcome to our 2017-2018 IB Programme of Studies. This document provides general information about the IB Diploma Programme (IBDP), as well as information about how it is implemented at AISR.

1.1 The IBDP Programme The International Baccalaureate Organization’s (IBO) Diploma Programme is a rigorous two-year pre-university curriculum aimed at students aged 16 to 19. It leads to a qualification that is widely recognized by the world’s leading universities. The Diploma Programme encourages students to:

• Ask challenging questions • Learn how to learn • Develop a strong sense of their identities and cultures • Develop the ability to communicate with and understand people from other

countries and cultures. Over the course of the two-year program, students:

• Study six subjects chosen from the six subject groups; three of these subjects are chosen at Higher Level (HL) and three at Standard Level (SL).

• Follow the Theory of Knowledge (ToK) course • Complete an Extended Essay (EE) • Participate in Creativity, Activity, Service (CAS).

As an IB World School, AISR offers IB courses in its 11th- and 12th- grade years. All students have the opportunity to attempt the full IB Diploma Program. For further information on the IB Programme please visit www.IBO.org.

1.2 THE IB CURRICULUM MODEL IB Diploma candidates must choose one subject from each of five groups (1 to 5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the social sciences, the experimental sciences and mathematics. Student may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three (no more than four) subjects are taken at higher level (240 teaching hours), while the other subjects are taken at standard level (150 teaching hours). At AISR, courses followed at the higher level often require additional meetings, e.g. in dedicated blocks that meet after school or during the school day. Students can study and take examinations in English, French or Spanish.



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Core Requirements All 11th- and 12th-grade students participate in the three requirements that make up the core of their academic experience. Reflection on all these activities is a practice that lies at the heart of the thinking behind the Diploma Programme, as well as behind the AISR secondary program:

• Theory of Knowledge (ToK) is a two-year course that encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Programme course, and to make connections across academic areas. In addition to more general enquiries into the nature of knowing, students study a broad range of specific Ways of Knowing, which involve how we perceive the world, and Areas of Knowledge. The IB-prescribed Ways of Knowing currently comprise sense perception, reason, emotion, language, intuition, imagination, faith, and memory, and the Areas of Knowledge include mathematics, natural sciences, human sciences, history, the arts, ethics, religious knowledge systems and indigenous knowledge systems.

• The Extended Essay, a substantial piece of writing of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen themselves. It also encourages them to develop the skills of independent research that will be expected at university. Students choose a subject area, generally from among their courses, and select a faculty advisor. Over the course of the second part of IB Year 1, and the first part of IB Year 2, students develop a research question, do research, and construct this project, which is externally assessed.

• Creativity, Activity, Service (CAS) requires students 1) to engage in the arts and other activities that demonstrate creativity, 2) to take action by participating in sports (team and individual), local and international projects and expeditions, and 3) to participate in community and social service activities.

You can find more about our ToK and CAS programs below in the “Course Descriptions” section of this document.

1.3 IB Diploma Requirements Although there are components for internal assessment at all levels and within all IB courses, IB is primarily an externally-assessed program. Just as the IBO provides course content and structure, the IBO also grades the results at the end of the two-year program. Students at AISR are graded alongside other students in IB schools all over the world. IB examiners, not teachers, mark the examination scripts. The International Baccalaureate Organization awards diplomas on the basis of the points achieved in all examinations. Each subject is graded on a 1-to-7 scale, where 7 is the highest overall score possible in a given subject. In order to receive an IB Diploma, a student must receive a minimum of 24 points. It is possible to receive 45 points (the maximum), but most candidates achieve between 26 and 33 points. The IB Diploma will be awarded to a candidate provided all the following requirements have been met:

• CAS requirements have been met • The candidate’s total points are 24 or more • There is no “N” awarded for theory of knowledge, the extended essay or for a contributing

subject • There is no grade E awarded for theory of knowledge and/or the extended essay • There is no grade 1 awarded in a subject/level • There are no more than two grade 2s awarded (HL or SL) • There are no more than three grade 3s or below awarded (HL or SL)



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• The candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count)

• The candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL)

• The candidate has not received a penalty for academic misconduct from the Final Award Committee

2. IBDP Programme at AISR All students meeting the School’s graduation requirements receive AISR’s high school diploma. The IB Diploma is awarded independently of the AISR high school diploma and students receive their IB results in early July each year. We do not pre-select students to enter the Programme which we believe should be open to all. 2.1 IB and AISR Grading AISR has transitioned away from a letter-grade/percentage-based grading system, and towards a system that is more effectively aligned with IB assessment practices. Student performance will be assessed on two scales: achievement and approaches to learning.

AISR Achievement Scale

Grade Label Descriptor

7 Exemplary • Demonstrates a consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations.

• Provides consistent evidence of analysis, synthesis and evaluation where appropriate.

• Demonstrates originality and insight. • Structures answers in a logical, original and well-developed manner

with appropriate examples and terminology (i.e., Always produces work of high quality).

6 Meets/ Exemplary

• Demonstrates a consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations.

• Provides consistent evidence of analysis, synthesis and evaluation where appropriate.

• Generally demonstrates originality and insight. • Structures answers in logical and well developed manner with

appropriate terminology (i.e., Produces quality work).

5 Meets • Demonstrates a consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations.

• Generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

• Structures answers in logical and coherent manner with some use of appropriate terminology (i.e., Produces mostly quality work).



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4 Approaching/Meets

• Demonstrates a good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations.

• Provides occasional evidence of the skills of analysis, synthesis and evaluation.

• Structures answers with some logic and coherence with occasional use of appropriate terminology.

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Approaching (credit awarded)

• Demonstrates limited achievement against most of the objectives, or clear difficulties in some areas.

• Demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

• Structures answers in a limited manner.

2 Beginning • Demonstrates very limited achievement against all the objectives. • Has difficulty in understanding the required knowledge and skills and

is unable to apply them fully in normal situations, even with support.

1 Does Not Meet

• Demonstrates minimal achievement in terms of the objectives.

AISR Approaches to Learning (ATL) Scale

ATL1: Works Cooperatively

• Uses time efficiently • Contributes positively to tasks at hand • Accepts responsibilities within the class and group • Shows respect for the ideas of others and listens

without interrupting in the class and group

Grade Student meets expectations

4 Consistently (all times)

3 Frequently (most times)

2 Inconsistently

1 Rarely

ATL2: Works Independently

• Uses time efficiently • Initiates and attends to the task at hand • Follows routines and instructions • Seeks assistance when necessary • Proactively communicates regarding late or missed

work



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2 Inconsistently

1 Rarely

ATL3: Completes Tasks

• Follows directions (and consults rubrics) • Completes tasks within required time • Demonstrates commitment to excellence




2 Inconsistently

1 Rarely

ATL4: Is Prepared for Class

• Arrives on time with required materials • Follows classroom and school routines • Listens to and follows instructions • Engages with content




2 Inconsistently

1 Rarely



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2.2 IB Results at AISR In order to earn the Diploma, a candidate must receive 24 points. In the May 2017 session, AISR candidates who received the Diploma earned scores that ranged from 24 to 34 points. The international average for Diploma candidates is between 29 and 30 points. The average score at AISR for the May 2017 session was 29 points. 2.3 Full Diploma or Diploma Programme (DP) Courses It is critical that each student and his/her parents invest sufficient time and energy into making an informed decision about how the IB can best meet that student’s needs. At AISR, we encourage students to take challenging (and rewarding) IB courses, but there is an expectation that students apply the required time and effort to achieve success. Students may attempt IB courses; however, the demands of the Diploma Program and specific courses should not be underestimated. One reason students take the Diploma is in order to enhance their chances of college and university admission. An alternative to taking on the demands of the full Diploma program is to take DP Courses. Students who pass exams in individual DP Courses are awarded DP Course Results in those subjects. Any IB class can be taken as an individual course.

3. Course Descriptions In this section, a description of the IB courses offered at AISR is provided. For a full listing of the courses offered, please see Appendix 1.

3.1 Group 1: Studies in Language and Literature

3.1.1 IB Language A: Language & Literature (SL/HL) The aim of IB Language A: Language and Literature is to expand the focus of the traditional literature course by allowing students to explore not just a detailed study of traditional literature, but also a discursive analysis of the ways that we use language in the world today, a variety of critical practices and a range of written productions.

The course is divided into four parts, two of which focus on literature, and two of which focus on language. In the literature sections, students do a great deal of direct critical analysis of texts, but also explore the contexts in which texts were written and learn to examine texts as products of their historical periods and geographical locations. In the language sections of the course students examine the kinds of language we use in society, and specifically the constructed nature of the meanings generated by language. Topics in these sections might include language and power, language and the media, language and the internet, language and gender, language and identity, language and belief, translation, and so on. Students also study basic linguistic theory and become familiar with its vocabulary.

Overall, this course aims to develop skills of textual analysis by combining the study of the formal structures of texts with an exploration of the way the use of formal elements and our understanding of their meaning is affected by reading practices that are culturally defined.



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3.1.2 IB Language A: Literature Self-taught (SL only) Through the study of a wide range of literature, the self-taught Language A: Literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. Following a first language as a self-taught candidate, however, involves following a slightly modified curriculum with a tutor. Students may only follow this course at the standard level, and they are not permitted to write the Extended Essay in this subject area. AISR advises the student/family on acquiring the necessary materials and inform them of IB requirements. It is, however, the student’s responsibility to obtain the necessary books and keep up with the workload. In addition, the family is responsible for securing and paying for the tutor and the necessary materials. Please contact the IB Coordinator in order to discuss the feasibility of this option.

3.2 Group 2: Language Acquisition

3.2.1 IB Language B (SL/HL) The IB Language B program is a foreign language-learning program designed for study at both Higher and Standard Levels by students with previous experience in learning the target language. The program meets the needs of IB students who have studied the target language for three to five years immediately prior to the beginning of their IB language course. However, a highly motivated and exceptional student with fewer than three years experience may also be able to follow the Language B course at Standard Level, especially if he/she can arrange to study in a country where the language is spoken over the summer. This decision rests with the Head of Modern Languages in consultation with the student, parents and IB Coordinator. The focus of this program is on language acquisition and on awareness of the cultures of the target language. The aim of the program is to give students the opportunity to reach a high degree of competence in the target language and to develop an appreciation and awareness of the cultures where the language is spoken. Authentic materials are used to integrate the language skills of reading, writing, listening and speaking. The continuous assessment of oral work is integrated into regular classroom activities. The teaching of an appropriate range of grammatical structures is also integrated as far as possible with the study of themes, texts and the acquisition of language skills. The materials for this course include, but are not limited to: a textbook, supplemental materials from various workbooks, newspapers and websites, and a variety of web resources and teacher handouts. Authentic materials, such as television, films, documentaries, newspapers and magazines (as well as literary texts for HL), are used wherever possible and students are given maximum exposure to the target language. This year, we are offering English B, Dutch B, Spanish B, and French B. Because of our large Mother Tongue program, we are sometimes able to offer other languages at the “B” level. Please contact the IB Coordinator if you would like to request a particular offering at this level.

3.2.2 IB Language ab initio Candidates following a language course at the ab initio level should have little or no previous experience in that language. AISR has offered French and Spanish at the ab initio level, as well as Mandarin (online through Pamoja Education, see further information below). If you have any question as to whether you qualify to take a course at the ab initio level, please contact the IB Coordinator.



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This year, we are offering Spanish ab initio. Because of our large Mother Tongue program, we are sometimes able to offer other languages at the ab initio level. Please contact the IB Coordinator if you would like to request a particular offering at this level. 3.3 Group 3: Individuals and Societies 3.3.1 IB History (SL/HL) The IB History course involves a study of various topics in depth from the 20th century. Students should become aware that historical accounts involve judgments based on qualitative evidence, and that these judgments might be revised. The student are encouraged to reflect on the role of the historian and to examine whether the historian records history or creates it, and whether or not bias is desirable in the interpretation and recording of history. Thus, students learn how to examine and understand documents, write analytical essays and compare and contrast global situations. The latter helps to foster respect and understanding of people and events in cultures different from their own. 3.3.2 IB Psychology (SL/HL) In IB Psychology, students undertake the systematic study of behavior and mental processes, and look particularly at how each affects the other. Students of this discipline examine the interaction of biological, cognitive and sociocultural influences on human behavior, and in IB Psychology Year 1 we begin to look at how these relationships are formed and displayed. In the course, we focus particularly on understanding how psychological knowledge is generated, developed and applied, thereby enabling students to achieve a greater understanding of themselves, and to appreciate the diversity of human behavior. Finally, the ethical concerns raised by the methodology and application of psychological research are key considerations in IB Psychology. Students cover the first three of the IB-prescribed areas of study -- the biological level of analysis, the cognitive level of analysis, and the sociocultural level of analysis -- and look at case studies that exemplify the above and generally broaden our understanding of the human mind. The topics that we cover include but are not limited to: the scientific study of human and animal behavior, including mental processes, the effect of the body on behavior, how people think and learn, what motivates individuals, how children grow and develop, and what makes people behave abnormally.



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3.4 Group 4: Sciences

3.4.1 IB Biology (SL/HL)

This course follows the IB Biology curriculum and is offered at the Standard and Higher Levels. One of the experimental sciences within the IB program, Biology is the study of living organisms and systems. The course involves the study of a comprehensive set of biological themes and topics, as well as a practical scheme of work. The material is similar to that found in introductory biology courses at the university level. It is a thorough investigation of biological concepts, including cells, the chemistry of life, genetics, ecology and evolution, human health and physiology, and plant science. Emphasis is placed on laboratory investigations and interpretations, with assessment given by the instructor and the IB Organization.

In Year 2, the course is a continuation of the topics studied in IB Biology, Year 1. The latter part of the second semester is devoted to reviewing for the IB Biology tests taken in May. During the first year, students typically participate in the group 4 project, working with students from other scientific disciplines in a broad-based student-led investigation. This project develops collaboration and communication within a multi-disciplinary team.

At both the HL and SL levels, laboratory work and Internal Assessments (IAs) are given a high priority. Students design and conduct experiments throughout the two-year course. IAs make up 24% of the student’s IB final grade.

3.4.2 IB Chemistry (SL/HL)

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

The IB Chemistry course consists of core content, practical work and one “option”. HL students also learn additional HL (AHL) material. In the first year of the IB Chemistry course, the main topics are: Atomic Structure, Periodicity, Quantitative Chemistry and Chemical Reactions. In the second year, the main topics are: Acids and Bases and Organic Chemistry. Students also complete one “option” subject. During the first year, students typically participate in the group 4 project, working with students from other scientific disciplines in a broad-based student-led investigation. This project develops collaboration and communication within a multi-disciplinary team.

At both the HL and SL levels, laboratory work and Internal Assessments (IAs) are given a high priority. Students design and conduct experiments throughout the two-year course. IAs make up 24% of the student’s IB final grade.

IB Chemistry topics are Quantitative Chemistry, Atomic Structure, Periodicity, Bonding, Energetics, Kinetics, Equilibrium, Acids and Bases, Oxidation and Reduction, Organic Chemistry, Measurement and Data Processing. Option topics are: Modern Analytical Chemistry, Human Biochemistry, Chemistry in Industry and Technology, Medicines and Drugs, Environmental Chemistry, Food Chemistry and Further Organic Chemistry.



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3.4.3 IB Physics (SL/HL)

Physics is the study of the interactions of matter and energy. Our goal is to use a small number of basic concepts, equations and assumptions to describe our physical universe. Once the descriptions are in place, the principles involved can be used to make predictions about a broad range of natural phenomena, ranging from the very common to the enormously obscure.

The IB Physics course consists of core content, practical work and one option. HL students learn additional HL (AHL) material. In the first year of the IB Physics course, the main topics are: Mechanics, Waves, Electricity and Magnetism. In the second year, the main topics are Properties of Matter, Thermodynamics, and Modern Physics. Students also complete two “option” subjects. During the first year, students typically participate in the Group 4 project, working with students from other science disciplines in a broad-based student-led investigation. This project develops collaboration and communication within a multi-disciplinary team.

At both the HL and SL levels, laboratory work and Internal Assessments (IAs) are given a high priority. Students design and conduct experiments throughout the two-year course. IAs make up 24% of the students’ IB final grade.

IB Physics topics as mentioned in the syllabus are: Physics and Physical Measurement, Mechanics, Thermal Properties of Matter, Oscillations and Waves, Electricity and Magnetism, Atomic and Nuclear Physics, Energy, Power and Climate Change and Digital Technology. Option topics are: Sight and Wave Phenomena, Quantum Physics, Digital Technology and Communications, Relativity and Particle Physics, Astrophysics, and Biomedical Physics. Please notice that some of the options are available for SL or HL only.

3.4.4 IB Sports, Exercise and Health Science (SL/HL)

Sports, Exercise and Health science (SEHS) is an experimental science that combines academic study with the acquisition of practical and investigative skills. It is an applied science course within group 4, with aspects of biological and physical science being studied in the specific context of sports, exercise and health. Moreover, the subject matter goes beyond the traditional science subjects to offer a deeper understanding of the issues related to sports, exercise and health in the 21st century. Apart from being worthy of study in its own right, SEHS is a good preparation for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries.

The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sports, exercise and health. Students will cover a range of core and option topics, and carry out practical (experimental) investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of international dimension and ethics by considering sports, exercise and health relative to the individual and in a global context.

The IB Sports, Exercise and Health science course consists of core content, practical work and one “option”. HL students also learn additional HL (AHL) material. During the first year, students typically participate in the group 4 project, working with students from other scientific disciplines in a broad-based student-led investigation. This project develops collaboration and communication within a multi-disciplinary team.



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3.5 Group 5: Mathematics 3.5.1 IB Mathematical Studies (SL)

Is that really a fair die? How can you tell? What’s up with Lewis Carroll and those strange word puzzles? How many cans would you need to build a pyramid that has 314 cans at its base? How is it possible that 20+12+7.2+… never gets bigger than 50? What's better, to win the lottery and take all the money right away, or to take 51% now and have the rest invested?

In IB Math Studies, students learn about these ideas and many others as they build on their algebraic and geometric skills from previous courses. IB Math Studies focuses on the “practical” side of mathematics, and is designed for students who will pursue a non-scientific major at university. While this is an “entry level” mathematics course for the IB, this course requires significant dedication both inside and outside of class as well as proficiency with the core concepts and skills of algebra and geometry. This course gives students a solid foundation for entry-level university courses. 3.5.2 IB Mathematics (SL)

How much better is it to compound interest daily than monthly? What if a bank would compound interest continuously! Would that be a good deal? And what’s up with this number e? How does a graphing calculator find the slope of a tangent line, and why would I care? How can you figure out the value of the sine of an angle other than those special ones? Isn’t there a faster way to add up the areas of all those little rectangles? Students in IB Math SL address these questions and many more as they extend their knowledge of functions, trigonometry, statistics, probability, logarithms and matrices to include vectors and calculus. Completion of this course meets the prerequisites for second semester calculus at university level as well as prepares students for writing the IB Math SL examination.

This course requires significant amounts of nightly homework as well as assignments that extend over breaks. High levels of organization, motivation, persistence, and a positive attitude towards academic challenges are requirements for success in this course. 3.5.3 IB Mathematics (HL)

Mathematics HL caters to students who are passionate about mathematics and who have had accelerated preparation prior to 11th grade. IB Math HL builds on the concepts and skills developed in pre-calculus, exploring concepts in greater depth, as well as introducing Differential Equations. Hence, enrollment in IB Math HL at AISR is predicated on the successful completion of pre-calculus or equivalent. This is a very fast-paced course, covers an extensive amount of material, and requires deep fluency with prerequisite skills. This is not a course for the faint at heart. Students need to be willing and able to put in whatever time it takes to solve daunting problems. IB Math HL - you’ve got to really want it.

This course is significantly more than first-year calculus at university level and well prepares students for writing the IB Math HL examination.



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3.6 Group 6: The Arts

3.6.1 IB Visual Arts (SL/HL) The IB Visual Arts course is a two-year course that offers students a unique opportunity to formulate their own personal insights, experiments and statements about life experiences and their reaction to world events, problems and phenomena through the language of the Visual Arts. Students are free to choose their own topics, themes or concepts, and the media through which they will express it.

The Visual Arts course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation. The course is designed to enable students to study visual arts in higher education and also welcomes those students who seek life enrichment through visual arts.

After a student’s artwork has been assessed, some of it is transferred to an in-school display so that students, staff and the AISR community have the opportunity to see some of the excellent work being created in AISR’s art studio.

3.7 Theory of Knowledge (ToK) Theory of Knowledge (ToK) is a central component of the IB Diploma Program. This doesn’t mean that it is the most important, but rather that it is uniquely positioned in relation to other IB courses (Groups 1-6). ToK is unlike other courses in that it is not content-based: ToK students aren’t so much responsible for learning facts, dates, equations, and so on, and there is little by way of tests or exams. ToK is about learning how we learn. The question that is most central to ToK is “how do I know?”, which is a natural follow-up question to “what do I know?”

More specifically, ToK is an epistemology course: the IB divides the theory of knowledge into “ways of knowing” (how we gain knowledge) and into “areas of knowledge” (what we gain knowledge about). Over the period of this two-year course, we discuss these, and how they relate to each other (i.e., how the ways we gain knowledge in biology are different from the ways we gain knowledge in literature, and how the nature of “truth” differs in different disciplines as well).

Some of the questions we discuss in the course: Are some truths more “true” than others? Do beliefs constitute knowledge? How do the ways of organizing knowledge differ from culture to culture? From time period to time period? How does language help make meaning?

3.8 Creativity, Activity, Service CAS is a compulsory component of the IB and AISR High School Diplomas, which begins in Grade 11 and continues throughout Grade 12. The purpose of CAS is to provide students with an opportunity to learn from practical experience, personal involvement in activities that are real and purposeful, and provide significant outcomes for the student. Students participate in a range of activities that involve intellectual, physical, creative and emotional experiences. Activities should provide the student with personal challenge and be achievable. Thoughtful consideration of planning, reviewing progress, and reflecting on outcomes and personal learning are integral components of the course that are used to determine the successful completion of a student’s CAS Program. Students keep an online record of their CAS experiences on ManageBac. Access to this site can be found here https://aisr.managebac.com/login. This system allows the student to record



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activities, goals and progress, and to reflect at different stages of the process, to ensure they maintain an accurate and meaningful record of their CAS experiences. Students meet with the CAS Coordinator three times for a formal interview over the 18-month period. These interviews, along with their ManageBac records, are used to determine the student’s final CAS achievement. For further information about the CAS Program please contact the CAS Coordinator, Kenneth Muller ([email protected]).

3.9 Online IB Courses Offered through Pamoja Education We also offer a number of excellent courses through Pamoja Education, which candidates may follow with the help of a facilitator who is a member of the AISR faculty. In previous years, students have studied IB Spanish and IB Mandarin at the ab initio level, IB Economics, IB Business Management and IB Psychology. Although delivered remotely, these courses are put into students’ regular schedules and followed just as they would any other IB course. For a full list of courses offered by Pamoja Education, please visit www.pamojaeducation.com.

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