Theory of Knowledge is a compulsory part of the IB Diploma which is taught through one double period each week in Grade 11 and 12. Through the Theory of Knowledge course we aim to engage our students in critical thinking and enquiring into the process of knowing, rather than learning a specific body of knowledge. As a core component of the Diploma Programme, the ToK course references all subjects and asks students to consider how we know what we claim to know in these subjects.
Our Approach to Learning
We ask our students to analyse knowledge claims by asking questions that relate to the generation, justification and use of knowledge. By using real-life examples as frameworks for this, they are encouraged to make connections between their classroom experiences and life beyond.
Our students will be engaged in classroom and small group discussions, debates, student-led seminars, reviewing various stimulus materials, essay and paragraph writing, and oral presentations. Although ToK is not a course in critical thinking or philosophy, students will become familiar with critical approaches and be exposed to many philosophical concepts.
ToK is assessed by an essay on a prescribed title and an exhibition of artefacts, chosen by the student, that demonstrate some aspects of the role of knowledge in real life.
Theory of Knowledge is led by Mr Tony Scheelbeek: tony.scheelbeek
Religious Education (Re)
Through the Religious Education programme we aim to deepen a student’s conviction in his or her own belief, as well as to create in our students, a deeper understanding and appreciation of people’s differences – religious as well as cultural – in order to make the world a more peaceful place.
We stimulate the inter-religious relationship by including the study of Lasallian tradition and heritage within the RE curriculum.
The whole curriculum is designed to accompany the students as they make sense of their own development at this critical stage of their lives. We have compiled a variety of activities to cater to a wide range of individuals but there is an emphasis on individual reflection to articulate and integrate the life ideas and concepts, evaluating experiences, analysing dilemmas, discussion on life issues, sharing and debates. Popular culture, tradition, current events and technology are important components that we constantly add into the curriculum.
Our Approach to Learning
RE is non-examination subject. Whilst there is no formal examination, our students are assessed through continuous monitoring of student performance which aligns with the aims of the course and the standards we expect our students to meet. These types of assessment take place at the end of each unit and can take a variety of forms such as project-based assessment, oral and visual presentations, examination style questions and group debate.
Wellbeing Education (We)
We aim to facilitate students’ self-analysis, enabling them to learn independently, to build healthy relationships and to flourish. Personal and Social Education should give students the knowledge and skills needed to lead healthy and responsible lives as confident individuals and members of society.
Fundamental to these aims is the belief that we are part of a wider community. The whole curriculum is designed to link learning to life outside school and make connections between subjects and cross-curricular themes and dimensions. Utmost is our aim of providing a secure environment through which students can explore life issues with openness and confidence.
At SJI International we have developed our own unique curriculum that puts into practice our school mission: Enabling students, within a Lasallian community, to learn how to learn and to learn how to live, empowering them to become people of integrity and people for others. Units reflect wider commitments and activities are assigned to each grade so that each unit is purposeful. These units are divided into four key areas: Learning to Learn, Learning to Live, Character Education and Service.
Our Approach to Learning
Activities are varied to cater for a wide range of learning styles but there is an emphasis on group discussion, group projects, presentations and rigorous debate. We encourage students to be active learners by participating in discussion and offering their views on personal and social and cultural issues.
Newspaper articles, web materials, video clips etc. are constantly sourced and modified by teachers to provide our students with up to date resources from the world around them.
Grade 8 Snack Attack Challenge
In the Snack Attack Challenge, students compete in groups to create a healthy snack and market their product in a pitch to the rest of their class. The winning groups from each class then compete against the rest of the Grade to find the winning snack.
Wellbeing Education is led by Ms Nicola Berge.