OUR BEGINNINGS IN 2007 & 2008
Read about our High School and Elementary School division beginnings.
Theory of Knowledge is a compulsory part of the IB Diploma, taught through two double periods per week in Grade 11 and one double period per week in Grade 12. Through the Theory of Knowledge course, we aim to engage our students in critical thinking and inquiring into generating and justifying knowledge claims 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 they know what we claim to know in these subjects and beyond.
Curriculum Overview
We ask our students to analyse knowledge claims by posing questions that relate to the generation, justification and use of knowledge. It is divided into broad Themes such as Knowledge and Language, Knowledge and Technology, and units on Areas of Knowledge which mirror many other subjects that make up the Diploma Program. In this way, and using real-life examples as the framework for such enquiries, students are encouraged to connect their classroom experiences and life beyond.
Our Approach to Learning
Our students will be engaged in whole class 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 per se, students will become familiar with critical approaches and be exposed to many philosophical concepts. The emphasis is on active learning as it is certainly not the thrust of ToK for students to learn specific content to reproduce in assessment instruments.
Assessment
ToK is assessed by an Exhibition of three artefacts chosen by the student, accompanied by a written account of how each artefact exemplifies some aspect of the role of knowledge in the real world. This is completed by the end of Grade 11. In Grade 12, students must write an essay on one of six titles prescribed by the IB. These require some comparison and contrast in issues of knowledge generation in various Areas of Knowledge.
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.
Curriculum Overview
The whole curriculum is designed to accompany the students as they make sense of their development at this critical stage. We have compiled a variety of activities to cater to a wide range of individuals. However, there is an emphasis on individual reflection to articulate and integrate life ideas and concepts, evaluate experiences, analyse dilemmas, discuss life issues, and share and debate. Popular culture, tradition, current events and technology are important components that we constantly add to the curriculum.
Our Approach to Learning
RE is a 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 assessments take place at the end of each unit. They can take various forms, such as project-based assessments, oral and visual presentations, examination-style questions and group debates.
Wellbeing Education (We)
Through the Wellbeing Education curriculum, we aim to understand the influences and debate choices that students experience in life, developing strategies for enhancing their own and others’ well-being to live a life that allows everyone to flourish. Three underlying concepts support our curriculum:
- Socio-Ecological Perspective: Self, Others and Society.
- Holistic Well-Being: Physical well-being, Mental and emotional well-being, Social well-being and Spiritual well-being.
- 5 Ways to Well-Being: Connect, Be Active, Take Notice, Keep Learning and Give
The whole curriculum is designed to link learning to life outside school. Utmost is our aim to provide a secure environment through which students can explore life issues with openness and confidence.
Curriculum Overview
At SJI International, we have developed our 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 discussions 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.
