Theory of Knowledge
Theory of Knowledge
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 Theory of Knowledge 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 Theory of Knowledge 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 Theory of Knowledge for students to learn specific content to reproduce in assessment instruments.
Assessment
Theory of Knowledge 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.