CAS: Creativity, Action, Service
Requirements for CAS projects
CAS requires students to take part in a range of activities and projects. These should always involve:
- real, purposeful activities, with significant outcomes
- personal challenge
- thoughtful consideration, such as planning, reviewing progress, reporting
- reflection on outcomes and personal learning.
The IB doesn’t prescribe specific projects or activities to students.
However, the IB does recommend that students take part in at least one project involving teamwork. All students should be involved in activities they’ve initiated themselves.
IB World Schools will then suggest particular projects.
THEORY OF KNOWLEDGE
Theory of knowledge addresses the origins and methods of areas of knowledge, ways of know and how they coexist
There is not necessarily one correct answer for TOK students
The concept of inquiry challenges you to look at something from multiple perspectives
TOK teaches you how to think and ask probing questions.
Make connections between critical approach to the construction of knowledge, the academic disciplines and the wider world
Develop an awareness of how individuals and communities construct and how this is critically examined
Develop an interest in the diversity and richness of cultural perpspectives and an awareness of personal and ideological assumptions
Critically reflect on the their own beliefs and assumptions leading to more thoughtful, responsible and purposeful lives
Understand that knowledge brings responsibility which leads to commitment and action
Knowledge questions are questions about knowledge and contain three key features:
About knowledge- focus on how knowledge is constructed and evaluated
Open questions – this means there can be a number of possible answers
General – rather than focus on specifics, this aims to focus on modelling as a way to gain knowledge
EE: Extended Essay
The extended essay is a required component of the International Baccalaureate® (IB) Diploma Programme (DP).
It is an independent, self-directed piece of research, finishing with a 4,000-word paper.
What is the significance of the extended essay?
The extended essay provides:
- practical preparation for undergraduate research
- an opportunity for students to investigate a topic of special interest to them, which is also related to one of the student’s six DP subjects.
Through the research process for the extended essay, students develop skills in:
- formulating an appropriate research question
- engaging in a personal exploration of the topic
- communicating ideas
- developing an argument.
Participation in this process develops the capacity to analyse, synthesize and evaluate knowledge.
An extended essay can also be undertaken in world studies, where students carry out an in-depth interdisciplinary study of an issue of contemporary global significance, across two IB diploma disciplines.
How is study of the extended essay structured?
Students are supported throughout the process of researching and writing the extended essay, with advice and guidance from a supervisor who is usually a teacher at the school.
The IB recommends that students follow the completion of the written essay with a short, concluding interview with their supervisor. This is known as viva voce.
The extended essay and interview can be a valuable stimulus for discussion in countries where interviews are required prior to acceptance for employment or for a place at university.
How is the extended essay assessed?
All extended essays are externally assessed by examiners appointed by the IB. They are marked on a scale from 0 to 36.
The score a student receives relates to a band. The bands are:
A – work of an excellent standard.
B – work of a good standard.
C –work of a satisfactory standard.
D – work of a mediocre standard.
E – work of an elementary standard.