The subject Danish A

Literature is course in literary analysis and interpretation, which recognizes the originality of Danish literature as well the influence that world literature has had and still has on Danish Literature. Students of Danish A: Literature will therefore engage with a range of literary genres, from Denmark as well as other countries around the world, in order to explore and understand how literature represents and constructs the world and the social and cultural identities. Through the close analysis of literary texts, the students will develop an in depth understanding of different literary styles from a broad variety of historical periods and cultures. During the course, the students will also consider how their own viewpoints, as well as the critical and literary perspective of others, are shaped by cultural belief systems and how meanings are negotiated within them. The exploration of the texts involves critical and creative oral and written responses by the students, as it will help shape their awareness of how texts work to influence the reader and how readers open up the possibilities of texts

Danish A: Literature and Theory of Knowledge

Studies in Danish A: literature engage students in an exploration of human nature, experience and expression though the construction and reception of literary texts. This includes the ways in which personal views are constructed and communicated and in becoming more aware of the perspectives of others through their studies, students develop a stronger sense of their own individual viewpoints, such as their position in time and place. When exploring literature from the perspective of Theory of Knowledge the students are specifically asked to critically reflect on knowledge questions such as, but not limited to:

• What kind of knowledge can be constructed from a literary text and how is that knowledge constructed?
• To what extent can the meaning of a literary text be considered fixed?
• How does the context of production of a literary text influence or inform its meaning?
• To what extent is the knowledge a reader can obtain from a literary text determined by the context of reception?
• In what ways does the interaction of a literary text with other literary texts influence our perception of them and their meaning.

Danish A: Literature and International-mindedness

The study of literature is instrumental in developing an awareness and understanding of the self and how it relates to others. Through the study of texts written originally in the language studied and in translation, students gain an understanding of the ways in which different languages and literatures represent the world and how these can reflect and help create diverse identities. Students also become aware that representations of the world vary across cultures and are encouraged to consider the reasons why, attaining a better understanding of the different ways in which people experience and represent the world.

Students will examine the ways in which their personal world, identities and relationships are represented in texts and how these relate to their own perspectives of the reality around them, and to experience representations of other realities and other people.

Examples of concepts and conceptual understanding in Language and Literature

• Identity: for example, how far are the views in a text representative of the writer’s identity?
• Culture: for example, to what extent is a text a product of a particular cultural or literary context?
• Creativity: how important is originality in the production and reception of a text? In reading, how is the reader able to engage in an imaginative interaction with a text?
• Communication: for example, how do choices of style and structure facilitate communication in a text?
• Perspective: How far do the contexts of production and reception influence and shape the perspectives of writer or reader?
• Transformation: This concept embodies both intertextuality, where a writer may borrow, adapt or refer to other texts, and to how the act of reading may be transformative for the reader
• Representation: To what extent can or should a text be a mirror of reality? How do form and structure interact with and relate to meaning?

Link to IBO subject brief

The subject

English A Language and Literature is a modern and exciting course which recognizes that English is not only the official language of many countries but is also the modern-day language of international communication. Students will engage with a range of non-literary and literary texts in a variety of media and forms, from different periods, styles and cultures. Students will learn how to analyse texts in relation to their cultural and historical contexts and intended audiences, in order to appreciate the techniques and different types of language that are used to achieve their purposes. In doing so, students will develop an understanding of the relationships between texts from a variety of perspectives and cultural contexts and explore how local and global issues can generate diverse responses and open up for multiple meanings.

Language and Literature and Theory of Knowledge

Studies in language and literature engage students in an exploration of the nature of the human experience and of the ways in which personal views are constructed and communicated. In becoming more aware of the perspectives of others through their studies, students develop a stronger sense of their own individual viewpoints, such as their position in time and place. Students are constantly engaged with inquiry, critical thinking and reflection as they explore how meaning is generated in texts. This enhances the student’s ability to examine diverse ways of knowing and different knowledge questions. For example, questions regarding the extent to which the reader shapes the meaning of a text, the impact of translation on a text, or the way texts influence understanding of the self and the world are continuously raised and constitute an important part of the focus of inquiry.

Language and Literature and International-mindedness

The study of language and literature is instrumental in developing an awareness and understanding of the self and how it relates to others. Through the study of texts written originally in the language studied and in translation, students gain an understanding of the ways in which different languages and literatures represent the world and how these can reflect and help create diverse identities. Students also become aware that representations of the world vary across cultures and are encouraged to consider the reasons why, attaining a better understanding of the different ways in which people experience and represent the world. Students will examine the ways in which their personal world, identities and relationships are represented in texts and how these relate to their own perspectives of the reality around them, and to experience representations of other realities and other people.

Examples of concepts and conceptual understanding in Language and Literature

• Identity: for example, how far are the views in a text representative of the writer’s identity?
• Culture: for example, to what extent is a text a product of a particular cultural or literary context?
• Creativity: how important is originality in the production and reception of a text? In reading, how is the reader able to engage in an imaginative interaction with a text?
• Communication: for example, how do choices of style and structure facilitate communication in a text?
• Perspective: How far do the contexts of production and reception influence and shape the perspectives of writer or reader?
• Transformation: This concept embodies both intertextuality, where a writer may borrow, adapt or refer to other texts, and to how the act of reading may be transformative for the reader
• Representation: To what extent can or should a text be a mirror of reality? How do form and structure interact with and relate to meaning?

Link to IBO subject brief

The subject

Language B is a language acquisition course designed for students with some previous experience of the target language. In the language B course, students further develop their ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works, as appropriate to the level of the course. Danish B, English B and German B are available at both SL and HL.

At both levels of language B (SL and HL), students learn to communicate in the target language in familiar and unfamiliar contexts. They describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content. The study of two literary works originally written in the target language is required only at language B HL. The distinction between language B SL and HL can also be seen in the level of competency the student is expected to develop in the receptive, productive and interactive skills described below.

Language B and Theory of knowledge

Language is itself one of the specific ways of knowing that is identified in the TOK course. In addition to this explicit exploration of language, the skills and wider conceptual understandings that students develop in TOK can make an extremely positive contribution to their study of language acquisition.

The following are examples of TOK-questions in Language B:

• To what extent is our perspective determined by our membership of a particular culture?
• To what extent are we aware of the impact of culture on what we believe or know?
• Is there anything that is true for all cultures?

Language B and International-mindedness

International-mindedness is central to the IB philosophy and instrumental in aspiring to a more peaceful world. Language acquisition courses do not have as their only goal the development of language skills, but also fostering intercultural understanding and global engagement. The nature of the language acquisition process supports international-mindedness and is, in turn, supported by it. The flexibility of IB course design allows language acquisition teachers to incorporate ideas and resources that encourage students to view aspects of the language and culture from different (and sometimes differing) perspectives, to make nonjudgmental comparisons of language and culture, and to view language and culture in a global context.

Examples of concepts and conceptual understanding in Language B

• Audience: How would the language used in a given text need to change if the same basic message needed to be communicated to a different audience?
• Context: How does the situation or setting influence the production or reception of a text?
• Purpose: When I need to communicate for a specific reason, how do I plan my message and language use in order to achieve my goal?
• Meaning: What does the producer of a text do to make the message clear (or, on the contrary, to make it ambiguous) when there is no opportunity for the recipient(s) to reply to the text?
• Variation: What does the producer of a text do to make the message clear (or, on the contrary, to make it ambiguous) when there is no opportunity for the recipient(s) to reply to the text?

Link to IBO subject brief 

The subject

Language ab initio is a language acquisition course designed for students with no prior experience of the language, or for students with very limited previous exposure. At the ab initio level the students develop receptive, productive and interactive communicative skills across a range of contexts and purposes that are appropriate to the level of the course.

Danish Ab Initio and Spanish ab initio can only be taken at Standard Level.

Language ab initio and Theory of knowledge

Language is itself one of the specific ways of knowing that is identified in the TOK course. In addition to this explicit exploration of language, the skills and wider conceptual understandings that students develop in TOK can make an extremely positive contribution to their study of language acquisition.

The following are examples of TOK-questions in Language ab initio:

• Is it possible to think without language?
• To what extent are we aware of the impact of culture on what we believe or know?
• Is there anything that is true for all cultures?

Language and International-mindedness

International-mindedness is central to the IB philosophy and instrumental in aspiring to a more peaceful world. Language acquisition courses do not have as their only goal the development of language skills, but also fostering intercultural understanding and global engagement. The nature of the language acquisition process supports international-mindedness and is, in turn, supported by it. The flexibility of IB course design allows language acquisition teachers to incorporate ideas and resources that encourage students to view aspects of the language and culture from different (and sometimes differing) perspectives, to make nonjudgmental comparisons of language and culture, and to view language and culture in a global context.

Examples of concepts and conceptual understanding in Language ab initio

• Audience: How would the language used in a given text need to change if the same basic message needed to be communicated to a different audience?
• Context: How does the situation or setting influence the production or reception of a text?
• Purpose: When I need to communicate for a specific reason, how do I plan my message and language use in order to achieve my goal?
• Meaning: What does the producer of a text do to make the message clear (or, on the contrary, to make it ambiguous) when there is no opportunity for the recipient(s) to reply to the text?
• Variation: What does the producer of a text do to make the message clear (or, on the contrary, to make it ambiguous) when there is no opportunity for the recipient(s) to reply to the text?

Link to IBO subject brief

The subject

Economics is a dynamic social science, forming part of group 3—individuals and societies. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements.

The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are never studied in a vacuum—rather, they are applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.

The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values.

Economics and theory of knowledge

Students of group 3 subjects study individuals and societies. This means that they explore the interactions between humans and their environment in time and place. As a result, these subjects are often known collectively as the “human sciences” or “social sciences”.

As with other subject areas, there is a variety of ways in which to gain knowledge in group 3 subjects. For example, archival evidence, data collection, experimentation, observation, inductive and deductive reasoning can all be used to help explain patterns of behaviour and lead to knowledge claims. Students in group 3 subjects are required to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the tolerance of uncertainty.

Examples of discussion points that might be used in economic is for example

• To what extent is economics value-free?
• Are economic theories independent of culture?
• What are the limitations of the use of diagrams and charts in economics?
• What are the implications of economics being based, ultimately, on human psychology?
• What are the roles played by abstract reasoning and concrete evidence in constructing economic theory?
• To what extent should ideas of fairness and justice inform economic thinking?
• Having followed a course of study in group 3, students should be able to reflect critically on the various ways of knowing and the methods used in human sciences, and in doing so, become the “inquiring, knowledgeable and caring young people” of the IB mission statement.

Economics and the international dimension

The economics course embodies global and international awareness in several distinct ways. Two of the four sections of the course are devoted to specific areas of economics that contribute to international awareness and understanding in section 3: international economics, and section 4: development economics. In addition, earlier topics in the course explore the ways in which different countries deal with common economic issues such as government intervention, market failure, sustainability, and achieving macroeconomic objectives. Inherent in the syllabus is a consideration of different perspectives, economic circumstances, and social and cultural diversity.

Economics seeks to develop international understanding and foster a concern for global issues, as well as to raise students’ awareness of their own responsibility at a local and national level. Economics also aims to develop values and attitudes that will help students reach a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interconnected world.

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The subject

History is a dynamic and evidence-based discipline that involves an exciting engagement with the past. It is a discipline focused around key historical concepts such as change, causation and significance. History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today. The IB Diploma Programme (DP) history course is a world history course based on a comparative and multiperspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.

History and Theory of Knowledge

History is one of the eight areas of knowledge that are at the centre of the TOK course. It is an interesting area of knowledge because it raises questions such as how far we can speak with certainty about anything in the past, and whether historians’ accounts are necessarily subjective. All of the elements of the history course provide excellent scope for making links to TOK. However, the most explicit link to TOK comes in the internal assessment task. Students are required to reflect on what completing their historical investigation taught them about the role of methods used by, and challenges facing, the historian. This provides excellent links to TOK, where students will, for example, compare the methods used to gain knowledge in history with the methods used to gain knowledge in other areas of knowledge.

History and International-mindedness

The DP history course is designed in such a way as to explicitly reinforce the emphasis on the development of international-mindedness. For example, one of the key concepts that weaves throughout the course is perspectives, and, more specifically, an emphasis on encouraging students to appreciate multiple perspectives. In addition, all students are required to study case studies and examples from different regions of the world, with comparison of such examples helping to ensure that the course adopts a transnational perspective. Teachers also have a great deal of freedom to choose relevant examples to explore with their students, helping to ensure that the course appropriately meets their students’ needs and interests regardless of their location or context. Throughout the DP history course, students have the opportunity to explore historical events that have played a key role in shaping the world today, deepening their understanding of the complex and interconnected nature of past and present events. For example, students explore historical examples of many of the global challenges facing the world today, such as conflict, rights and governance. This helps to meet one of the central aims of the course—to increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past. 

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The subject

Would you like to gain a better understanding of human behaviour? This is what psychology is about and via biological, cognitive and sociocultural approaches, students will learn how to study and analyse human behavior and mental processes rigorously. Through knowledge about brain, nervous system, hormones, neurotransmitters, genetics and evolution, students will develop an understanding of biological explanations of human behavior. Through knowledge about cognitive schemas, memory models, emotions, thinking and decision-making, students will develop an understanding of cognitive explanations of human behavior. Finally yet importantly, through knowledge about culture, norms, group processes, stereotypes and social identity, students will develop an understanding of social – and cultural explanations of human behaviour. The study of behaviour and mental processes requires a multidisciplinary approach and the use of a variety of research methods. Students will learn how to apply methods such as lab experiments, brain imaging technologies, field experiments, case studies, observations, interviews, correlational studies etc., in order to collect data that can help explain human behavior. Critical thinking skills are developed through the psychology course, via evaluation of the theories and studies in relation to validity, reliability and ethical consideration. The internal assessment in psychology requires the students to plan, conduct and evaluate a simple experiment. This project allows the students to work practically with the subject. 

Psychology and Theory of Knowledge

TOK is invaluable for exploring some of the bigger questions relevant to the teaching, learning and practice of psychology. Questions that can be explored include the following; can models and theories be used to understand and predict human behaviour? Does a researcher’s choice of methodology affect the reliability or credibility of research? Is what we know about human behaviour limited by our ethical considerations? Are emotions universal? Are the methods of the natural sciences applicable in the social sciences? There are a variety of ways of gaining knowledge in psychology, including observation and experimentation, inductive and deductive reasoning, and the collection of evidence. Having followed a psychology course, students should be able to reflect critically on the various ways of knowing and on the methods used in the social sciences.

Psychology and International-mindedness

The psychology course develops an understanding of how our behaviour is shaped by the societies and cultures we experience and how we in turn shape our environment. Through cultural psychology, the course aids in the understanding of cultural origins of behaviour and cognition, as well as understanding how the collective influences the individual. Psychology also has a global and digital perspective, which investigates how globalization and digital technologies affects the individual behaviour and cognitive processes. In general, psychology presents perspectives that allow the students to be open-minded and knowledgeable in relation to understand social interaction between people with diverse cultural backgrounds.

Examples of concepts and conceptual understanding in Psychology

Neuroplasticity: The development of neural networks through repetition and neural pruning is both genetic and subject to environmental influences. Neural networks can change developmentally, over time or after injury.

Hormones: Hormones are chemicals released by specific glands in the body to regulate medium and long-term changes in the body.

Models of memory: The Multi-Store Model of Memory and The Working Memory Model provide a framework for an understanding human memory processes over time.

Schema theory: Cognitive schemas are seen as mental representations that organize our knowledge, beliefs and expectations. Multiple studies have indicated that schemas influence memory processes in encoding, storage and retrieval. Schema processing is to a large extent automatic and non-conscious which saves cognitive energy but at the same time could result in biases in thinking and memory processes.

Social identity theory: Social identity theory refers to the way someone thinks about themselves and evaluates themselves in relation to groups. Social identity theory posits that a person’s sense of who they are is based on their membership of social groups.

Stereotypes: A stereotype is a generalized and rather fixed way of thinking about a group of people.

Triangulation: Triangulation is an approach used to ensure enough evidence is available to make a valid claim about the results of a study. Methodological triangulation tests a theory or a psychological phenomenon using different methods of inquiry. Data from a variety of methods (survey, interview, case study, experiments) is used to help validate the results of a study.

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The subject

Chemistry is a group 4 subject and as such an experimental science. Along with the other sciences (physics, biology and environmental systems and societies) chemistry contributes to students knowledge of the overarching theme called Nature of Science (NOS). Chemistry combines academic study with the acquisition of practical and investigational skills. It is often 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. Through studying chemistry, students become aware of how scientists work and communicate with each other. The Diploma Programme chemistry course includes the essential principles of the subject (the core material) but also, through selection of an option, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study chemistry as their major subject in higher education and those who do not. The emphasis is on a practical approach through experimental work that supports the theories learnt by the students in classes. Students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.

Chemistry and theory of knowledge

The theory of knowledge (TOK) course engages students in reflection on the nature of knowledge and on how we know what we claim to know. The course identifies eight ways of knowing: reason, emotion, language, sense perception, intuition, imagination, faith and memory. Students explore these means of producing knowledge within the context of various areas of knowledge: the natural sciences, the social sciences, the arts, ethics, history, mathematics, religious knowledge systems and indigenous knowledge systems. The course also requires students to make comparisons between the different areas of knowledge, reflecting on how knowledge is arrived at in the various disciplines, what the disciplines have in common, and the differences between them. In this way there are rich opportunities for students to make links between their science and TOK courses. One way is by drawing students’ attention to knowledge questions which arise from their subject content. Knowledge questions are open-ended questions about knowledge, and include questions such as:

• How do we distinguish science from pseudoscience?
• When performing experiments, what is the relationship between a scientist’s expectation and their perception?
• How does scientific knowledge progress?
• What is the role of imagination and intuition in the sciences?
• What are the similarities and differences in methods in the natural sciences and the human sciences?

Chemistry and international mindedness

Science itself is an international endeavour—the exchange of information and ideas across national boundaries has been essential to the progress of science. This exchange is not a new phenomenon but it has accelerated in recent times with the development of information and communication technologies. The scientific method in its widest sense, with its emphasis on peer review, open-mindedness and freedom of thought, transcends politics, religion, gender and nationality. The facilities for large-scale research in, for example, particle physics and the Human Genome Project are expensive, and only joint ventures involving funding from many countries allow this to take place. The data from such research is shared by scientists worldwide. Increasingly there is a recognition that many scientific problems are international in nature and this has led to a global approach to research in many areas. The reports of the Intergovernmental Panel on Climate Change are a prime example of this. On a practical level, the group 4 project (which all science students must undertake) mirrors the work of real scientists by encouraging collaboration between schools across the regions.

Examples of concepts and conceptual understanding in Chemestry

Spectra: Emission spectra are produced when photons are emitted from atoms as excited electrons return to a lower energy level. The line emission spectrum of hydrogen provides evidence for the existence of electrons in discrete energy levels, which converge at higher energies. Emission spectra are widely used in astronomy to analyse light from stars.

Redox: Oxidation and reduction can be considered in terms of oxygen gain/hydrogen loss, electron transfer or change in oxidation number. Driving under the influence of alcohol is a global problem which results in serious road accidents. A redox reaction is the basis of the breathalyser test. Acids and bases: A Brønsted–Lowry acid is a proton/H+ donor and a Brønsted–Lowry base is a proton/H+ acceptor. • Amphiprotic species can act as both Brønsted–Lowry acids and bases. A number of acids and bases are used in our everyday life from rust removers to oven cleaners, from foods to toothpastes, from treatments for bee stings to treatment of wasp stings.

Organic chemistry: Isomers are compounds with the same molecular formula but different arrangements of atoms. Organic chemistry focuses on the chemistry of compounds containing carbon. Even small changes in atomic arrangement can change the properties of the compound a lot allowing for almost endless number of compounds to be synthesized and tested for medicinal activity.

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The subject

ESS is firmly grounded in both the scientific exploration of environmental systems and in the exploration of cultural, economic, ethical, political, and social interactions of societies with the environment. Students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world. The course requires a systems approach to environmental understanding and problem solving, and promotes holistic thinking about environmental issues. It is recognized that to understand the environmental issues of the 21st century and suggest suitable management solutions, both the human and environmental aspects must be understood. Through the exploration of cause and effect, the course investigates how values interact with choices and actions, resulting in a range of environmental impacts. Students develop an understanding that the connections between environmental systems and societies are diverse, varied and dynamic.

ESS and Theory of Knowledge

The interdisciplinary nature of the ESS course provides rich opportunity for students to reflect on the methodologies of both scientific and human sciences. It is now widely accepted that researchers utilize not only scientific methods, but also a variety of approaches, in order to enhance understanding of the interaction between environmental systems and societies. Scientific disciplines share a common focus on utilizing inductive and deductive reasoning, on the importance of evidence, and so on; but in the ESS course, students are also required to use other methods traditionally associated with the human sciences. Throughout the course students will be encouraged to raise Theory og Knowledge questions themselves as will their attention be drawn to Theory og Knowledge questions such as:

• What are the similarities and differences in the methods of gaining knowledge in the natural sciences and in the human sciences?
• How does emotion affect our perception and understanding of environmental issues?

ESS and international-mindedness

The ESS course leads students to an appreciation of the nature of the international dimension since the resolution of the major environmental issues rests heavily upon international relationships and agreements. Throughout the course students will be encouraged to access websites and databank og international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO); the United Nations Environment Programme (UNEP); and the World Meteorological Organization (WMO) in order to enhance their appreciation of this international dimension It is widely accepted that many environmental problems are international in nature and this has led to a global approach to research in many areas such as climate change, biodiversity and population dynamics.

Examples of concepts and conceptual understanding in ESS

Sustainability: the use and management of resources that allows for full replacements of the natural resources exploited and the full recovery of the ecosystems affected by their extraction and use.

Equilibrium: Equilibrium is the tendency of a system to return to an original tate following a disturbance; at equilibrium a state of balance exists among the components of that system.

Biodiversity: Biodiversity is a broad concept encompassing total diversity of species, genetic diversity and habitat diversity.

EVSs: An environmental value system (EVS) is a worldview or paradigm that shapes the way an individual, or group of people, perceives and evaluates environmental issues.

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The subject

Physics is an experimental science, as it seeks to explain the universe itself from the very smallest particles currently accepted as quarks, which may be truly fundamental to the vast distances between galaxies. It’s an important subject for those wishing to go on to study Physics, Medicine, Engineering or other sciences at university, but also very interesting for those who wish to understand the universe better. Topics studied include Mechanics, Thermal Physics; Waves; Electricity and Magnetism; Circular Motion and Gravitation; Atomic, Nuclear and Particle Physics and Energy Production. Physics is, above all, a human activity, and students need to be aware of the context in which physicists work. The distinction between SL and HL is one of breadth and depth. For the successful study of Physics in the IB Diploma Programme, a strong foundation and fluency in mathematics is essential.

Physics and theory of knowledge

In physics there are rich opportunities for students to make links to their TOK course. Knowledge questions are open ended questions about knowledge such as: 

• When performing experiments, what is the relationship between a scientist’s expectation and their perception?
• What is the role of imagination and intuition in the sciences?
• How do we distinguish science from pseudoscience 
• How does scientific knowledge progress?
• What are the similarities and differences in methods in the natural sciences and the human sciences?

Physics and international-mindedness

The scientific method in its widest sense, with its emphasis on peer review, open-mindedness and freedom of thought, transcends politics, religion, gender and nationality. Increasingly there is a recognition that many scientific problems are international in nature and this has led to a global approach to research in many areas. The reports of the Intergovernmental Panel on Climate Change are a prime example of this. On a practical level, the group 4 project (which all science students must undertake) mirrors the work of real scientists by encouraging collaboration between schools across the regions. The power of scientific knowledge to transform societies is unparalleled. It has the potential to produce great universal benefits, or to reinforce inequalities and cause harm to people and the environment. In line with the IB mission statement, group 4 students need to be aware of the moral responsibility of scientists to ensure that scientific knowledge and data are available to all countries on an equitable basis and that they have the scientific capacity to use this for developing sustainable societies.

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The subject

For students who wish to study mathematics as a subject in its own right or to pusue their interests in areas related to mathematics. AA is for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will also be fascinated by exploring real and abstract applications of these ideas, with and without technology. Students who take Mathematics: analysis and approaches will be those who enjoy the thrill of mathematical problem solving and generalization.

Strong algebraic skills and the ability to understand simple proofs.

Mathematics and theory of knowledge

Mathematics is a particular area of knowledge in the TOK course. A fundamental question for all knowers is whether mathematical knowledge really exists independently of our thinking about it. Is it there, “waiting to be discovered”, or is it a human creation? Students’ attention will be drawn to theory of knowledge questions in mathematics, and they will be encouraged to raise such questions themselves.

Mathematics and international-mindedness Aim: to enable students to appreciate the universality of mathematics and is multicultural, international and historical perspectives

• Mathematics as an international language
• The history of mathematics
• The key role of mathematics in science and technology

Concepts and conceptual understanding – the nature of mathematics

Approximation: This concept refers to a quantity or a representation which is nearly but not exactly correct. 

Change: This concept refers to a variation in size, amount or behaviour.

Equivalence: This concept refers to the state of being identically equal or interchangeable, applied to statements, quantities or expressions.

Generalization: This concept refers to a general statement made on the basis of specific examples. 

Modelling: This concept refers to the way in which mathematics can be used to represent the real world. 

Patterns: This concept refers to the underlying order, regularity or predictability of the elements of a mathematical system.

Quantity: This concept refers to an amount or number.

Relationships: This concept refers to the connection between quantities, properties or concepts; these connections may be expressed as models, rules or statements. Relationships provide opportunities for students to explore patterns in the world around them.

Representation: This concept refers to using words, formulae, diagrams, tables, charts, graphs and models to represent mathematical information

Space: This concept refers to the frame of geometrical dimensions describing an entity

Systems: This concept refers to groups of interrelated elements

Validity: This concept refers to using well-founded, logical mathematics to come to a true and accurate conclusion or a reasonable interpretation of results.Concepts and conceptual understanding – the nature of mathematics • Approximation: This concept refers to a quantity or a representation which is nearly but not exactly correct. • Change: This concept refers to a variation in size, amount or behaviour. • Equivalence: This concept refers to the state of being identically equal or interchangeable, applied to statements, quantities or expressions.

Generalization: This concept refers to a general statement made on the basis of specific examples. 

Modelling: This concept refers to the way in which mathematics can be used to represent the real world. • Patterns: This concept refers to the underlying order, regularity or predictability of the elements of a mathematical system.

Quantity: This concept refers to an amount or number.

Relationships: This concept refers to the connection between quantities, properties or concepts; these connections may be expressed as models, rules or statements. Relationships provide opportunities for students to explore patterns in the world around them.

Representation: This concept refers to using words, formulae, diagrams, tables, charts, graphs and models to represent mathematical information

Space: This concept refers to the frame of geometrical dimensions describing an entity

Systems: This concept refers to groups of interrelated elements 

Validity: This concept refers to using well-founded, logical mathematics to come to a true and accurate conclusion or a reasonable interpretation of results.

Link to IBO subject brief

The subject

For students who wish to gain understanding and competence in how mathematics relates to the real world and to other subjects. AI is for students who are interested in developing their mathematics for describing our world and solving practical problems. They will also be interested in harnessing the power of technology alongside exploring mathematical models. Students who take Mathematics: applications and interpretation will be those who enjoy mathematics best when seen in a practical context.

Mathematics and theory of knowledge

Mathematics is a particular area of knowledge in the TOK course. A fundamental question for all knowers is whether mathematical knowledge really exists independently of our thinking about it. Is it there, “waiting to be discovered”, or is it a human creation? Students’ attention will be drawn to theory of knowledge questions in mathematics, and they will be encouraged to raise such questions themselves.

Mathematics and international-mindedness Aim: to enable students to appreciate the universality of mathematics and is multicultural, international and historical perspectives

• Mathematics as an international language
• The history of mathematics
• The key role of mathematics in science and technology

Concepts and conceptual understanding – the nature of mathematics

Approximation: This concept refers to a quantity or a representation which is nearly but not exactly correct. 

Change: This concept refers to a variation in size, amount or behaviour.

Equivalence: This concept refers to the state of being identically equal or interchangeable, applied to statements, quantities or expressions.

Generalization: This concept refers to a general statement made on the basis of specific examples. 

Modelling: This concept refers to the way in which mathematics can be used to represent the real world. 

Patterns: This concept refers to the underlying order, regularity or predictability of the elements of a mathematical system.

Quantity: This concept refers to an amount or number.

Relationships: This concept refers to the connection between quantities, properties or concepts; these connections may be expressed as models, rules or statements. Relationships provide opportunities for students to explore patterns in the world around them.

Representation: This concept refers to using words, formulae, diagrams, tables, charts, graphs and models to represent mathematical information

Space: This concept refers to the frame of geometrical dimensions describing an entity

Systems: This concept refers to groups of interrelated elements

Validity: This concept refers to using well-founded, logical mathematics to come to a true and accurate conclusion or a reasonable interpretation of results.Concepts and conceptual understanding – the nature of mathematics • Approximation: This concept refers to a quantity or a representation which is nearly but not exactly correct. • Change: This concept refers to a variation in size, amount or behaviour. • Equivalence: This concept refers to the state of being identically equal or interchangeable, applied to statements, quantities or expressions.

Generalization: This concept refers to a general statement made on the basis of specific examples. 

Modelling: This concept refers to the way in which mathematics can be used to represent the real world. • Patterns: This concept refers to the underlying order, regularity or predictability of the elements of a mathematical system.

Quantity: This concept refers to an amount or number.

Relationships: This concept refers to the connection between quantities, properties or concepts; these connections may be expressed as models, rules or statements. Relationships provide opportunities for students to explore patterns in the world around them.

Representation: This concept refers to using words, formulae, diagrams, tables, charts, graphs and models to represent mathematical information

Space: This concept refers to the frame of geometrical dimensions describing an entity

Systems: This concept refers to groups of interrelated elements 

Validity: This concept refers to using well-founded, logical mathematics to come to a true and accurate conclusion or a reasonable interpretation of results.

Link to IBO subject brief

The subject

The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication and understanding. They range from traditional forms embedded in local and wider communities, societies and cultures, to the varied and divergent practices associated with new, emerging and contemporary forms of visual language. They may have sociopolitical impact as well as ritual, spiritual, decorative and functional value; they can be persuasive and subversive in some instances, enlightening and uplifting in others. We celebrate the visual arts not only in the way we create images and objects, but also in the way we appreciate, enjoy, respect and respond to the practices of art-making by others from around the world. Theories and practices in visual arts are dynamic and ever-changing, and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and critical interpretation. The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. The course encourages students to actively explore the visual arts within and across a variety of local, regional, national, international and intercultural contexts. Through inquiry, investigation, reflection and creative application, visual arts students develop an appreciation for the expressive and aesthetic diversity in the world around them, becoming critically informed makers and consumers of visual culture.

Visual arts and theory of knowledge

The arts subjects complement the TOK ethos by revealing interdisciplinary connections and allowing students to explore the strengths and limitations of individual and cultural perspectives. Studying the arts requires students to reflect on and question their own bases of knowledge.

Questions related to TOK that a visual arts student might consider include the following.

• To what extent is artistic knowledge something which cannot be expressed in any other way?
• Are ways of knowing employed in radically different ways in the arts than in other areas of knowledge?
• To what extent does imagination play a special role in the visual arts?
• What moral responsibilities do artists have?
• How can the subjective viewpoint of an individual contribute to knowledge in the arts?
• What are the standards by which we judge artworks?

Visual arts and international-mindedness

International-mindedness represents an openness and curiosity about the world and its people. It begins with students understanding themselves in order to effectively connect with others. The arts provide a unique opportunity for students to recognize the dynamic cultural influences around them. Through making, investigating and critically analysing and appreciating differing art forms, students deepen their understanding of the visual arts, as well as their knowledge, understanding and experience of the visual arts within the global community. They learn to acknowledge the aspects that appear in all art forms and art cultures, and also to recognize the unique ways in which particular cultures express and represent their values and identity visually. The table below shows how these activities link with the core syllabus areas at both SL and HL

Link to IBO subject brief

The subject

The Theory of Knowledge (TOK) course is all about critical thinking and inquiring into the process of knowing. As such, TOK plays a special role in the Diploma Programme as it gives the students the opportunity to reflect on the nature of knowledge itself. In TOK students think about how knowledge is arrived at in the various disciplines and areas of knowledge (natural sciences, human sciences, math, etc.), what the disciplines and areas of knowledge have in common and the differences between them. The fundamental question of TOK is “how do we know that?” and the answer to this question might very well depend on the discipline and the purpose to which the knowledge is put. The aim of TOK is not only to make the students aware of the connections between different areas of knowledge but also to make them reflect upon his or her own perspectives (personal knowledge) and those of the various groups whose knowledge he or she shares (shared knowledge). The TOK course invites the students to explore the methods used in their different subject inquiries and guides them in trying to establish what it is about these methods that makes them more or less effective as knowledge tools. During the TOK course the students examines how they can know what they claim to know by analyzing knowledge claims (“I/we know X”) and exploring knowledge questions (open knowledge questions like: “How can a mathematical model give us knowledge even if it does not yield accurate predictions question about knowledge”). These abstract questions are made accessible to the students as they are dealt with not only in the TOK classroom both also with in the specific practical context of the different subject areas, from which these seemingly abstract questions arise naturally during the subject course work. Students are thereby encouraged to consider knowledge questions against the backdrop of their experiences of knowledge in their other Diploma Programme subjects but also in relation to the practical experiences offered by CAS and the extended essay.

Theory of Knowledge and international-mindedness

As Theory of Knowledge is part of the core of the IB Diploma it plays a key role in fostering and nurturing an international-mindedness, with the ultimate goal of developing responsible global citizens in accordance with the IB mission statement. To this end, the TOK course encourages students to explore issues of global significance, examine links between the local and the global and to reflect upon and discuss how different cultural traditions have contributed to our current constructions of knowledge.

Some examples of concepts and conceptual understanding in TOK

Link to IBO subject brief