Theory of Knowledge (KS5)

The Theory of Knowledge (TOK) course aims to:

Develop critical thinking and metacognitive awareness by encouraging students to question how knowledge is constructed and understood across disciplines.
Foster intellectual curiosity by exploring knowledge questions that connect academic disciplines, personal experiences, and global issues.
Cultivate open-mindedness and intercultural understanding by analyzing knowledge from diverse perspectives, traditions, and contexts.
Strengthen ethical reasoning through discussions on the responsibilities of knowers and the implications of knowledge use in the real world.
Support interdisciplinary learning by linking the core components of the IB – TOK, the Extended Essay (EE), and Creativity, Activity, Service (CAS) – and integrating TOK thinking across subject areas.
Prepare students for lifelong learning by equipping them with transferable skills such as argument analysis, evidence evaluation, and reflective thinking.

Key elements of the implementation include:

Structured around knowledge questions, the course is divided into two main areas:
- The Core Theme: Knowledge and the Knower
- Optional Themes (e.g., Knowledge and Technology, Politics, Language, Indigenous Societies, Religion)
- Areas of Knowledge (AOKs): such as Natural Sciences, Human Sciences, Mathematics, History, the Arts, and Ethics.
Student-led inquiry and discussion form the foundation of teaching, emphasizing real-life situations, open dialogue, and Socratic questioning.
TOK Exhibition (Year 1/DP1): Students explore how TOK manifests in the real world, using objects and knowledge questions, assessed internally and moderated externally.
TOK Essay (Year 2/DP2): A 1,600-word externally assessed essay on a prescribed title published by the IB. Students engage in independent research and critical analysis of knowledge claims and counterclaims.
Collaborative planning with subject teachers promotes cross-curricular links, ensuring TOK is not taught in isolation but embedded throughout the IBDP experience.
Regular formative assessment (e.g., presentations, discussions, reflections) and feedback support student development and progression.
Use of diverse resources including news articles, philosophical texts, TED talks, documentaries, and interactive media to foster engagement and relevance.

Students will be able to…

have an enhanced ability to critically evaluate information and differentiate between knowledge, opinion, and belief across disciplines.
create high-quality TOK essays and exhibitions that demonstrate clarity of argument, depth of insight, and the ability to engage with knowledge questions in a reflective and analytical way.
have greater confidence in articulating and defending perspectives, including recognition of the limitations and biases in their own and others’ viewpoints.
improved academic writing and research skills that support success.
have meaningful engagement with global and ethical issues, helping students to become thoughtful, informed global citizens who recognize the impact of knowledge on society.
use positive feedback from students and alumni, who often cite TOK as instrumental in developing skills for university and life beyond school.
use ongoing reflection and professional development by TOK teachers, leading to continuous improvement of course delivery and student outcomes.