Subject Guide

IB – THE TWO SUBJECT LEVELS Most IB Diploma subjects are available in two different versions: Higher Level (HL) and Standard Level (SL ). Students normally take three of their subjects at Higher Level and the others at Standard Level. Higher Level subjects require intensive, in–depth study over the full two years, with a minimum of 240 hours teaching time. They are similar in scope and depth to British GCE ‘A’ levels, French Baccalaureate, or the USA’s Advanced Placement at least. Standard Level subjects are less demanding and require less teaching time (150 hours) than Higher Level. They are usually at least as broad as their equivalent Board subject, and in most cases are of similar overall rigour, although this varies somewhat from subject to subject. Certainly, they are regarded as sufficient to satisfy most prerequisites for first year university courses here. The choice between two different levels in each subject allows students to pursue an intensive study of their preferred specialities, while still maintaining sufficient exposure to the other fields of knowledge to ensure that balance is achieved. Due to the level of exposure that most Australian students have to foreign languages, we encourage most students to select their Group 2 foreign language subject at standard level. IB - THEORY OF KNOWLEDGE (TOK) Supervisors - Dr Brohier and Mr Walther 1. Introduction Theory of Knowledge is central to the IB Diploma programme of studies. It may be seen as a matrix in which the distinct forms of knowledge specified to the subjects which comprise the IB curriculum can be critically evaluated, compared and contrasted, and, to an appropriate degree, integrated. 2. Nature of the Subject Because Theory of Knowledge is a key element in the educational philosophy of the International Baccalaureate, it is obligatory for every IB Diploma candidate. The purpose of the programme is to stimulate critical reflection on the knowledge and the experience of students both in and outside the classroom. The programme is thus ‘philosophical’ in the sense that it is meant to encourage students to acquire a critical awareness of what they and others know, through analysing concepts and arguments and the basis of value judgements. Despite a similarity between the title of this programme and that branch of philosophy called epistemology, Theory of Knowledge in the IB Diploma is not meant to be a programme strictly in the latter. Certain epistemological issues will be confronted by all those who reflect upon their knowledge and experience. Nor is Theory of Knowledge meant to be a review of the various ‘–isms’, such as empiricism or rationalism; nor is it a study of the great thinkers, although a judicious selection from these sources may help to throw light on the themes studied. While the programme calls for an examination of the ways of thinking proper to different disciplines, it is not intended to be a study only of the methodologies of those disciplines. Although issues of the moment may be discussed when appropriate, the programme is more than a series of impromptu debates on miscellaneous topical subjects. 3. Aims The aims of the Theory of Knowledge programme are to lead candidates to: • engage in reflection on the questioning of the bases of knowledge and experience; • be aware of subjective and ideological biases; • develop a personal mode of thought based on critical examination of evidence and expressed in rational arguments.

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