DP Unit planner Staff support guide.

Oliver Furnival.

Contents.

1. DP unit Planner. Page 2-10

2. IB Learner Profile. Page 11-12

3. Conceptual Learning. Page 13-14

4. Classroom Activities. Page 15-35

5. Approaches to Learning. Page 36-40

6. Classroom Techniques to Support ESL Learners Page 41-70

7. TOK Links. Page 71-90

8. CAS Connections. Page 91-95

DP unit planner 1 1
Part 1. DP Unit Planner.

DP unit planner 1
Teacher(s) Subject group and course

Course part SL or HL/Year 1 or 2 Dates

and topic

Unit description and texts DP assessment(s) for unit

Interdisciplinary links.
International Mindedness IB Learner Profile
Look at `10 perspectives on International Mindedness` in Give examples of how the students will meet one or more of the
the DP library on the link station or on this link Learner Profile attributes. For more information look at the IB
http://blogs.ibo.org/blog/2014/12/01/ten-perspectives-on- Learner Profile Booklet in the DP Library in the link station.
international-mindedness/ Use the ATL / DP footer in the ATL section of the DP library to
highlight the profile to the students.
Check your subject guide for links.

DP unit planner 1 2
INQUIRY: establishing the purpose of the unit
Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

These can be assessment objectives from your subject guide.

ACTION: teaching and learning through inquiry

Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during the unit. Aim for a variety
of approaches to help facilitate learning.

Students will know the following content: Learning experiences and strategies/planning for self-supporting learning:
Lecture
List the content covered in the unit—this can be from the DP Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended
subject guide. questions.  Within the context of the discussion, students listen closely to the comments of others,
thinking critically for themselves, and articulate their own thoughts and their responses to the
thoughts of others.  They learn to work cooperatively and to question intelligently and civilly.
http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html

Small group/pair work

PowerPoint lecture/notes
Individual presentations

DP unit planner 1 3
 Group presentations
Students will develop the following skills: Student lecture/leading
Interdisciplinary learning
Look at the content, aims and objectives covered in the unit Details:
and list the skills the students will learn.
Other/s:
Sentences can start
Delete as appropriate:
`All students will be able to……`
 Group talking point discussions.
`Most students will be able to….`  Peer marking of essays and assessments.
 Jigsawing
`Some students will be able to….`
 Card sorts
 Ranking activities
 Textbook readings with content &skills based questions
 Provide comments, opinions and questions in small group discussions
Students will grasp the following concepts:  Participate in knowledge building and reviewing quizzes and games
Write a brief summary of the ideas the students will grasp  Skills practice: comparison, evaluation, and making conclusions.
from the unit. Concepts can range from specific the to the  Writing descriptive analytical and interpretive answers and short essays.
abstract. These concepts can be the basis of creating TOK  Structured writing exercises
knowledge questions.  Oral presentation. Through preparation in pairs and small groups and as a whole
class. These debates will respond to facts that have been found.
Teaching focused on conceptual understanding can be found  Preparation and presentation of analytical essay on a citizenship topic
on the IBO ATL website:  Peer assessment of student presentations
https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/sta  Responding to evidence, both visual and written.
tic/dpatl/guide-teaching-focused-on-conceptual-understanding.html  Open ended questions based on all 7 components of Bloom`s Taxonomy.
 Evaluating information through ranking activities.
 Gathering and responding to evidence from sources.
 Self assessment.
 Student / teacher led talking point discussion
 Whole class debates with notes and follow worksheets
 Develop source work skills though practice questions individually and teacher
directed

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  Short knowledge based quizzes and games
 Guided readings with comprehensions questions
 Research activities.
 Lesson worksheets based on textbook reading and internet research
 Guided essay writing exercise
 Student and teacher led discussion circles.
 Pair work activities to enable pupils to teach and learn from their peers
 Envoying activities to aid retention of facts
 Think-pair-share.
 Hot seat activities to help formulate questions and respond to new ideas.
 Research items using the library and internet

Formative assessment:
Formative assessment is an integral part of teaching and learning. It does not
contribute to the final mark given for the module; instead it contributes to learning
through providing feedback. It should indicate what is good about a piece of work
and why this is good; it should also indicate what is not so good and how the
work could be improved. Effective formative feedback will affect what the student
and the teacher does next. https://as.exeter.ac.uk
https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-teaching-
informed-by-assessment.htmlv

List the formative assessment tasks you will use in the assessment

Summative assessment:
Assessment(s) to demonstrate the extent of a learner's success in meeting the
assessment criteria used to gauge the intended learning outcomes of the unit

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 and which contributes to the final mark given for. It is normally, though not
always, used at the end of a unit of teaching. https://as.exeter.ac.uk

https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-teaching-
informed-by-assessment.htmlv

List the summative assessment task(s) you will use in the assessment.

Differentiation:
Affirm identity—build self-esteem
Value prior knowledge
Scaffold learning
Extend learning
Details:
Write a brief summary of how you will differentiate for a variety of students in your
classroom, for example, Special Educational Needs, The More Able, Language.
https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-teaching-
differentiated-to-meet-the-needs-of-all-learners.html

Gardner`s multiple intelligences can act as a guide to different learning styles

http://www.tecweb.org/styles/gardner.html
Briefly explain how you will support all students with an overview of the strategies you
will use.

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 Approaches to learning (ATL)
Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.

Thinking
Social
Communication
Self-management
Research
Details:
Write a brief summary of the approach(es) to learning you will use.
Use the IB website for an overview of each approach to learning. The website has got a self reflection tool under the `tools` section to help guide you
through the unit. This list is also used in our lesson observation booklet and teacher trios document.
https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-apr-to-learn.html

Highlight your approaches to learning by using the ATL / DP footer in the ATL section of the DP library to highlight the profile to the students.

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and learning Check the boxes for any explicit Check the boxes for any explicit CAS connections. If
connections made during the unit. For more information on TOK connections made during you check any of the boxes, provide a brief note in the
the IB’s approach to language and learning, please see the the unit “details” section explaining how students engaged in
guide. CAS for this unit.

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 Activating background knowledge Personal and shared Creativity
knowledge
Scaffolding for new learning Action
Ways of knowing
Acquisition of new learning through practice Service
Areas of knowledge
Demonstrating proficiency Details:
The knowledge framework
Details: Speak to the CAS Coordinator if the unit is conducive
Details: to creating any Creativity, Action and/or Service
The following website provides an overview of the IB`s
activities. All activities require students to fill out a
approach to language and learning entitled `Every DP teacher Refer to `Cross curricular TOK`
proposal form.
is a language teacher` in the DP library on the link
station for advice on how to CAS information can be found in the `CAS student
https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_g
meet the TOK rubric and for guidebook` and `Core` guidebook in the DP library.
ui_1502_1/static/dpatl/guide-every-dp-teacher-is-a-language-
teacher.html TOK questions for your
subject.

For examples of classroom activities to support language and Look at your subject text book
learning, read my booklet `Classroom techniques to support for TOK examples.
ESL students` in the DP library on the Link station.
As well as supporting the rubric
The IB has produced the following guides, which are on the DP and creating knowledge
library in the Link Station: `Learning in a language other than
questions, TOK can be
mother tongue in the IB programmes`, `Language and
supported by highlighting the
Learning in IB Programmes.`
knowledge framework which
can be found in the TOK
student guide in the TOK folder
on the Link Station.

Subject guides have links to

TOK in them.

Ask the DP Coordinator for any

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 advice.

Resources

List and attach (if applicable) any resources used in this unit

List text books, handouts, student guides, booklets, websites, past papers, Questionbank used in the unit.

Stage 3: Reflection—considering the planning, process and impact of the inquiry

What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit

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 Part 2. The IB Learner Profile

Inquirers
Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They
actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable
Students explore concepts, ideas and issues that have local and global significance. In so doing, they acquire indepth knowledge and develop
understanding across a broad and balanced range of disciplines.

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Thinkers
Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical
decisions.

Communicators
Students understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of
communication. They work effectively and willingly in collaboration with others.

Principled
Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They
take responsibility for their own actions and the consequences that accompany them.

Openminded
Students understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other
individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring
Students show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act
to make a positive difference to the lives of others and to the environment.

Risktakers
Students approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles,
ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced
Students understand the importance of intellectual, physical and emotional balance to achieve personal wellbeing for themselves and others.

Reflective
Students give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations
in order to support their learning and personal development.

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 Part 3. Conceptual understanding
https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-teaching-focused-on-conceptual-understanding.html

Teaching focused on conceptual understanding

DP courses have always had a focus on developing conceptual understanding but, within DP subject guides and teacher support materials, the focus on
teaching through concepts is becoming increasingly explicit.

Concepts are broad, powerful organizing ideas that have relevance both within and across subject areas. Exploring concepts helps students to build the
capacity to engage with complex ideas, and discussion of the “big ideas” behind a topic can help students get to the heart of why they are learning a particular
unit or option. There is also a strong link between teaching through concepts and moving students to higher-order thinking; for example, it allows students to
move from concrete to abstract thinking, and facilitates the transfer of learning to new contexts.

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Some DP subjects explicitly construct their subject guides around key concepts; for example, the new DP global politics course. This can be an effective way
of framing course content, as well as inspiring more explicitly conceptual assessment tasks. Other DP guides are arranged and framed in different ways.
Whichever DP subject guide a teacher is using, and however that guide is presented, it can be a very powerful teaching strategy to teach through concepts,
and all DP courses are designed to lend themselves to this type of teaching.

DP courses are based on an interrelationship of concepts, content and skills. The emphasis on this interrelationship is important because it helps to address the
concern that concept-based curriculums focus on concepts at the expense of content, rather than in conjunction with content. These curriculum models “value
a solid base of critical factual knowledge across the disciplines, but they raise the bar for curriculum and instruction by shifting the design focus to the
conceptual level of understanding” (Erickson 2012: 5).

Figure 5
Interrelationship of skills, concepts and content

Anderson and Krathwohl, in their update to Bloom, argue that conceptual knowledge plays a crucial role in moving students from knowledge to
understanding. They argue that “students understand when they build connections between the ‘new’ knowledge to be gained and their prior knowledge.

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More specifically, the incoming knowledge is integrated with existing schemas and cognitive frameworks. Since concepts are the building blocks for these
schemas and frameworks, conceptual knowledge provides a basis for understanding” (2001: 70).

Part 4. Classroom Activities

Post-it notes.

Description.
 Write a discussion topic on the board, such as ‘What are the pros and cons of tourism?’
 Students write their idea on a post it note and put it on the relevant part of the board. –they can be put into a ‘pro’ or ‘con’ team.
 Filled in notes can be ranked, voted off, linked to other notes, used as prompts for discussion, written work or a speech.
 Pupils can be invited to justify their note or respond to a note written by the other team.
 This can also be done in smaller groups to aid the brainstorming process.

Learning Outcomes.
Students:
 Have their say.
 Are exposed to a wide range of ideas
 Learn ideas from peers.
 Can respond to and evaluate the views of others.

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  Empathise with the ideas of others.
 Move around the room.
 Interact with others.

Interactive homework.

Description
 Set pupils homework questions that require them to ask other people’s opinions, such as family and friends.
 The given question could be based on the lesson’s learning or could be in preparation, and research for a future debate, activity or assessment
 The interactive homework works best when open ended questions, or statements are used and when students ask more than one person, giving
them a range of ideas to work with in class.
 The question could also be a closed on, as preparation for a vote.
 In the lesson after the homework, the ideas students have found can become part of the lesson’s activity, where students can:
 Be asked to represent the views of others as part of a debate or assessment.
 Work in groups to pool together the different responses to the statement.

Learning Outcomes
 Parents become part of their child’s learning, enhancing their understanding of what they are learning at school.
 The homework is achievable for all students.
 The tasks are interactive with family and friends, and not seen as daunting work, resulting in the amount of pupils completing their homework

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 increase.
 Students are opened up to new ideas and discussion topics at home

Homework.
Ask your parents, family or friends the following question:
‘Should 3rd world debt be cancelled?’
If they are unsure of the issue, use your knowledge from lessons to explain it to them.
The ideas you find will be used in a debate next lesson.

My_________________________________said____________________________
His/her reasons
are____________________________________________________________________________________________________________

Silent Debate

Description
 Teacher or students create questions / statements for debate.
 Each team gets a statement and has 3 minutes to respond to it—in silence with all getting the chance to participate and respond to others.
 Pupils write their responses, preferably in colourful pens.
 Groups then pass their sheet on to another group—or move to other tables. Pupils then read the previous team(s) ideas and either respond directly
to what they have read or start a new strand of discussion.
 Pupils repeat this activity until they have seen all the statements.
 Pupils get their original sheet back, which is full of ideas. They now have 15 minutes to prepare a 1 minute speech on their statement, using the
ideas of others to strengthen the arguments.
 Each team presents in front of the class.
 The audience give praise and targets on each presentation.
 The class votes on each question / statement.

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 Learning Outcomes.
Students:
 Work in a group to collate opinions of others and put them into a presentation
 Can have a say.
 Respond to, and build on, the views of others
 Improve their confidence.
 Can work in a group to collate opinions of others and put them into a presentation.
 Give feedback to peers on their presentation
 Give a presentation to the class.
 Use the examples of others to strengthen arguments.

Yes / No stations.

Description.
 The room is set up with 3 stations: ‘Yes’, ‘No’, Not sure’ (Agree/Disagree can also be used). The stations should be far enough apart so the students
can walk from one to the other if they change their mind.
 The teacher or pupil (the construction of a statement can be a lesson activity) writes a statement on the board such as ‘Should we raise tax for the use
of fossil fuels?’
 Pupils go to the station which represents their opinion.
 A variety of activities can unfold:
 An informal debate where pupils challenge each other’s ideas. Pupils are encouraged to change stations if their view changes.
 A teacher/ student chair who directs the debate and add secondary clauses to the statement.
 A count of yes/unsure/no can be taken and referred back to later in the lesson / unit of work.
 Groups can be formed for activities such as making a speech based on opinions—either groups of same of differing opinions.

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 Learning Outcomes.
Students:
 Can respond to a statement.
 Can change their minds by responding to the views of others.
 Are engaged in a debate, either formal or informal.
 Respond to the views of others.
 Hear a variety of views enabling them to get a rounded picture.

Card Sort
Description
 Give pupils a variety of different answers to a question, such as ‘Why did America experience a boom in the 1920’s?’
 Each answer is on a separate card.
 Pupils, alone, in pairs or groups must rank the answers based on a chosen criteria—most money, most important to society, needs money the most.
 Follow up activities can include:
 Pupils writing reasons for their views and feeding back as a class.
 Creating an essay or speech based on the ideas.
 Visiting other pupils work and trying to persuade them to change their order, which can lead to discussion.
 Joining another group and agreeing on a top 3.
 Swapping groups and justifying their ideas in front of the class.
 Ranking the ideas from the viewpoint of someone else in society such as a businessman, a parent, a tourist, someone unemployed.
 A class debate based on the ideas.

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 Learning Outcomes
Students can:
 Rank and respond to the views of others
 Justify ideas
 Influence others
 Exposed to a variety of different answers which they can use in future activities/assessments.
 Choose best answer—looking at how different perspectives may see it.

Question Time.

Description
Give students a situation and a set of roles they can take on to respond to.
 Example situation: An emergency helicopter was used to save drunk schoolchildren at the expense of….. Roles include school child, parent, head
teacher, police, politician, doctor, sick patient who couldn’t get the helicopter.
 Students research responses to the situation from one or more roles and perspectives.
 Students prepare questions they would like to ask each character.
 Set the room up with a top table where the ‘panel’ will sit. Create a name card for each person.
 Get, or pick, volunteers to act in the role of each character.
 The audience ask their prepared (or new questions based on answers given) to the panel members.
 Students can change roles throughout the activity from audience member to panel member as the debate unfolds.

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 Learning Outcomes
Students
 Answer questions from a range of perspectives.
 Create questions from the experience of themselves and others.
 Consider a situation from the viewpoint of others.
 Show empathy for the thoughts and actions of different people in society.
 Explore the origins of a range of opinions

Class debate

Description
 Read the statement to be debated as a class.
 Explain to pupils that they will either agree or disagree with the statement. Forming the groups can either be teacher or student led. Students could
purposely be made to justify the idea they disagree with to build up with skills of arguing from a different viewpoint.
 Split the class into ‘agree’ and ‘disagree’ teams.
 Within these teams put pupils into pairs. Each pair forms their strongest argument. A handout with prompts can be given to help them.
 Put the pairs into fours. Each four must discuss their own strongest arguments and get rid of one, leaving them with one main argument.
 The fours then join as a whole team.
 Each team agrees on their two strongest arguments with reasons and picks two speakers to read them as opening statements.
 Set the room up so the two teams are facing each other.
 The team agreeing with the statement gives their two strongest arguments (without response).
 The team disagreeing with the statement gives their two strongest arguments (without response).
 Open the debate up. Pupils can respond to the views of others or create their own line of the debate.
 Have a vote on the statement. Allow pupils to vote as they really think.

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 Learning Outcomes
Students can:
 Prepare for a debate using reasons and examples to justify ideas.
 Justify opinions that are not their own.
 Appreciate there are a variety of views in society.
 Listen to others and respond directly to what they have heard.
 Contribute (they are given the chance to work in pairs if they are uncomfortable speaking in front of the class) to a debate.
 Question their own views as a result of informed debate.

Brainstorm

Description
 Introduce a premise that entails pupils to consider a variety of different answers.
 In the example below pupils are asked to look at the different things a working adult must spend his/her money on.
 The brainstorm could be held in a variety of ways where pupils:
 Are given pens and write ideas on the board
 Are designated the role of typing the different ideas from the class.
 Can be given the ideas for a card sort activity.
 Can be given thinking time then invited to call their ideas out.
 Can work in pairs and report their ideas back to the class which are then put on a final document.
 Are put into groups and given time to brainstorm and report back to the class.
 Are given post it notes and put their ideas on the board.

Learning Outcomes
Students:
 Are exposed to a variety of views and perspectives, far more than if they were working alone

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  Can use the ideas of their peers to find new ideas/solutions and use them in future activities.
 Respond to a variety of ideas, deciding the most appropriate ones to take forward.

Ikeda San is a teacher. He earns a wage of 5,000,000 Yen a year. He is married with 3 children. This gives him 416,666 yen month.
Things Ikeda San must spend his money Things Ikeda San can choose to spend his money on every month
on every month.

Things Ikeda San needs to save for in the future

Quiz

Description
 Quizzes can be given to test knowledge taught in class, to gage pupils’ previous knowledge brought to the classroom, to focus on terminology
needed for an exam or to give answers for pupils to work from.
 Quizzes can be created by pupils with realistic multiple choice answers, allowing to students focus on areas they feel they need to improve on.
 Example quiz below on UK and Japan legal rights:
 This quiz requires no previous classroom knowledge but is testing pupils on their knowledge of the society they live in.
 Pupils are put into teams and create team name.
 An answer sheet and instructions are given out to pupils.
 Questions can be put on a PowerPoint, aiding SEN students and ensuring all have heard / remember the question correctly.
 Allow pupils to discuss possible answers.
 Pupils can swap answers papers or call out answers.
 Write the answers on the board. A prize can be given to the winning team.
 The follow up activity is for pupils to say whether they would change the age people can get the rights in either Japan or the UK, giving reasons for
their ideas.

Learning Outcomes

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  Students can be tested formatively and summatively.
 Teachers can gage students’ present and previous knowledge and adapt future lessons accordingly.
 Students recap previous learning or learn new information.
 Students know the progress they have made on the topic being studied.

At what age do you get these legal rights in The UK or Japan?

The UK Japan
Right Your guess Actual law Your guess Actual law
Get a part time job.
Leave school.
Get married with parental consent.
Vote
Adopt a child.
Become a politician.
Think—Pair—Share

Description
 Give students an opportunity to think about a question without interruption. This can be either a closed or open question, a question based on
previous learning or one that requires a response based on opinion, or an educated guess.
 Students join into pairs to discuss their thoughts.
 Students share their joint ideas in class feedback.

Learning Outcomes
Students:
 Are encouraged to explore questions in more depth.
 Share their ideas with a partner, giving them the opportunity to teach their opinion and learn something new from a peer.
 Build up their confidence in speaking to peers and in front of the class.
 By answering as a pair, feel less pressure in giving an answer that could be challenged by others.

Active listening.
Description

DP unit planner 1 23
  Elicit and agree the traits of a good listener as a class. Possible examples: eye contact, pays close attention to the speaker, doesn’t interrupt, positive
body language, sensitive to speaker, asks appropriate questions at the end.
 Put students in pairs or small groups to review an activity or give their opinion on an issue.
 When one pupil is speaking the others must listen carefully giving their full attention.
 Students should not interrupt the listener, but can nod or smile to show agreement or understanding.
 When the speaker has finished the listeners can ask questions to either check their understanding or to respond in agreement or disagreement to
what they have heard.

Learning Outcomes
Students:
 Improve their listening skills, helping them to react in an appropriate way.
 Gain more knowledge, allowing them to respond in an informed way.
 Build up their confidence speaking in front of others.
 Can transfer their listening skills to situations outside of the classroom.
Envoy

Description
Students are put into groups. The groups can be chosen by either the teacher or the students and in a variety of ways—based on ability, friendship,
different skills or randomly.
Each group is responsible for a researching a different piece of research.
Example activity:
Each group could be given one aspect of trench life to research and are given a handout with the information they need to find.
When the groups have found their information they can create a piece of work to present it to the other students. (All groups will be presenting at the
same time)
Each group sends an envoy (s) whose job it is to go on a fact finding mission to the other groups, with a handout to help them find the relevant
information.
The students who are not the envoy must teach their information to other groups’ envoys.
When the envoys have found the other groups’ information they return to their original group and report their findings.

Learning Outcomes
Students:
Work together to find the agreed information.

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 Teach their information to other students, consolidating their knowledge.
Take into account the learning needs of others.
The envoy acts as a student and then a teacher, with the responsibility of asking relevant questions in order to gain and then pass on knowledge.

Jigsaw Activity.

Description
 Separate the information needed for a learning activity, such as a piece of reading, (In this example, into four parts). Each part can be given a letter
A-D.
 Put students into groups of four and tell them the letter they need to investigate, so each student is finding a different piece of the information.
 Students find the relevant information for their piece of the jigsaw.
 The students go back to their original groups and collate their information.
 Example activity:
 Students are given a handout with four different types of tax on it. (handouts can be given to students or put in different parts of the classroom so all
A’s etc can work together).
 The handout is separated into four parts A) Income Tax, B) Council Tax, C) Value Added Tax, D) Corporation tax.
 Students are put into groups of four and each is given a letter A-D.
 Pupils write a summary of the tax they have been allocated.
 The Students return to the original group teaching their others about the tax they have studied and making notes on the information given to them by
the others in their group.

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 Learning Outcomes
Students:
 Take the roles of investigator and teacher.
 Improve their speaking and listening skills.
 Take an active role in group work and learn from their peers.
 Are given responsibility for the learning of others.
 Consolidate their new learning by repeating it to others.

Find someone who….

Description
 Give pupils a handout with information they need to find from their peers.
 Pupils should be encouraged to ask as many different students as they can in the time allotted for the activity.
 Pupils go around the classroom with their handout asking and answering questions with a student then moving to a different student as soon as they
have finished, repeating this until the teacher ends the activity.
 The questions asked could be:
 Based on finding a variety of experiences in class or to find out a range of information within the classroom.
 Created by students as questions as part of research for a topic they are investigating.
 Designed to gage ideas on an issue being studied.

 Different students could be asking different questions at the same time.

Learning Outcomes

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 Students:
 Improve their speaking and listening skills.
 Find a variety of perspectives and experiences.
 Can take advantage of the wide range of experiences within the classroom and at home.
 Communicate with a wide range of other pupils in the classroom, some they may not usually communicate with.

Go around the class, speaking to as many people as possible finding how they would like to see the local council improve the local town.
Name More School Bike lanes on Lighting put Other idea.
computers in sports the local in the park
the library. centre open roads. so we can
in the play later in
evenings. the winter.

Peer assessment.

Description
 At the start of work on a presentation, speech or written piece of work, agree with the class a shared criteria for success. These can be directly
related to the course levels or grades or a set of learning skills.
 Guide students to look out for how the criteria can be met. Previous students’ work can be used as examples.
 At the start of the peer assessment lesson make it clear to pupils that they will be assessing each other’s work and will also give targets for
improvement. The targets should be given in a constructive manner.
 After each presentation the audience gives their response to what they have seen, in terms of good points and targets. If similar targets are arising it
can lead to a class discussion on how to meet them.

Learning Outcomes
Students:
 Are aware of (and, at times can help create) the criteria for success.

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  Take on the role of the teacher, knowing, focusing on, and looking for what is needed to make the perfect piece of work.
 By assessing other students’ work each student pick up the good habits of others.
 By setting targets for others, students are also taking into how their own work can be improved, and with guidance can put their own advice into
action the next time they do a similar piece of work.
 Hold discussion with each other, praising each other’s work and setting relevant targets.

Voluntary Sector Peer Assessment.

Agreed criteria for a good presentation

Persuasive, relevant facts, knowledge of the charity’s values and goals, information on a variety of ways the public can get involved in fund raising.

Good points Targets

Charity:
Members of the group:
Strategies used to persuade.

Facts about the charity

Knowledge of the issue the charity is

helping.

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 Ways the public can help the charity

Self-Assessment.

Description
 At the start of the topic share the learning objectives with the pupils. These can be taken from subject levels, course or grade boundaries and skills.
 If applicable allow students to give input into how they can reach the objectives.
 Refer to the objectives throughout the topic, ensuring students are aware of what they are and how to achieve them.
 At the end of the topic put the objectives on the board and ask students to assess themselves against them.
 Give students the self-assessment handout and ask them to comment on what parts of their performance they are happy with and to set themselves
two targets for the future, which must be challenging and achievable.
 Students use the objectives to help them set targets. The teacher can also advise.
 Meet each student to discuss their targets.
 Refer back to targets during future lessons or meetings.

Learning Outcomes
Students:
 Know how to meet the learning objectives of the course they are studying.
 Are aware of what is expected of them.

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  Become reflective learners, aware of their skills and how to improve them.
 Learning is put into context, with focus on how to meet the given objectives.
 Teachers can use the student’s comments as a guide to their progress.

Self-Assessment Handout.
Use the following criteria to help you reflect on your work during this topic.

 Reflect on different ideas, opinions, beliefs and values.

 Research, plan and undertake enquiries.
 Express and explain opinions through discussions, debates and voting.
 Justify an argument, giving reasons to try and persuade others, taking account of different viewpoints.
 Represent the views of others, with which they may or may not agree.
 Work in groups. Reach a compromise.
 Respond to the views of others.

Aspects of my performance I am happy with are:

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 Two targets for the next time I research in groups are:

Teacher’s comments.

Student’s signature……… Teacher’s signature……

Speed questioning.
Description
 Get a set of questions / points for discussion. These could be based on the lesson’s work, or to gage ideas and prior knowledge on a new topic.
 Set the tables into rectangles where the students are facing each other (see diagram below).
 The students all stand around their table, working in pairs with the student opposite them.
 One half of the table is given the questions to be discussed.
 Students 1-4 ask questions A-D to the student opposite, initiating discussion.
 After a teacher determined time, say ‘change’ and the students all move one place clockwise. Student 1, for example is now in student 5’s position.
 The teacher says ‘change’ at regular intervals, ensuring the students can ask an answer as many different questions with as many different students
as possible in the allotted time.
 The teacher can change the questions / points of discussion as the activity is unfolding.
 Students can create their own questions and discussion topics.
 Students could be asked to answer in the role of others.
 The activity works best with a quick pace.

Learning Outcomes
Students:
Work with a variety of other students, hearing a wide range of perspectives on the topic being studied.
Build up their confidence in speaking in public.

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 Have the chance to create, ask and answer questions.
Can use the ideas they hear from others to improve their understanding of the topic.

Student 5 Student 6 Student 7 Student 8

Answer Answer Answer Answer
Question A Question B Question C Question D
Student 1 Student 2 Student 3 Student 4

Problems and solutions.

Description
 Give students a scenario where they are given a problem and have to find a solution. This activity can be done in a variety of ways:
 Allow pupils to work alone, in pairs or groups to try to create solutions for the problems, which can be analysed by other students.
 A list of possible solutions can be given to help students, allowing them to choose the strongest ideas, explaining their choices.
 A choice of two or more solutions to the problem could be offered with students having to say what they would do, justifying their answer.
 During feedback, if the problems are based on a real life issue, the actual solution used could be shared with the class, who can compare and
contrast their ideas.

Learning Outcomes
Students:
 Work through the decision making progress, increasing their awareness of how problems can be solved.
 Can create new ideas as well as working on used methods to find solutions.
 Take into account the benefits and consequences of different solutions.

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Sustainable solutions for tourism in Kamakura.

17 million people visit Kamakura each year! This includes 2 million in 3 days at new year.

Look at some of the problems tourism is causing in Kamakura. Your task is to solve each problem. Remember, tourism brings in a lot of money and jobs to
Kamakura so we don’t want to ban everyone but you must make new rules to make the tourism more sustainable.

Problems. Sustainable solutions.

Traffic jams—visitors, and companies bringing more food and good for the visitors.

Pollution caused by transport

Litter.

Places like Hachimangu are over 800 years old. They could get damaged.

Busy pavements—difficult for the elderly, parents with prams and disabled to walk
around.

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 Busy hotels, using electricity and other fossil fuels.

Possible sustainable solutions to traffic jams.

Park and ride scheme / cheaper public transport / congestion charge / higher tax on petrol /
free bicycles / build trams / cycle lanes / more expensive car parks /

Role play

Description
 When discussing a topic or issue give the class a question to consider.
 Allocate role cards which respond to the issue from the point of view of different stake holders. The role cards could have an explanation of the
person’s opinion to help students.
 This activity can be held in a number of ways:
 The role cards can be handed out randomly to pupils throughout the debate.
 Students can be given the role card face down. The other students have to guess which role they have taken on.
 Students are put into groups. Each group is given a card and students take it in turns representing the group as the debate unfolds.
 The role cards could be written on a handout and pupils have to write what they believe each character would say.
 The activity could be done as a pre essay practice, revising the different opinions.

Example question: Should we raise tax on petrol?

Different stake holders on the role cards:
 Friends of the Earth member.
 Taxi driver.
 Person who lives in a polluted town.
 Lorry company owner.
 Person who lives in the countryside.
 Local bus company.
 Local school.

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  Parent of children who cycle a lot.

Learning Outcomes
Students:
 Explore different perspectives on issues and consider the different implications on members of society.
 Respond to and evaluate counter-claims to arguments.

Part 5. Approaches to Learning.

Thinking skills
Ask students to formulate a reasoned argument to support their opinion or conclusion.
Give students time to think through their answers before asking them for a response.
Reward a new personal understanding, solution or approach to an issue.
Ask open questions.
Set students a task which required higher-order thinking skills (such as analysis or evaluation).
Build on a specific prior task.
Help students to make their thinking more visible (for example, by using a strategy such as a thinking routine).
Require students to take an unfamiliar viewpoint into account when formulating arguments.
Ask questions that required the use of knowledge from a different subject from the one you are teaching.

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 Include a reflection activity.
Make a link to TOK.

Research skills
Require students to formulate/construct a focused research question (either in class or in a homework assignment).
Reward or encourage correct citing and referencing.
Assign a task that required students to use the library.
Require students to practise effective online search skills (for example, use of booleans and search limiters).
Provide opportunities for students to reflect on how they determine the quality of a source, or analyse contradictory sources.
Require students to record their search for sources in steps (types of search engines, search terms, and so on).
Give students advice on (or provide an opportunity for students to practise) narrowing the scope of a task to make it more manageable.
Discuss or model the importance of academic honesty and clear acknowledgment of sources.

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 Communication skills
Ask students to explain their understanding of a text or idea to each other.
Construct a task around the use of different vocabulary and examples when speaking to different audiences.
Have students give an oral presentation without reading from their notes.
Ask students to monitor and check the quality of their writing.
Construct a task so that students practise their listening skills.
Assess or give feedback on speaking or writing concisely.
Provide opportunities for students to read and understand different types of texts.
Encourage or require students to plan a response before they begin.
Ask students to formulate arguments clearly and coherently.
Encourage all students to contribute to discussions.

Social Skills
Have students work in small groups.
Allocate, or ask students to allocate among themselves, different roles in a classroom discussion or activity.
Have students peer assess their group performance or process.
Support students in resolving a conflict in a team.
Give a group assessment task.
Give students feedback on how they worked as a group.
Have students discuss their understanding of a text or idea among themselves and come up with a shared understanding.
Provide an opportunity for students to analyse the impact of their behaviour on the class or on a group performance.
Encourage students to consider alternative points of view or to take the perspective of others.

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 Provide opportunities for students to make decisions.

Self-management skills
Set deadlines for students to meet.
Require students to revise and improve on work previously submitted.
Ask students to set their own learning goals.
Ask students to break down a larger task into specific steps.
Ask students to look for personal relevance in the subject matter.
Practise or discuss strategies to increase concentration.
Give students feedback on their approach to a task.
Model positive skills and behaviours such as being well organized and punctual.
Help students to learn from failures or mistakes.
Create an atmosphere where students do not think they have to get everything right first time.
Discuss planning and approaches to revision.

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 Part 6. Classroom techniques to support ESL students.

Oliver Furnival. May 2015.

Contents.

1. Overview. Page 1
2. Cockney rhyming slang. How can we learn new language? Page 2-3
3. Year 10 Politics. Budget. Page 4-6
4. Year 10 Politics. Manifesto. Page 7-11
5. Year 10 World War One. Page 12-13
6. Year 9 Meiji Japan. The Iwakura mission. Page 14-18
7. Year 12 TOK. Writing arguments and counter argunig. Page 19-22
8. Year 12 TOK. Presentation checklist. Page 23-24
9. Year 11 TOK. Haiku. Page 25

1. Overview.
This document shows eight different sets of classroom activities used to support English as a Second language students in the mainstream classroom.

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Each set of activities starts with an explanation of the techniques used, explaining how they can help second language learners.

The examples shown in this document can be transferred to a wide range of subjects and age groups.

2. Cockney rhyming slang.

In this activity students look at how they learn a new language. The example paragraph of Cockney rhyming slang uses languages that students may well know,
but in a different context, highlighting the versatility of the English language. Question 3 offers support for students who can`t work out the meaning of the
highlighted words—giving them more context. This allows students to consider how they work out new language that can`t simply be translated in a dictionary.

Look, I don`t want to have a bull about it, stop rabbiting and just go up the apples and pairs and have a butcher`s for the army for me will ya?.... Can`t
find it? Use ya loaf and set your minces on the cupboard—it must be there…. Still can`t find it?...You talking cobbler`s me old china? If I find out you`re
telling porkies I`ll have the right hump.

All the words in the above paragraph are in English.

1. Reading the words one by one you can probably define each one, but what experiences would you need to be able to understand them all together in the
right context?
2. How could you support language students in learning these new words?
3. Use the hints below to try and work out what each piece of slang means.
After you have done this, try to reword the sentence to make it understandable to ESL learners.

4. China and porkies are not explained below. How can you work out what they mean?
5. Why do you think this slang started?
6. Do you think all Londoners speak it? Explain your answer.
7. How do you think this slang has spread across Britain and different parts of the world?
8. In what social situations would / wouldn`t you use this slang. Explain your reasons. Consider: talking to friends, a job interview (does the job matter?), in
court, when meeting someone for the first time.

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 COCKNEY SLANG  MEANING WAY IN WHICH IT MAYBE USED
Apples and Pears Get up those apples to bed!
  Army and Navy Pass the army, will you?
Barnet Fair I'm going to have my barnet cut.
  Bull and Cow We don't have to have a bull about it.
  Butcher's Hook I had a butchers at it through the window.
  Cobbler's Awls You're talking cobblers!
  Loaf of Bread Think about it; use your loaf.
Mince Pies What beautiful minces.
Pen and Ink Pooh! It pens a bit in here.
  Rabbit and Pork I don't know what she's rabbiting about.
  Scarpa Flow Scarpa! The police are coming!
Trouble and Strife The trouble's been shopping again.

3. Year 10 Politics. Budget.

In this activity where students have to take on the role of a government department they are supported with a brief overview of the work of department, including
key terminology that they will need to use to justify their opinions. The language is succinct and will allow students to form their arguments in their role.
Sentence starters are given to help students cover the main areas of the debate.
An example answer that supports the sentence starters is read through with the students before they start the activity is included on the handout.

Who gets the extra 100,000,000,000 yen?

Aim: To decide which government departments should get extra money.

The Government has got a spare 10,000,000,000 yen　(10 Billion yen). Each department wants the money. Your task is to take on the role of a government
department and try to convince the others that you should get as much of the money as possible.

 The money can be split between as many departments as you like.

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 As a group you must decide which department(s) get the money.

1. As a class we must choose 4 departments that will get no extra money. This will leave 5 departments.
2. Each pair will represent a department and prepare reasons why they should get the 10 billion yen.
3. We will hold a cabinet meeting to decide where the money will go.

Transport.
We need to improve railways and roads. This will help business as people will be able to travel further and move goods around the country quicker. A good transport
system will attract business from abroad. We must also make sure transport is environmentally friendly.

Law and Order.

People don`t feel safe anymore. We need more police on the streets. Crime costs this country a lot of money and ruins peoples` lives. Spending money on Law and
Order is popular with voters.

Social Security.
We must look after everyone in our country. We need money for pensions, child support, housing benefit, disability benefit and job seeker`s allowance. This will
give everyone a fair chance in life. By making sure people have enough to live on we will cut crime and other social problems.

Health.
Unhealthy people can`t work which will cost the economy a lot of money. We need more money to train more doctors and nurses which will cut waiting time;
research into medical advances; rebuilding old hospitals; replacing old equipment. Health is popular with voters.

Housing.
We need money for our inner cities to improve the houses in poor areas. This will lead to new businesses wanting to open up there, creating new jobs and more tax.
If people are given nice houses to live in they will have more respect for their local communities.

Defence.
Our SDF needs more money as it is has peacekeeping duties around the world, which helps to raise Japan`s profile. We must be seen as a strong country to stop

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 potential enemies from attacking us or our allies.

Education.
We need more money as teachers are overworked and underpaid. If we raise teachers` salaries we will attract better people to the job. Training more teachers means
we can have smaller class sizes. Spending more on education will result in a new generation of scientists, engineers, artists and a better educated workforce who will
improve the lives of everyone.

Industry / Agriculture / Education.

We would provide employment training to give people relevant skills that could be used to benefit the whole of society as more people that working means more
taxes are paid. We will help our industries compete on a global scale and need to help fishermen and farmers to provide food for the nation.

Debt Interest.
The sooner we pay off the national debt the better. Each year we get charged interest on the money we owe. The longer it takes to pay off the debt the poorer the
country becomes. Paying the debt off will leave more money for running the country and will set a good example to others

Sentences starters to help you.

We believe ________________________ should get the extra money.

We would spend it on________________

Our main reason is__________________

This will help the country by / as___________________

The people who will benefit are______________________

We understand some people might say__________________but______________

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Example answer.

We believe culture should get extra money.

We would spend it on cleaning up the area in London where the Olympics will be held

Our main reason is that if Britain looks modern, clean and it will attract more tourists. This will help the country by / as tourists will spend money on
hotels, restaurants and shops which will create more tax. This tax could then be spent on others areas of the country.

The people who will benefit will be the local business people who work in East London and the local community. It will lead them to have pride in their
community

We understand some people might say we shouldn`t keep concentrating on London but should help all areas in need but we say that by helping London
first we will set a good impression to the whole world and their business and money will then go to all areas of Britain such as improving schools and
hospitals.

4. Year 10 Politics. Manifesto

The key word handout is given to students to save their time.

Key words are elicited as a class and then, in groups, students start to analyse them. This activity is doing a lot of groundwork for the activity.
The `AFOREST` acronym was given to me by the English Department at The Chafford School. Go through it with a class, giving and eliciting examples for each part
of it. The acronym will be used as a supporting device for the writing a nd delivering of the manifesto.
The `How to write a manifesto` handout has got a bulletpoint list to give clear instruction to students.
The example manifesto idea uses techniques from the `AFOREST` acronym, supporting students in how to put it into action. Students can be given the example to
read through and find the different parts of `AFOREST`.
The `good and bad` manifesto ideas handout focuses on specific language. The table can either be shown to students in its entirety, comparing the different use of
language or the teacher could delete the `good` language ideas from the table and get students to fill in their own answers, having done the first one as a class.

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 Key word Handout.

Fill in the key words and explain why they are important when trying to get elected.

Key word Definition Important because…. How to make it good. Person working on this
part.

Name N/A

Manifesto

Speech

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 Leaflet

Slogan
/symbol

Poster

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 How to write a manifesto.

Your political party needs at least 3 main ideas in the Manifesto. Remember, your manifesto is the most important part of the campaign as it is these ideas that
people will vote on.

Your manifesto ideas must.

 Be clear.
 Be written in paragraphs.
 Give reasons and examples of how they will improve the school.
 Show a problem and a solution.
 Be persuasive.
 Show you have responded to people who might disagree with you.

Your Manifesto ideas must be put into main points for your leaflet and bullet points with visuals on your poster. Your speech must bring these ideas to life.

Example manifesto idea. A canteen.

Are you bored of eating in the same room that you study in all day? Would you like a change of scene with a variety of food?

If you vote for us we will speak to the school managers about building a canteen for IB students. We promise that we will make this a main priority.

We understand that you may be fed up with eating bentos from your mother each day, with the same kind of food. Making these must take up a lot of your
mother`s spare time so to solve this problem we will speak up for you and try to get a new place to eat.

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Some people may say that canteens serve junk food, but we will ensure that healthy food such as fruit and vegetables is served, both hot and cold, at
reasonable prices. Each day will have a different menu so the food doesn`t get boring.

The canteen will be inclusive so even if you choose to bring food from home you will be able to take it to the canteen so you can eat with your friends.

Creating a canteen will also create jobs as we`ll need cooks, food producers and cleaners. This will help the local community so that everyone is a winner.

We are sure that you agree with us and the only way you can be sure of people speaking for you is to vote for……

Good and bad manifesto ideas.

Be specific =

Bad. Good.
We will have events. We will hold an urban dance competition.
We will help the environment. We will ban smoking on campus.
School will be more interesting. We will give each homeroom a television.
We will make Tamagawa cleaner. We will have 100 new bins at the school.
We will punish litter droppers. People who drop litter must clean up for 30 minutes after school.

5. Year 10 World War One Assessment.

6.
In this assessment students are assessed on their knowledge and understanding, including of subject specific terminology. The assessment supports students in
showing their knowledge by using gap fills, where the bulk of the writing has been provided for the students who then have to choose the correct word to gain
the mark. The words in the gap fill box are in the wrong order and too many words have been provided to make the task suitably challenging for the students.
The terminology in questions 1-3 supports the students when writing the longer questions 4 and 5.

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 The Long Term Causes of World War One

WW1 Assessment.

You will be assessed against criteria A: Knowledge and Understanding.

1. Fuse one: Alliances

An alliance is when one country joins with other countries and they promise to help each other. People thought that two powerful alliances would not risk
attacking each other.

a) Which countries were in the ‘Triple Entente’? Name two issues they were concerned about.
b) Which countries did Germany form an alliance with and what was it called?
c) What was Germany worried about?
d) How might alliances help to cause a world war?

2. Fuse two: Empires

a) An empire is when one country controls other countries called ___________________.
b) In 1900 _______________________ had the largest empire.
c) A large empire was important for ____________________and_____________________
d) In the 1870s _____________________ and __________________________________became united and important countries who also wanted an
empire.
e) From 1870 to 1900 the European powers were in competition to get control of ___________________.
Russia Britain prestige fame trade Italy colonies Africa Germany slaves France

f) What could colonies provide for an empire?

g) How might the desire for empires cause a world war?
h) What problems in the Austria-Hungary Empire led to the start of the war?

3. Fuse three: An arms race

a) An arms race is when one country tries to build up more ___________ than other countries.
b) In 1900 _____________________had the largest navy in the world.

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 c) Germany wanted an empire so wanted to improve the size and strength of its _____________
d) German ambition made Britain feel __________________.
e) A race built up between Britain and Germany to build the most -----------.

soldiers guns worried Britain navy France weapons battleships Russia excited

f) What new type of ship was built by Britain in 1906?

g) How did Germany react to this?
h) What reason might the British have given for building new battleships?
i) What reasons might the Germans have given for building new battleships?
j) How might an arms race help to cause a war?

4. Link the causes

Use the terminology in questions 1-3 to explain how alliances, the arms race and empires were all linked together.

5. Which long term cause was the biggest reason for the build-up to the war? Give reasons for your views.

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 6. Year 9 Meiji Japan. The Iwakura Mission.

The 3 key words at the top of the handout have been elicited into Japanese from the students in the class—this can be done every time the lesson is taught.
The handout has been created by adapting the text book `The Rise of Modern Japan` by Menton, Lush, Tamura and Gusumura. The language in this book is too
difficult for most year 10 learners, especially English as a second language students, although I offer students the chance to read the book rather than the
adaptation if they would like to.
The adaptation has broken the information down into short paragraphs and lists of key ideas and terminology to help students access the information, and not
be put off by the dense writing in its original form.
The questions for the students allow them to look back through the text for the important language and to then use it to formulate new ideas and responses to
what they have read.
Question 4 gives an example to show students what is needed to be done before completing the table.
Question 5 build on question 4 asking the students to analyse the ideas they have found and giving them the chance to use the key terminology.

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 The Iwakura Mission 1871.

Aim: To find the aims of, and assess, the Iwakura Mission

Key words.

 Modernise- Gendaika
 Mission- shimei
 Western country-seiyokoku

In December 1871 over 50 of Japan’s top government officials sailed from Yokohama to travel to the United States of America and Europe. The leader of the
trip was called Iwakura Tomomi.

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The mission had two aims. The first aim of the mission was to try to change the unfair treaties. The second aim was to learn about Western ideas, which they
might bring into Japan.

The mission first sailed to San Francisco and Washington D.C. The officials split up.

Some tried to change the unfair treaties, but found little success despite travelling all the way back to Japan to get permission to make changes.

Others spent their time visiting schools, factories, railroads, hospitals, universities, museums and government offices in Washington D.C., New York City and
Boston.

After 4 months in the USA the mission went to Britain where they observed Western life such as:

 Libraries
 Factories
 Prisons
 police stations
 law courts
 industrial plants
 schools
 railroads
 iron
 steel mills.

Their attempts to change the unfair treaties also failed in Britain.

Some of the members left Britain and went to France, Belgium, Holland, Germany and Russia. They wanted to learn new ideas on a range of issues such as

 Banking
 Transportation
 Mining
 Agriculture

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  Industry
 Military weapons

On the way back to Japan some of the members of the mission visited India, Colombo, Singapore, Saigon and Hong Kong. These were all places owned by
Westerners. They saw rich foreigners ruling over poor Asians.

When the mission arrived home they decided that:

 Japan must change steadily and should not resist new ideas.
 There was a ranking of nations with Western nations at the top and Asian nations at the bottom.
 Japan should look after its own interests and use they knowledge gained abroad to move up in the ranking of nations.

The Iwakura mission also included 5 young Japanese girls who were being sent to study in the industrialised countries of the West. This was the first time
girls had been sent abroad.

The youngest girl was called Tsuda Umeko who was only 6 years old. She lived in America for 11 years, when she returned to Japan she was shocked at the
low status of women in Japan. Tsuda established Japan’s first women’s college, known today as Tsuda University.

Throughout the Meiji period the government sent students to study abroad which helped Japan to modernise.

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 Answer these questions on the Iwakura mission.

1. Imagine you are in 1871. You have been chosen to go on the Iwakura mission.
 What will you miss about Japan?
 What one item would you take to remind you of Japan?
 What one item would you take to teach Western Countries about Japanese culture?
2. What were the two aims of the mission?
a)

b)
3. How well did the mission achieve its aim to change the unfair treaties?
4. Fill in the table looking at the new ideas the mission found about the Western Countries

New ideas found How would the new information be useful to Japan?

Transportation Boats, trains----travel---trade—meat, vegetables,

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 5. The Iwakura Mission saw that Japan needed to catch up with the Western countries. Which 2 new things they found would be most useful to them in
becoming more modern? Explain your answer.
6. Imagine you were Tsuda Umeko.

What would you have been most scared of about living in America aged 7?

What was the biggest difference Tsuda Umeko found between Japan and America? How did she try to make a change?

7. Was the Iwakura Mission a success or failure? Explain your answer.

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7. TOK. Writing arguments and counter arguing.

The follow examples of writing arguments and counterarguments are adapted from `Writing a TOK essay` by Richard van de Lagemaat
It gives a clear definition of what writing an argument means and then goes on to introduce key language `therefore`. It gives students examples of how to write a
good and bad argument, using the key language point `therefore` in examples to make it clear to students how to form an argument that will g et them credit in the
TOK essay.
In showing students how to counter argue, the example focuses on the key terminology `claim`, `counterclaim`, `refutation` and `concession`. These key words are
used and highlighted in the examples making it clear to students how to correctly implement them in their essays. The examples have been colour coded to highlight
their use to students.
Practicing counter arguments gives students the chance to practice the new language. Students peer assess an essay and then create questions from it (a key part of
the TOK course). Students must then respond to the questions that have been raised, using the key ideas of claim, counterclaim, refutation and concession. The
boxes on the handout support the students in framing their response, ensuring they are following the format that has been previously presented to them.

Writing Arguments.

Some students do poorly in TOK essays because they are unsure of what an argument is.

An argument is a connected series of statements intended to establish a definite proposition. An argument gives reasons to support a claim. It is not a series of
statements loosely related to a theme.

You can test whether a series of statements is an argument by using the ‘therefore’ test. If you can put ‘therefore’ in front of one of the statements then it is
an argument. (You may need to reorder the statements if the claim is in the beginning or the middle of the series).

Look at the following examples:

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Example A: Astrology is the belief that the position of stars at the time of your birth affects your destiny. There are 10 times more astrologers than
astronomers in the United States. Despite its popularity, astrology cannot be classed as a science.

Examples B: One of the hallmarks of genuine science is that it makes testable predictions. Admittedly, astrologers do make predictions, but they are so vague
that they cannot be tested or falsified. So, unlike astronomy, astrology cannot be classified as a science.

In example A you cannot put ‘therefore’ in front of one of the statements, so it is not an argument.

In example B you can put ‘therefore’ in front of the statements so it is an argument.

If you write your essay like example A, where you put unsupported assertions in your essay then you will get no credit for them—even if they are linked to
the essay title.

Counter arguments.

You must consider counter arguments. Think of your essay not as a monologue, but as a dialogue. It should contain two or more voices. One voice proposes
various arguments while the other opposes these and suggests alternatives. A lot of TOK is based around controversial issues which encourages debate and a

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variety of opinions. You could use arguments and counter arguments from class work or through background reading, trying out arguments on friends and—
above all—personal thought.

If you cannot find any counter arguments to what you are saying then it is probably so obvious that it is not worth arguing at all. Don’t construct then break
down weak or spurious counter-arguments. If you plan to take a position on an issue you must show that it can withstand even the strongest criticism levelled
against it.

Once you have a counter argument you need to decide how it affects your original argument. There are 2 main types of response you can take:

 Refutation. You reject the counter argument by showing it is mistaken, unlikely or unimportant.
 Concession. You allow that there is some truth in the counter arguments and qualify your original argument to take account of it.

Here are two abbreviated examples.

Refutation.

We usually assume that human beings are capable of genuine altruism (claim) but it could be argued that even so-called altruists are simply doing what they
most want to do- and so, in an sense, are being selfish (counter claim). However, if everything anyone ever does is described as selfish, this effectively robs
the word ‘selfish’ of its meaning (refutation).

Concession

The language of universal human rights reflects a widespread belief that values are objective (claim) but some people argue that the sheer diversity of moral
practices means that there are in fact no objective values (counter claim). Admittedly, different cultures have very different views about, for example, sexual
morality (concession) but I would still argue that there are some core values common to all societies. (qualification of claim).

Practicing Counter arguments.

Read #`s essay and create questions from it can be the basis of a discussion. Give your claim to a question you would like to discuss, then consider
counterclaims, which you must either refute or use to concede a point of your original claim.

Questions we created from #`s essay:

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1. What jobs don`t need education?
2. Should your educational opportunities be based on your parents` wealth or ambitions for you?
3. Should we ban private schools?
4. Why is giving an impression of being clever important?
5. Is it fair for citizens to be educated differently?
6. Is education needed to save lives?
7. Is science only for the rich?
8. Is there a link between knowledge and humility?
9. Is education simply to get a job?
10. Do jobs only require people based on their education?
11. Why do interviewers ask about interviewees` universities?
12.
My claim on question…

A counter claim to my opinion is……

I refute the counter argument because…..I make a concession. My argument is now……..

8. TOK presentation checklist.

This checklist has taken the main ideas from the TOK presentation rubric and turned them into `yes/no` questions. This gives students a focus and allows them to
have a clear idea of what the criteria looks like in real terms. If the students can`t provide evidence that they have met the criteria of each question then they have
got the chance to do so and are in no doubt of what is expected of them.

TOK Presentation Checklist

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 Have you done the following?

If you answer ‘no’ then change it to a ‘yes’!

Criterion A. Identification of Knowledge Issue.

 Has your presentation identified a relevant knowledge issue?

 Is it involved or embedded in a real life situation?
 Is your knowledge issue relevant to the real life situation under consideration?
 Did you explicitly mention a knowledge issue? It should not be a repetition of the topic title.
 Did you identify a real life, current problem situation?

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  Is the knowledge issue directly related to the topic?
 Is the link to the topic made clear?
Criterion B Treatment of knowledge issues.

 Does your presentation show good understanding of the knowledge issue in the context of the real life situation?
 Did you make the viewpoints of the different people/groups/organizations clear?
 Did you critically evaluate the views of the different people/groups/organizations? The student should not just uncritically list the views.
 Did you give a balanced view (or did the student generalize)?
 Did you go into sufficient depth when analysing the knowledge issues?
 Is it made clear why different people have different views?
 Did you give examples?
 Are your claims justified?
 Are the arguments convincing?
 Is the presentation about the knowledge issue (or is it mostly a summary of theory that is not TOK related)?

Criterion C. Knower’s perspective.

 Do your arguments and examples show and individual approach?

 Have you shown a personal connection?
 Have you shown personal involvement?
 Have you shown the significance of the topic?
 Did you make your own view of the topic clear?
 Did you critically evaluate his/her own view?

Criterion D. Connections.

 Did your presentation give a balanced account of how the topic could be approached from different perspectives?

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  Have you considered the different implications the different positions would have on the knowledge issue?
 Did you identify and explain other areas where a similar problem of knowledge is relevant?
 Did you include comparisons?
 Are the connections of sufficient quality (or are they just listed and not explained)

9. TOK. Haiku

These questions allow students to analyse their own language and start to think of the processes they go through as a language learner. In getting students to
translate the Haiku they start to consider the issues around translating and learning a new language, especially when evaluating all the different translations of
one famous poem.
The questions are designed to allow students to make links between language, culture and experiences.

1. Write a famous Japanese Haiku in Japanese.

a) How does the language make you feel? Can you explain how you feel in both English and Japanese?
b) What images does it create?
c) Is it linked to your culture? If so, how?
d) Would people of all cultures feel the same about this poem?
e) What factors might make different people within the same country see the haiku differently? Consider age, sex, occupation, where people live, and
education.

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2. Translate the Haiku into English.
http://www.bopsecrets.org/gateway/passages/basho-frog.htm

a) Is the original meaning the same or does the new language change it?
b) How can the meaning of the Haiku change when it is translated into English?
c) What problems did you have when translating?
d) Which Japanese expressions do you think would be difficult to / impossible translate into another language? Why is this? What problems do you
have in translating? What does our use of language say about us?
e) Are there any words in Japanese that only people from Japan can really understand?
f) How can emotions be linked to our understanding of language?
g) How can we learn a second language? Simply by reading translations? Do we need to experience the country of the language? How did you learn
English or another language?

Part 7. TOK links

Cross curricular TOK

Contents.

How can you help you students in TOK? Page 2

TOK assessment rubrics. Page 3

Knowledge framework

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 Mathematics. Page 4
 Natural Science. Page 5
 Human Sciences. Page 6
 History. Page 7
 The Arts. Page 8
 Ethics. Page 9

Linking questions.

 Belief. Page 10
 Certainty. Page 10
 Culture. Page 10
 Evidence. Page 10
 Experience. Page 11
 Explanation. Page 11
 Interpretation. Page 11
 Intuition. Page 11
 Technology. Page 12
 Truth. Page 12
 Values. Page 12

Knowledge questions from the TOK guide

 Natural Sciences. Page 13

 Human Sciences. Page 14
 History. Page 15
 The Arts 16
 Ethics. Page 17
 Mathematics. Page 18
 Emotions. Page 19
 Language. Page 20
 Sense Perception. Page 21
 Reason. Page 22

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 How can you help students in TOK?

1. Come to TOK classes at any time—especially the TOK presentations, where you can ask probing questions to the students.

2. Come and give presentations and participate / teach in TOK classes.

3. Use TOK questions from the guide / this booklet / the TOK text book / your subject textbooks to help students practice the skills they need for TOK.

4. The most effective ways are to identify and reinforce TOK elements and skills in your subjects. Highlight the links to TOK when you cover a skill in the
TOK assessment rubric.

For example:

 Highlighting assumptions in arguments

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 Identifying and explaining implications of arguments
 Encouraging students to ask questions in class
 Reinforcing academic honesty requirements
 Using the TOK references in the subject guides

5. Reinforce the following TOK thinking skills in class.

 Knowledge claims
 Knowledge questions
 Assumptions
 Counterclaims
 Implications.

6. Encourage students to identify TOK elements in you subject discussions.

7. Use relevant linking questions if appropriate in subject unit plans/outlines.

8. Refer to the TOK assessment rubrics when they are being used in your lessons.

TOK assessment rubrics

Essay

Level 5. There is a sustained focus on knowledge questions connected to the prescribed title and are well chosen—
Excellent developed with investigation of different perspectives and linked effectively to areas of knowledge and/or ways of
. knowing.
9–10
marks.

Level 5. Arguments are clear, supported by real-life examples and are effectively evaluated; counterclaims are extensively
Excellent explored; implications are drawn.

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 .
9–10
marks.

Presentation

Level 5 The presentation is focused on a well-formulated knowledge question that is clearly connected to a specified real-life
Excellen situation.
t
9–10 The knowledge question is effectively explored in the context of the real-life situation, using convincing arguments,
marks. with investigation of different perspectives.

The outcomes of the analysis are shown to be significant to the chosen real-life situation and to others.

Knowledge Framework
1. Mathematics
Is there a distinction between truth and certainty in mathematics? Is mathematics independent of culture? Is mathematics discovered or
invented?

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 2. Natural sciences
What does it mean for a discipline to be a science? Is there just one scientific method? Should there be ethical constraints on the pursuit
of scientific knowledge?

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 3. Human sciences
To what extent are the human sciences reliable? Can human behaviour be subject to laws in the same way as the material world? What
constitutes good evidence in the human sciences?

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 4. History
What is unique about the methodology of history? Is eyewitness testimony a reliable source of evidence? How do we decide which events
are historically significant?

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 5. The arts
How can the subjective viewpoint of an individual contribute to knowledge in the arts? On what basis can the merit of a work of art be
judged? Is there any point in discussing the arts—should we not simply experience them?

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 6. Ethics
Is there such a thing as moral knowledge? Does the rightness or wrongness of an action depend on the situation? Are all moral opinions
equally valid? Is there such a thing as a moral fact?

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 Linking Questions.

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Belief

 How do beliefs about the world, and beliefs about what is valuable, influence the pursuit of knowledge?
 To what extent can beliefs be justified on the basis of ways of knowing? To what extent should they be justified this way?

Certainty

 What may be meant by Martin Luther King’s claim that “Nothing is more dangerous than sincere ignorance and conscientious stupidity”,
 In the absence of evidence, is certainty possible? Can there be certainty about a claim that is false?

Culture

 What beliefs or knowledge, if any, are independent of culture?

 How do cultures differ with respect to the ways of knowing and areas of knowledge that they value above others? How would one justify valuing one
way, or one area, more than another?

Evidence

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  Do sense perception, reason and emotion have the same weight in providing good evidence for claims within the different areas of knowledge? Must
evidence always be expressed in words?
 What does Luigi Pirandello mean by his comment that “My opinion is a view I hold until—well—until I find out something that changes it”?

Experience

 What kinds of knowledge can be gained only through experience?

 In which areas of knowledge is experience of least importance?

Explanation

 What characteristics must an explanation possess to be considered good within the different ways of knowing and areas of knowledge?
 What are the differences between persuasive explanations, good explanations and true explanations?

Interpretation

 To what extent do the classification systems (labels and categories) adopted in the pursuit of knowledge affect the knowledge we obtain?
 How does interpretation occur within areas of knowledge? Within ways of knowing? Are some ways of knowing less open to interpretation than
others?

Intuition

 Does “feminine intuition” exist? Do men’s ways of knowing differ from those of women?

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  To what extent is intuition to be taken seriously in the different areas of knowledge?

Technology

 In what ways has technology expanded knowledge? In what ways has it affected how much we value the different ways of knowing and areas of
knowledge? What fields of study have been founded on technological developments?
 Could it be argued that the increasing global dominance of a particular form of information technology gives rise to an increasing uniformity of
thinking?

Truth

 What is the difference between justified true belief and true belief?
 To what extent does the truth of a statement depend on the language used to express it?

Values

 To what extent do the different ways of knowing and areas of knowledge influence the values adopted by individuals and societies?
 In what ways do values affect our representations of the world, for example, in language, maps, visual images, or statistics? When might a persuasive
representation be praised as “effective”, or, in contrast, condemned as “manipulative”?

Knowledge Questions from the TOK guide.

Areas of Knowledge

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Natural Sciences.

 Which subjects does the term “natural sciences” include or exclude? Do these areas change from one era to another, from one culture or tradition to
another?
 What is meant by the “scientific method”? Is there a single scientific method?
 To what extent does the scientific method vary in different cultures and eras?
 What knowledge, if any, will always remain beyond the capabilities of science to investigate or verify?
 Is scientific knowledge progressive? Has scientific knowledge always grown? In this respect, how do the natural sciences compare with other areas of
knowledge, for example, history, the human sciences, ethics and the arts?
 Could there ever be an “end” to science? In other words, could we reach a point where everything important in a scientific sense is known? If so,
what might be the consequences of this?
 Should scientists be held morally responsible for the applications of their discoveries? Is there any area of scientific knowledge the pursuit of which is
morally unacceptable or morally required?
 There are some scientific fields that depend entirely upon technology for their existence, for example, spectroscopy, radio or X-ray astronomy. What
are the knowledge implications of this? Could there be problems of knowledge that are unknown now, because the technology needed to reveal them
does not exist yet?

Human Sciences.

 It is not uncommon for very different approaches to coexist within a single human science (for example, classical versus Keynesian versus Marxist

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 economics, or psychodynamic versus behaviourist versus humanistic approaches in psychology). If two competing paradigms give different
explanations of a phenomenon, how can we decide which is correct?
 Can the human sciences be said to have a richness that the natural sciences lack, in terms of ways of knowing and access to different forms of
justification?
 In what ways does language play a similar or different role in the human sciences and the natural sciences?
 In what senses can empathy, intuition and feeling be considered legitimate or especially powerful ways of knowing in the human sciences? Are there
circumstances under which this might not be the case?
 In what ways are these types of knowledge similar or different?
 Can human behaviour be usefully classified and categorized? Can it be classified within a culture? Across cultures?
 Can patterns of behaviour be identified as human behaviour? Within a culture? Across cultures?

History.

 What is history? Is it the study of the past, or the study of records of the past?
 In what ways has technology affected the study of history?
 How does the context within which historians live affect historical knowledge?
 To what extent might the position of historians within their own epoch and culture undermine the value of their interpretation, and to what extent
might it increase its value in making it relevant to a contemporary audience?
 Is it possible to know who we are without a knowledge of the past?
 Can history provide a guide to understanding contemporary affairs?
 Are the lives of some groups of people more historically significant than the lives of others?
 Why do selected past events appear in books as historically important while others are ignored?

The Arts.

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  Does art have to have meaning? Conversely, if something is meaningless, can it be art?
 Can anything be art?
 Are there limits to what is acceptable in art? Who decides?
 Is the relationship between the individual artist and tradition similar in all the arts, in all cultures and across all times?
 Does art, or can art, tell the truth? If so, is artistic truth the same as truth in the context of the natural sciences, the human sciences, or history?
 Does the artist carry any moral or ethical responsibility?
 What knowledge of art can be gained by focusing attention on its social, cultural or historical context?
 Is all art essentially a product of a particular place and time in terms of its subject matter and conventions of expression?

Ethics.

 In what ways might a moral judgment differ from other judgments?

 How does living a moral life matter?
 Why and how does knowledge matter in ethical conflicts?
 What is the source of the sense of right and wrong?
 What are the justifications for, and implications of, claiming that there are universal standards for morality, or that there are societal standards of
morality, or that there are only individual standards of morality? Are the three positions mutually exclusive?
 Are people　responsible for finding out as much relevant information as possible?
 Is a shared moral code a necessity for a harmonious society?
 To what extent do moral values differ, depending on the society or the historical time?

Mathematics.

 Why is it that some mathematicians feel that mathematics is in some sense “already there” to be discovered?
 It is sometimes said that mathematical reasoning is a process of logical deduction. If this is true, how can there ever be new mathematical knowledge?

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  Is mathematics invented or discovered?
 What do mathematicians mean by mathematical proof, and how does it differ from good reasons in other areas of knowledge?
 Are all mathematical statements either true or false? Can a mathematical statement be true before it has been proven?
 Can mathematics be characterized as a universal language?
 Are there aspects of mathematics that one can choose whether or not to believe?
 How have technological innovations, such as developments in computing, affected the nature and practice of mathematics?

Ways of Knowing

Emotion

 Can we ever know anything purely through emotions?

 To　what extent is it shaped by culture and hence displayed differently in different societies?
 Is it possible to experience an emotion, a feeling, an attitude or sensibility that cannot be expressed in language?
 Can emotions be trained?

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  Why has emotion sometimes been seen as a less valuable way of knowing than, say, reason?
 Is an action morally justifiable if it feels right?
 Can emotions be classified as good or bad?
 Can there be correct, or appropriate, emotional responses.

Language

 What different functions does language perform? Which are most relevant in creating and communicating knowledge?
 What is the role of language in creating and reinforcing social distinctions, such as class, ethnicity and gender?
 If people speak more than one language, is what they know different in each language? Does each language provide a different framework for reality?
 What is lost in translation from one language to another? Why?
 Is it possible to think without language? How does language facilitate, extend, direct or limit thinking?
 Can language be compared with other human forms of symbolic representation, such as conventionalized gestures, sign language for the deaf, dance,
painting, music or mathematics? What might language share with these other forms in the communication of what we know? In what ways might it
be considered distinct?
 How does the capacity to communicate personal experiences and thoughts through language affect knowledge? To what extent does knowledge
actually depend on language: on the transmission of concepts from one person or generation to another, and on exposure of concepts or claims to
public scrutiny?
 How do the words we use to describe an idea affect our understanding of the world? For example, is “globalization” a synonym for “westernization”?
What is the meaning of the term “anti-globalization”?

Sense Perception

 In what ways does the biological constitution of a living organism determine, influence or limit its sense perception? If humans are sensitive only to
certain ranges of stimuli, what consequences or
limitations might this have for the acquisition of knowledge?

 What possibilities for knowledge are opened to us by our senses as they are? What limitations?
 To what extent do our senses give us knowledge of the world as it really is?
 Does the predominance of visual perception constitute a natural characteristic of our human experience or is it one among several ways of being in
the world?

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  What is the role of culture and language in the perceptual process? Given the partially subjective nature of sense perception, how can different
knowers ever agree on what is perceived?
 Do people with different cultural or linguistic backgrounds live, in some sense, in different worlds?
 Does sense perception perform fundamentally distinct functions in the arts and the sciences?
 To what extent does the artist make an advantage out of the subjective nature of sense perception, while the scientist regards it as an obstacle to be
overcome? Is it necessary to have clear ideas to see?

Reason

 What is the role of reason in the creation and recognition of patterns in nature and in social life?

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  Is reason purely objective and universal, or does it vary across cultures?
 What possibilities for knowledge are created by reason? What are the advantages of being able to reason about something rather than, say, feeling
something, dreaming about something, wishing something to be the case?
 Does all knowledge require some kind of rational basis?
 Can reason on its own, independent of sense perception, emotion and language, ever give us knowledge? Or are reason and language inseparable in
the quest for, construction and justification of knowledge?
 Are there some parts of human life or experience where reason has no real function?
 How does the role of reason compare with the roles of the other ways of knowing? Why might some people think that reason is superior, and what
consequences does holding this position have for the knowledge pursued and the methods considered appropriate in the pursuit?
 Does the role of reason affect the degree of certainty in, or the social status of, the various areas of knowledge? What are the implications of the
answer to this question when disputes arise among practitioners and between cultures?

Part 8. CAS Connections

Creativity

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 Art Club (provided by Tamagawa) Choreography

Broadcast/ Theater Technology (provided by Tamagawa) Creative writing - poems, short stories, plays, etc.

Brass Band (provided by Tamagawa) Wood-work/ Design

Chorus (provided by Tamagawa) Writing original songs

English Drama Club (provided by Tamagawa) Learn a new musical instrument.

Handbell (girls) (provided by Tamagawa) Learn an especially challenging piece of music/dance routine

IB Band (provided by Tamagawa) Choreograph and participate in dance routine for sports events

Japanese Chess Club (provided by Tamagawa) Perform music and dance in a new or especially challenging context (public
audience, large audience, competition context)

Orchestra (provided by Tamagawa) Do a world map mural project with younger students and teach about
geography.

Robotics Club (provided by Tamagawa) Teach art/music/dance to another person/group of people.

Yearbook (provided by Tamagawa) Design a website for a

school/non-profit/charity organization.

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 Take a ceramics class. Design an awareness campaign for an environmental issue. This could include
creating posters, creative announcements, creative presentations.

Start a photoblog or join new photographers groups on Flickr where you can Create a mini photography portfolio with a clearly defined theme, objective,
share your photography and improve your photography. and goal.

Design Programmes for UN Day/World Spelling Day/World Maths Write a poem or short story for the Yearbook.
Day/International
Literacy Day/Any other Day--be in charge and make it creative.

Action

Aerobics-girls (provided by Tamagawa) Dance classes

Archery (provided by Tamagawa) Fitness training

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 Badminton (provided by Tamagawa) Jogging/ running

Baseball-boys (provided by Tamagawa) Hiking

Basketball (provided by Tamagawa) Yoga classes

Cheerleader (provided by Tamagawa) Climb a mountain.

Danish gymnastics (provided by Tamagawa) Train and compete in a running race.

Football (provided by Tamagawa) Help out in a community garden.

Golf (provided by Tamagawa) Organise an activity such a mountain biking.

Judo (provided by Tamagawa) Softball-girls (provided by Tamagawa)

Kendo (provided by Tamagawa) Swimming (provided by Tamagawa)

Rugby (provided by Tamagawa) Tennis (provided by Tamagawa)

Ski (provided by Tamagawa) Track and Field (provided by Tamagawa)

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 Service

Beach Clean Japan (Tamagawa has links to this service) Volunteer to help play with orphans at local orphanage

Lutheran World Service – Australia (Tamagawa has links to this service) Teach singing/piano/guitar as a lunchtime or after school club

Machida Volunteer Centre (Tamagawa has links to this service) Campaign the local government on an issue you feel strongly about.

Plan Japan (Tamagawa has links to this service) Serve as a translator for school activities as and when needed.

Second Harvest (Tamagawa has links to this service) Help a lower school club set up a website.

Unicef House (Tamagawa has links to this service) Design and perform a creative skit about healthy eating habits for lower
school.

Camps International (Tamagawa has links to this service) Research healthy eating options and change Hungry Hideout food offerings.

Start a Model UN team Design a poster campaign for healthy eating

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What is NOT a CAS activity?

* an activity you already do as part of your DP academic curriculum -- for example, part of your EE.
* Religious devotion.
* A passive pursuit, such as a visit to a museum, the theatre, concert, or sports event unless it clearly inspires work in a related activity in which a
student is already engaged.
* Fund-raising with no clearly defined end in sight.
* an activity that lacks meaning, is trivial, or unauthentic. Walking your dog or watering your plants can not be action nor service unless you have
authentic reasons why.
* any activity which you are paid for, financially or with other benefits.
* a required activity for an existing organization. For example, you may take dance lessons for your action element of CAS, but you can not add the
annual dance recital as a special creativity or service activity if it is already required by the organization that you attend.
* An activity that lacks meaning or authenticity to you as a whole.

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