3 HL 5 lessons/week 3 SL 3 lessons/week TOK 2 lessons/week CAS EE

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1 Welcome to the IB The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world IB learner profile booklet (March 2006)

2 3 HL 5 lessons/week 3 SL 3 lessons/week TOK 2 lessons/week CAS EE

3 Theory of knowledge (TOK)

4 What is TOK all about? TOK does not require the students to learn a great deal of new material! Instead, it asks them to think about what they already know or think they know and reflect on it. What DO you know, exactly? How do you know that you know it? What evidence or persuasion or feeling convinces you? What s the difference between knowledge and belief? How does knowing mean different things in different contexts? These are the kinds of questions TOK requires them to think about, talk about, and write about.

5 This course puts the student at center stage because they are the knower of the knowledge that they claim to have. The Ways of Knowing concern not what we know, but the means by which we might know something: How we know. imagination Areas of knowledge: These correspond roughly to subjects studied in school or, more broadly, things we can know about.

6 Being a knower is a big responsibility The students have to ask themselves some tough questions: What do you really know? Why do you know it? How do you know it? Are you really sure you know it? Is it the truth? Are you sure? What is the difference between belief and truth, or knowledge and truth? Is something that is true for me true for you? Where did your knowledge come from? Does it matter?

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8 TOK assessments TOK presentation before summer in 2IB TOK essay Titles released on 1st September in 3IB Deadline before the winter break in 3IB (mid February)

9 CAS Creativity, activity, service

10 What is CAS? CAS is a framework for experiential learning, designed to involve the students in new roles. The emphasis is learning by doing and then reflecting on these experiences. Experiences through tasks/ that they as a students must seek actively, initiate, be committed to, and complete. CAS Experiences is organized around three strands Creativity, Activity and Service.

11 Creativity Aim: The aim is for students to explore their own sense of original thinking and expression. This comes from the students talents, interests, passions, emotions and imaginations. Definition: exploring and extending ideas leading to an original or interpretive product or performance In practise this could lead to CAS Experiences like: Arts, photographing, digital design, writing, crafts and compositions

12 Activity Aim: The aim is for students to promote lifelong healthy habits that is related to physical well-being. This is achieved by participating at an appropriate level and on an regular basis. Definition: physical exertion contributing to a healthy lifestyle, In practise this could lead to CAS Experiences like individual and team sports, dance, outdoor recreation, walks and any other form of physical exertion that purposefully contributes to a healthy lifestyle.

13 Service Aim: The aim is for students to understand their capacity to make a meaningful contribution to their community and society. Through service, students develop and apply personal and social skills in real-life situations involving decision-making, problemsolving, initiative, responsibility and accountability for their actions. Definition: collaborative and reciprocal engagement with the community in response to an authentic need Some experiences can be based on school activities and some in the local or national community. It is important that some of the experiences address global issues at a local level. Examples form former students: Christmas choir, Red Cross: homework aid or rescue, SFO, scout group, political parties, Amnesty International, Natur og Ungdom and other volunteer work.

14 CAS Learning Outcomes Within 18 months IB students must show achievements related to 7 Learning Outcomes

15 7 Learning Outcomes 1. Identify own strengths and develop areas for growth. 2. Demonstrate that challenges have been undertaken, developing new skills in the process 3. Demonstrate how to initiate and plan a CAS experience 4. Show commitment to and perseverance in CAS experiences. 5. Demonstrate the skills and recognize the benefits of working collaboratively 6. Demonstrate engagement with issues of global significance. 7. Recognize and consider the ethics of choices and actions.

16 Reflection and Evidence Students musts show evidence to support the completion of CAS experience and write reflections about their experiences - related to the 7 Learning Outcomes

17 CAS Portfolio Use of an internet based platform called ManageBac. 1. Describe desired experience (Personal aims related to Learning Outcomes) 2. Get approval by your CAS Adviser/Coordinator 3. Take action 4. Add evidence and reflections regularly 5. Summary reflection 6. CAS Adviser/Coordinator approves completion of CAS experience Examples of evidence: Supervisor review Photos/videos Run-Keeper etc. Meeting agenda Schedule

18 General regulations important points All questions concerning general characteristics of the IB diploma programme (DP), its administration or how the school implements it must be directed at the schools IB DP coordinator. Undocumented absence < 10%!

19 Presisering angående dokumentasjon Dokumentasjon ved helsefravær: fra lege eller annen sakkyndig instans (for eksempel fysioterapeut, tannlege, psykolog, BUP) Ved kronisk sykdom er det tilstrekkelig med erklæring fra lege/sakkyndig instans i kombinasjon med melding fra foresatte/egenmelding Ved all sykdom er det viktig at elev og/eller foresatte melder fra om årsak. Dette vil være viktig i den skjønnsmessige vurderingen. Ved timefravær må dokumentasjon inneholde klokkeslett

20 Søknad om permisjon for velferdsgrunner Innvilget permisjonssøknad er dokumentert fravær. Det er utarbeidet et søknadsskjema for velferdsgrunner. Skjemaet ligger på ITL og på hjemmesiden. Fås også på kontoret. Søknad leveres kontaktlærer, og behandles av elevansvarlig avdelingsleder. Velferdsgrunner er for eksempel: Dåp, bryllup og begravelse i nære relasjoner Religiøse høytider utenom Den norske kirke, inntil to dager. Deltakelse i politisk arbeid og hjelpearbeid i regi av en hjelpeorganisasjon. Representasjon i arrangement på nasjonalt eller internasjonalt nivå. Omsorgsoppgaver, for eksempel for egne barn.

21 Diploma requirements:

22 Retten til et trygt og godt skolemiljø Opplæringslova kap. 9A Nytt regelverk nulltoleranse mot mobbing Alle elever har rett til å ha et trygt og godt skolemiljø som fremmer helse, trivsel og læring. Det er elevenes egen opplevelse av hvordan de har det på skolen, som er avgjørende. Skolene skal sørge for at elevene har det trygt og godt på skolen Et ekstra ansvar for å følge opp dersom en elev opplever å bli krenket av en ansatt ved skolen Fylkesmannen en ny rolle sak kan meldes til FM Informasjon på Utdanningsdirektoratet sine sider og på skolens hjemmeside

23 Informasjon og kommunikasjon Fb.com/vardafjell Sms-tjeneste E-post Vurderingsportal i SkoleArena Månedsrapport på e-post Varsel Samtaler i november Informasjonsmøte i januar