I.B. Program At Mac.Rob | Update
This Semester, the Mac.Rob I.B. Program is highlighting learning stories from Core Subjects with our wider school community.
EE - Extended Essay
Maddie Witter
The Extended Essay is an independent, self-directed research paper which culminates in a 4,000 word essay. It is part of the IB Core. Unlike other classes, this essay is meant to be managed independently by the students. It’s for this reason that students do not have regular Extended Essay classes. In many ways, it mirrors what essay writing will look like in university.
What have we done so far?
Students started the process at the end of 2021, reflecting on an area of passion and considering a topic that they wanted to pursue over the length of 2022 and into 2023. This passion is important, because passion drives momentum and stamina. As students considered their topics, their choices became more refined in order to develop research questions that were researchable, within areas of study they were learning in their DP curriculum, and specific enough to be answered within 4,000 words.
Over the course of this year, students have:
Refined their questions
Found research for their questions and developed feasibility reports
Read their research, sifting and sorting looking for gaps
Developed initial roadmaps showing how their essay will be organised
What’s next?
Students are moving into the next stage of the writing process: outlining. They are putting together the logic of their essay in preparation for drafting in term one 2023. Once drafts are completed, each IB Extended Essay supervisor will read drafts. Supervisors cannot provide targeted feedback in order to fulfil the expectations that this is an independent process, but they can provide guiding questions for each student to consider.
How can I help my child with the Extended Essay?
It’s really important that students create time within their schedule to work on their extended essay. They should be reading their research, not skimming through abstracts. If students put aside dedicated time each week, they will be well prepared for the next stages.
CAS - Creativity, Activity, Service
Michelle Pride
Creativity, Activity and Service (CAS) is often described as the ‘learning through doing’, part of the IB. CAS has provided students with the opportunity to develop outside of their academic program and participate independently in a range of activities that they enjoy and want to develop. Students are required to regularly participate in these experiences, record their evidence and reflect on their experiences.
Experiences so far in CAS
Students have been engaged in a range of experiences as part of CAS this year. Some experiences include reading, dancing, computer coding, drawing, photography, public speaking, volunteering work, cross stitch, coaching, umpiring, crocheting, scrapbooking, self-led instrumental lessons, vlogging, dance, baking and learning to cook. Parents are encouraged to support their child's pursuit of new and varied activities.
The Project
In addition to regular CAS experiences, students are also required to undertake at least one project over the course of the two years. The project is a requirement for all students and must be undertaken as a collaborative effort in small groups. Many of the students have already begun planning or undertaking their project. The project requires initiative, planning, reviewing of progress and reflection phase at the end. Throughout the project students should keep detailed notes and evidence of their experience.
Persisting
It is very beneficial for students to continue with CAS throughout both year 1 and year 2, even if they meet all requirements of CAS early. Building a portfolio of experiences will support university applications and also continue to provide balance in their lives. While CAS is an unscored element of IB and does not form part of the timetable, students will participate in two interviews over the duration of their Diploma. Students are encouraged to seek advice and suggestions from me if they are having difficulty completing CAS or meeting the requirements.
TOK - Theory of Knowledge
Stephanie Ruth
So far our IB students have embraced their experiences and learning in Theory of Knowledge (TOK). Some of the main aims of the Core (EE, CAS & TOK) are to enrich and add value to students’ overall learning experiences and to support students’ development of their self-awareness and sense of identity. Throughout their TOK classes so far, students have been working hard to challenge themselves, their thinking and focus on critically reflecting on their knowledge, beliefs and opinions that they have built up from years of academic studies and their personal lives beyond the classroom. Whilst at times the discussions and concepts explored in TOK can be challenging, they are also thought-provoking and empowering for our students.
Since the end of Term 3, students have been working on their first assessment for TOK, the Exhibition. For this task students are required to show how TOK manifests in the world around them, students create an exhibition comprising three objects, and accompanying written commentary for each object. It has been wonderful to see their engagement with this project, and watch them continue to grow as IB students and young people. We are looking forward to inviting families to Mac.Rob early in 2023 to see the exhibition work of our IB cohort.
Here are some reflections from current IB students about their experiences with TOK so far:
Nimisha: “As young children, we come to associate school with knowledge and learning, and any activities we do out of school are for leisure, and thus as we grow older we stop doing those leisurely activities because we start to think they're a 'waste of time'. Thanks to the TOK Exhibition, my eyes have opened to the various ways knowledge manifests in the world around us, and have become comfortable reintroducing hobbies that I used to do at a younger age.”
Annabelle: “Although there are days when abstract concepts make you want to pull your hair out, TOK pleasantly surprises us by allowing you to see all of the wonderful and mysterious connections between our learning, the world, and ourselves.”
Chanuri: “My TOK experience has allowed me to explore different topics and ideas that I never really imagined discussing, especially within my respective subjects. In class, while learning content, my class and I often find connections to ideas explored in TOK, allowing us to broaden our understanding and also provides us with an interesting perspective when learning.”