{"id":14391,"date":"2022-09-07T03:57:41","date_gmt":"2022-09-07T03:57:41","guid":{"rendered":"https:\/\/www.tashschool.org\/?page_id=14391"},"modified":"2023-12-05T12:26:02","modified_gmt":"2023-12-05T07:26:02","slug":"ibdp-departments","status":"publish","type":"page","link":"https:\/\/www.tashschool.org\/ibdp-departments\/","title":{"rendered":"IBDP Departments"},"content":{"rendered":"

[et_pb_section fb_built=”1″ fullwidth=”on” _builder_version=”4.16″ _module_preset=”default” custom_margin_tablet=”” custom_margin_phone=”-30px||||false|false” custom_margin_last_edited=”on|phone” custom_padding=”||||false|false” global_module=”14500″ global_colors_info=”{}”][et_pb_fullwidth_post_title meta=”off” featured_image=”off” _builder_version=”4.16″ _module_preset=”default” title_font_size=”40px” background_color=”rgba(255,255,255,0.7)” background_enable_image=”off” background_position=”top_right” background_blend=”lighten” custom_padding=”50px|||||” title_font_size_tablet=”35px” title_font_size_phone=”30px” title_font_size_last_edited=”on|phone” global_colors_info=”{}”][\/et_pb_fullwidth_post_title][et_pb_fullwidth_image src=”https:\/\/www.tashschool.org\/wp-content\/uploads\/2022\/08\/Simple-Colour-Band-Thin-copy-2.png” title_text=”Simple Colour Band Thin copy 2″ _builder_version=”4.16″ _module_preset=”default” border_width_top=”3px” border_color_top=”#ffffff” border_width_bottom=”3px” border_color_bottom=”#ffffff” global_colors_info=”{}”][\/et_pb_fullwidth_image][\/et_pb_section][et_pb_section fb_built=”1″ fullwidth=”on” _builder_version=”4.18.0″ _module_preset=”default” positioning=”none” custom_margin=”0px||30px||false|false” custom_padding=”10px||0px||false|false” sticky_position=”top” global_colors_info=”{}”][et_pb_fullwidth_menu menu_id=”38″ fullwidth_menu=”off” active_link_color=”#009CB9″ logo_tablet=”https:\/\/www.tashschool.org\/wp-content\/uploads\/2022\/10\/IBDP-Departments-1024×130.png” logo_phone=”https:\/\/www.tashschool.org\/wp-content\/uploads\/2022\/10\/IBDP-Departments-1024×130.png” logo_last_edited=”on|tablet” logo_width_tablet=”” logo_width_phone=”” logo_width_last_edited=”on|tablet” logo_height_tablet=”” logo_height_phone=”” logo_height_last_edited=”on|tablet” _builder_version=”4.18.0″ _module_preset=”default” menu_font=”|||on|||||” background_color=”#FFFFFF” z_index=”100″ custom_margin=”0px||0px||true|false” custom_padding=”0px||0px||true|false” custom_css_menu_link=”margin-top: -20px;||margin-bottom: -8px;||margin-right: -15px;” box_shadow_style=”preset3″ global_colors_info=”{}” custom_css_menu_logo_last_edited=”on|phone” custom_css_menu_logo_tablet=”width: 250px;” custom_css_menu_logo_phone=”width: 200px;”][\/et_pb_fullwidth_menu][\/et_pb_section][et_pb_section fb_built=”1″ custom_padding_last_edited=”on|phone” module_id=”dp-theory” _builder_version=”4.16″ _module_preset=”default” custom_padding=”||0px|||” custom_padding_tablet=”” custom_padding_phone=”||||false|false” global_colors_info=”{}” custom_padding__hover_enabled=”off|desktop”][et_pb_row _builder_version=”4.16″ _module_preset=”default” custom_padding=”||0px|||” border_width_bottom=”2px” border_color_bottom=”#f2942c” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

\"\" Theory of Knowledge (TOK)<\/h3>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion _builder_version=”4.23.1″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][et_pb_accordion_item open=”on” _builder_version=”4.23.1″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n\n\n\n\n\n
Grades 11 & 12<\/strong><\/td>\nRana Mneimneh dpcoord@tashschool.org<\/a><\/td>\n<\/tr>\n
Grades 11<\/strong><\/td>\nScot Becker scotb@tashschool.org<\/a><\/td>\n<\/tr>\n
Grades 12<\/strong><\/td>\nAhmad Itani ahmad.itani@tashschool.org<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

[\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

Course Description<\/strong>
\u201cThe greatest obstacle to progress is not the absence of knowledge, but the illusion of knowledge.\u201d<\/em> Daniel Boorstin, social historian and writer.<\/p>\n

The TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. Students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom. The course is intended to be challenging and thought-provoking\u2014as well as empowering\u2014for students.<\/p>\n

The course centers on the exploration of knowledge questions, which are a key tool for both teachers and students. These are contestable questions about knowledge itself, such as: \u201cWhat counts as good evidence for a claim?\u201d, \u201cAre some types of knowledge less open to interpretation than others?\u201d, or \u201cWhat constraints should there be on the pursuit of knowledge?\u201d.<\/p>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion _builder_version=”4.16″ _module_preset=”default” toggle_font=”|700|||||||” global_colors_info=”{}”][et_pb_accordion_item title=”Course Syllabus” open=”on” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

<\/strong><\/p>\n\n\n\n\n\n
The Core theme: Knowledge<\/strong>
and the Knower<\/strong><\/td>\n		This theme encourages students to reflect on themselves as
knowers and thinkers, and to consider the different
communities of knowers to which we belong.<\/td>\n<\/tr>\n
Optional Themes (2 out of 5)<\/strong><\/td>\n\n

Two optional themes from<\/strong><\/p>\n

    \n
  1. Knowledge and technology<\/li>\n
  2. Knowledge and language<\/li>\n
  3. Knowledge and politics<\/li>\n
  4. Knowledge and religion<\/li>\n
  5. Knowledge and indigenous societies<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
Areas of Knowledge<\/strong><\/td>\n\n

Five compulsory areas of knowledge<\/p>\n

    \n
  1. History<\/li>\n
  2. The human sciences<\/li>\n
  3. Thenatural sciences<\/li>\n
  4. Mathematics<\/li>\n
  5. Thearts<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion _builder_version=”4.16″ _module_preset=”default” toggle_font=”|700|||||||” global_colors_info=”{}”][et_pb_accordion_item title=”Course Assessment” open=”on” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

    <\/strong><\/p>\n\n\n\n\n\n
    <\/td>\nAssessment Tasks<\/strong><\/td>\nWeighing<\/strong><\/td>\n<\/tr>\n
    External<\/strong><\/td>\n\n

    Essay on a prescribed title<\/p>\n<\/td>\n

    		\n

    67%<\/p>\n<\/td>\n<\/tr>\n

    Internal<\/strong><\/td>\n\n

    The Exhibition<\/p>\n<\/td>\n

    		\n

    33%<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” custom_padding=”||33px|||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]Assessment Instruments<\/strong>
    \nThe TOK exhibition and the TOK essay are both marked using a global impression marking approach.<\/p>\n

    1. The exhibition Assessment Instrument<\/strong>
    \nDoes the exhibition successfully show how TOK manifests in the world around us?[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.16″ _module_preset=”default” custom_margin=”-18px|auto||auto||” custom_padding=”0px|||||” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n
    Excellent<\/strong>
    9-10<\/strong><\/td>\n<\/tr>\n
    \n

    The exhibition clearly identifies three objects and their specific real-world contexts. Links between each of the three objects and the IA prompt are clearly made and well explained.<\/p>\n

    There is a strong justification of the particular contribution that each individual object makes to the exhibition.<\/p>\n

    All, or nearly all, of the points are well-supported by appropriate evidence and explicit references to the selected IA prompt.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n
    Good<\/strong>
    7-8<\/strong><\/td>\n<\/tr>\n
    \n

    The exhibition identifies three objects and their real-world contexts. Links between each of the three objects and the IA prompt are explained, although this explanation may lack precision and clarity in parts.<\/p>\n

    There is a justification of the contribution that each individual object makes to the exhibition.<\/p>\n

    Many of the points are supported by appropriate evidence and references to the selected IA prompt.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n
    Satisfactory<\/strong>
    5-6<\/strong><\/td>\n<\/tr>\n
    \n

    The exhibition identifies three objects, although the real-world contexts of these objects may be vaguely stated. There is some explanation of the links between the three objects and the selected IA prompt.<\/p>\n

    There is some justification for the inclusion of each object.<\/p>\n

    Some of the points are supported by evidence and references to the selected IA prompt.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.16″ _module_preset=”default” custom_margin=”-18px|auto||auto||” custom_padding=”0px|||||” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n
    Basic<\/strong>
    3-4<\/strong><\/td>\n<\/tr>\n
    \n

    The exhibition identifies three objects, although the real-world contexts of the objects may be\u00a0<\/span>implied. Basic links between the objects and the IA prompt are made, but the explanation of these links is unconvincing and\/or unfocused.<\/span><\/p>\n

    There is a superficial justification for the inclusion of each object. Reasons for the inclusion of the objects are offered, but these are not supported by appropriate evidence and\/or lack relevance to the selected IA prompt. There may be significant repetition across the justifications of the different objects.<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n
    Rudimentary<\/strong>
    1-2<\/strong><\/td>\n<\/tr>\n
    \n

    The exhibition presents 3 objects, but the real-world contexts of these objects are not stated, or the images may be highly generic images of types of object rather than being specific real-world objects. Links between the objects and the IA prompt are made, but these are minima or it is not clear what the student is trying to convey.\u00a0<\/span><\/p>\n

    There is very little justification offered for the inclusion of each object. The commentary on the objects is highly descriptive or consists only of unsupported assertions.<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n
    \n

    0<\/strong><\/p>\n

    <\/strong><\/p>\n<\/td>\n<\/tr>\n

    The response does not reach the standard described by the other levels or does not use one of the IA prompts provided.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” custom_padding=”||33px|||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]2. The Essay Assessment Instrument<\/strong>
    \nDoes the student present an appropriate and cogent analysis of knowledge questions in discussing the title?<\/span><\/strong>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.16″ _module_preset=”default” custom_margin=”-18px|auto||auto||” custom_padding=”0px|||||” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n\n
    Level 5 <\/strong>
    Excellent 9-10<\/strong><\/td>\n<\/tr>\n
    \n

    Understanding knowledge questions<\/strong><\/p>\n

    There is a sustained focus on knowledge questions connected to the prescribed title and are well chosen \u2013 developed with investigation of different perspectives and linked effectively to areas of knowledge and\/or ways of knowing.<\/p>\n<\/td>\n<\/tr>\n

    \n

    Quality of analysis of knowledge questions<\/strong><\/p>\n

    Arguments are <\/span>clear<\/span><\/i>, supported by real-life examples and are <\/span>effectively evaluated<\/span><\/i>; counterclaims are <\/span>extensively explored<\/span><\/i>;\u00a0<\/span>implications are drawn.<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n\n
    Level 4 <\/strong>
    Good 7-8<\/strong><\/td>\n<\/tr>\n
    \n

    Understanding knowledge questions<\/strong><\/p>\n

    There is a focus on knowledge questions connected to the prescribed title- developed with acknowledgment of different perspectives and linked to areas of knowledge and\/or ways of knowing.<\/p>\n<\/td>\n<\/tr>\n

    \n

    Quality of analysis of knowledge questions<\/strong><\/p>\n

    Arguments are clear, supported by real-life examples and are evaluated; some counterclaims are identified and explored.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n\n
    Level 3 <\/strong>
    Satisfactory 5-6<\/strong><\/td>\n<\/tr>\n
    \n

    Understanding knowledge questions<\/strong><\/p>\n

    There is a focus on some knowledge questions connected to the prescribed title-with some development and linking to areas of knowledge and\/or ways of knowing.<\/p>\n<\/td>\n<\/tr>\n

    \n

    Quality of analysis of knowledge questions<\/strong><\/p>\n

    Some arguments are clear and supported by examples; some counterclaims are identified.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.16″ _module_preset=”default” custom_margin=”-18px|auto||auto||” custom_padding=”0px|||||” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n\n
    Level 2 <\/strong>
    Basic\u00a0<\/strong>3-4<\/strong><\/td>\n<\/tr>\n
    \n

    Understanding knowledge questions<\/strong><\/p>\n

    Some knowledge questions that are connected to the prescribed title are considered, but the essay is largely descriptive, with superficial or limited links to areas of knowledge and\/or ways of knowing.<\/p>\n<\/td>\n<\/tr>\n

    \n

    Quality of analysis of knowledge questions<\/strong><\/p>\n

    Arguments are offered but are unclear and\/or not supported by effective examples.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n\n
    Level 1 <\/strong>
    Elementary 1-2<\/strong><\/td>\n<\/tr>\n
    \n

    Understanding knowledge questions<\/strong><\/p>\n

    The essay has only very limited relevance to the prescribed title- relevant points are descriptive.<\/p>\n<\/td>\n<\/tr>\n

    \n

    Quality of analysis of knowledge questions<\/strong><\/p>\n

    Assertions are offered but are not supported.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n
    Irrelevant <\/strong>
    0 <\/strong><\/td>\n<\/tr>\n
    \n

    Understanding knowledge questions<\/strong><\/p>\n

    The essay does not reach a standard described by levels 1-5 or is not a response to one of the prescribed titles on the list for the current session.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

    Resources:<\/b>
    Below are very interesting websites rich with articles, videos, podcasts etc\u2026 that trigger thinking.\u00a0<\/span>
    The Guardian\u00a0<\/b><\/a>
    Big Think<\/b><\/a>
    Aeon <\/b><\/a><\/p>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ custom_padding_last_edited=”on|phone” module_id=”dp-essay” _builder_version=”4.16″ _module_preset=”default” custom_padding=”||0px|||” custom_padding_tablet=”” custom_padding_phone=”||||false|false” global_colors_info=”{}” custom_padding__hover_enabled=”off|desktop”][et_pb_row _builder_version=”4.16″ _module_preset=”default” custom_padding=”||0px|||” border_width_bottom=”2px” border_color_bottom=”#f2942c” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

    \"\"\u00a0 Extended Essay<\/h3>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion_item open=”on” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n
    Coordinator<\/strong><\/td>\nRana Mneimneh dpcoord@tashschool.org<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_accordion_item][\/et_pb_accordion][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]Course Description<\/strong>
    \nThe extended essay is a compulsory, externally assessed piece of independent research into a topic chosen by the student and presented as a formal piece of academic writing. The extended essay is intended to promote high-level research and writing skills, intellectual discovery and creativity while engaging students in personal research. This leads to a major piece of formally presented, structured writing of up to 4,000 words in which ideas and findings are communicated in a reasoned, coherent and appropriate manner.<\/p>\n

    Choice of Topic<\/strong>
    \nExtended essay topics may be chosen from a list of approved DP subjects. This is normally one of the student\u2019s six chosen subjects for the IB diploma or the world studies option.<\/p>\n

    Overview of the research Process<\/strong><\/p>\n

    \n1. Choose the approved DP subject.
    \n2. Choose a topic.
    \n3. Undertake some preparatory reading.
    \n4. Formulate a well-focused research question.
    \n5. Plan the research and writing process.
    \n6. Plan a structure (outline headings) for the essay.
    \n7. Carry out the research.<\/p>\n

    [\/et_pb_text][et_pb_accordion _builder_version=”4.16″ _module_preset=”default” toggle_font=”|700|||||||” global_colors_info=”{}”][et_pb_accordion_item title=”Assessment Criteria” open=”on” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n\n\n\n\n\n\n\n\n
    CRITERIA<\/strong><\/td>\nPOINT SPREAD<\/strong><\/td>\n<\/tr>\n
    A (Focus & Method)<\/span><\/td>\n0-6<\/td>\n<\/tr>\n
    B (Knowledge & Understanding)<\/span><\/td>\n0-6<\/td>\n<\/tr>\n
    C (Critical Thinking)<\/span><\/td>\n0-12<\/td>\n<\/tr>\n
    D (Presentation)<\/span><\/strong><\/td>\n0-4<\/td>\n<\/tr>\n
    E (Engagement)<\/span><\/strong><\/td>\n0-6<\/td>\n<\/tr>\n
    Total <\/strong><\/td>\n34<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    Best Practices<\/strong>
    \n1. Choose a topic of interest
    \n2. Adhere to TIS integrity policy
    \n3. Manage their time and meet deadlines
    \n4. Invest in the summer to finalize their drafts
    \n5. View the extended essay as a learning experience and not a task by constantly reflecting on their practices[\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ custom_padding_last_edited=”on|phone” module_id=”dp-creativity” _builder_version=”4.16″ _module_preset=”default” custom_padding=”||0px|||” custom_padding_tablet=”” custom_padding_phone=”||||false|false” global_colors_info=”{}” custom_padding__hover_enabled=”off|desktop”][et_pb_row _builder_version=”4.16″ _module_preset=”default” custom_padding=”||0px|||” border_width_bottom=”2px” border_color_bottom=”#f2942c” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

    \"\" Creativity, Activity and Service (CAS)<\/h3>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion _builder_version=”4.23.1″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][et_pb_accordion_item open=”on” _builder_version=”4.23.1″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n\n\n\n
    Coordinator<\/b><\/td>\nLaura Davies laurad@tashschool.org<\/a><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    [\/et_pb_accordion_item][\/et_pb_accordion][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

    Course Description<\/strong>
    Creativity, activity, service (CAS) is at the heart of the DP. With its holistic approach, CAS is designed to strengthen and extend students\u2019 personal and interpersonal learning from the Primary Years Programme (PYP) and Middle Years Programme (MYP).<\/p>\n

    Course Organization<\/strong>
    CAS is organized around the three strands of creativity, activity and service defined as follows.<\/p>\n