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1.  Locate and differentiate elements of the Earth’s surface
2.  Interpret, analyse and, when appropriate, construct tables, graphs, diagrams, cartographic material and images
2.  Undertake statistical calculations to show patterns and summarize information
3. Research, process and interpret data and information
4. Collect and select relevant geographic information
5. Evaluate sources of geographic information
6. Produce written material (including essays, reports and investigations)

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How do we know things?
(Ways of knowing)

*Emotion
*Memory
*Sense Perception
*Imagination
*Reason
*Intuition
*Faith
*Language

Areas of Knowing
What do I know?

* Mathematics
*Ethics
*History
*Human Sciences
*Religious Knowledge Systems
*Natural Sciences
*Indigenous Knowledge Systems
*The Arts

ATL skills : transfer skill

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TOK lessons can support students in their study of science, just as the study of science can support students in their TOK course. TOK provides a space for students to engage in stimulating wider discussions about questions such as what it means for a discipline to be a science, or whether there should be ethical constraints on the pursuit of scientific knowledge. It also provides an opportunity for students to reflect on the methodologies of science, and how these compare to the methodologies of other areas of knowledge.

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The practical nature of the subject will be emphasised by the inclusion of prescribed skills and techniques. These skills can be applied across a wide range of activities and cover
investigative skills and techniques common to chemistry at this level of study.

These skills will be linked to the ATL framework. Many, if not all, of these skills are currently an integral
part of teachers schemes of work and we are simply making them more explicit within the
subject guides

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Experiences
Social Organisation
Identity
Human Ingenuity
Sharing the Planet

ATL Connections
Thinking - Human Ingenuity creating technology,
Social - Sharing the Planet - how people work together to achieve an outcome
Communicating - sharing the planet
Self-management -  Identity how do people motivate themselves
Research -

TOK Links

Is it possible to think without language?

What would be lost if the whole world shared one common language?

If people speak more than one language, is what they know different in each language?

In what ways can language be used to influence, persuade or manipulate people?

Does language describe our experience of the world, or does it actively shape our experience of the world?

How are metaphors used in the construction of knowledge?

To what extent is our perspective determined by our membership of a particular culture?

To what extent are we aware of the impact of culture on what we believe or know?

Is there anything that is true for all cultures?

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Emotion
Memory
Sense Perception
Imagination
Reason
Intuition
Faith
Language

Primary Knowledge Questions and Secondary Knowledge :

*How does our culture affect our emotions?
* What role does aggression play in society?

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Concepts: Identity, Culture, Creativity, Communication, Perspective, Transformation, Representation

The following ATL connections are within the context of my memoir unit:

Thinking ATL: reflection on literary forms; critical thinking about the value of literature as a way to sublimate traumatic experience (Concepts: Representation, Creativity)

Communication ATL: essay writing, oral
presentation, oral interview, critical
appreciation (Concept: Communication)

Social ATL: emotional competence,
empathetic reading strategies.
Collaboration with other students in
discussions and activities (Concepts: Identity, Perspective)

Self-management ATL: organization skills, time management skills, decision-making in relation to paper 2 texts (Concept: Communication)

Research ATL: inquiry based pedagogy,
examination of sources, interpretation of
sources (Concepts: Perspective, Representation)

TOK Links:
1. What is the influence of personal
perspective in the construction of
knowledge?

2. In what ways do poetic and scientific
languages differ in relation to the ability to assert knowledge?

3. To what extent can literature effectively
transfer historical knowledge?

4. What kind of knowledge about a literary text and about literature is gained when
comparing and contrasting literary texts?

5. Does knowledge of conventions of form and literary techniques allow for a better and deeper understanding of a literary text?