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The support material gives you further help in familiarizing yourself with the content of each unit for TOK, and delivering the lessons.

Unit outline - a list of the unit's lesson titles, their learning objectives, and key content.

Assessment tracker - a sheet offering you quick feedback comments for all the exit tasks.

Faculty email & presentation - email details of the unit to all members of your teaching faculty, and get them onboard.

Parents' email & presentation - let parents know more about this life-changing course via this email and presentation.

Pre-2026 resources - access previous versions of the lesson presentations and support material.

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I can explain how great art challenges not only our aesthetic taste, but also our ability to perceive

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5.3 Seeing seeing differently | Class presentation (26-27)

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I can explain why colour perception varies between people and what this reveals about objectivity

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4.2 Is my blue your blue? | Class presentation (26-27)

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I understand how this course will help me to become an authentic critical thinker, and escape my echo chamber

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1.1 Escaping our echo chambers | Class presentation (26-27)

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4.2 Is my blue your blue? | Lesson notes (26-27)

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I can explain why the statement ‘history is written by the victors’ can be deeply misleading

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4.6 Hijacking history | Class presentation (26-27)

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I can discuss the role algorithms should play in defining what constitutes moral and immoral behaviour

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2.5 Rankings and dashboards | Class presentation (26-27)

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2.5 Rankings and dashboards | Lesson notes (26-27)

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Find out more about the BQ framework here, and become a member of the site to access all the BQ lessons here!

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1.1 Escaping our echo chambers | Lesson notes (26-27)

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I can explain why agreeing on the definitions of concepts is the prerequisite of meaningful discussions

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3.3 Definitions & dogmatism | Class presentation (26-27)

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I can critically discuss the validity of the claim that “those who cannot remember the past are condemned to repeat it”

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2.11 Repeating the past? | Class presentation (26-27)

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I can explain the different elements of the TOK course, and how I’ll be assessed at the end of it

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1.11 Scouts and soldiers | Class presentation (26-27)

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5.3 Seeing seeing differently | Lesson notes (26-27)

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Outlining authentic critical thinking (ACT)

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Outlining authentic critical thinking (ACT)

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This 3-minute video outlines what we mean by 'authentic critical thinking', and why we put it at the heart of everything we do.

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What is authentic critical thinking (ACT)?

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3.3 Definitions & dogmatism | Lesson notes (26-27)

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I can evaluate the extent to which the development of language can - and should - be controlled over time

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3.4 Big branches proliferating | Class presentation (26-27)

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3.4 Big branches proliferating | Lesson notes (26-27)

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1.11 Scouts and soldiers | Lesson notes (26-27)

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I can explain different ways data can be misrepresented in order to mislead us about mathematical knowledge

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3.12 Lies, damned lies, and statistics | Class presentation (26-27)

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I can explain Plato's allegory of the cave, and discuss its insights about perception, reality, and knowledge.

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1.17 The allegory of the cave | Class presentation (26-27)

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1.17 The allegory of the cave | Lesson notes (26-27)

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2.11 Repeating the past? | Lesson notes (26-27)

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4.6 Hijacking history | Lesson notes (26-27)

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I can discuss how the suppression of certain perspectives impacts on how effectively we understand the world

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4.10 Marginalized perspectives | Class presentation (26-27)

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4.10 Marginalized perspectives | Lesson notes (26-27)

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I can explain the term “correlation does not imply causation”, and discuss the consequences of not grasping its importance

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5.7 Ice cream and shark attacks | Class presentation (26-27)

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5.7 Ice cream and shark attacks | Lesson notes (26-27)

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3.12 Lies, damned lies, and statistics | Lesson notes (26-27)

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I understand how viewing political leaders as infallible can lead to significant ethical implications

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2.22 Power tends to corrupt | Class presentation (26-27)

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2.23 Power tends to corrupt | Lesson notes (26-27)

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I can offer a more sophisticated statement than “new scientific knowledge is created via the scientific method”

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5.9 False starts and wrong turns | Class presentation (26-27)

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5.9 False starts and wrong turns | Lesson notes (26-27)

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This page provides a wide range of support materials for new and experienced TOK teachers before they start the academic year.

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Welcome to TOK! Teaching it for the first time can be daunting: there’s no concrete curriculum, its assessment is weird, and students are obliged to be in