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Lifestyles

Health and wellbeing

Beliefs and values

Subcultures

Language and identity

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transferring the critical-thinking process explored in TOK to the development of well-supported arguments in written text types, such as a speech or report

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transferring the critical-thinking process explored in TOK to the development of well-supported arguments in written text types, such as a speech or report

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developing a research question for an EE that allows the deeper exploration of a language topic of special interest to the student • using the opportunity to write an EE in the student’s language of study as a means of personal challenge and skills development.

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The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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

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Students engage with members of a local refugee population. The students could collaborate in an investigation of how migrants balance negotiating a new culture with maintaining their cultural heritage.

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Identities

Experiences

Human Ingenuity

Sharing the planet

Social Organization

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1. Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.

2. Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.

3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.

4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.

5. Develop students’ awareness of the importance of language in relation to other areas of knowledge.

6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.

7. Provide students with a basis for further study, work and leisure through the use of an additional language.

8. Foster curiosity, creativity and a lifelong enjoyment of language learning.

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Based on inquiry

Conceptual understanding

Local and global contexts

Teamwork and collaboration

Differentiated

Informed by assessment

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Thinking skills

Research skills

Communication skills

Social skills

Self-management skills

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Inquiriers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

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Is it possible to think without language?

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

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

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Do you think maths, logic or music should be classified as languages?

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

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How are metaphors used in the construction of knowledge?

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

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

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Is there anything that is true for all cultures?

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Students learn the names of organic and human-made materials in the target language. They could then walk around the school to collect human-made waste (for example, plastic) that is discarded during one day, and then display it.

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Student interacts with elderly target language speakers, over a number of visits, to collect sayings, idioms or adages used by the older generations.

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Leisure activities

Holidays and travel

Life stories

Rites of passage

Customs and traditions

Migration

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Entertainment

Artistic expressions

Communication and media

Technology

Scientific innovation

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The environment

Human rights

Peace and conflict

Equality

Globalization

Ethics

Urban and rural environment

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Social relationships

Community

Social engagement

Education

The working world

Law and order