TOK stands for Theory of Knowledge. Whereas other subjects usually raise questions only within their field (subject-specific questions often with one clear answer to them), TOK looks at second-order questions.  TOK strives to take a step back - or forward – and looks at the process of gaining knowledge in general, raising open questions, open for discussion, claims, and arguments.

In TOK, we consider questions like “To what extent is the knowledge gained in the Natural Sciences more reliable than the knowledge gained in the Arts”? In what ways is our knowledge limited? To what extent is knowledge lost in translation? What role does language play in understanding and the process of acquiring knowledge?

We explore what knowledge really means and what a knower is: what characteristics does a knower have? What is knowledge compared to information, what is understanding, what are facts and data, what role do models and metaphors play in gaining knowledge.

At the core of the TOK course are two optional themes: We can look at topics such as language knowledge, politics, technology, religion, or indigenous societies.

All these issues are examined in a specific framework: We consider the scope, methods and tools, perspective as well as ethical implications that knowledge has in the areas of Mathematics, History, Natural Sciences, Human Sciences as well as the Arts.

Students will share their ideas with a broader audience via two IB assessments: they choose an exhibition of objects and link it to a knowledge issue resulting in a TOK essay on a given knowledge question.

Thus, in TOK, we link all subjects and take into account real-life experiences. We question our own beliefs and perspectives. In TOK, we strive for confusion; we strive to reset our minds or way of thinking and, by doing so, grow into reflective thinkers.

The "Extended Essay" is another core component of the IB Diploma - and if you ask former students, also what makes them particularly proud in retrospect. The EE is a detailed study or investigation of a specific topic. The students independently choose a topic from one of the IB subjects. A subject teacher supports the students continuously as a supervisor during the research and writing process.

The extended essay should contain about 4000 words; as usual with scientific work, it includes a structure, footnotes, and a bibliography.

The essay is typically planned in the first year of the IB (DP 1) in the summer holidays between the first and second year, so there is sufficient time to work with the topic.

CAS stands for creative, sporting/active, and social/charitable activities and projects every student must complete as part of the IB DP. Every student is responsible for their own projects, although teamwork is also encouraged. The goal should be that students use their abilities to benefit others, develop their talents, and promote undiscovered talents. In addition to cognitive learning, this should also support and encourage individual personality development since one's actions must always be reflected on and planned.

Important: CAS is not graded, but the student reflects on the learning outcome and what consequences the individual draws from it for the future.

CAS lessons include extra-curricular activities that can take place both in and outside the school. As a result, the spectrum for suitable CAS activities is very large. Above all, the students should be active and look for their own CAS activities. The CAS coordinator will help and advise.

The IB students carry out CAS activities for 18 months, with all areas (creativity - activity - service) being given roughly equal consideration. Various CAS activities are possible throughout the period. Why not take part in an international work camp during part of the school holidays?

All CAS projects are planned, carried out, and reflected on by the students, but always with the support of the CAS coordinator.