TOK

Here at Llandrillo Colege, students are given the opportunity to reflect on the nature of knowledge, and on how we ‘know’ what we claim to know.  A core component of the IB Diploma, TOK explores ‘how we know’ and encourages students to reflect critically on knowledge claims and knowledge questions, using real life situations. Central to this exploration are the ways of knowing (language, sense perception, emotion, reason, imagination, faith, intuition and memory). 

The fundamental question of TOK is “how do we know that?” Students are encouraged to think about how knowledge is arrived at in different disciplines (such as mathematics, the natural and human sciences, history, the arts and ethics), and what these disciplines have in common and the differences between them. TOK becomes an interdisciplinary cross curricular subject, as students are required to explore knowledge questions against the backdrop of their experiences in their other academic subjects. As well as taught lectures, TOK is made up of discussion and critical reflection which serves to form the backbone of the TOK course, centring around discussions of questions such as:

• What counts as evidence for X?
• What makes a good explanation in subject Y?
• How do we judge which is the best model of Z?
• How can we be sure of W?
• What does theory T mean in the real world?
• How do we know whether it is right to do S?

Through debate and discussions of these types of questions students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives.

The TOK course is assessed through a short oral presentation and a 1600 word essay. The TOK presentation assesses the ability of the student to apply TOK thinking to a real-life situation, while the TOK essay takes a more conceptual starting point (for example asking students to discuss the claim that the methodologies used to produce knowledge depend on the use to which that knowledge will be used).

For further links to real life sitruations - articles, podcasts, documentaries, etc, AoKs and WoKs and the course guide please click on the following link:

https://bsgetok.wordpress.com/

Coordinators Blog

This week has been a busy week already for the IB 1 students. Monday saw the completion of the Operation Christmas Child boxes for CAS organised by Lowri and Megan. If you want to find out more about this charitable cause please visit https://www.samaritans-purse.org.uk/what-we-do/operation-christmas-child/

Monday afternoon saw 7 students attend the Project Trust Talk with Matt Owen, who regaled them with his own experiences in South Africa as well as detailing what the project is about, showing videos of students taking part in their own year abroad as well as introducing them to funding options for one of the oldest Gap Year companies in the UK. Students asked pertinent questions and many are already seriously thinking about registering their interest. For further information visit http://projecttrust.org.uk/ or pick up a leaflet from F05.

Just to round off a busy Monday, 3 students volunteered to help out with the college Open Evening. Hannah, Josh and Evan gave up their evening to introduce potential students to the college and the IB, show visitors around the campus and assist with any and all enquiries. Jane Cater, Marketing and Communications Manager said "Special thanks to the guides, including the excellent IB students, who walked miles, and to the many areas which were set up and had staff available to deal with enquiries from around 5pm, ensuring that visitors received a good first impression." furthermore Ancilla Roberts, Reception Manager said of the IB students "May I add to that what fabulous students were helping - even at the bus stop, two of the lads were saying what a fantastic College it was - it was so nice to hear!"

The IB is designed to promote a broad range of human capacities and responsibilities that go beyond academic success.

To be an IB student implies a commitment to help all members of the school/college community learn to respect themselves, others and the world around them.

 

A huge thank you to all the IB students for embracing all that is on offer through the IB programme, here at the college and for volunteering their time.

Project Trust Talk

Are you interested? Want to know more? Well in the first instance check out their website for a little insight into what Project Trust is and what it can do for you...and you for it!

http://projecttrust.org.uk/project-trust

Secondly, on Monday 16th November at 2.00pm Matt Owen from Project Trust will be at college talking through some of the volunteering opportunities and how you can get involved.

Come along to A08 where Matt will have plenty to show you and the opportunity for you to ask Matt any questions you may have!

Read Lani's story at http://www.rhyljournal.co.uk/news/136520/17-year-old-student-to-raise-5-900-for-japanese-adventure.aspx

Remembrance 2015

I dread the dead,

The fear of peace,

The spread of war,

The young deceased. 

The scattered meat,

That leads to screams,

Unbearable beasts,

Never-ending dreams.

Beautiful memories,

Disappearing with ease,

So sad, so mean,

The suicidal disease. 

Emily Price

Wellbeing

Your wellbeing is important, especially if you want to enjoy your time at college so here's a quick reminder of the services available. Below are also links to the NUS Student Toolkit for Mental Wellbeing and a copy of the Prezi from Tutorial.

The drop-ins at Rhos, Learner Services are as follows:

C-Card (in-house sexual health scheme, providing access to impartial information related to sexual health issues as well as free condoms once signed up to the scheme):
Mondays 10:00-11:00
Thursdays 12:30-13:30


Time for You (a general welfare drop-in for support and guidance on various issues that can affect learners):
Mondays 12:00-14:00
Tuesdays 12:00-14:00
Thursdays 14:30-16:30
Fridays 12:00-14:00

Housing (provided by Gemma Closs-Davies, Conwy and Denbighshire young persons' housing support)
Wednesdays 12:30-13:30

http://www.gofal.org.uk/uploads/Policy_documents/Student_toolkit/Gofal_NUSW_-_student_booklet_-_Eng.pdf


http://prezi.com/ltno5mrcop5h/?utm_campaign=share&utm_medium=copy

Wales for Peace Conference

From left to right; Evan Brockbank, Adam Dodd, Megan Rose and Lowri McQuire Jones

Wales for Peace Conference, Coleg Cambria 2015

The Wales for Peace Conference was created by WCIA and further information on the ideals and hopes for this project can be found at http://www.wcia.org.uk/walesforpeace.html.

The four students from the IB attended the conference to learn more about the project; hearing from David Melding AM about his own understanding and links with previous wars; the Falklands and the former Yugoslavia. He gave a heartrending account of his role as Deputy Presiding Officer and his journeys to the Falklands and Srebenica where he talked about his 'hero', Howard Tucker and all the former Gwent police officer had done in the search for truth and justice in the former Yugoslavia.

Two schools. Maes Garmon and David Hughes. also presented their projects to the assembled group, explaining how a £1000 grant had enabled them to research and create lasting exhibitions regarding the effects war, most notably the First World War had on their local areas.

After lunch saw talks by the Urdd and the Message of Peace and Goodwill before Aled Edwards brought us up to date with pictures and a talk on the current refugee crisis in Syria and Europe.

The central premise of the conference, however, was to ask 'What can young people do for peace?' Harvey Craddock, a 15 year old student from Darland High gave a rousing speech focusing on 3 key aspects - empathy, kindness and communication and his central message - "Don't let bitterness steal sweetness. You have the power to make the world a better place"

The afternoon sessions saw interactive workshops utilising art with Dr Maria Hayes as a message to explore the theme of Peace and Wales and the final pieces will be exhibited at the Senedd on Remembrance Day and will form part of a larger installation in the National Library for Wales.


Lowri and Megan felt that this creative challenge allowed them to reflect on the idea of peace using the Welsh symbols; coal and slate and the ideas of Maslow's Hierarchy of Need, although Evan was not overly impressed with the simplistic nature of the task. He much preferred the next workshop where he had the opportunity to explore the Conscientious Objectors  Act of 1916. Here he had the opportunity to read actual statements from the people of Ceredigion and the outcome of the tribunals and appeals. Adam was involved in the Hidden Histories workshop where he got involved in the process of digitisation with Archives Wales. Although he found the experience interesting, his opinions on war and also peace were unchanged whereas the others were much more engaged with Peace as a way forward. Lowri especially wished to have more involvement with the WCIA and the peace project for her voluntary role with the Guiding Association and has already begun communications with Hanna Hughes, the North Wales communities coordinator. 

The IB students have now become the first generation of a new legacy for Wales with the Wales for Peace project and we hope to engage further with this project in the next four years. 

CAS trip October 2015

IB1 & 2 students took part in an action packed day at Padarn Lake before enjoying a brain teasing and laughter filled evening at one of Caernarfon's poshest hostels.

Thursday morning saw the students arrive at Padarn Adventure's where they were taken, in groups, to the High Ropes course. Thinking it would be an easy, if a little scary, morning's fun, the students were perturbed to discover their Tutor Gemma had decided to add a twist. They would be working in pairs to improve their capacity to communicate, guide and work closely together to improve friendships and group collaboration to complete the course. The twist was that one of the pair would be blindfolded!
Being a two level course with different difficulty ratings, the students quickly analysed the course and chose who would be blindfolded first. Gemma, always maintaining she would never ask students to do something she wouldn't, knew she too would have to take part.

Two nerve-wracking hours later, the students relaxed over a gourmet packed lunch provided by Padarn Adventure's owner Gemma Brook. The students raved about the home made banana loaf and the vegetarians in the group gushed over the (for once) delicious sandwich fillings on offer. Walkers crisps, a piece of fruit, chocolate bars, flapjacks, bottled water, Ribena and a small pack of raisins saw the students full and ready for the afternoon's task.

A 15 minute walk along the lake, with historic interludes provided by our local 'guide' CAS Tutor Cai, the students changed into wetsuits and bouyancy aids and were provided with the brief - to use the equipment provided to build a bridge across the water, strong enough to carry the weight of students. Much laughter and some accidental dunkings later saw the task successfully achieved. Shivering but happy the students made their own way to Caernarfon where they met up with their Tutors at the hostel.

The evenings entertainment was Cai's 'Einstein' brain teaser and coupled with an array of tasty takeaways from Fish & Chips to Chinese Salt and Pepper Chips, the students wiled away the evening playing cards and eating chocolate. 



The next morning dawned drizzly and dull but the students spent a happy two hours touring Caernarfon's historic castle replete with dressing up costumes, a brief history Cinema experience charting Wales' (and most notably Caernarfon's history) as well as clever art installments utilised to show history as it happened. 

The students thoroughly enjoyed their two day residential and not only gained action and creative hours, but also improved their communication skills and cemented friendships. 

The IB2 students enjoyed a trip to Liverpool's Playhouse where they were treated to a stage spectacular of Williams's seminal play 'The Glass Menagerie'. This play closely mimics Tennessee Williams' own life, especially with the character of Laura and his own sister.

The students were initially somewhat underwhelmed by the sparse set and lack of the father's portrait, with Rachel commenting that she felt this was an important element and without it's omnipresent physical appearance, some of the looming aspects Tom's past was lost, however Edmund felt that the audience became the portrait somehow as we watched Tom as narrator and character weave the story in front of our very eyes, breaking the fourth wall .

Many other aspects of the production and questions relating to both play and text were raised by the students during the performance, and whilst Ruby felt the lack of set and props enabled her to gain a deeper understanding of plot and character relationships with her focus not being distracted by fripperies of set design, Rachel was concerned that not only was the 'living in the past' aspect lost, but also the sense of era and the threat of war was ultimately diminished by the sparsity of set. 

All in all Kelly loved the simplicity of the staging. Ruby felt the use of the 'shoe' (to both highlight physically Laura's disability, yet also to see just how irrelevant it became once it had been lost) was a stroke of genius but all were shocked ( yet pleased) the actor who played Laura's character worked hard to highlight the mental illness so inherent in the text, compared to the 1950 saccharine film adaptation by Rapper with Jane Wyman who played the character of Laura. And whilst Edmund pondered the relevance of the water trough, all became clear during the TalkBack at the end.

The students not only loved the play itself, but the opportunity to ask the actors key questions about their motivation, their interpretation and more importantly why the water was utilised in this production. Edmund was first off the line with the questions and the answer he received was not only clear but surprisingly interesting with the actors explaining the process of rehearsal and the producers decision to strip away props almost one by one and the inclusion of the water trough being representative of the constant references in Williams' text to water - whether it be rain, or storms. These 'storm' references, the actors explained, were metaphors for the looming threat of war. Not merely just the storm brewing inside of Tom as he longed for the freedom his own father had attained. There were many more questions from other members of the audience, which not only allowed the students to  better understand the process of a play's conception, but also explore the different levels of meaning that could be garnered from Williams' original text. These details are invaluable to the students understanding of the play and will no doubt form an interesting angle of analysis in exam responses.

All liked the play so much that they are already clamouring for more theatre trips...next up in February is Waiting for Godot at Sheffield's Crucible theatre.