Students presented a mock trial where they portrayed Martin Luther and associated historical figures.

To demonstrate their understanding of key historical events and figures, students were given a choice of role-playing assignments. The class was divided into three groups of eight students.  Eight conducted a mock trial of Martin Luther; eight researched scientists from this period and presented their discoveries and models to the class; and eight conducted a salon discussion regarding the ideas of eight enlightenment thinkers.

As part of a study of architecture in a Visual Arts program, the student questioned and investigated the concept of the hotel, and determined that it had certain functions, simultaneously acting as public space and private refuge.

The student created a cumulative collection of artistic research and investigation throughout a Visual Arts course.

This is the cumulative collection of a student’s artistic research and investigation, the Investigation Workbook, the summative deliverable in IB Visual Arts course. It is a collection of ideas, critiques, drawings, materials explorations, and reflections.

Students chose a current resource management topic or problem, and created documentaries that explored the pros and cons of the issue, and considered various stakeholders.

A social studies class was exploring Environmental Sustainability as it pertains to current resource management topics and problems facing Canada (see project description)

Students in an art class were given the challenge of creating an artistic piece inspired by something from the animal world, but constructed from mass-produced objects.

The student attempted to make an evolutionary tree with a given set of 25 imaginary animals, applying knowledge of evolutionary processes.

Students in a Biology class studying evolution were given a set of imaginary animals and asked to develop an evolutionary tree. Students could work with a partner but each had to submit their own evolutionary tree.

Students created images that represented themselves “inside” using edges, colour, line, symbols and composition.

Students were learning how to work with images symbolically. They considered how they perceived themselves ‘inside’ with memories, narratives, and visually portrayed concepts around self and other with edges, colour, line, symbols, and composition .

The student developed, evaluated, and revised a process for calculating the area under a curve.

As an introduction to the mathematics concept of calculating area under a curve, the teachers asked students to work individually to try to determine a way to do it, and to write down their thoughts, what worked, and what did not work.

This student looked at the problem and decided on an initial approach. When the process was identified as “not good enough” the process was changed and re-evaluated, based on the same initial criteria.

As part of an engineering study, students worked collaboratively to build, test, adapt, and share roller coasters, reflecting on the process throughout.