Students must make one or more individual and/or small group presentations to the class during the course. Presentations must be delivered in a language accessible to all members of the class (if the school has been notified to submit presentation recordings, those presentations must be given in the language for which the students have been, or will be, registered).


The maximum group size is three. If a student makes more than one presentation, the teacher should choose the best one (or the best group presentation in which the student participated) for the purposes of assessment. Students are not permitted to offer presentations on the same specific subject matter more than once. This refers to either the same knowledge question, or the same real-life situation. It is advised that the presentation should take place towards the end of the course, as otherwise students may not have had the chance to develop skills such as formulating knowledge questions which are key to this task.


The TOK presentation requires students to identify and explore a knowledge question raised by a substantive real-life situation that is of interest to them. The selected real-life situation may arise from a local domain of personal, school, or community relevance, or from a wider one of national, international or global scope. Whatever situation is chosen, it must lend itself naturally to a question about knowledge.





The student is required to extract and explore a knowledge question from a substantive real-life situation. For this reason, it is wise that students avoid real-life situations that need a great deal of explanation from outside sources before the extracted knowledge question can be understood in context.


The diagram indicates that a successful presentation will have several dimensions.


• The two levels in the diagram represent the students’ experiences in the TOK course (lower level) and in the world beyond it (upper level). The connections between the levels demonstrate the relevance of TOK to life beyond the TOK classroom.


• At the “real-world” level, there is the real-life situation from which a knowledge question must be extracted.


• This knowledge question, residing in the “TOK world”, must be developed using ideas and concepts from the TOK course, and in this progression it is likely that other related knowledge questions will be identified and will play a part in taking the argument forward.


• The product of this reflection can be applied back (during and/or after the development) to the reallife situation at the “real-world” level.


• In addition, the presentation should ideally aim to show how the process of application extends beyond the original situation to other real-life situations, thus demonstrating why the presentation is important and relevant in a wider sense.


Presentations may take many forms, such as lectures, interviews or debates. Students may use multimedia, costumes, or props to support their presentations. However, under no circumstances should the presentation be simply an essay read aloud to the class. While pre-recorded inserts within a presentation are permissible, the presentation itself must be a live experience and not a recording of the presentation.


If students incorporate the thoughts and ideas of others into the presentation, this must be acknowledged.


Before the presentation, the individual or group must give the teacher a copy of the presentation planning document. This is part of the assessment procedure (see below). The document is not to be handed out to the audience.


Presentation duration


Approximately 10 minutes per presenter should be allowed, up to a maximum of approximately 30 minutes per group. Presentations should be scheduled to allow time for class discussion afterwards.


Interaction and audience participation are allowed during the presentation, not just in follow-up discussion, but there must be an identifiable substantial input from the presenter(s) that is assessable.



Internal assessment documentation


Presentation planning document (TK/PPD)


Each student must complete and submit a presentation planning and marking document (TK/PPD).


The procedure is as follows.


• The student will complete the student sections of the TK/PPD form.


• The student will provide a hard copy to the teacher for reference during the presentation.


• The student will subsequently give the presentation.


• The teacher will authenticate each student’s form and add comments on the presentation.


The section to be completed by the student requires responses to the following.


Describe your real-life situation.


State your central knowledge question.


Explain the connection between your real-life situation and your knowledge question.


Outline how you intend to develop your presentation, with respect to perspectives, subsidiary knowledge questions and arguments.


Show how your conclusions have significance for your real-life situation and beyond.

This should be presented in skeleton or bullet point form, typed in standard 12 font and not exceed 500 words. It is acceptable to include diagrams, as long as they are clearly related to the text. It is not permitted to exceed the two sides of the TK/PPD form.


Participants in a group presentation must be given the same marks. In a group presentation, not every student need speak for the same amount of time, but it is the presenters’ responsibility to ensure that all members of the group participate actively and make comparable contributions.


TOK Presentation PPP


Knowledge Questions PPP


The TOK Presentation handout


You should be able to handout


How to give your TOK Presentation Prezi


Presentation Mark Scheme




Example Christ's Hospital Group Presentation video


Example Group Presentation


Example Group Presentation PPP


Example Group Presentation Form TKPPD


Example Group Presentation Examiner Comments


Example Group Presentation 2015


Example Group Presentation 2015 PPP


Example Group Presentation 2015 Form TKPPD