Theory of Knowledge

Theory of Knowledge (TOK)

Theory of Knowledge (TOK) is the central academic course of the IB diploma programme and accordingly is offered by all IB students in the school. TOK provides a dedicated opportunity for students and teachers to explore the nature of shared systematic knowledge across the academic field and beyond into the more informal and personal domain.

The bulk of the course is concerned with an examination of the scope, applications, concepts, methods and historical development of various areas of knowledge, such as the natural and human sciences, the arts, mathematics, history and so on, and of how knowledge in these areas is produced by professionals and consumed by the wider public, including students such as those following the IB programme.

This description of TOK indicates how TOK has intimate connections with all other IB subjects, and while many of the issues mentioned here can and should be addressed across the curriculum, it is in TOK that a greater space is created for stepping back from the relentless acquisition of knowledge itself in order to gain a deeper perspective on what it is that the curriculum insists should be learned.

The course starts by exploring the differences and relations between knowledge in the public domain and knowledge of which each of us has taken personal possession. We then proceed to examine a range of attributes that all of us use for knowledge acquisition, such as reason, language, sense perception and imagination, and then look at how the processes that they involve are also paramount in the construction of knowledge in academic disciplines. Those areas of knowledge are treated more broadly in turn throughout most of the rest of the course.

Students are provided with a text that gives them a foundation for the course, and reading and small exercise assignments are set from it preceding the corresponding lesson so that students are prepared for what is to come.

Assessed tasks in TOK fall into two groups. Written assignments are geared to the eventual production of a full-length 1,600-word essay that is marked by an external examiner, and oral assignments build toward a final TOK presentation that is assessed by the teachers and moderated externally. There is also a TOK weekend spent away from the campus that is dedicated to a range of TOK activities, including presentations by students. Semester grades are awarded for TOK on the letter scale from A to E.

Membership of the TOK teaching team varies slightly from year to year, and currently comprises the following teachers:


Joyce Dzide-Tei

Aba de Graft-Hanson

John Kamau

Sahlu Kidane

Julian Kitching

Michael Oduro

Keli Tsikata

The Emotional Counselling Department

What does the Emotional Counselling Department offer to students?

The ECD provides students with individual and group sessions based on students’ needs such as:

  • programmes to help students understand and overcome social, emotional or behavioural problems
  • sessions to help students adopt key strategies in setting realistic academic goals and developing a plan to achieve them
  • sessions and workshops to help students develop skills to be more time efficient and become better organised
  • individual and group sessions on stress management
  • individual time management support to students

Furthermore the ECD develops strategies together with staff and parents to help students meet their full potential.

The PSE programme has been devised in order to offer student sessions on sexual awareness, drug abuse, alcohol abuse, relationships, stress management, mental health, financial management and leadership skills.

If and when needed Dr. Ashong refers students and parents to resources outside the school for additional support.

The ECD’s biggest achievement concerns the numbers of students who have engaged with the programmes offered by the department. The stigma attached to seeing an emotional counsellor is indeed changing.

The Emotional Counselling Department (ECD) consists of Dr Carol Ashong as Head of Department.

Dr Carol Ashong

Dr Carol Ashong is an Educational Psychologist and was appointed as the school’s Emotional Counsellor and PSE Leader in August 2016. She graduated from Georgia State University in Atlanta. U.S.A with a Doctorate in Educational Psychology and had previously completed a Master of Science in Educational Psychology and a Bachelor of Arts in Psychology from Georgia State University and Agnes Scott College respectively. She lived and worked in Atlanta for fourteen years. Dr Ashong has been in the field of Educational Psychology for nearly seven years. She has been published in the Journal of Online Learning and Teaching, Inquiry in Education, Journal of College Literacy and Learning and Journal of International Students. Her background in educational psychology and experience teaching undergraduate “learning to learn” and “science of learning” courses for four years at Georgia State University’s College of Education has helped hone her skills in merging psychology and education in creating and maintaining vibrant, engaging and emotionally healthy learning environments.

Student Leadership

Student leadership is an integral part of the education at SOS-HGIC. Students learn leadership through a myriad of avenues, including clubs, student government, and our prefect system.

Student Representative Committee

The Students Representative Council (SRC) is the direct representative of the student body. It provides the channel for students’ views, suggestions and needs to be collated and presented to the school authorities for consideration. As the students’ mouthpiece, the SRC contributes immensely to the welfare and well-being of students through its mature articulation of students wishes regarding their experiences in the school. Its programmes also promote school spirit.

At the start of the school year, each form (both IGCSE and IB) selects one student to represent them on the Students Representative Council. In addition to these eight class reps, the SRC has an executive body (called the SRC Executives) comprising a President, Vice-President, Secretary and a Public Relations Officer (PRO).

The SRC Executives positions are elective. In the second semester of school, students in the IB1 class present themselves to be elected to the various SRC Executive positions during a highly contested SRC Elections. This involves a period of intense campaigning, debates and manifesto nights and actual voting. The elections are conducted by an Electoral Board comprising staff and students using a set of guidelines for the Election of SRC Executives.   Elected executives are presented to the whole school and together with the Prefects Body are given orientation and leadership training before assuming full duties.

The SRC executives have privileges similar to those of Prefects (for instance, single rooms and weekly exeats, etc.)

The SRC designates one or two members of staff (usually a teacher) as their Patron who offers adult insight and provides general guidance. Also, the Senior House Tutor and the Director of Boarding exercise supervision over SRC activities although in a less direct form from that of the Prefects Body.

SRC Constitution

Prefect System

The College uses a system of prefects and monitors to work with teachers and administrators to run school programs and enforce school rules. The Prefect and Monitor System formally recognizes the senior status of the IB students by entrusting select senior students with responsibilities consistent with their strengths and abilities. They are selected based on strong character, ability, maturity, responsibility and leadership qualities. The Prefect System provides an avenue for senior students to influence and foster school spirit across the student body. Prefects and Monitors of the school represent school authorities and community members demonstrate appropriate respect for these student leaders.

Prefects and monitors assist with all of the following areas:

  • Compound
  • CAS and Clubs
  • Prep and Library
  • Dining Hall
  • Sports
  • Entertainment
  • Comportment
  • Hostel

Prefects are selected from the IB2 class, while monitors are selected from the IB1 class, by the faculty. Prefects receive leadership training according to their responsibilities. Head Boy and Head Girl are directly advised by the Vice Principals of the school. Prefects and monitors serve a term of one year and typically monitors move on to become prefects upon entering the IB2 class. Prefects and monitors must demonstrate strength both academically and organizationally in order to balance all their commitments successfully.

VALCO Library


Our library, the VALCO Library and Learning Centre, provides a wide range of information resources, modern-day tools, programs and services to support teaching and learning, and fosters a reading and information culture that promotes independent motivated readers and lifelong learners.

Our inviting and stimulating learning space opens from 7:00am to 4:30pm on weekdays, and when closed, patrons can still gain access to our diverse collections of electronic resources that include eBooks, digital magazines, audiobooks and web resources, as well as access to book reviews and bibliographic records of physical titles including print books, CD-ROMs, DVDs, magazines, and other media – all via Oliver, our online portal.

The library’s growing collections of physical resources are systematically organised by subject for easy access. Special collections such as the African Collection, and Careers & Universities section are meant to promote African literature, and to provide pertinent information on universities and careers options around the world, respectively.

Our rich collaborative culture always keeps us abreast of the rapidly changing information needs of teachers and students, and this makes the library pragmatically sensitive to the needs of our 21st century clientele.


College Counselling

Guidance Counselling Department

The Guidance Counselling office at SOS-HGIC is committed to the academic development of our students. We aim to ensure that each student benefits from an optimal personal academic experience during his or her years at SOS-HGIC.

We support students through college admissions and the financial aid process while ensuring that each student finds a college that fits his or her academic interests and values. Each year Admission Officers from a number of universities meet with students to provide information about their schools, admissions requirements, and financial aid. We also facilitate the registration of students for SAT, SAT Subject Tests and the ACT. 

Over the years, our students have been accepted into some of the most prestigious universities around the world:

  • United States of America: Harvard, Yale, Princeton, MIT, Amherst, Brown, Columbia, and Dartmouth.
  • United Kingdom: Cambridge and Oxford Universities.
  • Germany: Jacobs University
  • Canada: University of British Columbia, Carleton University and Simon Fraser University
  • South Africa: University of Witwatersrand, University of Cape Town and Pretoria University
  • Ghana: University of Ghana, Kwame Nkrumah University of Science and Technology (KNUST) and Ashesi University.

We empower students to make informed decisions about career paths. Career fairs are an annual highlight where our students get to meet professionals from various fields to sensitize them on career opportunities available to them. We also run a number of programmes, including college preparation workshops, parent meetings and discussions between alumni and students.


Ms. Emefa Ntem
Guidance Counselor
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Ms. Christabel Ntorinkansah                                                                                                                                                                                                  Assistant to Guidance Counselor                                                                                                                                                             This email address is being protected from spambots. You need JavaScript enabled to view it.




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