HS Program of Studies 2025

High School Program of Studies

January 2025

Purpose of the Program of Studies

One of the most important decisions students make is the selection of courses for their academic program. Students must consider which courses best meet their abilities, needs, and plans beyond high school. This booklet contains a wealth of information to support students in this process. Course descriptions are provided to familiarize students with the program offered at ASB, along with information to enable them to wisely plan an individualized program of studies that incorporates specific requirements necessary for graduation.

Students should use this booklet to develop their four-year academic plan. Before selecting a course, students should find out as much information about it as possible – its objectives, requirements, prerequisites, and credit value. Students should consider the following questions when choosing their courses:

• What courses are required in each grade?

• Are the courses I have chosen appropriate for my ability and interests?

• Will the courses I have chosen meet the prerequisites for college admissions?

• Have I taken advantage of the breadth of course offerings to explore future career paths?

Courses will be offered based on student interest and enrollment. If a course is cancelled due to low enrollment, students and parents will be notified and an alternate course may be chosen.

Credit Requirements for Graduation

Students in Grades 9 and 10 must enroll in eight courses each semester. Students in Grades 11 and 12 must enroll in seven classes each semester.

One credit is given for the successful completion of a one-year course. Half credit is given for the successful completion of a semester course. Credit will be given only for courses taken while students are enrolled in the 9th through 12th grade levels.

Subject Credits

Service Learning and Graduation

Community and Social Responsibility (CSR Program)

The High School’s Community and Social Responsibility (CSR) program is key to ASB’s mission and core values. It aims at creating sustainable and authentic service-based experiences for students in Grades 9 and 10. The program aims to increase awareness of social and environmental challenges within Mumbai, India, and globally. Students develop the agency, skills, and attitudes needed to create positive change through transformative citizenship and service.

CSR is primarily driven through student-led CSR clubs and projects. Three avenues are available to students – they can work as a club leader, volunteer their time to support a club, or in some cases, engage in a personal CSR project.

Active participation in CSR activities is a graduation requirement.

Creativity, Activity, Service (CAS)

The CAS program is designed to support students in Grades 11 and 12 to engage in various activities alongside their studies. The three strands of CAS, often interwoven with particular activities, are characterized as follows:

• Creativity – arts and other experiences involving creative thinking.

• Activity – physical exertion contributing to a healthy lifestyle.

• Service – an unpaid and voluntary exchange that has a learning benefit for the student.

In order to demonstrate these concepts, students are required to undertake a CAS project. The project challenges students to show initiative, demonstrate perseverance and develop skills such as collaboration, problem-solving, and decision-making.

Active participation in CAS activities is a graduation requirement.

Required Courses by Grade Level

University Entrance Requirements

Colleges and universities consider several factors during the admissions process. The most important factors considered are the choice of courses and grades earned in these courses. Although each college establishes its own entrance requirements, the recommended entrance requirements are as follows:

• English: 4 credits

• Social Studies: 4 credits

• Science: 4 credits

• Mathematics: 4 credits

• World Language: 2 to 3 credits

Sample Four Year Plan

Planning Page

The table below is designed as a tool to aid you in developing your four-year academic plan. Please reference the sample four-year plan, the course descriptions, and the grade level requirements to complete the table. This table will evolve as you progress throughout high school.

World Language

Students may opt to take French or Spanish as a world language. Students will be placed in a language class based on experience, placement testing, and/or prerequisites taken at ASB. The world language faculty will consult with individual students regarding their language placement, and students will require teacher permission for all levels above one or ab initio.

Science

Students will embark on an exciting journey into the world of science through the Next Generation Science Standards (NGSS) curriculum, which emphasizes critical thinking, problem-solving, and handson learning. Covering an engaging mix of topics from Biology, Chemistry, and Physics, this curriculum provides students with a well-rounded introduction to the fundamental principles of science.

Mathematics

Students will be placed in a mathematics class based on teacher recommendation. All students should consult with their current mathematics teacher to determine the most appropriate course. Movements will take place at the beginning of the semester with the teachers’ recommendations. If a student and parent choose not to follow the teachers’ advice, a conference will be held with the counselor, teacher, and administration. Students and parents will be notified of the content and the speed at which the content will be delivered. A signed plan will be put in place; after this, all moves are considered final.

ASB Senior Years Program in Grades 11 and 12

Subject Grade 11 Grade 12

All of the curricular programs offered in Grades 11 and 12 are based on the IB Diploma Programme. ASB believes that the IB Mission and the IB Learner Profile are closely aligned to the Mission, Core Values, and Profiles of a Graduate of the school and that IB courses effectively allow students to realize and demonstrate these qualities. ASB also believes in offering the flexibility to meet the needs of various students and, therefore, offers several curricular options.

ASB High School Diploma

All students at ASB pursue an ASB High School Diploma. This curricular option will expose students to the most rigorous courses, providing outstanding preparation for college and university. In general, the coursework (curriculum and assessment) is consistent with an IBDP standard level subject, with the primary difference being that all assessments in an ASB High School Diploma class are marked internally. In contrast, IBDP classes involve substantial external marking. Upon successfully completing all ASB graduation requirements, students will receive an ASB High School Diploma accredited by the Middle States Association of Colleges and Secondary Schools (MSA) and recognized by universities worldwide.

The IB Diploma

Students may, in addition to the ASB High School Diploma, elect to take the IB Diploma. This is the most challenging course of study and a prerequisite for university entry in certain countries. Students do not need to have always done outstanding work to consider beginning the IB Diploma, but they must be willing to work hard and organize their time effectively. Students should speak to their teachers and the IBDP Coordinator if they have any questions about the appropriateness of the program for them.

IBDP Courses

Students may elect to study a number of individual IBDP subjects at the higher or standard level as IBDP course candidates. IBDP course candidates take all the external assessments in those subjects and are awarded certificates by the IB. However, an IBDP course candidate is not required to take the balance of subjects necessary for the full IB Diploma. They may elect to submit their Theory of Knowledge, Extended Essay, and CAS for external assessment and recognition, but this is not a requirement. Good IBDP course grades may be used for college credit in many US- based universities.

The IB Diploma Programme

What is the International Baccalaureate Diploma Programme?

The International Baccalaureate (IB) Diploma programme is a rigorous pre-university course of study designed for students between the ages of 16 and 19. It is a broad-based, two-year program that encourages students to be knowledgeable and inquiring but also caring and compassionate. There is a strong emphasis on motivating students to develop intercultural understanding and critical thinking. Ultimately, the IB Diploma Programme leads to a qualification that is widely recognized and respected by the world’s leading universities.

IBO Mission Statement

The International Baccalaureate Organization aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IBO works with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

IB Learner Profile

All IB programs aim to develop internationally minded people who, by recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

As IB learners, we strive to be:

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice and respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

The Diploma Programme Structure

The program is presented as six academic areas enclosing a central core. It encourages the concurrent study of a broad range of academic areas. Students study: Language and Literature; a foreign language; a humanities or social science subject; an experimental science; mathematics and/or one of the arts. This comprehensive range of subjects makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each academic area, students have flexibility in making their choices, which means they can choose subjects that particularly interest them and may wish to study further at university.

Choosing the Right Combination

Students must choose one subject from each of the six academic areas, although they can choose a second subject from groups 1 to 4 instead of an arts subject. Typically, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). Subjects at HL are studied in greater depth and breadth than at SL. At both levels, many skills are developed, especially critical thinking and analysis. At the end of the course, students’ achievements are measured using external assessment with some element of coursework assessed by their teachers.

The Core of the IBDP

All IB Diploma Programme students participate in the three requirements that make up the programme’s core.

The Theory of Knowledge (TOK) course encourages students to think about the nature of knowledge, to reflect on the learning process in all the subjects they study as part of their Diploma Programme and to make connections across the academic areas.

The Extended Essay is an in-depth study of a focused topic. It allows students to engage in personal research on a topic of their choice. It is intended to promote high-level research and writing skills, intellectual discovery, and creativity.

Creativity, Activity, Service (CAS) involves students in experiential learning through various artistic, sporting, physical, and service activities.

A Calendar of Events

The Registration Year - Grade 10

Current ASB Students

In the spring of each year, the IBDP Coordinator provides Grade 10 parents and potential IB Diploma students with IB Diploma Programme information. After discussing the program with their parents, 10th grade teachers, and IBDP teachers, interested students should determine which courses might be appropriate for them to pursue.

Students are advised to schedule a meeting with the IBDP Coordinator or Counselor to facilitate their program plans. Placement in certain courses depends on a student’s interest, demonstrated skill, previous experience and teacher recommendations. The IB Diploma Programme at ASB is NOT an elite or selective program. However, students are expected to organize their time effectively and be willing to work hard.

New ASB Students

At the time of registration, students with adequate preparation who are interested in the IB Diploma Programme are evaluated in Mathematics. The Principal, IBDP Coordinator, and Counselor provide advice regarding the suitability of the IB Diploma Programme.

Study Plan

To design a course of study, students should consult the course listings in this handbook. Students’ perceptions of their strengths and interests play a significant role in the selection process.

However, students should take into consideration future study and career plans. Certain selections or omissions from the program may limit study choices in some university systems. Therefore, before planning an IBDP course of study, it is recommended to become familiar with the requirements and expectations of the universities in the country or countries where the student plans to apply.

Higher or Standard Level

In making these decisions, students must carefully balance interests and competencies with university entrance requirements or expectations. Teachers in all departments can counsel students on the expectations of Higher Level (HL) and Secondary Level (SL) courses.

Grade 11

Students begin their IBDP classes in Grade 11, which includes core elements of the program. All students must meet with the CAS Coordinator periodically throughout the year to discuss their CAS program and progress. Students will also be responsible for arranging to meet with their Extended Essay supervisor periodically and adhere to a self-created study plan for the Extended Essay.

In selecting courses of study, students are encouraged to pursue classes in which they demonstrate passion and/or confidence, with careful attention to post-ASB course of study requirements. As a twoyear continuous program, students must be prepared for long-term commitments. Occasionally, students discover that course content and/or demands are not as anticipated and ASB seeks to offer students an adequate period to make any adjustments required. Students have until the first week of September (four weeks of class exposure) to make any changes to their schedules. After this date, course changes will only be granted in exceptional circumstances.

We understand that starting a two-year academic program is a considerable commitment, and students may not know what to expect. We encourage students to pursue their passions and try new classes. We also know things may not always work out the way we planned. To reflect this, we give students until the first week of September in Grade 11 to experiment with the classes they want to study. After that date, course changes will only be granted in exceptional circumstances.

Transfers Between Schools offering the IBDP

Students who transfer to ASB may complete their IB Diploma Programme with us provided the courses necessary to complete the program are offered. At times, adjustments to individual programs may be possible. A student planning to transfer to ASB should have the IBDP Coordinator at their present school contact the IBDP Coordinator at ASB as early as possible. Similar arrangements should be made for ASB students who are transferring to another IB World School.

While such transfers are possible, there are sometimes challenges in matching the first and second years of the IB Diploma Programme. Though schools will seek to accommodate transfers as much as possible, there may be occasions where such transfers prove difficult or impossible.

Grade 12

Students will complete their IB Diploma Programme in May of the academic year with the external examinations. However, preparation for these exams by no means constitutes the total workload of diploma candidates. The diploma year is a very busy time with oral examinations, internal assessments, TOK essays, Extended Essays, CAS requirements, and university applications. It is essential that students carefully manage their time and avoid taking on too many additional commitments.

Practice Examinations

During the early spring, practice examinations are scheduled to provide students familiarity with the exam format and to provide both the teacher and the student with an assessment of the student’s strengths and weaknesses. It is vital students are not absent from school at this time, as there is no opportunity for rescheduling.

The Examination Period

IBDP courses in the examination year conclude with the written examination period in May. IB Diploma candidates are not required to attend class once the IBDP examinations begin. However, teachers are available for consultation throughout the exam period.

Results

Students can access their IBDP grades after the first week of July. Official IBDP transcripts (including legalized copies when required) can be sent directly to universities upon request via the IBDP Coordinator. Transcripts include enrollment level, the grade awarded, the total point score, and completion of the core requirements. IBDP Diplomas and Certificates are sent to ASB in early September and are available for pick-up at this time.

IBDP Grades

The IBDP uses a 1 – 7 scoring system. Students sitting six examinations can score 42 points plus 3 additional points (through a combination of performance in TOK and on the Extended Essay), making a total of 45 possible diploma points. A total of 24 points usually constitutes the minimum passing condition. However, students must also attain 12 points in their higher-level subjects, and 9 from their standard-level subjects, while successfully completing all three core elements.

ASB IB Course Offerings

The IBDP curriculum consists of six subject groups. Every IB Diploma candidate must take one course from each group except for the Arts. The sixth subject can be from the Arts or another group (except Mathematics). The following ASB offerings can be used as a reference. All students should consult teachers, the Counselor, and the IBDP Coordinator before making any final choices.

It is important to note that while we do our best to meet the unique needs of every student, we cannot guarantee that every course below can be offered each year. If only a small number of students request a course, it may not be possible. In these cases, counselors will work with families to support their plans.

Course choices, and even decisions regarding the enrollment level of a course (higher or standard level), can determine where and in what subject areas students will be able to pursue in higher education.

Group 1

Studies in Language & Literature

Group 2

Language Acquisition

Group 3 Individuals & Societies

Group 4 Experimental Sciences

Group 5 Mathematics

Group 6 The Arts

Core Requirement

English A: language and literature (HL or SL)

French ab initio (SL only)

French B (HL or SL)

Business Management (HL or SL)

Economics (HL or SL)

Biology (HL or SL)

Chemistry (HL or SL)

Computer Science (HL or SL)

Mathematics: applications and interpretation (SL only)

Music (HL or SL)

Theater (HL or SL)

Theory of Knowledge (TOK)

Extended Essay

Language A: literature schoolsupported self- taught (SL only)

Spanish ab initio (SL only)

Spanish B (HL or SL)

Global Politics (HL or SL)

History (HL or SL)

Psychology (HL or SL)

Physics (HL or SL)

Sports, Exercise & Health Science (HL or SL)

Mathematics: analysis and approaches (HL or SL)

Visual Arts (SL or HL)

Creativity, Activity, Service (CAS)

University Entrance

It is essential that students and parents carefully review university entrance requirements before selecting the subjects studied within the IBDP program at ASB. It is best to begin early if specific subjects are required to enter particular university courses. The High School Counselor and the IBDP Coordinator will be able to assist you in getting current information about various national university requirements, admissions procedures, and other pertinent material in addition to the creation of a plan that includes appropriate IBDP subject options.

The IBO website, www.ibo.org, provides information on the program and the “university admission” section provides information about the recognition of the IBDP around the world.

Course Selection

University systems in different parts of the world may have very specific entry requirements, varying from country to country. The following general guidelines are a starting point, but requirements for specific programs can change. Therefore, students must conduct their own research to ensure their IBDP course selections meet their needs. For further assistance, see the secondary counselor.

Please remember that teacher feedback and the student’s grades are the best indicators of a student’s ability level in each subject. They should be the guiding principles when deciding what IBDP subjects to select.

Architecture – usually, no subjects are specified, but occasionally, Maths and/or Physics at HL are required. Art or design-based subjects are not always required but may be useful. Some universities will require a portfolio.

Art and Design – it is usually not necessary to take Economics to take these subjects at university.

Engineering – at the most selective universities in the UK and US, Maths and Physics at HL are either essential or highly desirable. At most universities in Canada, and the US, Maths at SL is acceptable as the minimum entry requirement. Chemistry may also be a requirement. For Chemical Engineering in the UK, Maths and Chemistry at HL are essential or highly desirable; Physics may also be required. Australia will generally require Chemistry or Physics as well as Mathematics SL or HL.

Law – no specific subjects are specified, but Language A English may be required.

Medicine – in Australia and the UK, Chemistry at HL plus either Biology or Physics at HL are required (taking Biology is strongly recommended). Some universities will require Mathematics as the 3rd HL subject, but many will accept a non-science-based academic subject at HL.

Psychology – some courses may require an HL science subject and/or Mathematics SL. It is not usually necessary to take IBDP Psychology to study it at university.

Science – some courses may require more than one HL science subject and/or Mathematics SL.

Applicants to Canada and The Netherlands should note that Mathematics SL may be required for many courses, including the sciences and business/commerce. Students are advised to check with universities about their courses.

Generally, US colleges and universities are less concerned about which subjects you take for the IBDP and pay more attention to how well you do throughout the diploma program. Key exceptions are when applying to highly competitive universities or to study engineering or business. The “top” universities in the US look for students taking the “most rigorous” curriculum and might not, for example, consider taking Sports Exercise and Health Science as rigorous as taking Biology, Chemistry, or Physics. Some Engineering departments will expect you to have taken HL Math and HL Physics or Chemistry. The most selective business schools also require very strong quantitative skills, so pay close attention to which math course you took and what grades you achieved.

US applicants should note that the list of subjects indicated as ‘Recommended High School Preparation’ in some college guides/websites is intended only for students following a standard US high school curriculum and does not apply to IBDP students.

Students intending to study at Dutch, German, Italian, French, Swiss, or Chinese universities must consult their counselor when selecting IBDP subjects because these countries have special requirements.

Online Learning at ASB

The American School of Bombay provides students with a fully accredited educational experience that meets and exceeds the educational standards of the Middle States Association of Colleges and Schools of the United States and the International Baccalaureate Organization. The American School of Bombay offers a series of core curriculum classes that, when planned accordingly by the student, will result in an ASB High School Diploma. ASB also offers accredited IBDP courses to students that, in addition to the ASB High School Diploma, may result in an IB Diploma or IB Certificates. Students at ASB receive instruction from highly qualified teachers in courses consistent with the requirements for college entrance at universities worldwide.

However, to meet individual student needs and provide flexibility for students to meet their academic and personal goals, students may pursue other interests. In these instances, a student may choose to take an online course. The American School of Bombay has identified providers and a range of courses with appropriate rigor to satisfy diverse learners’ passions and interests. Students in Grades 10 to 12 may opt to take up to one elective credit each year of high school through these providers. For students to be eligible to enroll in an online course, they need to demonstrate a history of strong ATLs. Students who need frequent monitoring from the online coordinator will require a conference with the Counselor and Administration before taking another online course will be allowed.

The American School of Bombay does not allow the replacement of any core course by an online course and does not allow online courses to fulfill the ASB High School Diploma requirements for core courses. Very few, if any, special cases are permitted and will only be considered after a thorough review by the ASB administrative team. Therefore, ASB offers students the opportunity to enroll in online courses for the following reasons: one elective credit per year, program/ scheduling conflicts, and program/ academic enrichment.

Students enrolling in an Advanced Placement (AP) Online course through ASB’s partnered providers will be automatically registered by ASB to take the corresponding AP exam through the College Board. Participation in the AP exam is mandatory for students registered through ASB. AP courses offered through ASB provide full academic credit and follow a yearlong schedule. These courses are recorded as Pass/Fail on ASB report cards.

Online Elective Credit

Students may only take online elective courses that ASB does not offer face-to-face or, on occasion, are required due to scheduling conflicts. ASB will incur the cost of up to one online elective credit per student per year. Students will be expected to be able to work independently to complete the expectations of the course.

To earn elective credit toward graduation, these courses must be accredited by an organization approved by the high school. A pass/fail grade will be recorded on the report card, except with courses taken through Global Online Academy, where final grades may be converted to a 1 – 7 grade on their academic transcript.

Program / Scheduling Conflicts

ASB will incur the cost of an online course in the event that a student does not fit into our current sequence of core courses (ie: a transfer student has completed all the prerequisites for Math HL, but is currently in the 10th Grade; a student earns a failing grade in a core class and the course is in conflict with their current schedule).

These courses will be classified as independent study and students will be expected to be able to work independently to complete the expectations of the course.

To earn credit towards graduation, these courses must be accredited by an organization approved by the high school.

A pass/fail grade will be recorded on the report card, except with courses taken through Global Online Academy, where final grades may be converted to a 1 – 7 grade on their academic transcript. The course will be recorded as an online elective on the ASB transcript.

• Students will include the original transcript from the online program with their college application and/ or application to a new school to provide evidence of meeting core requirements.

Program / Academic Enrichment

Students may only take online courses that ASB does not offer face-to-face, or courses that exceed the level of our offered courses. ASB will not incur the cost of these online courses..

• To earn elective credit towards graduation, these courses must be accredited by an organization approved by the high school

• Students may include the original transcript from the online program with their college application and/ or application to a new school, where appropriate.

If a student chooses to pursue an online course outside the guidelines indicated above, the school will play no active role. Such courses will not appear on official ASB transcripts. However, students are welcomed and encouraged to include any grades and transcripts from the online provider as part of their university application packets.

English

English Course Chart

Grade 9

Grade 10

Grade 11 & 12

English A: language and literature (HL or SL)

English 9

English 10

English 9 seeks to build a foundation for language and literary study by familiarizing students with the characters, plots, and themes through prose, poetry, and other media that engage ideas relevant to the adolescent experience, to the global issues present in our world today, as well as to the everyday realities of love, life, and relationships. In addition to studying the content of these works, the class examines how language and literature bind communities and communicate social and cultural values to a wider audience. The course also discusses the ways in which stories give human beings a means to contemplate the mysteries of fate, loss, grief, and joy.

English 10

Language A: literature school-supported self-taught (SL only)

The English Department believes that every student should be able to write, speak, read, and think with clarity and understanding. In addition, students should be exposed to a rich and varied foundation of language and literature. Through the analysis of various texts, students will not only develop their reading comprehension, modes of expression, and critical thinking but will also attain an appreciation for the beauty and power of language and imagination and an understanding of the human spirit.

Reading is the most critical factor in determining a student’s language capacity, significantly improving oral and written communication skills. In addition to developing students’ critical reading skills, the English Department is also committed to the writing process to ensure both best practice and best outcomes in student writing development. Persuasive communication skills will also be harnessed during the course so that students can produce convincing and persuasive arguments and convey them in a scholarly manner.

Grades 9 and 10

English 9

English 9 is designed to introduce students to a wide range of literary and non-literary texts. During the course, students will explore the art of storytelling and appreciate how craft helps to form content in fiction through a wide range of mediums. In addition, students will also explore a range of non-literary genres, such as political cartoons, street art, and advertisements. The course intends to offer students the opportunity to think and write critically about a range of texts, contexts, and genres.

English 10 prepares students for study in Grades 11 and 12 by introducing students to the principles and methods of language and literary analysis. The course offers a focused study of close reading across a plethora of texts, which range from visual texts such as advertisements to graphic novels, films, and literature in translation to canonical texts. It will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language.

Students will engage closely with a range of texts in various media and forms from different periods, styles, and cultures, developing skills in listening, speaking, reading, writing, viewing, and presenting. Students develop skills in interpretation, analysis and evaluation, developing a sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings.

Grades 11 and 12

English A: language and literature

The Language A: language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language.

Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all affect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems, and to negotiate meanings for texts.

Internal Assessment

Individual oral

Prepared oral response on the way that one literary work and one non-literary body of work studied have approached a common global issue.

External Assessment

Paper 1: Guided textual analysis

The paper consists of two non-literary texts, from two different text types, each accompanied by a guiding question. Standard Level students write an analysis of one of these texts, while Higher Level students write separate essays on each of the texts.

Paper 2: Comparative essay

The paper consists of four general questions. In response to one question students write a comparative essay based on two literary works studied in the course.

HL essay

Students who study at the Higher Level submit an essay on one non-literary body of work or a literary work studied during the course.

English A: literature school-supported self-taught

Grade

Prerequisite 11-12 2 years 1 per year

Fluency with reading and writing in your self-taught language

The IB encourages students to pursue study in their mother tongue. This means taking their literature course in their mother tongue or first language. The course is offered in more than 40 languages. We make every effort to set up School-Supported Self-Taught Language A courses in the languages our students require. There is an emphasis on internationalism and interculturalism in the IB Diploma; however, a student should also pursue knowledge within his/her own culture.

Students will focus exclusively on literary texts, adopting a variety of approaches to textual criticism. Students explore the nature of literature, the aesthetic function of literary language and textuality, and the relationship between literature and the world.

Internal Assessment

Individual oral

Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 15 minutes to the following prompt:

“Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied.”

External Assessment

Paper 1: Guided textual analysis

The paper consists of two passages, from two different literary forms, each accompanied by a question. Students choose one passage and write an analysis of it.

Paper 2: Comparative essay

The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.

World Language Language Course Chart

Grade 10

Grade 11 & 12

Language ab initio (Standard level)

Language B (Standard level)

Language B (Standard or Higher level)

Building on the foundations established in middle school, students in Grades 9 and 10 are grouped by proficiency to ensure targeted and effective learning experiences. For Grades 11 and 12, we offer three distinct levels of study designed to cater to varying student interests and provide the appropriate level of rigor. Above, optimal pathways are suggested with arrows. However, our program is flexible, allowing students the opportunity to move between pathways as they grow and develop in their learning journey.

All classes are offered in both French and Spanish.

Introduction

Our World Languages program opens doors to new cultures and perspectives, inviting students to become confident global communicators. We focus on real-world language skills – the kind that enables students to have meaningful conversations, share stories, and connect with people from different cultures.

We’ve thoughtfully designed our multi-year program to give students the time they need to build natural fluency and cultural understanding at their own pace. Each year brings new themes and cultural experiences while consistently building students’ confidence to express themselves in their chosen language.

This approach reflects our belief that language learning should be both practical and enriching –preparing students not just to speak another language but to engage meaningfully with the diverse world around them.

Grades 9 and 10

Our proficiency-based World Languages program is guided by the principles of the ACTFL Proficiency Guidelines. The Guidelines describe the development of language proficiency as a continuum with five major levels.

Novice

This year-long course provides students who are relatively new to the language with the necessary skills to comprehend and communicate from the outset in a supportive environment. Interpersonal communication, which includes listening and speaking, is at the forefront of language learning.

At the end of the course, students can interact in straightforward communicative tasks and social situations by using memorized language. They can also respond to simple questions or request information. In addition, writing, reading, and listening are essential skills that help students develop their communicative ability at the novice level. The performance exit target is ACTFL Novice High.

Intermediate

This multi-year course is for students who have reached at least a Novice High level of performance. It is possible that students performing at the Novice Mid level could be considered for admission with a teacher’s recommendation.

With differentiation and new culturally rich thematic units each year, teachers engage and support students in the proficiency-building process. Students at this level successfully engage with various topics, including childhood and teenage issues, leisure activities, cinema, art, media, technology, holidays, health, and the environment.

Students will communicate in presentational, interpersonal, and interpretive contexts. They will also engage in reading short literary texts. The performance exit target is ACTFL Intermediate Low.

Intermediate Mid

At the Intermediate Mid level, students develop solid communication skills for everyday situations. They can express personal thoughts and engage in conversations by both asking and answering questions.

Students at this level successfully manage common interactions – discussing family life, sharing interests, handling daily tasks, and expressing preferences. They engage with relevant contemporary topics, including cultural identities, traditions, technology’s impact on our future, sustainability, and current events. Most students reach this level of proficiency over two to three years of study.

While speaking skills are central to this level, our program integrates writing, listening, and reading activities that reinforce overall communication abilities. This balanced approach ensures students can effectively use their language skills to participate in meaningful discussions about both daily life and the important issues shaping our world today. The performance exit target is ACTFL Intermediate Mid.

Intermediate High

Our Intermediate High language courses build upon students’ established communication skills, taking them to new levels of fluency and understanding. Designed for students who can handle everyday conversations confidently, these courses introduce fresh cultural themes each year while teachers provide personalized support throughout the language journey.

While conversation remains central, students also strengthen their reading, listening, and writing abilities, ultimately developing the confidence to discuss topics ranging from daily life and personal interests to current events and community issues. They learn to share detailed stories and opinions about past experiences, present situations, and future plans, expressing their thoughts both in speaking and writing.

Most students achieve these Intermediate-High communication skills over two to three years of dedicated study, gaining not just language proficiency, but also a deeper understanding of different cultures and perspectives. The performance exit target is ACTFL Intermediate High.

Advanced

Our Advanced Level courses are designed for accomplished language learners who can confidently communicate in the past, present, and future through both conversation and writing. Students entering these courses can already engage in meaningful discussions beyond their immediate experiences, tackling topics from current events to community issues.

These courses develop well-rounded communication abilities across all areas – speaking, listening, reading, and writing – preparing students to handle sophisticated conversations and academic writing tasks. By the end of these courses, students can participate confidently in both casual and formal discussions, express complex ideas in structured, extended paragraphs, and navigate a wide variety of real-world situations.

This comprehensive approach ensures students develop the advanced language skills needed for academic success and meaningful cultural engagement. The performance exit target is ACTFL Advanced High.

Grades 11 and 12

We offer two world language courses - Language ab initio and Language B. Language ab initio and Language B are language acquisition courses designed to provide students with the necessary skills and intercultural understanding to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. The two world language courses - Language ab initio and Language B - develop students’ linguistic abilities through developing receptive, productive, and interactive skills.

Students should follow the course best suited to their present and future needs, and that will provide them with an appropriate academic challenge. The degree to which students are already competent in the language and the degree of proficiency they wish to attain by the end of the study period are the most critical factors in identifying the appropriate course.

The most important consideration is that the course should be a challenging educational experience for the student.

Language ab initio - standard level only

Language ab initio is a language acquisition course designed for students with no previous experience in, or very little exposure to, the target language.

Language ab initio students develop their receptive, productive, and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts.

Students develop the ability to communicate through the study of language, themes, and texts. There are five prescribed themes: Identities, Experiences, Human ingenuity, Social organization, and Sharing the planet.

Internal Assessment

Individual oral assessment

Students are shown two images relevant to one (or more) of the themes of the course and the target culture. They must select an image, describe it, and have a follow-up conversation.

External Assessment

Paper 1 (productive skills)

Two written tasks—each from a choice of three.

Paper 2 (receptive skills)

Separate sections for listening and reading.

Language B

Prerequisite

Language B (SL) - Intermediate or teacher recommendation

Language B (HL) - Intermediate High or teacher recommendation

Language B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their communication ability by studying language, themes, and texts.

There are five prescribed themes: Identities, Experiences, Human Ingenuity, Social organization, and sharing the planet. Both language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts.

The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive, and interactive skills. At HL, the study of two literary works originally written in the target language is required, and students are expected to extend the range and complexity of the language they use and understand in order to communicate.

Internal Assessment

Individual oral assessment

The stimulus at language B SL is a visual image relevant to one (or more) of the themes of the course.

The students describe the image and connect it to the target culture. This is followed by a discussion. The stimulus at language B HL is an excerpt from one of the two literary works studied, followed by questions and general discussion from any other course theme.

External Assessment

Paper 1 (productive skills)

One writing task from a choice of three, each from a different theme, choosing from a text type listed in the exam instructions.

Paper 2 (receptive skills)

Separate sections for listening and reading.

Social Sciences

Social Science Course Chart

Business

The Social Sciences Department, through its wide range of course offerings, is committed to engaging students in the critical study of human experience and behavior and the diverse physical, economic and social environments developed by individuals and societies across the globe.

Courses in this department have been designed to prepare students for responsible global citizenship by investigating exciting and relevant content (in disciplines such as economics, geography, history, political science, and psychology) and developing a variety of 21st-century skills.

Grades 9 and 10

World History 9

World History 9 is a survey course that focuses on change, revolution, and the development of the modern world. Students will examine the Scientific Revolution and Protestant Reformation, the Enlightenment, the American, French, and Industrial Revolutions, and Censorship.

Our year-long goal is to articulate what shapes and alters the status quo. The first semester teaches students how to think historically - analyzing sources, reconciling conflicting viewpoints, and supporting arguments. In the second semester, students are taught to apply that historical thinking to academic writing.

This course will set a strong foundation for success in World History 10.

World History 10

World History 10 is a survey course that focuses on the major historical events of the 20th century and how they have impacted our world today. Students will investigate the causes, practices, and effects of World War I; the interwar years and the formation of the League of Nations; the rise of fascism and dictatorship in the world; the causes, practices and effects of World War II; and the origins and development of the human rights in the latter half of the twentieth century.

Our year-long goal is to examine how we can use our knowledge of 20th-century history to create a peaceful, better world for future generations. This course stresses using critical thinking skills through discussion, debate, collaboration, evaluative writing and source analysis. Specifically, students will be expected to determine the level to which a source’s origins and purpose can affect its values and limitations for historians. Students are expected to produce formal essays and creative analytical projects throughout the year.

Grades 11 and 12

Business Management

The business management course is designed to meet the current and future needs of students who want to develop their knowledge of business content, concepts and tools to assist with business decision-making. Future employees, business leaders, entrepreneurs or social entrepreneurs need to be confident, creative and compassionate as change agents for business in an increasingly interconnected global marketplace.

The business management course is designed to encourage the development of these attributes. Through the exploration of four interdisciplinary concepts—creativity, change, ethics and sustainability—this course empowers students to explore these concepts from a business perspective. Business management focuses on business functions, management processes and decision-making in contemporary contexts of strategic uncertainty.

Students examine how business decisions are influenced by factors that are internal and external to an organization and how these decisions impact upon a range of internal and external stakeholders. Emphasis is placed on strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing, and operations management.

Internal Assessment

Business Research Project

Students complete an 1,800-word research project about a real issue or problem facing a particular organization using a core conceptual lens (change, sustainability, ethics, or creativity).

External Assessment

Paper 1

Extended response examination based on an 800 - 1000 word case study provided.

Paper 2

Extended response examination with a quantitative focus.

Paper 3 (HL)

Extended response examination focused on a social enterprise.

Economics

Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world. At the heart of economic theory is the problem of scarcity. Owing to scarcity, choices have to be made. The Economics course, at both SL and HL, uses economic theories, models and key concepts to examine the ways in which these choices are made: at the level of producers and consumers in individual markets (microeconomics); at the level of the government and the national economy (macroeconomics); and at an international level, where countries are becoming increasingly interdependent (the global economy). The DP economics course allows students to explore these models, theories and key concepts, and apply them, using empirical data, through the examination of six real-world issues.

Through their own inquiry, students will be able to appreciate both the values and limitations of economic models in explaining real-world economic behavior and outcomes. By focusing on the six real-world issues through the nine key concepts (scarcity, choice, efficiency, equity, economic wellbeing, sustainability, change, interdependence and intervention), students of the economics course will develop the knowledge, skills, values and attitudes that will encourage them to act responsibly as global citizens.

Internal Assessment

Portfolio

Three commentaries based on different units of the syllabus (except the introductory unit) and from published extracts from the news media, analyzed using different key concepts.

External Assessment

Paper 1 (productive skills)

Extended response paper based on all units of the syllabus.

Paper 2

Data response paper based on all units of the syllabus.

Paper 3 (HL only)

A policy paper. Syllabus content including HL extension material.

Global Politics

The DP global politics course explores fundamental political concepts such as power, equality, sustainability and peace in a range of contexts. It Allows students to develop an understanding of the local, national, international and global dimensions of political activity and processes, as well as to explore political issues affecting their own lives. The course helps students to understand abstract political concepts by grounding them in real-world examples and case studies. It also invites comparison between such examples and case studies to ensure a wider and transnational perspective.

The core units of the course together make up a central unifying theme of “people, power and politics”. The emphasis on “people” reflects the fact that the course explores politics not only at a state level but also explores the function and impact of non-state actors, communities, groups and individuals. The concept of “power” is also emphasized as being particularly crucial to understanding the dynamics, tensions and outcomes of global politics. Throughout the course, issues such as conflict, migration or climate change are explored through an explicitly political lens.

Internal Assessment

Engagement activity

A written report (2,000 words maximum) on a political issue explored through engagement and research.

External Assessment

Paper 1

Stimulus-based paper based on a topic from one of the four core units.

Paper 2

Extended response paper based on the four core units.

Paper 3 Global political challenges (HL only)

Students will research and prepare case studies and use them to answer broad questions from two different HL extension topics in a 2 hour exam.

History

Psychology

The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility.

The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, and use of primary sources.

There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, significance, and perspectives.

Internal Assessment

Historical investigation

A historical investigation into a topic of the student’s choice.

External Assessment

Paper 1

Source-based paper based on prescribed subjects.

Paper 2

Essay paper based on world history topics.

Paper 3 (HL only)

Essay paper based on one of the four regional options.

The DP psychology course aims to develop students’ knowledge and understanding of psychological concepts, content and contexts, and the models and theories associated with these areas. Through the course, students will develop the ability to engage in critical thinking, assess evidence and acknowledge the evolving nature of knowledge.

The focus is on conceptual understanding and the ability to apply concepts across various contexts instead of simply memorising theories supporting studies. Framing the psychology course through concepts, content, and context allows for the development and application of psychological knowledge when studying the contexts.

Psychologists employ a range of research methods, both qualitative and quantitative, to test their observations and hypotheses. DP psychology promotes an understanding of the various research approaches and how they are used to critically reflect on the evidence and assist in the design, implementation, analysis and evaluation of the student’s own investigations. Surrounding the approaches and the options are the overarching themes of research and ethics. A consideration of both is paramount to the nature of the subject. HL students will have the opportunity to study four extensions: the role of culture, motivation and technology in shaping human behavior, and data analysis and interpretation.

Internal Assessment

Experimental study

A research proposal to investigate a topic with a population of interest.

External Assessment

Paper 1 SL/HL

Integration of the concepts, content and contexts.

Section A: two compulsory questions from two of the three content areas.

Section B: two compulsory questions asking students to apply their knowledge of content to an unseen situation, each from one of four contexts.

Section C: two concept-based extended response questions, each from a different context.

Paper 2 SL/HL

Applying concepts and content to research contexts.

Section A: Four compulsory questions that focus on the class practicals.

Section B: Evaluation of an unseen research study with regard to two or more concepts.

Paper 3 (HL only)

Four questions that require data analysis and interpretation of research data. The focus of questions are from one of the HL extensions.

Science

The goal of science education at the American School of Bombay is to create lifelong learners by developing their critical thinking, problem-solving, and decision-making skills to benefit individuals, the community, and the environment. Scientific exploration fosters the spirit of wonder, curiosity, and collaboration by actively engaging students in investigations using various techniques and technologies to promote scientific literacy.

The study of science has a basic core of fundamental concepts, skills, and content that provides the framework for students to understand natural phenomena. It is an ongoing process of observing, hypothesizing, control-testing, comparing results, evaluating and drawing conclusions that may form the basis for new hypotheses.

It uses the scientific method to engage in authentic, hands-on inquiry. Science encourages students to take risks and challenge currently held views and values while considering multiple perspectives on issues and decisions.

The study of science acknowledges that scientific progress requires the application of ethical standards. It provides a variety of motivating, developmentally appropriate, student-centered learning experiences that are relevant to students’ present and future lives. It will be assessed through varied and balanced assessment strategies.

Students Entering Grade 9 in 2025

Grades 9 and 10

In Grade 9 Science, students will explore the world of science through the Next Generation Science Standards (NGSS) curriculum, centered around the overarching theme of Energy. This program delves into key topics such as energy flow within ecosystems and the role of energy in chemical reactions, providing students with a comprehensive understanding of these essential scientific concepts. The curriculum will cover a mix of topics from Biology, Chemistry, and Physics, offering students a well-rounded introduction to the fundamental principles of science.

Integrated Science 10

In Integrated Science 10, students will continue their journey through the integrated approach of the Next Generation Science Standards (NGSS). Building on the foundational topics and skills developed in Integrated Science 9, this course introduces more advanced scientific inquiry methods and explores complex scientific concepts, fostering a greater understanding and appreciation of the natural world.

Students Entering Grade 10 in 2025

In Grade 9 and the first semester of Grade 10, students have the opportunity to study all three of the natural sciences: Biology, Chemistry and Physics. These classes are semester-long and are offered on a rotation basis. For the final semester of Grade 10, students can choose to study one of these sciences at a deeper level.

Biology I, Physics I, and Chemistry I: In Biology, the topics covered are centered on the functions of living things, cells, the central dogma, and biotechnology. In Chemistry, the following topics are covered: nomenclature, reaction types, and kinetics. The Physics semester explores concepts in motion, including measurement, kinematics, and vectors, with an introduction to Newton’s laws. These topics allow students the opportunity to develop their critical thinking skills through inquiry, experimentation, and problem-solving.

Biology I, Physics I, and Chemistry I: In Biology, the topics covered are centered on the functions of living things, cells, the central dogma, and biotechnology. In Chemistry, the following topics are covered: nomenclature, reaction types, and kinetics. The Physics semester explores concepts in motion, including measurement, kinematics, and vectors, with an introduction to Newton’s laws. These topics allow students the opportunity to develop their critical thinking skills through inquiry, experimentation, and problem-solving.

Biology II, Physics II, and Chemistry II: The semester of Biology explores the history of life, evolution, and the diversity of living things. Chemistry topics include a revision of reaction chemistry, an introduction to moles and stoichiometry, and acid/base chemistry. Physics will build upon skills obtained in Physics 1 and expand into waves, sound, light, and an introductory look into electric and magnetic fields. This broad mix of topics prepares students for the additional coursework demands in Grades 11 and 12.

Grades 11 and 12

Biology

As one of the three natural sciences in the IB Diploma Programme, biology is primarily concerned with the study of life and living systems. Biologists attempt to make sense of the world through a variety of approaches and techniques, controlled experimentation and collaboration between scientists. At a time of global introspection on human activities and their impact on the world around us, developing and communicating a clear understanding of the living world has never been of greater importance than it is today.

Through the study of DP biology, students are empowered to make sense of living systems through unifying themes. By providing opportunities for students to explore conceptual frameworks, they are better able to develop understanding and awareness of the living world around them. This is carried further through a study of interactions at different levels of biological organization, from molecules and cells to ecosystems and the biosphere. Integral to the student experience of the DP biology course is the learning that takes place through scientific inquiry. With an emphasis on experimental work, teachers provide students with opportunities to ask questions, design experiments, collect and analyze data, collaborate with peers, and reflect, evaluate and communicate their findings.

DP biology enables students to engage constructively with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques that can be applied across their studies and beyond.

Internal Assessment

Scientific investigation

The scientific investigation is an open-ended task in which the student gathers and analyzes data in order to answer their own formulated research question.

The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

External Assessment

Paper 1

Paper 1A: Multiple-choice questions

Paper 1B: Data-based questions (four questions that are syllabus related, addressing all themes).

Paper 2

Data-based, short-answer questions, and extended-response questions. Grade

Chemistry

As one of the three natural sciences in the IB Diploma Programme, chemistry is primarily concerned with identifying patterns that help to explain matter at the microscopic level.

This then allows matter’s behavior to be predicted and controlled at a macroscopic level. The subject therefore emphasizes the development of representative models and explanatory theories, both of which rely heavily on creative but rational thinking.

Chemistry enables students to engage constructively with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques that can be applied across their studies and beyond.

Integral to the student experience of the DP chemistry course is the learning that takes place through scientific inquiry both in the classroom and the laboratory.

Internal Assessment

Scientific investigation

The scientific investigation is an open-ended task in which the student gathers and analyzes data in order to answer their own formulated research question.

The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

External Assessment

Paper 1

Paper 1A: Multiple-choice questions

Paper 1B: Data-based questions (four questions that are syllabus related, addressing all themes).

Paper 2

Data-based, short-answer questions, and extended-response questions.

Computer Science

The DP computer science course requires an understanding of the fundamental concepts of computing systems and the ability to apply the computational thinking process to solve problems in the real world. The course also requires students to develop skills in algorithmic thinking and computer programming.

The DP computer science course is organized into two key themes; Concepts in computer science and Computational thinking and problem-solving. The first focuses on how computing systems work. The latter focuses on how we can use computing systems to solve real-world problems. The course also has a practical dimension, comprising the computational solution (internal assessment) and the collaborative sciences project.

The course can be studied in either the Python or Java programming languages. Programming is required to answer some of the questions on Paper 2. Questions that require programming will have equivalent versions for students to choose from, one in Java and the other in Python, according to the programming language they have studied.

Internal Assessment

The computational solution

Students develop a computational solution to a real-world problem of their own choosing. The solution should use the concepts, skills, and tools acquired in the course and the computational thinking process.

External Assessment

Paper 1

Questions focused on the four topics in theme A, “Concepts of computer science.” The paper also consists of three questions related to the case study.

Paper 2

Questions for SL and HL focused on the three topics in theme B, “Computational thinking and problemsolving”. Additional questions for HL are focused on OOP and abstract data types. Students can answer questions in either Java or Python.

Physics

As one of the three natural sciences in the IB Diploma Programme, physics is concerned with an attempt to understand the natural world, from determining the nature of the atom to finding patterns in the structure of the universe. It is the search for answers from how the universe exploded into life to the nature of time itself. Observations are essential to the very core of the subject. Models are developed to try to understand observations, which can become theories that attempt to explain the observations. Besides leading to a better understanding of the natural world, physics gives us the ability to alter our environments.

DP physics enables students to engage constructively with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills, and techniques that can be applied across their studies and beyond.

IBDP Physics is heavily math-based but does not use Calculus. Integral to the student experience of the DP physics course is the learning that takes place through scientific inquiry both in the classroom and the laboratory.

Internal Assessment

Scientific investigation

The scientific investigation is an open-ended task in which the student gathers and analyzes data in order to answer their own formulated research question.

The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

External Assessment

Paper 1

Paper 1A: Multiple-choice questions.

Paper 1B: Data-based questions (four questions that are syllabus-related, addressing all themes).

Paper 2

Data-based, short-answer questions, and extended-response questions.

Sports, Exercise and Health Science

Sports, exercise and health science (SEHS) is an experimental science course combining academic study with practical and investigative skills. SEHS explores the science underpinning physical performance and provides the opportunity to apply these principles.

The course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of topics, and carry out practical (experimental) investigations in both laboratory and field settings. The course offers a deeper understanding of the issues related to sports, exercise and health in the 21st century and addresses the international dimension and ethics related to both the individual and global context.

Internal Assessment

Individual investigation

A scientific investigation taking about 10 hours and accompanying report 6–12 pages in length.

External Assessment

Paper 1

Paper 1A: Multiple-choice questions

Paper 1B: Data-analysis and lab-based questions

SL: Total marks: 55

HL: Total marks: 75

Paper 2

Short-answer and extended response questions

SL: 50 marks

HL: 80 marks

Integrated Math 2 (Essentials)

Mathematics Course Chart

Grade 9

Integrated Math 2 (Essentials)

Grade 10 Grade 11 & 12

Integrated Math 3 (Essentials)

Integrated Math 2

Integrated Math 3

and interpretations (SL only)

and approaches (SL only)

and approaches (HL only)

Grades 9 and 10

Note: Grade 9 students will predominantly be placed in Integrated Math 2 Essentials or Integrated Math 2. Grade 10 students will predominantly be in Integrated Math 3 Essentials or Integrated Math 3. Optimal pathways are indicated with arrows, but there is a lot of opportunity to move between pathways.

The various levels of math are offered to achieve an optimal match between student learning and teaching pace, as well as to provide sufficient depth and breadth of content in preparation for a wide range of mathematics needed for future university work. The appropriate math class is determined for each student through the use of placement tests, previous mathematics performances and teacher recommendations.

An integrated approach to algebra, geometry, functions, probability, trigonometry and statistics is used throughout the curriculum. To make mathematical content more meaningful to students, problemsolving applications connecting mathematics to the real world and other disciplines are integrated within each course.

To facilitate discovery and analysis, as well as to reinforce the understanding of abstract mathematical concepts, the use of technology (particularly graphing calculators and computer software on graphing, spreadsheets and geometric explorations) is integrated across the mathematics curriculum. Students should provide their own graphing calculator. The TI-Nspire CX (non-CAS model) is required for each high school math course.

The Mathematical Practice Standards apply throughout each course and together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Integrated Math 2 (Essentials) focuses on linear relationships, quadratic functions, probability, advanced geometry, and right-triangle trigonometry. Students in the Essential course will cover the same material as Mathematics 2, but with somewhat less rigor than in Integrated Math 2.

In Mathematics 2 students will compare the characteristics of different functions (including linear, absolute value, and quadratic) using the concept of transformations. The need for extending the set of rational numbers arises and real and complex numbers are introduced so that all quadratic equations can be solved. The link between probability and data is explored through conditional probability and counting methods, including their use in making and evaluating decisions. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships.

Integrated Math 2

Integrated Math 2 focuses on functions, quadratics, probability, advanced geometry, and right-angled trigonometry.

In Mathematics 2 students will compare the characteristics of different functions, (including linear, absolute value, and quadratic) using the concept of transformations. The need for extending the set of rational numbers arises and real and complex numbers are introduced so that all quadratic equations can be solved. The link between probability and data is explored through conditional probability and counting methods, including their use in making and evaluating decisions. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships.

Integrated Math 3 (Essentials)

Integrated Math 3 (Essentials) focuses on extending algebra and functions (including radicals, rational expressions, polynomial functions, logarithmic functions), coordinate geometry, trigonometry, and statistics. Students in the Essential course will largely cover the same material but with different scope and rigor than in Integrated Math 3.

In Mathematics 3 (Essentials), students build on and strengthen their knowledge of essential algebraic skills. They pull together and apply the accumulation of learning they have from their previous courses, with content grouped into four critical areas, organized into units. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand their study of right triangle trigonometry to include general triangles. Finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems.

Integrated Math 3

Integrated Math 3 focuses on extending algebra and functions (including radical, rational, polynomial, exponential, trigonometric, and logarithmic functions), trigonometry, and statistics.

It is in Mathematics 3 that students pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into four critical areas, organized into units. They apply methods from probability to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand their study of right triangle trigonometry to include general triangles. Finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems.

Grades 11 and 12

ASB offers two mathematics courses: Mathematics: Applications and Interpretation, offered at the standard level, and Mathematics: Analysis and Approaches, which is available for both standard and higher-level study.

Several factors impact a student’s choice of a course, including the successful completion of prerequisite courses and the desired college major. It is also important to note that some university programs of study in various countries have minimum mathematics requirements. Students and parents are encouraged to research and discuss this information with the Mathematics Department, the Counselor, and the IBDP Coordinator. Please be aware that the decision to place a student in a particular mathematics course is based on having satisfied the prerequisites of the course and teacher recommendations.

All courses cover the same 5 topics within mathematics, but with varying emphasis.

These 5 topics are:

• number and algebra

• functions

• geometry and trigonometry

• statistics and probability

• calculus

These topics, and their relative emphasis, are illustrated below.

Mathematics: applications and interpretation (SL)

Mathematics: analysis and approaches (SL)

Mathematics: analysis and approaches (HL)

Numbers & Algebra

Functions

Geometry & Trigonometry

Statistics & Probability

Calculus

The above graph shows the relative emphasis of each topic within the different mathematics courses. As a reminder, an SL class has 150 hours of instruction and an HL class has 240 hours of instruction.

Mathematics: applications and interpretation (standard level only)

Mathematics: analysis and approaches

The IBDP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modeling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations.

Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.

Internal Assessment

Exploration

A mathematical exploration written by the student based on a topic chosen by them, and it should focus on the mathematics of that particular area.

External Assessment

Paper 1

Compulsory short-response questions based on the syllabus.

Paper 2

Compulsory extended-response questions based on the syllabus.

Paper 3 (HL only)

Two compulsory extended-response problem-solving questions.

Standard Level - Integrated Math 3 or Math 3 (Essentials)

Higher Level - Integrated Math 3 or teacher recommendation

The IBDP Mathematics: analysis and approaches course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. The focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach.

Students are encouraged to apply their mathematical knowledge to solve abstract problems as well as those set in a variety of meaningful contexts. Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Students should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.

Internal Assessment

Exploration

A mathematical exploration written by the student based on a topic chosen by them, and it should focus on the mathematics of that particular area.

External Assessment

Paper 1

No technology allowed.

Section A: compulsory short-response questions based on the syllabus. Section B: compulsory extendedresponse questions based on the syllabus.

Paper 2

Section A: compulsory short-response questions based on the syllabus. Section B: compulsory extendedresponse questions based on the syllabus.

Paper 3 (HL only)

Two compulsory extended-response problem-solving questions.

The Arts

ASB believes the arts are an indispensable part of the human experience. They provide opportunities for exercising creativity and imaginative participation far beyond the boundaries of traditional subjects, disciplines, or occupations. The arts bring joy, enrichment, and fulfillment on an immediate and personal level, and they prepare students for success through projects that foster original thinking and fruitful collaboration.

Our Arts Department exposes students to technical, historical, and multicultural aspects of the arts, with varied opportunities for creative expression. In these ways, the arts not only aid in a more fully engaging life, but in living life more fully.

It is recommended that those students who wish to pursue art at the IBDP level consider taking the class in both Grades 9 and 10.

Grades 9 and 10 Band

2 years experience playing a band intrument or permission from the director

Band is a performance-based Concert Band class. Woodwind, brass and percussion players form the foundation group, however, string players are welcome to join. Music theory and contextual music history also form a part of the course. The group will work on challenging music and perform four public concerts throughout the year.

Successful completion of a year’s study in Wind Ensemble will prepare the musician for continued involvement in Wind Ensemble, Wind EnsembleExtension class and university musical involvement.

. Choir

Students enrolling in choir at ASB for the first time must be able to match pitch as determined by the teacher in a brief voice audit

Choir is a performance-based class designed to refine and further develop the singer’s individual vocal technique and ensemble performance abilities. Students will develop the techniques of breathing and tone production. Music reading skills will be developed using solfege exercises, and a variety of musical repertoires will be explored. Regular individual assessment will take place using the recording studio. Emphasis is placed on participation, both in and out of the classroom. Out-ofclass and in-class performances are a required part of these courses. Performances will include, but are not limited to, four community concerts per year.

Theater

or 10

This course can be taken for one or two years and is designed to introduce students to a variety of skills, techniques, and disciplines involved in the process of making theater. Much of the work is practical in nature and learning is principally through exploration and doing. Through action, students will gain a practical understanding of forms and genres, which may be used to communicate effectively in multiple ways to diverse audiences.

Considering cultural, historical, and social contexts, students will explore performance styles, examine and test the work of key practitioners(directors, creators, designers and performers), engaging with a broad spectrum of approaches to the making of theater. Students will gain a broad understanding of designing for stage through a variety of media and will explore appropriate technology, particularly light, sound and multimedia.

Students will be involved practically, both in devising original work and in bringing texts to life on the stage. The course will cover improvisation,devising, physical theater, script analysis and exploration and students will acquire and develop a wide range of performance, directorial and analytical skills. The course will introduce students to a variety of methodologies and traditions, historical and contemporary, from around the world.

Visual Arts

The Visual Arts Elective course is designed for students of all levels of ability and interests. Developed as a series of modules, each is focused on a particular theme or concept. The overarching goal of the course is for students to understand and demonstrate how art explores, expresses and communicates ideas, feelings, values and beliefs.

In each unit within a module students will follow a cycle of investigation, experimentation, creation, reflection and self-evaluation. They will inquire into art forms from across times and cultures in order to be informed, knowledgeable and inspired by the work of others. Building on the technical skills taught in the class, the student will experiment with a wide range of media and approaches simultaneously building their confidence and expertise.

Some of the media explored may include drawing, painting, printmaking, sculpture, digital art, design, photography or other new media. Ultimately students will create, evaluate and exhibit their final studio pieces. An important aspect of the class is the dual focus on the process of art making as well as the final product itself.

Students are required to be reflective learners constantly monitoring their own progress and setting personal goals for improvement. As the course is structured around modules students may take this course across multiple years without repeating the same curriculum.

Grades 11 and 12 Music

Prior experience of playing an instrument/vocalist or composing as well as some foundation in music theory

The Diploma Programme music course has been designed to prepare the 21st century music student for a world in which global musical cultures and industries are rapidly changing.

The course is grounded in the knowledge, skills and processes associated with the study of music and offers a strengthened approach to student creativity through practical, informed and purposeful explorations of diverse musical forms, practices and contexts. The course also ensures a holistic approach to learning, with the roles of performer, creator and researcher afforded equal importance in all course components.

The course is ideal for students who:

• are interested in both the practical and theoretical aspects of music-making.

• respond to a creative approach to composition and performance.

• value collaboration

• wish to experience a DP arts course.

• plan to study music in university or college.

Internal Assessment

Experimenting with music

Students submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry in a local and/or global context.

The contemporary music-maker (HL only)

Students submit a continuous multimedia presentation documenting their real-life project.

External Assessment

Exploring music in context

Students select samples of their work for a portfolio submission.

Presenting music

Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry. Grade

Theater

The IB Diploma Programme theater course is a multifaceted theater-making course. It gives students the opportunity to make theater as creators, designers, directors and performers. It emphasizes the importance of working both individually and as part of an ensemble. It offers the opportunity to engage actively in the creative process of inquiring, developing, presenting and evaluating. Students are encouraged to work as inquisitive and imaginative artists, transforming ideas into action and communicating these to an audience.

Theater students learn to apply research and theory to inform and contextualize their work as they experience the course through practical and physical engagement. They understand that knowledge resides in the body and that research can be conducted physically through both action and practice. In this respect, the theater course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theater—as participants and spectators—they gain a richer understanding of themselves, their community and the world.

Through the study of theater, students strengthen their awareness of their own personal and cultural perspectives, developing an appreciation of the diversity of theater practices, their processes and their modes of presentation. This enables students to discover and engage with different forms of theater across time, place and culture and promotes international-mindedness. Participation in the DP theater course results in the development of both theater and life skills; the building of confidence, imagination, creativity and a collaborative mindset.

Internal Assessment

Production proposal

Students choose a published play text they have not previously studied and formulate a vision for the design and theoretical staging of the entire play text for an audience.

External Assessment

Research presentation

Students deliver and video record an individual research presentation (15 minutes maximum) in which they provide evidence of their academic and practical exploration and learning of a world theater tradition they have not previously studied.

Collaborative project

Students collaboratively create and perform an original piece of theater (lasting 7–10 minutes maximum) created from a starting point of their choice. The piece is presented to an audience as a fully-realized production.

Solo theater piece (HL only)

Students research a theater theorist they have not previously studied, identify an aspect(s) of theory and create and present a solo theater piece (lasting 4-7 minutes maximum) that demonstrates the practical application of this theory to a theater piece for an audience.

Visual Arts

Visual arts are an integral part of our daily lives. They have social, political, ritual, spiritual, decorative and functional values. The theories and practices of visual arts are dynamic and ever-changing, connecting different areas of knowledge and human experience. Visual arts enable us to make sense of the world, to explore our place within it, and to transform our individual and collective ways of being in and with the world.

In this visual arts course students learn how to create, communicate and connect as artists. Students engage in creative practices and processes working with a variety of art-making forms and creative strategies, and learn art-making as inquiry. Teachers and students can adapt the curriculum to their unique contexts, interests and passions. Together, they are invited to transform the classroom into a contemporary visual arts studio. This becomes a collaborative, inclusive, creative and conceptually rich space where students develop their art through personal lines of inquiry guided by artistic intentions.

Students work in the classroom as they would in an art studio. Art-making as inquiry is at the centre of the syllabus and students learn through three core areas—create, connect and communicate. These are introduced as discrete elements of the course; however, in practice, this division will only occasionally predominate.

Learning art-making as inquiry will mostly integrate, create, connect and communicate. This is to allow students to embrace the holistic nature of visual arts practice. However, teachers will at times need to make explicit the division of content and focus on just one of the core areas, to ensure that students have sufficient understanding, skills and methods to develop their artistic intentions and their artwork.

Internal Assessment

Resolved artworks (SL only)

This focuses on the student’s ability to create a coherent body of work. Each student submits five resolved artworks to demonstrate their best achievements in communicating their artistic intentions coherently.

The student provides evidence of synthesis of concept and form, and of their competence in resolving artworks. They also write a rationale to articulate their artistic intentions and the choices that informed the making of their coherent body of artworks.

Selected resolved artworks (HL only)

This focuses on the student’s ability to create a coherent body of work selected from their wider production. Each student submits five selected resolved artworks to demonstrate their best achievements in communicating their artistic intentions coherently.

The student provides evidence of synthesis of concept and form, and of their competence in resolving artworks. They also write a rationale to articulate how they realized their artistic intentions through a selection process for the five resolved artworks, from at least eight of their works. Five artwork texts situate through critical analysis each of the selected resolved artworks in a wider artistic context and in relation to the student’s practice.

External assessment

Art-making inquiries portfolio

The student selects and organizes visual evidence of their personal investigations, discoveries and creations, supported by critical reflections, all in a portfolio. They provide curated evidence of their artmaking as inquiry in a variety of art-making forms and creative strategies.

The portfolio demonstrates how the student developed and refined their visual language through one or more lines of inquiry and must explicitly include the inquiry questions or generative statements they worked with.

Connections study (SL only)

This focuses on the student situating in context one of their resolved artworks, chosen from the five they submit for IA. The study presents curated visual and written evidence to demonstrate the connections between the student’s chosen resolved artwork and their own context(s), and between the chosen artwork and at least two artworks by different artists. The connections must be informed by research, and the study must demonstrate an understanding of the cultural significance of the two artworks by different artists.

Artist project (HL only)

This is a stand-alone, HL-only task focused on the student creating and situating in context an artwork that they ideate and realize as part of a project of their choice. The artist project demonstrates through curated evidence how the student work was informed by investigations of context, by connections with at least two artworks by different artists, and by dialogues. A short video curated by the student shows where and how the project artwork was realized to communicate with the audience in the chosen context.

Other Courses and Electives Physical

and Health Education

The Physical Education department mission statement guides this course: “I will be equipped with the knowledge, understanding, and attitudes that will enable me to maximize my personal wellness.”

Throughout the two year course, students will participate in a variety of activities focusing on skill development and competency, applying tactics and strategies, demonstrating fitness and training principles, applying rules and etiquette to a variety of games and activities, and demonstrating knowledge and understanding of a wide range of health topics including: nutrition, mental health, substances, healthy relationships, gender and sexuality, consent, and sexual health.

This course will build on the fundamental skills learned in middle school. Units may include sport science, sport officiating, aquatics, rock climbing, create-a-sport, invasion sports and tactics, fitness, sport psychology, net/wall sports and tactics, and striking games. Additionally, students will be able to make choices on various activities within lessons and units as they endeavor to find an interest or passion in physical activity.

Digital Design

In Digital Design classes, students build foundational skills in visual design and technology, leveraging the tools and resources in our Innovation and Makerspace Lab. The curriculum combines skill-building with creative exploration, guiding students through the design thinking process as they learn new tools, techniques, and draw inspiration from the world around them. In the second half of the semester, students engage in project-based learning, pitching and pursuing ideas of personal interest while applying their newly acquired skills. Recently, students have explored fields like Graphic Design, UX Design, Film Production, Video Game Development, and Coding, fostering innovation, critical thinking, and practical problem-solving.

Note: This class can be taken multiple times. The content covered will go deeper each additional time the course is taken.

Online Learning

In order to meet individual student needs and to provide flexibility for students to meet their academic and personal goals, students may choose to take an online elective course towards graduation requirements. The American School of Bombay has identified providers and curated a wide range of courses with appropriate rigor and to satisfy the passions and interests of a diverse range of learners. Students in grades 9-12 may opt to take up to one (1) elective credit each year of high school through these providers. Online courses are graded as pass/fail.

Online options can be found at this link (This link is only available internally)

Grades 11 and 12

Theory of Knowledge and Core Seminar

This is a compulsory class for all students in Grades 11 and 12. It is designed to support students to succeed in their studies at ASB and beyond. The course is designed around the twin pillars of Theory Of Knowledge and the development of Approaches To Learning (ATL). Time is also used for students to work without comprehensive counselors.

The Theory of Knowledge (TOK) course plays a special role by providing an opportunity for students to reflect on the nature, scope, and limitations of knowledge and the process of knowing. In this way, the main focus of TOK is not on students acquiring new knowledge but on helping students reflect on and put into perspective what they already know. TOK underpins and helps to unite the subjects that students encounter in the rest of their studies. It engages students in explicit reflection on how knowledge is arrived at in different disciplines and areas of knowledge, what these areas have in common, and the differences between them.

Approaches to Learning (ATL) are skills designed to enable students to “learn how to learn.” The development of such skills is frequently identified as a crucial element in preparing students effectively for life beyond school.

Our Mission

We inspire all of our students to continuous inquiry, empowering them with the skills, courage, optimism, and integrity to pursue their dreams and enhance the lives of others.

American School of Bombay

SF2, G Block, Bandra-Kurla Complex Road

Bandra (E), Mumbai 400098