2024/25 HS Programme of Studies

HIGH SCHOOL PROGRAMME OF STUDIES

2024/2025

Student

Languages (IB School Supported/Self-Taught)

Visual

Performing

H S P R O G R A M M E

O F S T U D I E S

HS LEARNING PROGRAMME

ISB High School offers a variety of courses and pathways to support students to learn a breadth and depth of subjects. To learn more about the HS learning programme and about the details of the programmes we offer, please see the Pathways Handbook Below, you will find the course descriptions, credit information, and any details related to prerequisite recommendations for courses

STUDENT SUPPORT

Personal Learning

All students in HS are enrolled in Personal Learning The High School Personal Learning Program strives to provide each student with a space to grow both as a valued member of our HS community and as an individual with diverse abilities, passions and ambitions The programme is designed to build community and a positive school culture, whilst also supporting students' socio-emotional growth and providing students with a voice and choice in designing aspects of their Personal Learning/CAS program Students meet with an advisor who follows them through the years in small groups of about 8-10 students PL meets once a week for approximately 35 minutes

Learning Support

ISB provides a wide spectrum of learning support, which includes provisions for students who require services identified in three broad bands, although we know students don’t fit neatly into these boxes In reality it is a continuum, and defining the degree of support students need helps us design and deliver flexible service delivery options

Resource

(Grade 10-12, Full year, 1 credit/yr)

This is an individualised course available to students with a diagnosed learning need The focus is on knowing when and how to ask for help With the support of the teacher, students identify individual strengths and weaknesses Students enrolled in the resource class develop an understanding of their own learning profile, develop areas of talent, and focus on building their strengths while targeting specific, compensatory learning strategies to remediate underlying skill deficiencies Balanced with this skill work, students also receive re-teaching and revision support of the content of their courses, as necessary

HS PROGRAMME OF STUDIES

STUDENT SUPPORT

Intensive Learning Support

(Grade 10-12, Full year, Individualised Program)

The High School offers an intensive, life-skills based classroom, for students with cognitive or developmental disabilities Students work in a small group with personalised goals supported by specialised professionals, in collaboration with mainstream teachers on functional academic and social integration opportunities Individual therapies are well integrated into their day to ensure transfer to the natural environment There is an emphasis on independent life-skills and in vocational studies, and community skills to prepare for a successful life after ISB A transition plan is developed collaboratively with families to support these next steps Students earn an individualised diploma based on their ILP goals

Monitoring (Grade 10-12)

Students who have diagnosed learning needs but do not need direct intervention are monitored to ensure that all faculty who work with this student know about their learning profile and will make the necessary accommodations for needs in the class The student is not scheduled into a Resource block, but rather has check in appointments with their case manager

English Language Development

The High School offers a series of courses for students entering ISB with a developing command of the English language English Language Learners will be provided with the specialist support and scaffolding they need to enable them to successfully access the curriculum in English, the predominant language of instruction at ISB

Prerequisite recommendations: For attending students, placement is made by the ELD teacher For arriving students, a placement test will be arranged by the Counselling department There are four levels targeting instruction for students to improve their competence in English

Intensive/Foundational English Language Development

(Grades 10-12, 2 periods/level, Intensive 1 yr and Foundational 1 yr, 2 credits/level)

Intensive/Foundational ELD is intended for beginner/nearbeginner and pre-intermediate English language learners (A1 and A2 CEFR) Students have two blocks of intensive or foundational study in English, taught by specialist ELD teachers In addition, they take ELD Social Sciences, taught by a Social Sciences subject area specialist with a further qualification in strategies for English language development The rest of their program is in appropriate mainstream classes, and tenth graders are supported by an ELD teacher in their Integrated Science class Both Intensive and Foundational ELD are one year courses

This course introduces and consolidates all of the basic structures and vocabulary up to the intermediate level Strong emphasis is placed on students’ spoken English, vocabulary acquisition and use, the essential points of English grammar, and reading comprehension and writing skills

Prerequisite recommendations: For attending students, placement by the ELD teacher. For arriving students, a placement test will be arranged by the Counseling department

Intermediate English Language Development (Grades 10-12, 2 periods in 1 year, 2 credits)

Intermediate ELD is intended for intermediate level English language learners (B1/B1+ CEFR), who are ready to take almost a complete course load in mainstream English classes with support Students have two blocks of intensive study in English, taught by specialist ELD teachers The rest of their program is in appropriate mainstream classes, and tenth graders are supported by an ELD teacher in their History and Social Sciences 10 class Intermediate ELD is a one year course

This course aims to develop learners’ confidence and fluency in their written and spoken expression, and to prepare them for mainstream English language and other academic courses Students are introduced to a variety of English texts through a selective reading program, while they also study and practice more complex grammar structures, extend vocabulary and improve listening comprehension and writing skills

Prerequisite recommendations: For attending students, placement by the ELD teacher For arriving students, a placement test will be arranged by the Counseling department

HS PROGRAMME OF STUDIES

STUDENT SUPPORT

Bridging English Language Development (Grades 10-12, 1 year, 1 credit)

Bridging ELD is intended for upper intermediate level English language learners (B2 CEFR), who are ready to take a complete course load in mainstream classes with some support Students have one block of study of the English language and mainstream course support, taught by specialist ELD teachers All students in Bridging ELD also take either English 10, English 11/12, or IB English B concurrently Bridging ELD is a one year course with a pass or fail final mark

This is an upper-intermediate level course for those students who have already mastered the skills of ELD taught at the Intensive, Foundational and Intermediate levels The primary aims of this course are to build reading and listening comprehension skills, increase vocabulary, review advanced grammar structures, and teach essay writing skills In addition, the Bridging ELD class supplements and reinforces the work being presented in mainstream classes

Prerequisite recommendations: For attending students, placement by the ELD teacher. For arriving students, a placement test will be arranged by the Counseling department

ELD Social Sciences (Grades 10 -12, 1 year, 1 credit)

This course is designed for students in Intensive and Foundational ELD It is a modified course based on the History and Social Science 10 course, taught by a Social Sciences subject area specialist with a further qualification in strategies for English language development The course exposes students to essential geographical and historical concepts, as well as the essential vocabulary, textual features and listening, speaking, reading and writing skills of the Social Sciences, thereby laying the foundation for a continued comprehensive study of social sciences in the following years

Prerequisite recommendations: Placement in Intensive ELD or Foundational ELD.

ENGLISH

English 10

(Grade 10 students, 1 year, 1 credit)

This course involves the integrated study of the four language areas: reading, writing, speaking, and listening

The content is partly literature-based and partly a study of non-literary text types (including novels, poetry, and prose non-fiction) with a view to developing an improved understanding of the significance of purpose and audience in their own writing and in the writing of others Learning is focused on conceptual understanding as well as skills to analyse spoken and written texts In addition to formal written responses, we also use oral presentations, class discussion, and dramatic interpretations to enhance the study of text and encourage reflective and critical thinking Vocabulary building and the development of a sophisticated, varied, precise, and appropriate use of language is both taught and assessed

Prerequisite recommendation: successful completion of Grade 9 English/equivalent and a level of Bridging ELD for students for whom English is a second language or additional language

English 11/12

(Grades 11-12, offered as a 1 or 2 year course, 1 credit each year)

Students will explore literary genres and movements as well as analyse non-fiction prose and modern texts such as podcasts or graphic novels Each year both literary analysis and persuasive argumentative techniques will be taught and assessed Students will develop strong critical reading, writing and digital literacy skills, deconstructing how meaning is created within texts The choices of material and methodology will also allow students to explore creative and reflective expression and further develop essential collaborative and communicative skills through this course

Prerequisite recommendation: successful completion of English 10/equivalent and a level of Bridging ELD for whom English is a second language or additional language

HS PROGRAMME OF STUDIES COURSE OFFERINGS

- LANGUAGE A

AP Language and Composition (offered in alternating years)

(Typically Grade 11-12 but also open to grade 9/10 based on evidence of readiness for success in this course including recommendation (teacher and counselor), 1 year, 1 credit)

The AP English Language and Composition course aligns to an introductory college-level rhetoric and writing curriculum The primary goal of AP English Language and Composition is to develop the high-level skills students will need to read and write effectively in their college courses and in their personal and professional lives Students will read and analyze college-level texts from a range of historical periods and disciplines in order to write analytical and argumentative essays as well as evaluate, synthesize, and cite research to support their arguments To be successful in AP English Language, students need to have sufficient critical reading and writing skills necessary to handle a college-level composition course In addition, a high degree of responsibility for class participation and independent learning is expected from students

Prerequisite recommendation: Successful completion of English 10, equivalent or recommendation

AP English Literature and Composition (offered in alternating years)

(Typically Grade 11-12 but also open to grade 9/10 based on evidence of readiness for success in this course including recommendation (teacher and counselor), 1 year, 1 credit)

The AP English Literature and Composition course aligns to an introductory college-level rhetoric and writing curriculum This course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works To be successful in AP English Literature, students need to have sufficient critical reading and writing skills necessary to handle a college-level literature and writing curriculum In addition, a high degree of responsibility for class participation and independent learning is expected from students

Prerequisite recommendation: Successful completion of English 10, equivalent or recommendation

AP Language and Composition (offered in alternating years)

(Typically Grade 11-12 but also open to grade 9/10 based on evidence of readiness for success in this course including recommendation (teacher and counselor), 1 year, 1 credit)

The AP English Language and Composition course aligns to an introductory college-level rhetoric and writing curriculum The primary goal of AP English Language and Composition is to develop the high-level skills students will need to read and write effectively in their college courses and in their personal and professional lives Students will read and analyze college-level texts from a range of historical periods and disciplines in order to write analytical and argumentative essays as well as evaluate, synthesize, and cite research to support their arguments To be successful in AP English Language, students need to have sufficient critical reading and writing skills necessary to handle a college-level composition course In addition, a high degree of responsibility for class participation and independent learning is expected from students

Prerequisite recommendation: Successful completion of English 10, equivalent or recommendation

AP English Literature and Composition (offered in alternating years)

(Typically Grade 11-12 but also open to grade 9/10 based on evidence of readiness for success in this course including recommendation (teacher and counselor), 1 year, 1 credit)

The AP English Literature and Composition course aligns to an introductory college-level rhetoric and writing curriculum This course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works To be successful in AP English Literature, students need to have sufficient critical reading and writing skills necessary to handle a college-level literature and writing curriculum In addition, a high degree of responsibility for class participation and independent learning is expected from students

Prerequisite recommendation: Successful completion of English 10, equivalent or recommendation

HS PROGRAMME OF STUDIES

COURSE OFFERINGS - LANGUAGE A

IB English Language and Literature SL1 and 2 (Grades 11-12, 2 years, 1 credit each year)

This is a rigorous, two-year course studying literature and the effects of language within a variety of non-literary text types, which is an ideal preparation for university / college as the course aims to develop oral, written and visual literacy skills, as well as to encourage independent learning Students may also enrol in the first year only if that is what works best for their pathway Students are required to study a minimum of four literary texts in two years and a wealth of non-literary bodies of work all with a specific language and / or communication focus Through various fields of inquiry, students will examine the literary and non-literary texts in connection with global issues, ranging from culture and identity to politics and power There are different forms of internal and external assessments Emphasis is placed on the development of analytical writing skills, through essay assignments and commentaries on many varied text extracts Students also make frequent oral presentations to develop their critical thinking skills Students will produce a number of creative written tasks for a learner’s portfolio that displays their understanding of the crafting of text and the choices writers make This course will further develop students' reflective, collaborative, and communicative skills as well as their digital literacy

Prerequisite recommendation: successful completion of English 10 or equivalent

IB English Language and Literature HL 1 and 2 (Grades 11-12, 2 years, 1 credit each year)

This is a rigorous, two-year course studying literature and the effects of language within a variety of non-literary text types, which is an ideal preparation for university / college as the course aims to develop oral, written and visual literacy skills, as well as to encourage independent learning Students may also enrol in the first year only if that is what works best for their pathway Students are required to study a minimum of six literary texts in two years and a wealth of non-literary bodies of work all with a specific language and / or communication focus Through various fields of inquiry, students will examine the literary and non-literary texts in connection with global issues, ranging from culture and identity to politics and power There are different forms of internal and external assessments Emphasis is placed on the development of analytical writing skills, through essay assignments and commentaries on many varied text extracts Students also make frequent oral presentations to develop their critical thinking skills Students will produce a number of creative written tasks for a learner’s portfolio that displays their understanding of the crafting of text and the choices writers make This course will further develop students' reflective, collaborative, and communicative skills as well as their digital literacy

Prerequisite recommendation: successful completion of English 10 or equivalent

IB English Literature SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This is a rigorous, two-year literature course which is an ideal preparation for university / college as the course aims to develop oral, written and visual literacy skills, as well as to encourage independent learning Students may also enrol in the first year only if that is what works best for their pathway Students are required to study 9 texts in two years in connection with global issues, ranging from culture and identity to power and politics There are different forms of internal and external assessments, but considerable emphasis is placed on the development of analytical writing skills through essay assignments and commentaries on text extracts and poems Students also deliver frequent oral presentations to develop their critical thinking skills The choices of texts and methodology for exploring those will further develop students' reflective, collaborative and communicative skills and digital literacy, and is truly internationalist in its cultural values

Prerequisite recommendations: successful completion of English 10 or equivalent

IIB English Literature HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This is a rigorous, two-year literature course which is an ideal preparation for university /college as the course aims to develop oral, written and visual literacy skills, as well as to encourage independent learning Students may also enrol in the first year only if that is what works best for their pathway The course is similar to SL but there is an extra written essay requirement and the assessment criteria are more exacting and rigorous Students are required to study 13 texts in two years in connection with global issues, ranging from culture and identity to power and politics There are different forms of internal and external assessments, but considerable emphasis is placed on the development of analytical writing skills through essay assignments and commentaries on text extracts and poems Students also deliver frequent oral presentations to develop their critical thinking skills The choices of texts and methodology for exploring those texts will further develop students' reflective, collaborative and communicative skills and digital literacy, and is truly internationalist in its cultural values

Prerequisite recommendations: successful completion of English 10 or equivalent

FRENCH

French 10

(Grade 10, 1 year, 1 credit)

This course is designed for Grade 10 French native and near native with good command of the language It promotes insight into French literature and is good preparation for students planning to study IB French A in the literature option or the language and literature option This course involves the integrated study of the four language areas: reading, writing, speaking and listening The content is literature based and features some exploration of the major literary genres: the short story, the novel, poetry, drama and prose non-fiction Students are schooled in the skills that will be most frequently assessed in their High School courses They will write essays, practice and develop skills of both oral and written expression, critically interpret and analyze literary and non literary texts of different styles They will also reinforce the skills of grammar and spelling

Prerequisite recommendations: demonstrated fluency in French and proof of written literacy

IB French Literature SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This is a rigorous, two year literature course which is an ideal preparation for university/college as the course aims to develop oral, written and visual literacy skills, as well as to encourage independent learning Students are required to study 9 texts in two years and there are different forms of internal and external assessments Emphasis is placed on the development of analytical writing skills, through essay assignments and commentaries on text extracts and poems Students also make frequent oral presentations to develop their critical thinking skills They are required to read and respond to a major work over the summer preceding the start of each year of the course Students may also enrol in the first year only if that is what works best for their pathway

Prerequisite recommendations: strong academic background in French; recommendation of teacher, and/or placement

IB French Literature HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This is a rigorous, two year literature course which is an ideal preparation for university/college as the course aims to develop oral, written and visual literacy skills, as well as to encourage independent learning The course is similar to SL but there is an extra oral requirement and the assessment criteria are more exacting and rigorous

Students are required to study 13 texts in two years and there are different forms of internal and external assessments Emphasis is placed on the development of analytical writing skills, through essay assignments and commentaries on text extracts and poems Students also make frequent oral presentations to develop their critical thinking skills Students may also enrol in the first year only if that is what works best for their pathway

Prerequisite recommendations: strong academic background in French; recommendation of teacher, and/or placement

IB French Language and Literature SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This is a rigorous, two year course studying literature and the effects of language within a variety of non-literary text types, which is an ideal preparation for university/college as the course aims to develop oral, written and visual literacy skills, as well as to encourage independent learning Students are required to study 4 literary texts in two years and a wealth of non-literary texts all with a specific language and/or communication focus, and there are different forms of internal and external assessments Emphasis is placed on the development of analytical writing skills, through essay assignments and commentaries on text extracts and poems Students also make frequent oral presentations to develop their critical thinking skills Finally, they will produce a number of creative written tasks that display their understanding of the crafting of text and the choices writers make Students may also enrol in the first year only if that is what works best for their pathway

Prerequisite recommendations: strong academic background in French; recommendation of teacher, and/or placement

IB French Language and Literature HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

HS PROGRAMME OF STUDIES COURSE OFFERINGS - LANGUAGE A

This is a rigorous, two year course studying literature and the effects of language within a variety of non-literary text types, which is an ideal preparation for university/college as the course aims to develop oral, written and visual literacy skills, as well as to encourage independent learning Students are required to study 6 literary texts in two years and a wealth of non-literary texts all with a specific language and/or communication focus, and there are different forms of internal and external assessments Emphasis is placed on the development of analytical writing skills, through essay assignments and commentaries on text extracts and poems Students also make frequent oral presentations to develop their critical thinking skills Finally, they will produce a number of creative written tasks that display their understanding of the crafting of text and the choices writers make Students may also enrol in the first year only if that is what works best for their pathway

Prerequisite recommendations: strong academic background in French; recommendation of teacher, and/or placement

JAPANESE

IB Japanese Language and Literature SL & HL 2

(Grades 11-12, 2 years, 1 credit each year)

This is a rigorous, two year course studying literature and the effects of language within a variety of non-literary text types, which is an ideal preparation for university/college as the course aims to develop oral, written and visual literacy skills, as well as to encourage independent learning Students are required to study 4 literary texts in two years and a wealth of non-literary texts all with a specific language and/or communication focus, and there are different forms of internal and external assessments Emphasis is placed on the development of analytical writing skills, through essay assignments and commentaries on text extracts and poems Students also make frequent oral presentations to develop their critical thinking skills Finally, they will produce a number of creative written tasks that display their understanding of the crafting of text and the choices writers make Students may also enrol in the first year only if that is what works best for their pathway

Prerequisite recommendations: Completion of IB Japanese Language and Literature SL/HL 1

Note: Students who wish to study IBDP Japanese in grade 11 should enrol in the School Supported Self-Taught course, similar to our other home language learners The school will provide a Language tutor to support this course work Please see this section of the programme of studies for more information

COURSE

DUTCH

Dutch 10 (Grade 10, 1 year, 1 credit)

This course involves the integrated study of the four language areas: reading, writing, speaking and listening The content is partly literaturebased and partly a study of non-literary text types The students explore the major literary genres including novels, poetry, and prose non-fiction They also explore a range of other text types with a view to developing an improved understanding of the significance of purpose and audience in their own writing and in the writing of others The students will write essays, practice and develop skills of both oral and written expression, critically interpret and analyse literary and non literary texts of different styles

In addition to formal written responses we also use oral presentations, class discussion and dramatic interpretations to enhance the study of literature and encourage reflective and critical thinking Students will also reinforce the skills of grammar and spelling

Field trips and workshops by Dutch authors are part of the programme as is the focus on FlemishDutch culture in relation to European cultural developments

Prerequisite recommendations: demonstrated fluency in Dutch and proof of written literacy.

IB Dutch Language and Literature SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This is a rigorous, two year course studying literature and the effects of language within a variety of non-literary text types, which is an ideal preparation for university-/college as the course aims to develop oral, written and visual literacy skills, as well as to encourage independent learning Students are required to study 4 literary texts in two years and a wealth of non-literary texts all with a specific language and / or communication focus, and there are different forms of internal and external assessments

Considerable emphasis is placed on the development of analytical writing skills, through essay assignments and commentaries on text extracts and poems Students also make frequent oral presentations to develop their critical thinking skills Finally, they will produce a number of creative written tasks that display their understanding of the crafting of text and the choices writers make Students may also enrol in the first year only if that is what works best for their pathway

HS PROGRAMME OF STUDIES

IB Dutch Language and Literature HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This is a rigorous, two year course studying literature and the effects of language within a variety of non-literary text types, which is an ideal preparation for university-/college as the course aims to develop oral, written and visual literacy skills, as well as to encourage independent learning Students are required to study 6 literary texts in two years and a wealth of non-literary texts all with a specific language and / or communication focus, and there are different forms of internal and external assessments

Considerable emphasis is placed on the development of analytical writing skills, through essay assignments and commentaries on text extracts and poems Students also make frequent oral presentations to develop their critical thinking skills Finally, they will produce a number of creative written tasks that display their understanding of the crafting of text and the choices writers make Students may also enroll in the first year only if that is what works best for their pathway

HS PROGRAMME OF STUDIES

COURSE OFFERINGS - LANGUAGE A

HOME LANGUAGES

(IB SCHOOL SUPPORTED/SELF-TAUGHT)

Language and Literature, or Literature SL

(Grades 11-12, 2 years, 1 credit each year)

This is a rigorous, two year course designed for students whose best language is not taught at ISB Students taking this course must also take an IB English course

This course gives the opportunity to students to study their home language, reinforce their written skills and develop their understanding of their home culture It is an ideal preparation for university/college as the course aims to develop oral and written skills, as well as to encourage independent learning Emphasis is placed on the development of analytical writing skills, through essay assignments and commentaries on texts Students also make frequent oral presentations to develop critical thinking skills

The course is taught by a school-approved tutor, usually during regular school hours

Please note that this course is offered at Standard Level only

Languages A currently offered as Language and literature: German, Italian, Korean, Norwegian, Spanish, Swedish, Japanese Languages A currently offered as Literature: Hebrew, Icelandic, Polish, Russian, Portuguese, Finnish Other languages A: Upon request

Prerequisite recommendations: oral and written fluency and recent formal study of the national literature of the language to be studied Students will complete a placement test to confirm their language level

HS PROGRAMME OF

COURSE OFFERINGS - LANGUAGE

L A N G U A G E A C Q U I S I T I O N FRENCH ENGLISH

French 1

IB English B SL 1 and 2

(Grades 11-12, 2 years, 1 credits each year)

This course is a language acquisition course designed for students who have some experience of studying in the English language and are taking a Language A other than English The course focuses principally on interactions between speakers and writers of English Authentic materials are used and students are exposed to language, using written and spoken texts, literary and non-literary

Texts are studied through the lens of five themes The teaching of appropriate grammatical structures is integrated with the study of texts and acquisition of skills

Themes: Social Relationships, Human Ingenuity, Experiences, Identities and Sharing the Planet

Prerequisite recommendations: Eligibility for English

B will be determined by the Head of English, Head of ELD and the 10th grade English and ELD teachers

IB English B HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This course is a language acquisition course designed for students who have some experience of studying in the English language and are taking a Language A other than English The course focuses principally on interactions between speakers and writers of English Authentic materials are used and students are exposed to language, using written and spoken texts, literary and non-literary

Texts are studied through the lens of five themes The teaching of appropriate grammatical structures is integrated with the study of texts and acquisition of skills

Students at HL must also study two works of literature which will be a part of the formal IB assessment

Themes: Social Relationships, Human Ingenuity, Experiences, Identities and Sharing the Planet; 2 works of literature

Prerequisite recommendations: Eligibility for English

B will be determined by the Head of English, Head of ELD and the 10th grade English and ELD teachers.

(Grades 10-12, 1 year, 1 credit)

The students will learn to use communicative skills to respond in various situations They will learn to speak about themselves, their families and their countries and will be able to have a conversation in such places as restaurants and shops They will master most verbs in the present tense and will be able to understand the future tense and the past tense

Prerequisite recommendations: none or placement test

French 2

(Grades 10-12, 1 year, 1 credit)

The students will learn to communicate in simple familiar routine matters They will learn to give information about their cultural backgrounds Students will revise regular and irregular verbs in the present tense and learn how to use them in the imperative, the future and the past They will learn how to give orders, tell a story and express their opinions

Prerequisite recommendations: HS French 1, equivalent or placement test

French 3

(Grades 10-12, 1 year, 1 credit)

Students will learn to express their opinions and organise their ideas to exchange information about issues and current events They will use appropriate vocabulary and structures to organise pieces of writing The course works towards oral comprehension and communication, talking at a normal speed, pronunciation and fluency Students will expand their vocabulary and knowledge of grammar Students will become accustomed to improvising and responding to unexpected speech situations

Prerequisite recommendations: HS French 2, equivalent or placement test

AP French Language and Culture/French 4

(Grades 10-12, 1 year, 1 credit)

AP French/French 4 is a combined course Students ready to take French 4 are adequately prepared to consider taking the AP French exam at the end of this course Students who do not want this external qualification will have French 4 on their transcript, and students who plan to take the exam will have AP French Language and Culture on their transcript

AP French Language and Culture/French 4 is equivalent to an intermediate level college course in French It emphasises communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations This includes vocabulary usage, language control, communication strategies, and cultural awareness

Prerequisite recommendations: HS French 3, equivalent or placement test

IB French Ab Initio SL 1 and 2

(Grades 11 – 12, 2 years, 1 credit each year)

IB French Ab Initio SL includes the learning and practice of basic French, based on 5 theme area’s: Social Relationships, Human Ingenuity, Experiences, Identities and Sharing the Planet Students learn basic grammatical structures and vocabulary, practice speaking and understanding daily conversational French The focus is on reading comprehension, writing, listening and speaking Texts are used as a means of exploring aspects of French speaking cultures Students express themselves through oral presentations, debates and class discussions Writing short texts, by using different text types is another important component of the programme Students are prepared to sit the IB French Ab Initio exam The course can only be studied at Standard Level

Prerequisite recommendations: No French; French 1; teacher recommendation

HS PROGRAMME OF STUDIES

IB French B SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

The course focuses principally on interactions between speakers and writers of French Authentic materials are used and students are exposed to language, using written and spoken texts, literary and non-literary Texts are studied through the lens of five themes The teaching of appropriate grammatical structures is integrated with the study of texts and acquisition of skills

Themes: Social Relationships, Human Ingenuity, Experiences, Identities and Sharing the Planet

Prerequisite recommendations: Identification as an eligible French B student (not an option for French 10 students), Completion of French 2 (or French 3 or 4), equivalent or placement

IB French B HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This course is designed for students who are taking a language A other than French The course focuses principally on interactions between speakers and writers of French Authentic materials are used and students are exposed to language, using written and spoken texts, literary and non-literary Texts are studied through the lens of five themes The teaching of appropriate grammatical structures is integrated with the study of texts and acquisition of skills Students at HL must also study two works of literature which will be a part of the formal IB assessment

Themes: Social Relationships, Human Ingenuity, Experiences, Identities and Sharing the Planet; 2 works of literature

Prerequisite recommendations: Identification as an eligible French B student (not an option for French 10 students) Completion of French 3 (or French 4), equivalent or placement.

SPANISH

Spanish 1

(Grades 10-12, 1 year, 1 credit)

The course stresses conversation and elementary comprehension Daily life situations form the basis to practice speaking Grammar is explained to show the systematic nature of language and is then practised in context Reading and writing skills are developed in the context of real life situations, with authentic materials and workbook exercises

Prerequisite recommendations: none, or placement

Spanish 2

(Grades 10-12, 1 year, 1 credit)

Students learn to read, write, listen and speak They work with a holistic approach to language learning and have ample opportunities to practice their skills The present forms, past forms, future, conditional and subjunctive forms of verb tenses are taught using daily, real life situations to obtain oral fluency Reading short stories contributes to comprehension Workbooks reinforce grammar Students are required to present projects

Prerequisite recommendations: Spanish 1 or placement test

Spanish 3

Grades 10-12, 1 year, 1 credit)

In this course, communication skills and advanced grammar are developed The indicative and the subjunctive tenses are studied The students will read short stories and are required to write essays They learn to express their opinions with an appropriate vocabulary The programme emphasises the mastery of structure and vocabulary in its development of reading skills and in its introduction of complete selections of Spanish and Latin American literature

Prerequisite recommendations: successful completion of Spanish 2 or placement test

IB Spanish Ab Initio SL 1 and 2

(Grades 11 – 12, 2 years, 1 credit each year)

IB Spanish Ab Initio SL includes the learning and practice of basic Spanish, based on 5 theme area’s: Social Relationships, Human Ingenuity, Experiences, Identities and Sharing the Planet

COURSE OFFERINGS - LANGUAGE ACQUISITION

Students learn basic grammatical structures and vocabulary, practice speaking and understanding daily conversational Spanish The focus is on reading comprehension, writing, listening and speaking Texts are used as a means of exploring aspects of Spanish speaking cultures Students express themselves through oral presentations, debates and class discussions Writing short texts, by using different text types is another important component of the programme Students are prepared to sit the IB Spanish Ab Initio exam The course can only be studied at Standard Level

Prerequisite recommendations: No previous exposure to Spanish, or Spanish 1

IB Spanish B SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

The course focuses principally on interactions between speakers and writers of Spanish Authentic materials are used and students are exposed to language, using written and spoken texts, literary and non-literary Texts are studied through the lens of five themes The teaching of appropriate grammatical structures is integrated with the study of texts and acquisition of skills

Themes: Social Relationships, Human Ingenuity, Experiences, Identities and Sharing the Planet

Prerequisite recommendations: Spanish 2 or Spanish 3 This option is dependent on eligibility to do Spanish B Eligibility will be determined by the Head of Languages

IB Spanish B HL 1 and 2 (Grades 11-12, 2 years, 1 credit each year)

This course is designed for students who are taking a language A other than Spanish The course focuses principally on interactions between speakers and writers of Spanish Authentic materials are used and students are exposed to language, using written and spoken texts, literary and non-literary Texts are studied through the lens of five themes The teaching of appropriate grammatical structures is integrated with the study of texts and acquisition of skills Students at HL must also study two works of literature which will be a part of the formal IB assessment

Themes: Social Relationships, Human Ingenuity, Experiences, Identities and Sharing the Planet; 2 works of literature

Prerequisite recommendations: Successful completion of Spanish 3 is recommended (for some students depending on demonstrated proficiency, Spanish 2 may suffice) This option is dependent on eligibility to do Spanish B. Eligibility will be determined by the Head of Languages

DUTCH

Dutch Language

(Grades 10-12, 1 year, 1 credit)

This course is designed for students who would like to learn Dutch or improve their Dutch language skills

Depending on the student’s existing level of Dutch, the course offers an integrated study of the four language areas: reading, writing, speaking and listening The students will learn to use communicative skills for different situations, from daily conversations to the more advanced ones Students will also learn to develop their written expression For beginners, special focus will be put on listening and speaking Vocabulary and grammar will be integrated into the four skills The course will also promote insight into Dutch/Flemish culture and advanced students will practice and develop skills of critically interpreting and analysing different sorts of texts

After Grade 10, depending on previous exposure to the language, students have the possibility to continue this course, or opt for an IB Dutch B course

Prerequisite recommendations: none

IB Dutch Ab Initio SL 1 and 2

(Grades 11 – 12, 2 years, 1 credit each year)

IB Dutch Ab Initio SL includes the learning and practice of basic Dutch, based on 5 theme area’s: Social Relationships, Human Ingenuity, Experiences, Identities and Sharing the Planet Students learn basic grammatical structures and vocabulary, practice speaking and understanding daily conversational Dutch The focus is on reading comprehension, writing, listening and speaking Texts are used as a means of exploring aspects of Dutch speaking cultures Students express themselves through oral presentations, debates and class discussions Writing short texts, by using different text types is another important component of the programme Students are prepared to sit the IB Dutch Ab Initio exam The course can only be studied at Standard Level

Prerequisite recommendations: No previous exposure to Dutch, or Dutch Language 1 year

IB Dutch B SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This course is a language acquisition course designed for students who have some knowledge of the Dutch language The course focuses principally on interactions between speakers and writers of Dutch Authentic materials are used and students are exposed to language, using written and spoken texts, and non-literary Texts are studied through the lens of five themes The teaching of appropriate grammatical structures is integrated with the study of texts and acquisition of skills Theme area’s: Social Relationships, Human Ingenuity, Experiences, Identities and Sharing the Planet

Prerequisite recommendations: A basic working knowledge of Dutch Must be at a Dutch acquisition level (Dutch 10 is beyond this), recommendation or placement

IB Dutch B HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

The course focuses principally on interactions between speakers and writers of Dutch Authentic materials are used and students are exposed to language, using written and spoken texts, literary and non-literary Texts are studied through the lens of five themes The teaching of appropriate grammatical structures is integrated with the study of texts and acquisition of skills Students at HL must also study two works of literature which will be a part of the formal IB assessment Themes: Social Relationships, Human Ingenuity, Experiences, Identities and Sharing the Planet; 2 works of literature

Prerequisite recommendations: A basic working knowledge of Dutch Must be at a Dutch acquisition level (Dutch 10 is beyond this), recommendation or placement

SOCIAL SCIENCES

ELD Social Sciences

(Grades 10 -12, 1 year, 1 credit)

This course is designed for students in Intensive and Foundational ELD It is a modified course based on the History and Social Science 10 course, taught by a Social Sciences subject area specialist with a further qualification in strategies for English language development The course exposes students to essential geographical and historical concepts, as well as the essential vocabulary, textual features and listening, speaking, reading and writing skills of the Social Sciences, thereby laying the foundation for a continued comprehensive study of social sciences in the following years

Prerequisite recommendations: Placement in Intensive ELD or Foundational ELD.

History and Social Sciences 10

(Grade 10, 1 year, 1 credit) This is a required course for all Grade 10 students (except those in Intensive ELD and Foundational ELD)

In this course students examine some of the most important and relevant questions of the 21st century: What challenges do the global distribution of resources and economic power pose for us? What factors influence economic, social and political development? How do people forge a common identity and what factors can challenge this unity? Why are some environments more affected by change than others?

Promoting a spirit of inquiry is central to this course

Students will develop their skills of critical thinking, interpretation and analysis, and communicate their knowledge and understanding in a variety of ways Students will deepen their understanding of key historical, geographical and economic concepts and use these to develop theories when answering questions

This course builds upon the Geography and History studied in the Middle School and prepares students for studying the varied Social Science subjects offered in Grade 11 It encourages students to consider the global, regional and individual responses to the challenges and changes in today’s world

Prerequisite recommendations: Intermediate ELD or above

AP Human Geography

(Grades 9-12, 1 year, 1 credit)

This course is equivalent to a first year university level course It introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface Students employ spatial concepts and landscape analysis to examine socio economic organisation and its environmental consequences They also learn about the methods and tools geographers use in their research and applications

Prerequisite recommendations: For current grade 9 students: achievement grade of 6 in both Social Studies 9 and English 9, teacher/counsellor recommendation For current Grade 10s, achievement grade of 5 in both Grade 10 English and History and Social Sciences with teacher and counsellor recommendation For current Grade 11’s counsellor recommendation

AP European History

(Grades 10-12, 1 year, 1 credit)

This course is equivalent to a first year university level course The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop (a) an understanding of some of the principal themes in modern European history, (b) an ability to analyse historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing

Prerequisite recommendations: For current grade 9 students: achievement grade of 6 in both Social Studies 9 and English 9, teacher/counsellor recommendation For current Grade 10s, achievement grade of 5 in both Grade 10 English and History and Social Sciences with teacher and counsellor recommendation For current Grade 11’s counsellor recommendation

HS PROGRAMME OF STUDIES

COURSE OFFERINGS - SOCIAL SCIENCES

AP Microeconomics (offered in alternating years)

(Grades 10-12, 1 year, 1 credit)

This course is equivalent to a first year university level semester course School districts have the option to offer AP Microeconomics and AP Macroeconomics as semester courses or year long courses ISB has opted to offer these two courses on alternating years as year-long courses

The purpose of the course is to introduce students to economics – the study of how to best allocate scarce resources among unlimited wants

AP Microeconomics is focused on the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system It places primary emphasis on the nature and functions of product markets, and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy

Prerequisite recommendations: For current grade 9 students, achievement grade of 6 in Maths 9 and a grade of 6 in Social Studies 9 For current grade 10s, achievement grade of 5 in Integrated Mathematics or equivalent (and success in previous social studies courses)

AP Macroeconomics (offered in alternating years)

(Grades 10-12, 1 year, 1 credit)

This course is equivalent to a first year university level semester course School districts have the option to offer AP Microeconomics and AP Macroeconomics as semester courses or year long courses ISB has opted to offer these two courses on alternating years as year-long courses

The purpose of the course is to introduce students to economics – the study of how to best allocate scarce resources among unlimited wants

AP Macroeconomics is focused on the principles of economics that apply to an economic system as a whole Emphasis is placed on the study of national income and price-level determination, along with economic performance measures, the financial sector, stabilisation policies, economic growth, and international economics

Prerequisite recommendations: For current grade 9 students, achievement grade of 6 in Maths 9 and a grade of 5 in Social Studies 10 For current grade 10s and 11s, achievement grade of 5 in both Grade 10 History and Social Sciences and Mathematics

IB Economics SL/HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

Economics is a dynamic social science, essentially studying the concept of scarcity and the problem of resource allocation It is a discipline that incorporates elements of History, Geography, Psychology, Sociology and Political studies This course provides students with a clear understanding of both macro- and micro- economics from an international perspective Topics covered during the first year include resource allocation, market systems, elasticity, market structures, government intervention, measuring national income, inflation, unemployment and fiscal and monetary policies The second year of the course focuses on international trade and development topics assessing benefits and costs of global trading and competition as well as understanding the differences between developed and developing countries and the opportunities and obstacles to growth and development The HL student will study extension topics in greater depth and breadth, as well as with much more rigour and demands than the SL student Students must keep up with an intensive reading cycle and prepare constant and consistent supporting notes The Internal Assessment Component comprises a series of written commentaries analysing economic theory and evaluation of economics concepts as applied to current news articles

Objective: To apply theoretical economic theory to realworld examples To look at the world from an economist’s point of view and to explore and evaluate different economic systems

Prerequisite recommendations: none, but recommended that students who enrol in this course have good abstract mathematical skills (interpreting data and manipulation of graphs is key)

HS PROGRAMME OF STUDIES

COURSE OFFERINGS - SOCIAL SCIENCES

IB Psychology SL/HL 1 and 2

(Grades 11–12, 2 years, 1 credit each year)

What explains human behaviour? Do we act the way we do because of our genetic make up and physiology, our thinking and mental frameworks, or our environment and culture? In IB Psychology we go beyond the simple nature vs nurture divide to investigate how various factors-- from the biological to the cognitive to the sociocultural-contribute to behaviour In fact, studying psychology today requires an interactionist approach one that considers human behaviour as a product of all three lenses In this two-year IB course, students will learn to critically evaluate research studies, conduct their own simple research study with human subjects, and write complex responses to questions such as “Is memory reliable?”

“What’s the effect of globalisation on adolescent behaviour?” and “Can we see prejudice on a brain scan?”

An important aspect of the course is learning to weigh competing claims, such as when one study suggests that depression runs in families through genetic inheritance and another study links depression to poverty Both HL and SL students study this biopsychosocial core and conduct a simple experiment

In addition to the core, students also study options: either abnormal psychology-the study of disorders; or developmental psychology --how humans grow, learn, and mature; or the psychology of human relationships HL students study two options while SL students study one Finally, HL students will also learn to evaluate qualitative research, such as information gathered through survey, interview, and observation

Prerequisite recommendations: none

u nature and diversity of its sources, methods and interpretations In a structured but flexible way the course fosters an understanding of major historical events in a global context It requires students to make assessments and comparisons between similar and dissimilar solutions to common human situations, whether they are political, economic or social It invites informed comparisons through detailed study between, but not judgments of, different cultures, political systems and national traditions

At Standard Level the course takes examples from the themes of protest movements, specifically case studies on the US Civil Rights movement (1954-1965) and apartheid South Africa (1948-1964) In addition, students will analyse global events using the framework of the development of authoritarian states in the 20th century, and the Cold War By overlapping content for the different assessments, we strive to allow students to gain an indepth understanding of the chosen case studies while simultaneously developing strong analytical and evaluative skills

Prerequisite recommendations: none

nature and diversity of its sources, methods and interpretations In a structured but flexible way the course fosters an understanding of major historical events in a global context It requires students to make assessments and comparisons between similar and dissimilar solutions to common human situations, whether they are political, economic or social It invites informed comparisons through detailed study between, but not judgments of, different cultures, political systems and national traditions

At Higher Level the course takes examples from the themes of protest movements, specifically case studies on the US Civil Rights movement (1954-1965) and apartheid South Africa (1948-1964) In addition, students will analyse global events using the framework of the development of authoritarian states in the 20th century, and the Cold War The higher level option focuses on developments within 20th century Europe, specifically the Soviet Union and post-Soviet Russia (1924-2000), postwar western and northern Europe (1945-2000) and postwar central and eastern Europe (1945-2000) By overlapping content for the different assessments, we strive to allow students to gain an in-depth understanding of the chosen case studies while simultaneously developing strong analytical and evaluative skills

Prerequisite recommendations: none HS PROGRAMME OF STUDIES COURSE OFFERINGS - SOCIAL SCIENCES

IB Geography SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

The IB Standard Level History course aims to promote an understanding of History as a discipline, including the nature and diversity of its sources, methods and interpretations In a structured but flexible way the course fosters an understanding of major historical events in a global context It requires students to make assessments and comparisons between similar and dissimilar solutions to common human situations, whether they are political, economic or social It invites informed comparisons through detailed study between, but not judgments of, different cultures, political systems and national traditions

At Standard Level the course takes examples from the themes of protest movements, specifically case studies on the US Civil Rights movement (1954-1965) and apartheid South Africa (1948-1964) In addition, students will analyse global events using the framework of the development of authoritarian states in the 20th century, and the Cold War By overlapping content for the different assessments, we strive to allow students to gain an indepth understanding of the chosen case studies while simultaneously developing strong analytical and evaluative skills

Prerequisite recommendations: none

IB Geography HL 1 and 2

(Grades 11–12, 2 years, 1 credit each year)

Geography is a dynamic subject and plays an important role in the understanding of contemporary issues Students will investigate the interactions between individuals, societies and the physical environment in both space and time and connect what they learn to events occurring in the world around them Students will apply geographic skills and techniques during the Internal Assessment fieldwork

Students will develop their understanding of the ways that people adapt and respond to change and evaluate management strategies associated with such change An appreciation of the influence of different cultures and economies is encouraged through the use of case studies from around the world The IB Geography Higher Level course offers students the opportunity to explore these geographical concepts at a deeper level than Standard level and requires a greater degree of critical evaluation and synthesis of the concepts Additional topics to standard level, specific to the Higher Level, include: Geophysical Hazards and the Higher Level extension topic of Global Interactions This gives students the opportunity to explore the social, economic, cultural, and political connections that have led to our globalised world, and the variety of ways in which people respond to this growing phenomena

Themes covered include: Changing Populations, Global Climate (Vulnerability and Resilience), Global Resource Consumption and Security, Geophysical Hazards, Tourism and Leisure, Urban Environments, and Global Interactions

Prerequisite recommendations: none

IB Global Politics SL/HL 1 and 2

(Grades 11 – 12, 2 years, 1 credit each year)

The Global Politics course explores fundamental political concepts such as power, liberty and equality, in a range of contexts and at a variety of levels It allows students to develop an understanding of the local, national, international and global dimensions of political activity, as well as allowing them the opportunity to explore political issues affecting their own lives Global politics draws on a variety of disciplines in the social sciences and humanities It helps students to understand abstract political concepts by grounding them in real world examples and case studies, and also invites comparison between such examples and case studies to ensure a transnational perspective

All standard level and higher level students complete a common core entitled “People, Power and Politics” This consists of four core units: Power, sovereignty and international relations; Human rights; Development; Peace and conflict

Higher-level students also examine two contemporary global political challenges, through a case studies approach drawn from the following themes: Environment; Poverty; Health; Identity; Borders; Security

Prerequisite recommendations: none

IB Business Management SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This SL course is the critical study of the ways in which individuals and groups (Stakeholders) interact in a dynamic and increasingly competitive and volatile business and organisational environment Students will examine how business decisions are made and make an impact on internal and external environments The concepts of Change, Culture, Ethics, and Sustainability are at the heart of the course “to allow students to reach beyond the classroom and their immediate school community to build intellectual and practical connections to the wider society” (IB Business Management Guide 2020) Emphasis is placed on understanding day-to-day business functions of organisational theory, marketing, operations management, human resource management and finance Students must appreciate ethical concerns and issues of social responsibility in the business environment and will learn to make sense of the forces and circumstances that drive change in an interdependent and multicultural world Students are encouraged to follow current business media stories throughout the two years for class discussion and in order to apply the theory being taught There is a wide range of Business theory and models to learn so the student must keep up with an intensive reading cycle and prepare constant and consistent supporting notes

The SL Internal Assessment Commentary (20% of holistic grade) is on an organisational or sector business issue using only Secondary Research

Objective: To develop an understanding of business theory and the ability to apply practical thinking and decision making to business principles, practice and skills Please note this is primarily a theoretical course using case study stimuli to apply learning The only independent real life application element is the Internal Assessment Project (see above)

Prerequisite recommendations: none

IB Business Management HL 1 and 2 (Grades 11-12, 2 years, 1 credit each year) This HL course is the critical study of the ways in which individuals and groups (Stakeholders) interact in the dynamic and increasingly competitive and volatile business and organisational environment The students will examine how business decisions are strategised and made and make an impact on internal and external environments The concepts of Change, Culture, Ethics and Sustainability are at the heart of the course “to allow students to reach beyond the classroom and their immediate school community to build intellectual and practical connections to the wider society” (IB Business Management Guide 2020) Emphasis is placed on understanding business functions of organisational theory, marketing, operations management, human resource management and finance Students must appreciate the growing importance of ethical concerns and issues of social responsibility in the business environment and will learn to make sense of the forces and circumstances that drive change in an interdependent and multicultural world Students are required to follow current business media stories throughout the two years for class discussion and in order to apply the theory taught There is a very wide range of Business theory and models to learn so the HL student must keep up with an intensive reading cycle and prepare constant and consistent supporting notes The HL Internal Assessment Component (20% of holistic grade) is an in depth project and business report on a real organisation with a problem or issue

Objective: To develop an understanding of business theory and the ability to apply critical and strategic thinking and decision making to business principles, practice and skills

Please note this is a primarily theoretical course using case study stimuli to apply learning The only independent application element is the Internal Assessment project (see above)

Prerequisite recommendations: none

I ( , y , y )

ESS SL provides students with an understanding of the interrelationships between ecosystems and societies; one that enables them to analyse environmental issues and evaluate strategies for addressing them The six central concepts; stewardship, sustainability, systems, equilibrium, perspectives, and justice permeate throughout the course Units studied include ecology, water, land, biodiversity, atmosphere and climate change, natural resources, and human populations and urban systems Practical work in the field is an integral part of the course This course can count as a Group 3 and/or 4 subject (Social Science and or Science)

NOTE: students should be aware that the exam requirement for this course involves the writing of essays which differs from the other IB sciences

Prerequisite recommendations: none

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(Grades 11-12, 2 years, 1 credit each year)

ESS HL provides students with an understanding of the interrelationships between ecosystems and societies; one that enables them to analyse environmental issues and evaluate strategies for addressing them The six central concepts; stewardship, sustainability, systems, equilibrium, perspectives, and justice permeate throughout the course Units studied include ecology, water, land, biodiversity, atmosphere and climate change, natural resources, and human populations and urban systems In addition, students study higher level extension topics that include environmental geology and environmental economics, ethics and law Practical work in the field is an integral part of the course This course can count as a Group 3 and/or 4 subject (Social Science and or Science)

NOTE: students should be aware that the exam requirement for this course involves the writing of essays which differs from the other IB sciences

Prerequisite recommendations: none.

MATHEMATICS

Integrated Mathematics Core

(Generally Grades 10, open to 10-12, 1 year, 1 credit)

This course is designed to develop an understanding of foundational high school mathematics concepts through the application of mathematics in different areas There will be several projects throughout this course that focus on linear and quadratic functions, geometry, basic trigonometry, statistics, and probability Students will also make use of technology, such as the graphing calculator, to help them develop mathematically In addition, students will also develop their communication skills through discussions and written work

Prerequisite recommendations: Teacher recommendation or placement

Integrated Mathematics Standard

(Generally Grade 10, open to 10-12, 1 year, 1 credit)

This integrated course examines concepts in algebra, functions, trigonometry, statistics, and probability The curriculum will also investigate transformations, graphing, and problem solving, and introduce students to modelling with more complex functions The course also incorporates the use of technology, such as the graphing calculator, as well as online resources Students will develop their communication skills, which extends to include written pieces of work Students completing this course will be best prepared for either of the IBDP Standard Level courses The IBDP Higher Level courses will also be open to students completing Integrated Mathematics Standard, however if considering this pathway the student should let the teacher know as soon as possible because supplementary work would need to be completed to support a smooth and successful transition

Prerequisite recommendations: successful completion of Maths 9, equivalent or placement

Integrated Mathematics Extended

(Generally Grade 10, open to 10-12, 1 year, 1 credit)

This integrated course is designed to move quickly through the topics described above and then extend into additional topics The curriculum includes a thorough treatment of functions, transformations, trigonometry, logarithms, sequences and probability Additional topics students may study could include an introduction to differential calculus or inferential statistics

Students also make use of technology, such as the graphing calculator, as well as other online resources, to investigate concepts and mathematical proofs They will develop their communication skills, which extends to include written pieces of work This fast-paced and demanding course will best prepare students for either of the IBDP Higher Level courses or an AP mathematics course, but students may also consider either of the IBDP Standard Level courses

Prerequisite recommendations: successful completion of Maths 9 at extension level, equivalent or placement

Mathematics in Context (offered in alternating years) (Grades 11 or 12, 1 year, 1 credit)

This is a non-IBDP course designed for students with a modest maths background Students will learn and continue to develop skills in algebra, trigonometry, functions, probability, statistics, sequences and series, financial applications, and mathematical modelling This course is designed to be accessible for every student at ISB but nevertheless it is challenging and requires significant commitment and effort on the part of the student Students will also make use of technology, such as the graphing calculator, to help them develop mathematically In addition, students will also develop their communication skills through discussions and written work

Prerequisite recommendations: successful completion of Integrated Mathematics Core, equivalent or placement

Mathematics in Action (offered in alternating years) (Grades 11 or 12, 1 year, 1 credit)

This is a non-IBDP course designed for students with a modest maths background Students will learn and continue to develop skills in algebra, trigonometry, functions, probability, statistics, sequences and series, financial applications, and mathematical modelling This course is designed to be accessible for every student at ISB but nevertheless it is challenging and requires significant commitment and effort on the part of the student Students will also make use of technology, such as the graphing calculator, to help them develop mathematically In addition, students will also develop their communication skills through discussions and written work

Prerequisite recommendations: successful completion of Integrated Mathematics Core, equivalent or placement

AP Statistics (offered in alternating years)

(Grades Generally 11 or 12, 1 year, 1 credit)

AP Statistics is an introductory college-level statistics course that introduces students to the major concepts and tools for collecting, analysing, and drawing conclusions from data Students cultivate their understanding of statistics using technology, investigations, problem solving, and writing as they explore concepts like variation and distribution; patterns and uncertainty; and data-based predictions, decisions, and conclusions The four broad conceptual themes are exploring data, designing a study, anticipating patterns using simulations and probability, and statistical inference The major emphases are reading, writing, conceptual understanding, interpretation and judgement, analysis, the ability to compare and contrast

Prerequisite recommendations: Successful completion of Integrated Mathematics Extended or equivalent, ELD Bridging or higher

AP Calculus AB (offered in alternating years)

(Grades Generally 11 or 12, 1 year, 1 credit)

AP Calculus AB is an introductory college-level course that focuses on students’ understanding of differential and integral calculus concepts and provides experience with methods and applications Through the use of big ideas of calculus (e g , modelling change, approximation and limits, and analysis of functions), this course becomes a cohesive whole, rather than a collection of unrelated topics This course requires students to use definitions and theorems to build arguments and justify conclusions The courses feature a multi-representational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally Exploring connections among these representations builds understanding of how calculus applies limits to develop important ideas, definitions, formulas, and theorems A sustained emphasis on clear communication of methods, reasoning, justifications, and conclusions is essential Technology is used regularly to reinforce relationships among functions, to confirm written work, to implement experimentation, and to assist in interpreting results

Prerequisite recommendations: Successful completion of Integrated Mathematics Extended or equivalent

IB Mathematics: Applications and Interpretation

Higher Level 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This course is designed to provide students with a practical and applied understanding of mathematics with an emphasis in real-world contexts It aims to develop mathematical modelling, statistical analysis and critical thinking skills, preparing them for further studies in fields that require a strong foundation in applied mathematics such as studies in the natural sciences, social sciences,

statistics, and other areas Major concepts studied in this course include: number and algebra, including algebraic structures and manipulation of algebraic expressions, complex numbers; analysing, interpreting and modelling various types of functions; applying geometric and trigonometric concepts including vectors, matrices and graph theory; exploring probability theory and statistical and hypothesis testing; and differential and integral calculus The course makes extensive use of technology to allow students to explore and construct mathematical models Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures Students who wish to take Mathematics: applications and interpretation at higher level will have good algebraic skills and experience of solving real-world problems They will be students who get pleasure and satisfaction when exploring challenging problems and who are comfortable to undertake this exploration using technology

Prerequisite recommendations: successful completion of Integrated Mathematics Standard/Extended, equivalent, or placement.

IB Mathematics: Applications and Interpretation

Standard Level 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This course is designed to provide students with a foundational understanding of applied mathematics and its practical applications It aims to develop students' ability to analyse real-world situations, interpret mathematical models, and make informed decisions based on mathematical reasoning Throughout the course, students are encouraged to apply mathematical concepts to practical situations, use technology effectively, and develop a strong understanding of the real-world relevance of mathematics Major concepts studied in this course include: number and algebra, including algebraic structures and manipulation; analysing, interpreting and modelling with a variety of functions; applying geometric and trigonometric concepts and spatial relationships; probability, data analysis and statistical tests; and an introduction to the foundations of differential and integral calculus

The course makes extensive use of technology to allow students to explore and construct mathematical models Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures Students who wish to take Mathematics: applications and interpretation at standard level will have good algebraic skills and experience of solving real-world problems

Prerequisite recommendations: successful completion of Integrated Mathematics Standard/Extended, equivalent, or placement

IB Mathematics: Analysis and Approaches Higher Level 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This course is designed to provide students with a comprehensive and rigorous understanding of advanced mathematical concepts and techniques There is an emphasis on the development of mathematical reasoning, critical thinking, and problem-solving skills The course is structured around the exploration of mathematical theories, proofs, and applications with a focus on developing a deep understanding of the underlying principles Major concepts studied in this course include: functions and equations and understanding their behaviours and properties; number and algebra, including complex numbers and vectors, while studying algebraic structures; differential and integral calculus; probability and statistics, including probability theory; and mathematical proof, specifically understanding and constructing proofs while developing skills in logical reasoning and mathematical arguments While this course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of choice of course, it maintains a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments Students who wish to take Mathematics: analysis and approaches at higher level will have strong algebraic skills and the ability to understand simple proof They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems

Prerequisite recommendations: successful completion of Integrated Mathematics Standard/Extended, equivalent, or placement

IB Mathematics: Analysis and Approaches Standard Level 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This course is designed to provide students with a foundational understanding of a variety of mathematical concepts and techniques It aims to develop mathematical reasoning, critical thinking, and problem-solving while preparing students for further studies in fields relating to mathematics The course covers a range of topics with an emphasis on understanding basic theory and proof as well as the application of mathematics in various contexts Major concepts of study include: functions and equations, as well as algebraic structures; number and algebra, including properties and structures; an introduction to foundational concepts in differential and integral calculus and applications to real-world contexts; and exploring probability theories and analysing and interpreting data using statistical methods While this course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of choice of course, it maintains a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments Students who wish to take Mathematics: analysis and approaches at standard level will have a strong understanding of fundamental mathematical concepts and strong analytical thinking skills

Prerequisite recommendations: successful completion of Integrated Mathematics Standard/Extended, equivalent, or placement

SCIENCES

Integrated Science

(Generally 10 - open to 10-12, 1 year, 1 credit)

Integrated Science is the normal course selection for grade 10 students to continue their exploration and preparation in sciences It focuses on developing the skills and conceptual understandings required for success in any of the IB Sciences and broadens the scientific knowledge acquired in previous studies of science This course has core content related to the IB Science subjects offered at ISB, and emphasis being put on developing scientific inquiry skills and aptitudes There are also Investigation modules which permeate the whole course that provide students with the opportunity to apply the skills and understandings they learn to solving their own research questions

Prerequisite recommendations: none

Biology

(Grade 10-12, 1 year, 1 credit)

This biology course is designed for students to have a focused approach to learning biology It can also prepare students who are interested in taking AP Biology in following years This class is open to grade 11 and 12 students who have successfully completed the equivalent of a grade 10 science course, however is only open to Grade 10 students if they are concurrently enrolled with another science course (Integrated Science, Chemistry, or AP Physics 1) and have a strong interest and previous successful performance in science courses Units of focus will be on: Ecological Systems, Evolution, Celular Systems, Genetics The four big ideas that are central to deep and productive understanding in this course are:

The process of evolution drives the diversity and unity of life

Growth and reproduction in biological systems are dependent upon the cycling of matter and the transformation of energy

Biological systems, occurring at various scales, respond and adapt to stimuli in order to maintain dynamic homeostasis

Genetic mechanisms are essential to maintaining biological systems

Prerequisite recommendations: for grade 11/12 students: Successful completion of a laboratory science Grade 10 credit for grade 10 students, demonstrated interest and success in science related fields, concurrent enrollment in two Science courses (Biology + one from Chemistry, Integrated Science, or AP Physics 1 with special permission)

Chemistry

(Grade 10-12, 1 year, 1 credit)

This chemistry course is designed for students to have a focused approach to learning chemistry It covers fundamental concepts of science practice, general and physical chemistry: Structure and Properties of Matter, Phase Transitions, Chemical Bonding and Interactions, Chemical Quantities, Chemical Transformations (electron and proton transfer reactions, thermochemistry and kinetics)

While expanding students' chemistry knowledge and laboratory skills, the course develops transferable skills like problem solving, data analysis, evidence-based writing, reasoning, creative thinking or computer literacy (especially working with spreadsheets & data loggers)

The course prepares for further studying chemistry in an AP Chemistry course, but it is also an accessible course for students not planning to to continue with any externally examined pathways To continue in an IB chemistry class is also possible, although in some parts repetitive, especially on the Standard Level

Prerequisite recommendations: for grade 11/12 students: Successful completion of a laboratory science Grade 10 credit for grade 10 students, demonstrated interest and success in science related fields; concurrent enrollment in two Science courses (Chemistry + one from Biology, Integrated Science, or AP Physics 1 with special permission)

AP Physics 1

(Generally grade 11-12, 1 year, 1 credit)

The AP Physics program provides a systematic study of the principles of physics and emphasises the development of critical thinking and problem-solving ability The course covers Newtonian mechanics including rotational dynamics and angular momentum, work, energy and power, mechanical waves and sound It also introduces electric circuits It is assumed that the student is familiar with algebra and basic trigonometry This course offers the essential foundation in physics, preparing students for science related courses

Prerequisite recommendations: Strong mathematics background (specifically in Algebra) Grade 10 students must have a minimum of grade 6 in both Math and Science from grade 9 for consideration

AP Chemistry (offered in alternating years)

This highly challenging college-level course provides students with an understanding of the concepts and principles required in preparation for the AP Chemistry exam AP Chemistry is designed to offer a rigorous and challenging course covering chemical principles typical of college-level general chemistry courses Students learn the usefulness and relevance of chemistry in both their intended areas of study and in the everyday world

Laboratory experiments are integrated into the classroom, and play a vital role in the understanding of chemistry

Topics covered include acid-base theory, atomic theory, bonding and molecular structure, electrochemistry, equation writing, equilibrium, gas behaviour, kinetics, nuclear chemistry, chemical periodicity, oxidationreduction, states of matter, stoichiometry, and thermodynamics

Prerequisite recommendations: Successful completion of one full year of a Chemistry course and strong mathematical skills

AP Biology (offered in future)

(Generally grade 11-12, 1 year, 1 credit)

Prerequisite recommendations: Successful completion of one full year of a Biology, and a Chemistry course

IB Biology SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

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 analyse data, collaborate with peers, and reflect, evaluate and communicate their findings

Prerequisite recommendations: Successful completion of a laboratory science Grade 10 credit

HS PROGRAMME OF STUDIES COURSE

OFFERINGS - SCIENCES

IB Biology HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

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 analyse data, collaborate with peers, and reflect, evaluate and communicate their findings

The HL course will study the same core content as SL along with added Additional Higher Level content This content increases the depth of scientific understanding and requires a faster pacing through the course

Prerequisite recommendations: Successful completion of a laboratory science Grade 10 credit

IB Chemistry SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year) -

There is a wide range of quantitative and qualitative material studied, and so skills in mathematics as well as critical thinking, communication and problem solving contribute to success Chemistry is taught through a conceptual approach with wide ranging ideas introduced and developed over two years The topics covered include atomic theory (which provides a basis for understanding the mole concept), bonding, periodicity, energetics, kinetics and equilibria, organic chemistry and spectroscopic techniques, acids and bases and redox processes There is regular laboratory work to build practical and analytical skills, leading to a final piece of individual research in grade 12 This project counts 20% towards the final IB grade, with the remaining 80% assessed by written examinations

Prerequisite recommendations: Successful completion of a laboratory science Grade 10 credit

IB Chemistry HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

There is a wide range of quantitative and qualitative material studied, and so skills in mathematics as well as critical thinking, communication and problem solving contribute to success Chemistry is taught through a conceptual approach with wide ranging ideas introduced and developed over two years The topics covered include atomic theory (which provides a basis for understanding the mole concept), bonding, periodicity, energetics, kinetics and equilibria, organic chemistry and spectroscopic techniques, acids and bases and redox processes There is regular laboratory work to build practical and analytical skills, leading to a final piece of individual research in grade 12 This project counts 20% towards the final IB grade, with the remaining 80% assessed by written examinations

Although the topics overlap with those of standard level, they are studied to greater depth, using more complex theoretical approaches and with more emphasis on mathematical approach to problem solving

Prerequisite recommendations: Successful completion of a laboratory science Grade 10 credit. Suggested strong mathematical ability

IB Physics SL 1 and 2

Grades 11-12, 2 years, 1 credit each year)

This course provides an introduction to key topics in classical and modern physics, along with insight into the methods used by scientists The course places emphasis on conceptual, mathematical and problem-solving aspects of Physics There is continual laboratory work to build skills leading to a final piece of individual research

Prerequisite recommendations: Successful completion of a laboratory science Grade 10 credit Suggested strong mathematical ability

IB Physics HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This course provides a detailed study of key topics in classical and modern physics, along with insight into the methods used by scientists Topics are treated rigorously and mathematical analysis is an essential part of the course There is continual laboratory work to build skills leading to a final piece of individual research

Prerequisite recommendations: Successful completion of a laboratory science Grade 10 credit Suggested strong mathematical ability

HS PROGRAMME OF STUDIES COURSE

OFFERINGS - SCIENCES

IB Environmental Systems and Societies SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

Using a systems approach, the course provides students with a coherent perspective on the interrelationships between and within ecosystems and societies; one that enables them to analyse environmental issues, evaluate strategies for addressing them and adopt an informed personal response Practical work in the laboratory and in the field is an integral part of the course This course is only offered at Standard Level and can count as a Group 3 and/or 4 subject (Social Science and or Science)

NOTE: students should be aware that the exam requirement for this course involves the writing of essays which differs from the other IB sciences

Prerequisite recommendations: Successful completion of a laboratory science

Grade 10 credit

IB Environmental Systems and Societies HL 1 and 2 (New in 2024/2025)

(Grades 11-12, 2 years, 1 credit each year)

ESS HL provides students with an understanding of the interrelationships between ecosystems and societies; one that enables them to analyse environmental issues and evaluate strategies for addressing them The six central concepts; stewardship, sustainability, systems, equilibrium, perspectives, and justice permeate throughout the course Units studied include ecology, water, land, biodiversity, atmosphere and climate change, natural resources, and human populations and urban systems In addition, students study higher level extension topics that include environmental geology and environmental economics, ethics and law Practical work in the field is an integral part of the course This course can count as a Group 3 and/or 4 subject (Social Science and or Science)

NOTE: students should be aware that the exam requirement for this course involves the writing of essays which differs from the other IB sciences

Prerequisite recommendations: none

IB Sports Exercise and Health Science SL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

Sports, Exercise and Health Science (SEHS) is a course that offers students the opportunity to discover the scientific principles that underlie sport, fitness and wellbeing As with other group 4 subjects, students develop understanding of scientific concepts through a combination of practical work and classroom study It is important to realise that for this course, students are not assessed on their sporting ability or fitness, but instead on their knowledge and understanding of the science

This subject might well appeal to students who Are interested in understanding the science behind the sports they love

Are considering a career in the rapidly growing sports and leisure industries

Would prefer to study a science where all the subject matter has relevance to human health and well-being

Want to find out more about the issues surrounding sport and physical well-being that feature in current affairs

The three themes studied in this course are exercise physiology and nutrition, motion and biomechanics, and sports psychology and motor learning The course is organised so that the underlying concepts are emphasised, with authentic contexts from a range of sport and health scenarios providing links between the themes The course also emphasises the development of key practical and mathematical skills that support the process of scientific inquiry

Practical work can involve laboratory experiments or fieldwork activities, and, as with other group 4 science subjects, there is an individual investigation involving practical work to complete

Prerequisite recommendations: Successful completion of a laboratory science

Grade 10 credit

HS PROGRAMME OF STUDIES COURSE

OFFERINGS - SCIENCES

IB Sports Exercise and Health Science HL 1 and 2 (Grades 11-12, 2 years, 1 credit each year)

Sports, Exercise and Health Science (SEHS) is a course that offers students the opportunity to discover the scientific principles that underlie sport, fitness and wellbeing As with other group 4 subjects, students develop understanding of scientific concepts through a combination of practical work and classroom study It is important to realise that for this course, students are not assessed on their sporting ability or fitness, but instead their knowledge and understanding of the science

This subject might well appeal to students who Are interested in understanding the science behind the sports they love

Are considering a career in the rapidly growing sports and leisure industries

Would prefer to study a science where all the subject matter has relevance to human health and well-being

Want to find out more about the issues surrounding sport and physical well-being that feature in current affairs

The three themes studied in this course are exercise physiology and nutrition, motion and biomechanics, and sports psychology and motor learning The course is organised so that the underlying concepts are emphasised, with authentic contexts from a range of sport and health scenarios providing links between the themes The themes are the same as those in the SL course, but for each one there is additional higher level material which offers the opportunity to gain a more in-depth understanding of the content The course also emphasises the development of key practical and mathematical skills that support the process of scientific inquiry

Practical work can involve laboratory experiments or fieldwork activities, and as with other group 4 science subjects, there is an individual investigation involving practical work to complete

Prerequisite recommendations: Successful completion of a laboratory science

Grade 10 credit.

BTEC Sport 1 (offered each year)

(Grades 10-12, 1 year, 1 period/1 credit)

The BTEC Sport program provides a practical and projectbased learning opportunity for students to explore, engage and develop skills in a future profession in the growing sport and related settings The BTEC qualification provides industry and university recognised qualification After completing this 1-year course, students are eligible to receive the BTEC Sport international Level 3 Certificate Students may continue onward in the BTEC program in 1-2 block options each of the next 2 yearsearning higher level BTEC qualifications like the Subsidiary, Diploma and up to the Extended Diploma

Units in this course include: Health, Wellbeing & Sport Fitness Testing Nutrition for Physical Performance Ethics, Behaviours & Values

Prerequisite: interest in working in the sports industry, fitness or health-related professions Grade 10 students may take this as an elective if they're on track with graduation requirements.

BTEC Sport 2A (offered in alternating years with 3A) (Grades 11-12, 1 year, 1 period/1 credit)

The BTEC Sport program provides a practical and projectbased learning opportunity for students to explore, engage and develop skills in a future profession in the growing sport and related settings The Sport 2A course is offered for the 2024-2025 school year This course is required for BTEC Sport Diploma & Extended Diploma tracks This course alternates every other year with Sport 3A Must also be enrolled in prerequisite/concurrent courses in order to earn BTEC qualification Otherwise only ISB credit is awarded

Units in this course include: Applied Sports Anatomy & Physiology Careers in the Sport & Active Leisure Industry Sports Development

Prerequisite or concurrent: BTEC Sport 1 for BTEC qualification If concurrent with BTEC Sport 1, one independent study recommended

BTEC Sport 2B (offered in alternating years with 3B) (Grades 11-12, 1 year, 1 period/1 credit)

The BTEC Sport program provides a practical and projectbased learning opportunity for students to explore, engage and develop skills in a future profession in the growing sport and related settings The Sport 2B course is offered for the 2024-2025 school year This course is required for BTEC Sport Extended Diploma track This course alternates every other year with Sport 3B Must also be enrolled in prerequisite/concurrent courses

HS PROGRAMME OF STUDIES COURSE

OFFERINGS - SCIENCES

in order to earn BTEC qualification Otherwise only ISB credit is awarded

Units in this course include: Sport Injury Management Business in Sport Enterprise & Entrepreneurs

Prerequisite or concurrent Sport 1 & 2A for BTEC qualification. If concurrent with Sport 1 and/or 2A, recommend one independent study block in schedule

BTEC Sport 3A (offered in alternating years with 2A) (Grades 11-12, 1 year, 1 period/1 credit)

The BTEC Sport program provides a practical and projectbased learning opportunity for students to explore, engage and develop skills in a future profession in the growing sport and related settings The Sport 3A course is offered for the 2025-2026 school year This course is required for BTEC Sport Diploma & Extended Diploma tracks This course alternates every other year with 2A Must also be enrolled in prerequisite/concurrent courses in order to earn BTEC qualification Otherwise only ISB credit is awarded

Units in this course include:

Practical Sport Performance Technical & Tactical Skills in Sport

Sports Psychology Influence of Technology in Sport

Prerequisite or concurrent BTEC Sport 1 for BTEC qualification If concurrent with BTEC Sport 1, one independent study recommended in schedule

BTEC Sport 3B (offered in alternating years with 3A) (Grades 11-12, 1 year, 1 period/1 credit)

The BTEC Sport program provides a practical and projectbased learning opportunity for students to explore, engage and develop skills in a future profession in the growing sport and related settings

The Sport 3B course is offered for the 2025-2026 school year This course is required for BTEC Sport Extended Diploma track This course alternates every other year with Sport 2B Must also be enrolled in prerequisite/concurrent courses in order to earn BTEC qualification Otherwise only ISB credit is awarded

Units in this course include:

Research Project

Sports Journalism

Prerequisite or concurrent Sport 1 & 2A for BTEC qualification If concurrent with Sport 1 and/or 2A, recommend one independent study block in schedule

IB Computer Science SL/HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

Computer science explores computer system fundamentals, computer organisation, and networks using both a theoretical and practical approach It offers students an opportunity to discover and practice computational thinking, problem-solving and programming This “core” content is completed by one optional topic selected by the teacher amongst the following: databases, modelling and simulation, web science or object-oriented programming

Students taking Computer Science at the Higher Level must also investigate abstract data structures, resource management (such as primary memory, secondary storage, processor speed, bandwidth, screen resolution, etc ) and control (such as found in automatic doors, heating systems, taxi metres, elevators, etc )

All students must complete an Internal Assessment that allows them to demonstrate their skills in a practical project, through the development of a product and associated documentation

Computer Science might appeal to students with a variety of career interests, from science to business and economics but it is particularly suited for students who consider IT-related careers such as computer engineering and computer science

Prerequisite recommendations: Previous programming experience is highly recommended for HL candidates

PHYSICAL HEALTH EDUCATION

HS PROGRAMME OF STUDIES

COURSE OFFERINGSPHYSICAL HEALTH EDUCATION

Physical Education and Health

(Grade 10, 1 year, 1 credit)

Emphasis is placed on conceptual understandings and application, as well as movement

Students engage in both individual and team activities to practise their skills and apply them with accuracy in a range of performance environments

Assessment focuses on demonstration of technique, an understanding of concepts and strategies, plus active and positive engagement

Within health, the focus is on the interrelationship between the way we live our lives and our level of wellness Units include mental health, first aid, relationships and sexual education

Prerequisite recommendations: None

HS PROGRAMME OF STUDIES

COURSE OFFERINGSARTS, DESIGN, AND TECHNOLOGY

ARTS, DESIGN, & TECHNOLOGY

VISUAL ARTS

Studio Art

(Grades 10 – 12, 1 year, 1 credit)

Areas covered in this course: Visual Culture, Contemporary Art, Art History, Drawing, Painting, Printmaking and Sculpture

Students are encouraged, in this course, to develop autonomy through concepts and think about the purpose and visual impact of their work Studio Art is designed to give students a broad experience of diverse and contemporary art practices that will enable them to combine, juxtapose, deconstruct, reconstruct, experiment and invent original forms of visual expression Students will be given instruction in the use of varied media that may include acrylic, watercolours, pastels, collage, printmaking and sculpture so they may effectively express their ideas in innovative visual forms An emphasis will be placed on the development of investigative skills, in order to better prepare students who are considering studying IB DP or BTEC Visual Arts Students will explore art works and visual culture to better understand a broad cross section of ideas that underpin making art, draw upon personal experiences, develop historical awareness and broaden cultural understanding Arts Students are required to keep a sketchbook for documenting projects and idea development

This course is recommended for students interested in exploring all forms of artmaking This is also an ideal course for those considering taking IB Visual Arts or BTEC Art and Design

Prerequisite recommendations: none

Drawing and Painting

(Grades 10-12, 1 year, 1 credit)

Areas covered in this course: Explorations in pencil, pen, dry media, paint, and mixed media approaches to drawing

Drawing and Painting is a foundation for the Visual Arts, and is highly regarded by all fields of art production and design today In this class students will learn about the qualities of line, shape, tone, texture, rhythm, composition, space, colour, scale and proportion through artistic research and practice Units of work include, still -

life, landscape, perspective, portrait, figurative and expressive drawing and painting Students will develop skills and confidence in observation and mark making by exploring techniques and using technology to assist them in reaching their desired goals

This course is recommended for students interested in exploring the foundational skills of drawing and painting and wish to develop these skills in a variety of contemporary and traditional media This is also an ideal course for those considering taking IB Visual Arts or BTEC Art and Design

Prerequisite recommendations: none

Graphic Design

(Grades 10-12, 1 year, 1 credit)

Areas covered in this course: Printmaking, Digital Photography, Photoshop Manipulation and Design, Illustration & Vector Graphics, Iconology, Infographics, Storyboarding, Graphic Novel, Typography, Poster Design, Logo Design and Time based media

This course will introduce students to the visual elements and design principles that are integral to Graphic Design It is envisaged that students will develop skills and confidence in creative processes and innovative thinking while learning and improving traditional drawing skills as well as design programs such as Photoshop and Illustrator

Students will get the opportunity to investigate time based sequential art (video/animation), and various techniques of image production, through printmaking, computer graphics and digital Photography

This course is recommended for students who wish to explore visual communications through digital media

Prerequisite recommendations: none

Textile and Fashion Design (Grades 10-12, 1 year, 1 credit) Areas covered in this course include: Hand stitching and machine sewing, embroidery, textile craftwork, textile printing, research into designers, basic garment construction techniques using recycled and upcycled materials, and digital portfolios

This hands-on design focused course is structured to offer students an introduction to the manipulation of various textiles and materials as well as an understanding of the design process and garment/product construction Projects will be based around the Design Cycle, a process that focuses on research and development and the creation of an actual product with an intended purpose

The students will gain a sense of what it's like to work with textiles for both craft and fashion purposes Projects will be balanced between research and practical tasks, and digital portfolios will include concept plans with designs/sketches, material planning, and reflections Students will have opportunities to showcase their work and take their completed products with them for practical use Assignments are set to encourage individual creativity while learning textile skills and the process of design

This course is recommended for students who love to create or want to explore using fabric and textile craft materials

Prerequisite recommendations: none

IB Visual Arts SL/HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

There are three assessed components to this course: Process Portfolio (Visual journal) 40%, Exhibition work 40% and Comparative study 20% The Process Portfolio and Comparative Study are externally assessed by the IB, and the Exhibition is internally assessed by the instructor (moderated by the IB)

Over the two year course students investigate the process of art making, the cultural and conceptual connections between specific works of art, and a concept or theme of their own choosing via the presentation of a cohesive body of work in their final Exhibition

In the first year of the course students further develop their skills through teacher-led master class workshops in Printmaking, Painting, Sculpture and Ceramics, Textiles, Photography and Digital Media Each master class block is concluded with a Brief where students utilize and demonstrate the skills learned through personal conceptual research projects The Visual Journal is intended to document and support all experimentation, research, perseverance and development of ideas, and informs the process work used for the digital Process

HS PROGRAMME OF STUDIES COURSE OFFERINGSARTS, DESIGN, AND TECHNOLOGY

Portfolio in year two for submission The second year of the course is student-led as they start to develop their vision for their final Exhibition Exhibition work is selected at the end of year two from the entire body of work This can be any refined works of art, with support from the Visual Journal

The Comparative Study is an externally assessed element where students will compare and contrast artists conceptually, culturally, and formally through academic research

Three visits to major European art collections during the course are organised, and is a mandatory requirement to support the investigation undertaken in the Comparative Study as well as inspiration for practical work Students taking this course at the higher level (HL) are expected to produce a larger body of work with greater depth and breadth, and therefore have more class time hours than standard level (SL)

Prerequisite recommendations: None, however it is recommended that students have prior experience in a formal art class environment, and a strong interest in visual art Studio Art and 2D Drawing and Painting are great foundational courses

BTEC Art and Design 1 (Grades 11-12), 1 year, 3 blocks + 1 independent studio block (for extended diploma), 3 credits)

The BTEC Art & Design program provides practical and project-based assessments that enable students to demonstrate skills that are valuable across the creative industry such as analysis, planning, organisation and critical thinking in the context of developing practical outcomes

Students completing the first year of this two-year programme are eligible to receive either the Pearson BTEC International Level 3 Subsidiary Diploma or Foundation Diploma Students continuing into the second year of this programme will then be eligible to receive either the Pearson BTEC International Level 3 Diploma or Extended Diploma

Each student is able to access the full range of achievement using the artistic medium best suited to them

Units in this course include:

Skill development workshops Responding to a Client Brief Creative Response Project

Prerequisite recommendations: interest in working in the Art & Design Industry or Visual Art related professions Grade 10 Visual Art classes are great foundational prior courses

BTEC Art and Design 2

(Grade 12, 1 year, 3 blocks + 1 independent studio block (for extended diploma), 3 credits)

The BTEC Art & Design program provides practical and project-based assessments that enable students to demonstrate skills that are valuable across the creative industry such as analysis, planning, organisation and critical thinking in the context of developing practical outcomes

After completing the 2 years, students are eligible to receive the Pearson BTEC International Level 3 Extended Diploma in Art and Design

Each student is able to access the full range of achievement using the artistic medium best suited to them

Units in this course include:

Personal Professional Progression (Portfolio for applications included)

Practical Investigation Project

Extended Personal Project (with Exhibition)

Prerequisite: BTEC Art & Design 1

HS PROGRAMME OF STUDIES

COURSE OFFERINGSARTS, DESIGN, AND TECHNOLOGY

Art Portfolio Prep course (Grades 11-12, 1 year,1 credit)

One-year Independent Portfolio Prep course, exclusively crafted for Grade 11 and 12 students seeking to refine their creative prowess Students will design a creative portfolio for university and academy applications and fill them with content tailored to your individual requirements

Throughout the course, students will curate their own course with careful consideration with their teacher and counselors Students will choose a media of focus and then engage in teacher-led master class workshops Their focus could be Drawing, Printmaking, Painting, Sculpture, Ceramics, Textiles, Photography or Adobe design suites

Students will keep a Visual Journal of experimentation, research and development to transform into a digital process portfolio The course's pinnacle is the selection of works for the final creative Portfolio (suited for applications) and Exhibition, showcasing their growth as an artist

Mandatory visits to major European Art collections enriches the course, providing vital inspiration and supporting the Comparative Study

Prerequisite recommendations: G10 art course and an interest in working in the Art & Design Industry or Visual Art related professions

HS PROGRAMME OF STUDIES COURSE OFFERINGSARTS, DESIGN, AND TECHNOLOGY

PERFORMING ARTS

Theatre

(Grades 10-12, 1 year, 1 credit)

Students will delve into a diverse array of drama techniques, fostering the enhancement of essential life skills such as confidence, interpersonal dynamics, public speaking, collaboration, creative thinking, and risk-taking Throughout the program, students will actively engage in various projects, providing them with ample opportunities to apply the acquired drama skills in small-scale performances

The course encompasses a variety of disciplines, including acting, directing, the creation of original theatrical pieces, fight choreography, theatrical makeup design, puppetry, improvisation, and mask work Students will not only participate in these artistic endeavors but will also be challenged to pitch ideas, develop strategic action plans, collaboratively craft theatrical productions, master effective communication and leadership within a group setting, gain insights into production elements, and analyze dramatic texts

This course is tailored for students seeking to refine and expand their communication, self expression and creativity skills

Prerequisite recommendations: none

IB Theatre SL/HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

This course offers valuable benefits to students aiming to enhance their communication, interpersonal, collaboration, project management, and research skills within a creative and dynamic environment Grounded in practicality, the first year of the program guides students through the essential four main IB Theatre assessment projects As they progress into the second year, students enjoy the freedom to explore diverse theories, traditions, themes, and plays that align with their interests, applying them to the four assessment projects

The multifaceted nature of the course requires students to play various roles as actors, directors, and technicians, fostering a holistic understanding of the theatrical process Throughout the program, students are encouraged to collaborate with peers, conduct in-depth research on dramatic theory, execute performances based on theoretical concepts, pitch creative ideas, engage in original devised work, deliver oral presentations, and create reflective portfolios documenting their progress

A notable component of the course is a three-day symposium in London, included in the school fees, where students witness professional productions, participate in seminars and workshops, creating a shared reference point for their collective learning over the two-year duration

Prerequisite recommendations: none

Technical Theatre (Grades 10-12, 1 year, 1 credit)

This course introduces students to the tools, materials, and processes involved in the design and construction of theatre scenery, lighting, audio, and running crews The course will focus on the creative process that goes into live performance and on the hands-on production realisation: project-based construction and painting, lighting, sound, audio and projection The class will learn to function as a stage crew through practical experience on the ISB stage Crew participation with hands-on experience in at least two after-school evening events in the ISB Theatre is required as part of the assessment criteria

Prerequisite recommendations: none

Advanced Technical Theatre (Grades 11-12, 1 year which can be repeated, 1 credit)

This course is an extension of the Technical Theatre course Students will take on leadership roles in scenic design and operation of technical elements for various shows, concerts, and meetings that take place in the theatre throughout the year They will gain practical experience in design (scenic, lighting, audio, projection), lighting, audio and projection operation, stage management, and begin exploring higher level theatre management and jobs in professional theatre Crew participation with hands-on experience in at least one after-school mainstage theatre production (HS, MS, and/or ES) in the ISB Theatre is required as part of the assessment criteria

Prerequisite recommendations: Technical Theatre and Instructor Permission

HS Filmmaking

(Grades 10–12, 1 year, 1 credit)

Filmmaking is the Seventh Art, building on each student’s skills whether they be a visual artist, writer, actor, director, designer, musician, photographer or editor As a bonus: filmmaking gives powerful evidence for university applications of a student’s creativity, grit, leadership and passions Students learn to write, produce and edit short films with the best locations and equipment ISB has to offer, and enter them to represent ISB in festivals worldwide Course work can be done strictly during course hours, but filmmaking students can borrow equipment for more ambitious projects beyond ISB, and earn course or CAS credit for recording Arts and athletic events

Students tell the stories they want to tell–both fictional and documentary–and along the way hone their skills, nurture their talents, and define their voice and vision

Prerequisite recommendations: none

Digital Music

(Grades 10-12, 1 year which can be repeated, 1 credit per year)

This course is for students with an interest in composition and performance using keyboard synthesisers and computers An understanding of basic keyboard skills and music theory is not necessary as these concepts will be covered throughout the course Many styles of music will be explored

Prerequisite recommendations: none

HS Choir

(Grades 10-12, 1 year which can be repeated, 1 credit per year)

This course is designed to introduce students to a wide variety of vocal music Classical, pop, jazz, music from musicals, and music from around the world, (to name a few) will be explored and performed Singers will be expected to participate in at least two concerts, both on and off campus, during the year, as well as taking part in in-class performance preparation Solo opportunities for those who wish, also form an integral part of the class

Students will also learn proper breathing and vocal technique and basic music sight-reading skills Ensemble building is also essential to the course Singers will also learn, practice and perfect performance skills while exploring their passion for music

Prerequisite recommendations: none

HS PROGRAMME OF STUDIES

COURSE OFFERINGSARTS, DESIGN, AND TECHNOLOGY

Symphonic Band

(Grades 10-12, 1 year which can be repeated, 1 credit per year)

This course is designed for both returning and new students, focusing on advancing musicianship and music literacy through dynamic ensemble playing Explore diverse literature spanning contemporary, jazz, pop, soundtrack, and rock genres, guided by comprehensive lessons in to develop overall musicianship Application of this knowledge to our performances, both on and off campus, is a fundamental aspect of the band program Participation in the Symphonic Band opens doors to prestigious opportunities such as auditions for the International Honor Band, Solo and Ensemble festivals, and the Jazz@ISB program Leadership opportunities are available to those aspiring to play a pivotal role in shaping the ISB Band program’s journey Join now for a harmonious blend of music education and artistic expression

Prerequisite recommendations: A minimum of three years of experience with a wind, brass, or percussion instrument or teacher approval

Advanced Strings

(Grades 10-12, 1 year which can be repeated, 1 credit per year)

This course is designed to develop the students' passion for music and collaboration skills through exploring the strings repertoire from different musical periods and styles, including classical, jazz, pop, soundtrack music, fiddle and blues among others Classes will focus on developing the students' musicianship, literacy and instrumental technique through ensemble playing, both in a big orchestra setting and in smaller groups Leadership and solo opportunities will be made available for those who wish Students will be expected to perform in three evening concerts during the year, as well as other smaller performances on and off campus Electric and period string instruments may be used as well Students in the ensemble will have the opportunity to access additional opportunities, such as auditioning for the International Honour Orchestra and Solo & Ensemble Festivals, and participating in the after-school Chamber Music Club

Prerequisite recommendations: At least three years of experience playing a stringed instrument or teacher approval

IB Music SL/HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

The course is designed to introduce the student to the theoretical, historical, analytical, compositional and performance aspects of Western and non-Western music

The curriculum consists of a series of musical projects, performances, experiments and explorations which build on the student's individual strengths and interests Music that is both familiar and uncommon forms the basis for explorations and experiments in a large number of musical styles and genres Finding one's passion as a musician is a key element Some music theory, performance, composition, improvisation, history, and expression are all explored in detail according to the interests and strengths of each student Higher Level students choose a multimedia music / film project in addition to the SL coursework

Prerequisite recommendations: Some prior music experience, though not necessarily at an advanced level, and teacher approval

HS PROGRAMME OF STUDIES

COURSE OFFERINGSARTS, DESIGN, AND TECHNOLOGY

AP Music Theory

(Grades 9–12 (or advice/recommendation), 1 year, 1 credit)

The course is designed to introduce the student to theoretical and analytical aspects of Western music You’ll develop skills by identifying features of pitch, interval, scales and keys, chords, metre, rhythm, and other musical concepts in performed and notated music while listening to, reading and writing about, and analyzing a wide variety of music Sight-reading, ear training and musical dictation will also play a role

The class is comparable to a one- or two-semester college introductory music theory course

Prerequisite recommendations: Some prior music experience, such as familiarity with musical notation, and teacher approval

CREATIVE DESIGN AND TECHNOLOGY

Design Technology

(Grades 10-12, 1 year, 1 credit)

Design Technology is a course aimed at developing the skills of 21st Century product designers The course is structured around a project based learning approach; focusing on developing analysis, design development, synthesis and evaluation competencies The course is focused on developing computer aided design skills to create product design solutions to design challenges The challenges aim to develop critical-thinking, conceptual modelling and design skills, which can be applied in a practical context using the design cycle

The projects incorporate design challenges and encompass the following concepts:

Unit 1: Component - This foundational unit is based around the introduction to industry standard parametric software and developing competence in 3D modelling Through the lens of Lego we investigate how products can be more sustainable by utilising standardised components to create a range of products This unit also touches on design for manufacture and disassembly Students develop advanced The design element in this unit is that each student will design 3 components that will transform a basic lego figure into a character

Unit 2: Graphic Design & Packaging - In this unit students are introduced to Adobe Illustrator In the role of graphic designer students will design the decals and packaging for the Lego Minifigure

Unit 3: Wearable - In Unit 3 we explore the ergonomics of designing products for specific clients and situations Students identify situations and individuals that require a wearable product

Unit 4: Smart Stand - Product Innovation - In this unit we look at how certain products (trigger products) act as a catalyst for new products Students will learn to identify opportunities for designing through the analysis of how they (and others) use their smart devices

Prerequisite recommendations: none

HS PROGRAMME OF STUDIES

COURSE OFFERINGSARTS, DESIGN, AND TECHNOLOGY

AP Computer Science Principles (offered in alternating years or when numbers warrant)

(Grades 10–12, 1 year, 1 credit)

AP Computer Science Principles is an introductory college-level computing course that introduces students to the breadth of the field of computer science Students learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs They incorporate abstraction into programs and use data to discover new knowledge Students also explain how computing innovations and computing systems including the internet work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical

Prerequisite recommendations: none

Problem Solving through Robotics

(Grades 10–12, 1 year, 1 credit)

This course will introduce students to the world of robotics The course's goal will be to give students an opportunity to develop coding and computer science skills in a fun and dynamic environment By familiarising students with programming, sensors, and automation, students will strengthen their critical computational thinking skills needed to succeed in both the 21st century's workforce and in everyday life Whether this is a student's first exposure to robotics or an attempt to dive deeper into the world of robotics, this course will challenge all students to think logically to solve real world problems that exist in the present and problems that could potentially exist in the future The foundation for this course will be taught using Vex Robotics equipment

Prerequisite recommendations: none

Foundations of Web and App Development

(Grades 10–12, 1 year, 1 credit)

This course will be an introduction to the design, creation, and maintenance of web pages, websites, and mobile web applications Students will learn how to critically evaluate website quality, learn how to create and maintain quality web pages and applications, learn about web design standards and why they're important, investigate how to develop web applications following industry standard best practices and learn to create and manipulate images for use in their projects Topics will include but are certainly not limited to: HTML, CSS, PHP, JavaScript, and animation The course will begin with introductory work on web and app design and development to culminating projects in which students design and develop websites and applications for various real world scenarios Just as the internet is ever evolving, so is the concept of this course Student choice and interest will drive how this course will progress

Prerequisite recommendations: none

AP Computer Science Principles (offered in alternating years or when numbers warrant)

(Grades 10–12, 1 year, 1 credit)

AP Computer Science Principles is an introductory college-level computing course that introduces students to the breadth of the field of computer science Students learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs They incorporate abstraction into programs and use data to discover new knowledge Students also explain how computing innovations and computing systems including the internet work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical

Prerequisite recommendations: none

Problem Solving through Robotics

(Grades 10–12, 1 year, 1 credit)

This course will introduce students to the world of robotics The course's goal will be to give students an opportunity to develop coding and computer science skills in a fun and dynamic environment By familiarising students with programming, sensors, and automation, students will strengthen their critical computational thinking skills needed to succeed in both the 21st century's workforce and in everyday life Whether this is a student's first exposure to robotics or an attempt to dive deeper into the world of robotics, this course will challenge all students to think logically to solve real world problems that exist in the present and problems that could potentially exist in the future The foundation for this course will be taught using Vex Robotics equipment

Prerequisite recommendations: none

HS PROGRAMME OF STUDIES

COURSE OFFERINGSARTS, DESIGN, AND TECHNOLOGY

Foundations of Web and App Development (Grades 10–12, 1 year, 1 credit)

This course will be an introduction to the design, creation, and maintenance of web pages, websites, and mobile web applications Students will learn how to critically evaluate website quality, learn how to create and maintain quality web pages and applications, learn about web design standards and why they're important, investigate how to develop web applications following industry standard best practices and learn to create and manipulate images for use in their projects Topics will include but are certainly not limited to: HTML, CSS, PHP, JavaScript, and animation The course will begin with introductory work on web and app design and development to culminating projects in which students design and develop websites and applications for various real world scenarios Just as the internet is ever evolving, so is the concept of this course Student choice and interest will drive how this course will progress

Prerequisite recommendations: none

IB Computer Science SL/HL 1 and 2 (Grades 11-12, 2 years, 1 credit each year)

Computer science explores computer system fundamentals, computer organisation, and networks using both a theoretical and practical approach It offers students an opportunity to discover and practice computational thinking, problem-solving and programming This “core” content is completed by one optional topic selected by the teacher amongst the following: databases, modelling and simulation, web science or object-oriented programming

Students taking Computer Science at the Higher Level must also investigate abstract data structures, resource management (such as primary memory, secondary storage, processor speed, bandwidth, screen resolution, etc ) and control (such as found in automatic doors, heating systems, taxi metres, elevators, etc )

All students must complete an Internal Assessment that allows them to demonstrate their skills in a practical project, through the development of a product and associated documentation

Computer Science might appeal to students with a variety of career interests, from science to business and economics but it is particularly suited for students who consider IT-related careers such as computer engineering and computer science

Prerequisite recommendations: Previous programming experience is recommended for HL candidates

HS PROGRAMME OF STUDIES

COURSE OFFERINGSARTS, DESIGN, AND TECHNOLOGY

IB Design Technology SL/HL 1 and 2

(Grades 11-12, 2 years, 1 credit each year)

The course is aimed at developing an awareness of how designers work and communicate with each other The course is structured around a project based learning approach; focusing on developing analysis, design development, synthesis and evaluation competencies The projects contextualise key areas of the syllabus and incorporate design challenges They are based around the following concepts:

Form vs Function – An analysis of form and function through concept modelling

Human Dimension – Ergonomic design considerations

Innovation – Developing products for identified markets and users

The emphasis of the course is on Product Design, requiring the use of the design cycle as a framework, used to structure the inquiry and analysis of problems, design development, and the evaluation of a solution to the set challenge

Standard level and higher level have a common core of study Studying at higher level includes additional topics The distinction between SL and HL is one of breadth and depth

Prerequisite recommendations: For students choosing HL, prior exposure to designing and 3D modelling is recommended

INDEPENDENT STUDY

Independent Study (Grades 10–12, 1 year, 1 credit)

Students in High School are allowed to explore subjects and passions outside of the school’s articulated curriculum through an independent study model Independent studies fit into a students schedule to allow for ample time for the student to complete a comprehensive exploration of their proposed topic Students must speak to their counsellors in order to pursue this option to discuss if it would fit appropriately into their 4 year academic plan Independent studies are credit bearing courses in which a student will earn a Pass or Fail mark Criteria for passing and failing are outlined in the student’s independent study proposal form/contract and are assessed at the completion of the scheduled period This form/contract can be obtained from the student’s counsellor Independent studies can be student driven investigation/project based, they could be learning led by a tutor with a desired goal for completion, or may allow for a student to complete an online course

Prerequisite recommendations: Independent Study Proposal Form/Contract and Counsellor Signature

IBDP CORE

Extended Essay

From the IB Guide: The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question This is normally one of the student’s six chosen subjects for those taking the IB diploma, or a subject that a course student has a background in It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (an appropriately qualified member of staff within the school) This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen It is mandatory that all students undertake three reflection sessions with their supervisor, which includes a short, concluding interview, or viva voce, with their supervisor following the completion of the extended essay

Theory of Knowledge (TOK) in English (Grades 11-12, 2 year course, 1 credit per year)

The Theory of Knowledge (TOK) is a required course for IB Diploma Programme students, but it can also be taken as an elective by any 11th or 12th grade student The TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing In TOK, students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom The course is intended to be challenging and thought-provoking as well as empowering for students The course centres on the exploration of knowledge questions (e g How do we know what we know? What counts as good evidence for a claim?) in the five Areas of Knowledge (Mathematics, Natural Sciences, Human Sciences, History, and The Arts) and through the core theme of Knowledge and the Knower and at least two of the optional themes (Language, Technology, Politics, Religion, Indigenous Societies) By the end of the course, students must write a 1600-word essay on one of the six prescribed essay titles given out by the IB, graded externally by an IB examiner, and they will produce an exhibition to be graded internally by their instructor

This course counts as a Social Science credit for the US High School Diploma

Prerequisite recommendations: The course is required for IB diploma candidates but is open to any Grade 11 – 12 student with teacher recommendation

Théorie de la Connaissance (Theory of Knowledge in French)

(Grades 11-12, 2 year course, 1 credit per year)

See course description above

Prerequisite recommendations: TOK is required for IB Diploma Programme students but is open to any Grade 11 – 12 student with teacher recommendation

* The course will be offered in French if sufficient student enrolment is achieved

CAS

(Grades 11-12, 2 year course)

CAS is a mandatory component of the IBDP

International Citizens understand that our world is made up of many different cultures, each of which has its own perspective on the world They endeavour to understand these perspectives, and as a result become empathetic to the opinions and needs of others Developing International Citizens is an integral part of the IB Curriculum This is developed through the subjects we teach, the clubs we run, and immersion in a diverse student population as well as through the CAS (Creativity, Activity, and Service) Program CAS is at the heart of the Diploma Programme With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning CAS is organised around the three strands of Creativity, Activity and Service defined as follows

Creativity - Arts and other experiences that involve creative thinking Exploring and extending ideas leading to an original or interpretive product or performance

Activity - Physical exertion contributing to a healthy lifestyle

Service - Collaborative and reciprocal engagement with the community in response to an authentic need

A Students’ portfolio should consist of evidence of regular participation in the above three strands and completion of a Super Project A Super Project is a series of sequential CAS experiences lasting at least three months The Super Project should be completed during year one of the IBDP The CAS programme aims to develop students who: Enjoy and find significance in a range of CAS experiences

Purposefully reflect upon their experiences

Identify goals, develop strategies and determine further actions for personal growth

Explore new possibilities, embrace new challenges and adapt to new roles

Actively participate in planned, sustained, and collaborative projects

Understand they are members of local and global communities with responsibilities towards each other and the environment

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