International curriculum planners seek to ensure that the organization’s educational aims are embodied in the structure and content of the program itself. The diploma is displayed in the shape of a hexagon with six academic areas or subject groups surrounding a core of diploma requirements. Subjects are studied concurrently and students are exposed to the two great traditions of learning: the humanities and the sciences.

• Language A1: first language, including the study of selections from world literature

• Language B: second modern language programs for various backgrounds and levels

• Mathematics: mathematics HL, mathematical studies, mathematics SL, further mathematics HL

• Arts and Electives: visual art, music, a second modern language, a second subject from group 3 or 4, further mathematics SL

Diploma candidates are required to select one subject from each of the six subject groups which correspond to the principal domains of knowledge. At least three and not more than four are taken at higher level (HL), the others at standard level (SL). HL courses represent recommended minimum 240 teaching hours, SL courses minimum 150 hours. By arranging work in this fashion, students are able to achieve depth of study in the context of a broad and coherent curriculum over the two-year period. The IB pattern is a deliberate compromise between the early specialization preferred in some national systems and the greater breadth found in others. In each area of the curriculum care is taken to foster active citizenship and global perspectives.

Theory of Knowledge (TOK) is a required interdisciplinary course intended to stimulate critical reflection upon the knowledge and experience gained inside and outside the classroom. TOK challenges students to question the basis of knowledge, to be aware of subjective and ideological biases, and to develop a personal mode of thought based on analysis of evidence expressed in rational argument. The key element in the IBO’s educational philosophy, Theory of Knowledge seeks to develop a coherent approach to learning which transcends and unifies the academic subjects and encourages appreciation of other cultural perspectives.

Creativity, Action, Service (CAS) is a fundamental part of the diploma curriculum. Fifty hours must be recorded in each of the three areas during the junior and senior years for a total of 150 hours. The goal of CAS is to encourage students to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. Many students are already involved in sports, music, and other activities that will satisfy the CAS requirements.

The Extended Essay gives students an exciting opportunity to investigate a topic of special interest under the guidance of a supervisor. Students will complete their 4000 word essay during their junior and/or senior year.

COURSE DESCRIPTIONS

GROUP 1

LANGUAGE A1

IB/AP ENGLISH

HIGHER LEVEL

COURSE DESCRIPTION:

By studying World Literature throughout the ages, the IB English programme nurtures an understanding of the universal connection among people. Students analyze a variety of literature from different cultures to recognize similar and different thoughts, actions, and emotions. As students analyze various themes, genres and styles, they develop critical thinking skills. By recognizing the author’s purpose and biases and their own perception, they expand the ability to critically evaluate evidence and respect diversity.

As the students study literature, they expand their oral and written communication. Students read, discuss, and analyze quality literature; then write compositions of increasing length and complexity, or orally present their interpretations. By practicing different techniques, they present their ideas with insight, clarity, fluency, and unity.

GROUP 2

IB SPANISH B

IB FRENCH B

IB GERMAN B

STANDARD AND HIGHER LEVEL

COURSE DESCRIPTION:

The goal of the International Baccalaureate Language B programme is to teach an additional language over a two-year period to students with some previous experience of the language. The primary focus of the course is language acquisition and the development of listening, speaking, reading and writing skills.

International Baccalaureate Language B program courses give students the opportunity to expand their competence in the target language and to explore the cultures where the language is used.

GROUP 3

INDIVIDUALS AND SOCIETIES

REGIONAL STUDY - IB HISTORY OF THE AMERICAS

HIGHER LEVEL

COURSE DESCRIPTION:

History is a subject through which students gain an understanding of the world today and of different perspectives and cultures. This subject will develop students' understanding of the historical process: why there are differing interpretations of the past, and the evidence and attitudes upon which they are based. They will see why every generation rewrites history in the light of new evidence and of subsequent events, and therefore why all historical judgments are provisional.

IB/AP PSYCHOLOGY

STANDARD LEVEL

COURSE DESCRIPTION:

IB/AP Psychology is a year-long course which combines the curriculum of International Baccalaureate Psychology with the curriculum from Advanced Placement Psychology. Students who take the course will be prepared to take both exams, although most students will opt to take only one of the two.

The AP curriculum covers the basic concepts, facts, principles, and methods of psychology including:

The IB Psychology (standard level) curriculum involves an in-depth study of the biological, cognitive, and learning perspectives. Students will also study the psychology of dysfunctional behavior and research methods. All IB/AP Psychology students will complete the experimental study required by the IB program. IB Psychology can be used to fulfill either the group three or group six requirement for the IB diploma.

IB/AP Psychology is equivalent to a university-level introductory course in psychology. Students who receive a passing grade on the AP or the IB exam can receive college credit at more than 1,200 colleges and universities across the nation. There is no prerequisite for the course and it is open to qualified 11^th-12^th graders.

The Biology HL course will be taught over a period of two years along with AP Biology the first year. Students will gain an in depth background in the experimental science of biology, becoming aware of how scientists work and communicate with each other. IB Biology will include the core material, additional higher level material, options, investigations, and the group 4 project. The HL curriculum requires students to spend 60 hours on investigations of which 15 hours is devoted to the group 4 project.

The IB curriculum model applies to all Diploma group 4 subjects: biology, chemistry, environmental systems, physics and design technology. A core of material is studied by both higher and standard level students. Standard Level students will study options and complete and interdisciplinary project. The IB chemistry course is designed to develop an in-depth understanding of the major areas of chemistry. The SL curriculum requires a student to spend 40 hours of laboratory investigation time of which 15 hours is devoted to the interdisciplinary group project.

The International Baccalaureate Mathematics Program is designed to serve a diverse population of students with widely differing abilities, mathematical experience, and interests. In particular, Mathematics SL provides a sound mathematical background for students planning to pursue further studies in subject areas such as ecology, biology, economics, business administration, etc.

Differentiated methods of instruction are intended to meet the needs of students with various learning styles and ability levels. Instructional methodologies include: direct lecture, guided practice, class discussion, guided investigations and research projects, collaborative learning groups, and the use of appropriate technology.

International variations in notation are considered and, whenever appropriate, instruction includes discussion of the lives of mathematicians and their respective contributions to mathematics within historical and/or social context. Reference is made to the evolution over time of certain mathematical techniques and the divergence of different societies towards certain areas of mathematics. The universality of mathematics as a language is stressed.

Students electing to take Mathematics SL will be required to successfully complete a rigorous “pre-IB” course: Accelerated Algebra II with Trigonometry (honors level). During this course, students will be exposed to introductory levels of both the IB content and assessment elements of the Mathematics SL course.

The International Baccalaureate Mathematics Program is designed to serve a diverse population of students with widely differing abilities, mathematical experience, and interests. In particular, Mathematical Studies SL provides an opportunity for students to develop the skills needed to apply mathematics to real life situations in an increasingly technological environment.

Students electing to take Mathematical Studies SL (combined with Advance Placement Statistics) will be required to successfully complete a rigorous “pre-IB” course: Accelerated Algebra II with Trigonometry (honors level). During this course, students will be exposed to both the IB content and assessment elements of the Mathematical Studies SL course.

The International Baccalaureate Mathematics Program is designed to serve a diverse population of students with widely differing abilities, mathematical experience, and interests. In particular, Mathematics HL is a demanding course that requires students to study a broad range of mathematical topics. It serves students for whom advanced mathematics will be a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering, or technology.

Students electing to take the two-year sequence for Mathematics HL, will be required to successfully complete two prerequisites: Accelerated Algebra II with Trigonometry (honors level) and Advanced Placement Statistics. During these courses, students will be exposed to introductory levels of both the IB content and assessment elements of Mathematics HL.

Humans have expressed themselves through visual arts since before there were civilizations. The visual arts can be used as a window into history. Visual arts can be used as a mirror of contemporary times. People who learn to make art find an identity and pride in them-selves. The use of creativity, self-discipline, and self-expression is a strong ingredient in the intellectual development of a person.

A valid aesthetic may occur when an artist combines creativity, knowledge, and self-expression. The focus of the visual arts program is to help students acquire knowledge of the use of a variety of art materials. The purpose of using studio materials is to have a vehicle for self-expression. The production of studio art is where knowledge and ideas are expressed creatively. The creation of a work of art should elevate this object above and beyond the common or the ordinary.

Visual arts are important to mankind; art and artifacts are all we have left to judge, evaluate, and speculate about many ancient cultures. Art can tell us much about the lives, politics, religions, and passions of long past civilizations.

The visual arts program aims to enrich the lives of students by exposing them to a variety of art mediums. Students will learn fundamental as well as advanced techniques. Students will have the opportunity to evaluate work with their knowledge of techniques as well as a knowledge of art elements. Students will be able to express themselves. Through an understanding of visual arts and its global dialog students who complete this course should show growth and commitment through the study of art objects and interrelationships between their research and their artistic production.

IB MUSIC-GROUP PERFORMANCE

STANDARD LEVEL

COURSE DESCRIPTION:

The IB Music - Group Performance course (SL) provides the student with opportunities and guidance in the development of musical knowledge, including understanding of diverse musical genres; in-depth study of the language and symbol-systems of music internationally; and the refinement and honing of ensemble performance skills. As a member of the year-long Wind Ensemble or Orchestra course, students will:

· Learn and be able to demonstrate the use of appropriate musical language and terminology to describe and reflect their critical understanding of music.

· Learn and be able to demonstrate knowledge and understanding of music in time and place.

· Demonstrate development of their performance skills through ensemble music-making.

Through the analysis of selected diverse listening examples and printed scores, students will learn the language, the notation and the fundamental elements of music. Through further investigation, students will explore the usage of the elements of music in a variety of contexts – through music of various cultures, styles and genres.

Students will perform in two or more public performances during the school year, and will analyze the recordings from these performances to assist in the development of ensemble performance skills. Students will also learn rudimentary conducting skills to refine their concept of ensemble performance.

The Theory of Knowledge course is the central interdisciplinary core around which the subject areas of the International Baccalaureate revolve. By exploring the knowledge systems of mathematics, natural sciences, human sciences, history, the arts, and ethics through the filters of emotion, reason, language, and depth, students and teachers learn to reflect critically on these essential human processes. The course challenges students to become aware of the complexity of knowledge and to acknowledge the need to act responsibly in a global society. This, in turn, reinforces the Creativity, Action, and Service (CAS) components of the IB Diploma Programme.

CAS

The creativity, action, service (CAS) requirement takes seriously the importance of life outside the world of scholarship, providing a counterbalance to the academic self-absorption some students feel within a demanding school curriculum. Participation in CAS encourages students to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. The IBO’s goal of educating the whole person and fostering more caring and socially responsible attitudes comes alive in an immediate way when students reach beyond themselves and their books.