Middle Years Programme (MYP)

Years 4 & 5 / Grades 9 & 10

In the Upper School, students complete the final two years of the MYP. Students must take Language and Literature, Language Acquisition, Individuals & Societies, Sciences, and Mathematics each year. 

Students also take courses from Arts, Design and Physical Education. Flexibility at this point in the MYP means that students are able to make some choices to tailor their course selection to best fit their educational goals. Courses marked as IB MYP are assessed with the specific objectives and rubrics of the programme. Students may also take advantage of electives like Model UN and Debate, which are passfail courses. All sophomores must complete the IB MYP Personal Project course in the sophomore year. 

Rising freshmen have their first four year plan meeting in the middle of their 8th grade year. Parents, the Head of Upper School, Associate Head of Upper School/Director of College Counseling, and the Associate Head of School for Academics attend this meeting to collaborate together. 

Rising sophomores have their second four year planning meeting in the spring semester of their freshman year. 

Curriculum

List of 9 items.

  • Language and Literature – English

    IB MYP Language and Literature IV
    In this course, students have the opportunity to explore different ways of reading, writing, and communicating. Together, we consider the literary genres of short stories and novels, plays, and poetry, and learn to write literary analysis essays, plan and perform oral presentations, and create written and visual communication projects about what we read. As we consider novels like Sandra Cisneros’ The House on Mango Street and Ray Bradbury’s Fahrenheit 451, plays like William Shakespeare’s Macbeth, and poetry by Edgar Allan Poe, Robert Frost, and Walt Whitman, we learn to think of what we read and what we write as part of a larger conversation and helps us connect to the world around us.

    IB MYP Language and Literature V

    In this course, students look at literary works, including short stories and novels, poetry, and plays that speak to the common theme of “place.” As we consider short stories by American authors such as Hemingway and Shirley Jackson, Khaled Hosseini’s novel The Kite Runner and Oscar Wilde’s play The Importance of Being Earnest, Art Spiegelman’s graphic novel Maus, Amy Tan’s Joy Luck Club, and Jane Austen’s Pride & Prejudice, we think about the ways in which the setting, historical era, and author’s history influence what we read and how we think about it. And as we explore the international places and time-periods from which these works of literature emerge, we’ll think about how their themes of identity, individuality, and social class remain relevant and important to our lives today.
  • Language Acquisition

    IB MYP Mandarin I-II 
    Students in this course develop both receptive skills in reading and listening comprehension, and productive skills in speaking and writing. These skills are practiced in each class and tested using the rubric system.  Students are expected to spend an average of 30 minutes daily to review and do homework for this class. We start Easy Steps to Chinese Book 1 and transition to Book 2.The steady pace of the class allows for students to have an accelerated introduction to Mandarin. 

    IB MYP Mandarin IV 

    In this class, students use the Easy Steps to Chinese Book 3 as the textbook to develop students’ abilities in all four areas of language acquisition: listening, speaking, reading and writing. Students learn how to use Mandarin to talk about relatives, visiting a doctor, seasons, hobbies, occupations, subjects of study, school facilities, shopping, eating out, neighborhood and asking directions. Students also learn Mandarin in the cultural context and enhance their appreciations for the interconnectedness of different cultures. Students are expected to speak and write effectively by using a basic range of vocabulary, grammatical structures and conventions, and to use language effectively to suit the context. They expand their mastery of the Chinese vocabularies from about 300 to 500 characters to be able to carry out simple conversations in Chinese.  
     
    IB MYP Mandarin V  
    Students are expected to express a wide range of ideas and feelings, communicate in simple and more complex sentences, and gain insights in cultural similarities and differences. Students not only identify main ideas and supporting details, they also describe and interpret meanings, analyze texts, and draw conclusions from information.  Topics to be included are: individuals and society, school and academic studies, technology, health and environment.  All four areas of language acquisition - listening, speaking, reading comprehension and writing - are integrated in each unit. Students are expected to expand their mastery of the Chinese vocabularies from about 500 to 650 characters and to be able to carry out longer conversations in Chinese.  
     
    IB MYP Spanish I-II 
    Students work on basic reading, writing, speaking and listening skills.  They develop the vocabulary and grammar skills to communicate about: what they like to do & who they are, school & classes, food & health, leisure activities & sports, family parties & eating out, things and activities at home, shopping & gifts, vacations & volunteer work, entertainment media & technology. Grammar skills include the use of the present, present progressive, and preterit tenses. Intended for students with very little or no previous study of Spanish. 

    IB MYP Spanish II-III 

    Students work on intermediate level reading, writing, speaking and listening skills.  They continue to develop the vocabulary and grammar skills to communicate about: before & after school activities, shopping & getting ready for an event, locations around town & modes of transport, remembering childhood & past holidays, emergencies & accidents, TV & movies, cooking & camping, travel & tourism, future plans & issues. Grammar skills include the use of the present, present progressive, preterit, imperfect, imperfect progressive, imperative, present subjunctive, and future tenses. 

    IB MYP Spanish IV 

    Students work on intermediate to advanced level reading, writing, speaking and listening skills.  They continue to develop the vocabulary and grammar skills to communicate about: outdoor activities & competitions, visual & performing arts, nutrition & staying in shape, interpersonal behavior & relationships, and work & volunteer activities. Grammar skills include the use of the present, present progressive, preterit, imperfect, imperfect progressive, imperative, present subjunctive, future, present perfect, past perfect, and present perfect subjunctive tenses.  

    MYP Spanish V 

    Students work on advanced level reading, writing, speaking and listening skills.  They continue to develop the vocabulary and grammar skills to communicate about: professions & technology, archeology & myths and legends of pre-Columbian Latin America, architecture and history of Spain & Spanish conquest of America, environmental issues & endangered species, rights & responsibilities & the role of government. Grammar skills include the use of the present, present progressive, preterit, imperfect, imperfect progressive, imperative, present subjunctive, future, present perfect, past perfect, present perfect subjunctive, future perfect, past subjunctive, conditional, and conditional perfect tenses. 
     
    IB MYP Spanish VI 
    Students work on advanced level reading, writing, speaking and listening skills while participating in an overview of Spanish language literature and culture.  This course prepares students to sit for the AP Spanish Literature exam should they opt to do so. This course is for students with 5 or more years of previous study of Spanish, often for students who are native speakers.
  • Individuals & Societies

    Debate I & II 
    Debate is an introduction to the art of debate and not just learning how to argue and support ideas, but also learning the rules of competition for future tournaments. Students have the opportunity to craft arguments using the Lincoln- Douglas (LD) style of debate and are challenged through supporting arguments they may not believe in personally.  

    Model UN 

    Model UN in an immersive experience into the world of the United Nations. Students are introduced to the role of the UN and how it runs on a day-to-day basis. The students have the opportunity to take their experiences with them as we travel to New York for the MMUN Conference. Throughout the semester, students are assigned a country, write position papers and dive into how the UN makes resolutions and changes on a global scale. 

    IB MYP Government 

    Students are introduced to the process of United 
    States Democracy through a global lens. What does American government look like when compared to other nations? The course focuses on case studies and how America interacts with other governments, while learning the ideas behind and the origins of American Democracy. 

    IB MYP Economics 

    The course emphasizes the economic theories of freedom and trade, which deal with economic variables affecting individuals. The course also examines the economic practices that influence countries, governments and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, and economic development. 

    IB MYP World History 

    Students study patterns of human behavior across time within the historical context of global societies. 

    Students discover commonalities and differences among peoples from past to present. They examine and evaluate evidence to understand the social, political, environmental, technological, economic, spiritual, and philosophical factors of human development. The study of individuals and societies helps students appreciate the diversity of human culture, attitudes and beliefs. 
  • Sciences

    All students are expected to take one science in each of their freshman and sophomore years. Students wishing to take Biology, Chemistry, and Physics before the Diploma Programme may enroll in two sciences concurrently in their sophomore year. 

    IB MYP Biology is a lab-based course emphasizing practical activities, data analysis, as well as problemsolving and communication skills. Students have the opportunity to explore: cell structure and function, biochemistry and nutrition, cell division, enzymes, ecology, evolution, gene expression, photosynthesis and cellular respiration. Links are made between science, technology, society, and the nature of science. Available in the freshman or sophomore year. 

    IB MYP Chemistry
    is a one-year science course that explores the study of matter and its changes through inquiry, collaborative, and contextual-based learning in the laboratory. Topic areas include the language of chemistry, experimental design using the scientific method, atomic structure, stoichiometry, solution chemistry, acid-bases and the gas law.   The aims of MYP chemistry are to encourage and enable students to understand and appreciate chemistry and its global impact; cultivate analytical, inquiring and flexible minds that pose questions; solve problems; construct explanations and judge arguments; develop experimental design skills; evaluate evidence and reach conclusions; and build an awareness of the need to effectively collaborate and communicate and to reflect to make informed choices. Available in the freshman or sophomore year, with completion of Algebra I. 

    IB MYP Physics
    is an inquiry-based science course that explores key subject areas of physics including the language of physics, experimental design using the scientific method, measurements and the metric system, nature's laws of motion (kinematics), Newton’s Laws, Gas Law, thermal physics, and waves. The aims of MYP Physics are to encourage and enable students to understand and appreciate physics and its global impact; consider physics as a human endeavor with benefits and limitations; cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments; develop skills to design and perform physics investigations; evaluate evidence to reach conclusions; and reflect on learning experiences. (IB®, 2014) 
  • Mathematics

    Students’ access to courses is based on teacher recommendation. Students may have the ability to take two math courses concurrently.  

    IB MYP Algebra I Topics include: 
    • Solving single variable equations 
    • Solving systems of equations of up to three variables using graphing, determinants, substitution, and elimination 
    • Modeling and solving quadratics using factoring, completing the square and quadratic formula 
    • Manipulation of exponents including fractional power 
    • Calculating line of best fit with real data and interpolate and extrapolate with the line  
    • Solving absolute value equations 
    • Solving inequalities 
    • Using the graphing calculator to help sketch and discover the behavior of functions including finding values, zeros, max and mins.  

    In class digital quizzes, timed tests, and projects using real life problems are used to assess as well as teach and reinforce concepts.  
     
    IB MYP Geometry 
    This course examines all shapes and their properties.  

    Trigonometry is studied as well. Real life problems including measuring heights of buildings and creating right angles are used to emphasize concepts studied including Pythagorean Theorem and Sine, Cosine and Tangent relationships. Area, volume, and surface areas of shapes and objects are explored. Conic sections (parabolas, ellipses, circles, and hyperbolas) are examined including their construction, their equations and their applications. Geometry skills are emphasized and practiced during problem explorations. In class digital quizzes, timed tests, and projects using real life problems are used to assess as well as teach and reinforce concepts. Geometer’s sketchpad, a computer drawing program, is used to create constructions that demonstrate a variety of concepts. Constructions with physical and digital drawing tools are used to examine various geometric concepts.  

    IB MYP Algebra II 

    This course builds upon students’ knowledge of basic functions. For example, the study of right triangles extends students’ previous knowledge of trigonometry from geometry.  Topics include:  
    • Solving systems of equations of up to three variables using graphing, determinants, substitution, elimination, and matrices.  
    • Study of families of equations of more complex functions – absolute value, higher order polynomials, log and exponential.  
    • Continued use of the graphing calculator to help sketch and discover the behavior of functions including finding values, zeros, max and mins. 

    In class, digital quizzes, timed tests, and projects using real life problems are used to assess as well as teach and reinforce concepts. Geometer’s sketchpad, a computer drawing program, is used to create constructions that demonstrate a variety of concepts. 
     
    IB MYP Pre-Calculus 
    The pre-calculus class serves to build the strongest foundation possible for students to succeed in the advanced math courses offered in the Diploma Programme. Topics covered include an in-depth study of trigonometry (containing both radian and degree measures), continued work on families of functions and their transformations, and an introduction to vectors in 3D. MYP math rubrics are used and assessments are in the form of tests and quizzes that continue to strengthen communication but also emphasize developing critical thinking skills. Students see a large portion of unfamiliar problems and are challenged to determine the appropriate mathematical approach in these situations, as well as recognizing when to use a calculator. Students taking this class are well prepared to begin either a standard level or higher level class in the Diploma Programme.
  • Arts

    MYP Music I/II seeks to develop students’ knowledge and potentials as musicians, both personally and collaboratively.  Students hone skills in analysis, theory, composition, and performance. Students analyze a variety of music chosen by the instructor and their peers on a daily basis using standard musical elements.  Students search for deeper meaning and a message within the music when possible, connecting musical elements to meaning and message when appropriate.  Students are given some freedom to choose concepts to explore, and then present lessons to their classmates on a musical topic of their choice.   
     
    Students learn more theory of harmony, including chords, chord structure, and chordal analysis.  They use these skills in creating longer and more complex compositions for a variety of instruments.  Throughout the semester, students keep a music process journal to record weekly progress on assignments and reflections of personal progress in the course.  Students select a piece of music to perform at a public performance, and put together a group capable of performing the piece.  These ensembles then perform at the end of the course at a public concert.   All music assignments are differentiated to fit the skills of each student, whether the student has an extensive musical background or none at all. 
     
    IB MYP Theater I/II 
    Emphasis is placed on realistic acting, emotional honesty, and developing stage presence.  Each student memorizes and performs at least one classical and one contemporary monologue. Solo and ensemble musical numbers from the musical theatre repertoire are also learned. A number of important plays are read and analyzed, including at least one Shakespearean, one continental European (e.g., “Tartuffe”), and several American, including “Our Town,” “Death of a Salesman,” and “The Glass Menagerie.”  Group excursions to see professional and/or university productions of relevant plays are arranged.  Students are assessed by means of participation in class discussion, effective memorization, demonstration of learned performance skills, and written essays. 

    IB MYP Visual Arts I

    Students learn to recognize that Printmaking has its roots all the way back to the stencils (hand prints left on cave walls) of early man all the way to the digital era of today.  
    • Unit 1: Reduction Printmaking & the Influence of Picasso – researches the life of Picasso as the father of modern art and Cubism and culminates in a multicolor reduction relief print that is a self-portrait in the Cubism style.  
    • Unit 2: Screen Printing and Pop Art looks at the origins of silkscreen printing in China to today’s versions and takes the project inspiration from Pop Art and the work and world of Andy Warhol. 
    • Unit 3: The Art of Propaganda Poster is a mixed media piece that begins with the students investigating the historical roots of propaganda and its purpose and how it is similar and different from advertising.  

    Students are asked to consider the ethical responsibility of an artist and their art. They select a social or environmental issue that resonates with  them personally and create a poster that communicates their message.  The students maintain a digital process journal allowing them to document their ideas and thinking as they reflect on their learning, interests, strengths, weaknesses, and find solutions or alternatives to improve their work.  At the end of the semester, students curate and present their work in a gallery opening for the community.  

    IB MYP Visual Arts II 

    Through research and reading of selected information, students get an overview of the history of sculpture and the types of sculpture - with a focus on relief carving in wood for the 1st Project. There is an initial demonstration followed by practice with safe use of tools specific to wood carving, understanding that due to the physical properties of wood - decomposition, etc. - there are few surviving original works for anthropologists and archaeologists to discover. Students look at the relief carvings of the Egyptians and the Mayans with a focus of symbols and glyphs - to create/design/carve their own figurative imagery with hieroglyphics in a wood relief sculpture.   
     
    The 2nd project explores sculpture in the round and the students select from alabaster or soapstone to carve. They learn how to use the appropriate tools safely from chisels, hammers, rifflers, rasps, to sanding and polishing the finished piece.  The students maintain a digital process journal allowing them to document their ideas and thinking as they reflect on their learning, interests, strengths, weaknesses, and find solutions or alternatives to improve their work. At the end of the semester, they curate and present their work in a gallery opening for the community.
  • Design

    IB MYP Design 
    In Upper School Design, the course follows the students’ interests as much as possible. In the first unit, students gather their own inspiration using social media tools to find resources and develop personal learning groups that help them create in meaningful ways.  Some previous projects include: redesigning a shipping container to become an environmental learning space, building and troubleshooting a 3D printer, and using Adobe InDesign to design the school’s creative writing journal.  At each level of MYP Design, the IB Design Cycle is implemented, developing the flexibility to apply the framework to whatever problem, project, or situation they encounter. 

    IB MYP Design: Mechanical Engineering 

    At each level of MYP Design, the IB Design Cycle acts as a framework as students pursue various projects that expose them to a wide range of experiences with design. The design projects that are chosen in this course all have mechanical focuses.  The students research and develop a robot to enter in the FIRST Tech Challenge competition. This is an extensive project allowing students to iterate multiple times on various areas of robot development including mechanically moving structures and programming of both radio controlled components and autonomous sensor driven movements. The students then take on the design and construction of a trebuchet capable of launching a 2 pound spherical projectile over 50 yards.  Following the Design Cycle, students initially design and test small scale models prior to constructing a full scale 10-12 feet tall trebuchet.  The unit culminates with launching their trebuchets at the model forts that the 7th level students create.  In the third unit project, students design an environment in virtual reality, one that positively affects the emotional state of a hypothetical elementary student that has come in with some level of emotional distress.  Students think empathetically to develop the virtual elements that inhabit the environment including furniture, images, video and audio projections.  The students work within A-Frame, a declarative programming software, to create their virtual environment and utilize Asus Windows Mixed Media VR headgear to view and interact with the space. 
  • Physical Education

    IB MYP PE  
    Upper School students learn how to engage in lifetime fitness activities, including cardiovascular and strength training exercises, badminton, bicycling and yoga. Example assessments might include the creation of a 2 week training log over the sport of their choice or a reflection on their current level of physical activity.  

    Athletics  

    Students receive PE credit for their participation in Alcuin School’s athletics’ teams. Teams include cross country and girls’ volleyball in the fall, swimming and boys’ basketball in the winter, golf, tennis, and track in the spring. Athletes not currently in season must attend weekly strength and conditioning. 

    Off-Campus PE  

    Students who intensely pursue a sport that we do not offer at Alcuin School may receive credit for PE. This program is coordinated by the Athletic Director and requires an application. 
  • Personal Project

    IB MYP Personal Project  
    Sophomores engage in an independent project of interest to them. They research and plan, then create or execute the project. Students must then present their results to the community. Once they have this feedback, students are ready to complete a visual, oral, or written report in which they present and evaluate their work on the Personal Project.

Diploma Programme (DP)

Years 6 & 7 / Grades 11 & 12

In their junior and senior years, students select one course in each of five groups: Language A, Language B, Individuals & Societies, Sciences, and Mathematics. Students then choose another course from Arts or one of the previous groups. All students take Theory of Knowledge (TOK) which is an IB specific course and DP Seminar which is unique to Alcuin School. All courses are taken over the course of two years. 

Course selection for the DP takes place in the 4 year planning session in the spring of the student’s sophomore year.  

Please note that Standard Level (SL) indicates a minimum of 150 hours of instruction and Higher Level (HL) indicates a minimum of 240 hours of instruction in the course. Some topics and assessments differ between SL and HL courses. Students must take a minimum of 3 and no more than 4 exams at the Higher Level (HL).  Students designate their exam level in the fall of their senior year for any course where they have options. 

Curriculum

List of 6 items.

  • Group 1 – Language A: English

    IB DP Language and Literature SL/HL comprises 4 parts—two relate to the study of language and two to the study of literature. The course aims to develop in students the skills of textual analysis and the understanding that texts, both literary and nonliterary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. Helping students to focus on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to this course. (IB®, 2013). 

    IB DP Literature SL/HL 

    Through the study of a wide range of literature, the Language A: Literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the Language A: Literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language. (IB®, 2013)
  • Group 2 – Language B

    IB DP Mandarin SL is a two-year language learning course preparing students for taking the DP Mandarin SL exam. Students continue to build up communication skills in Mandarin and develop critical thinking and global mindedness. All three cores (communication and media, global issues, social relations), and five options (cultural diversity, customs and traditions, health, leisure, science and technology) are reinforced through the two years of DP study. (IB®, 2011) 

    IB DP Mandarin ab intio SL Mandarin Language B 

    ab initio is a two-year language learning course preparing students to take the DP Mandarin ab initio exam. By developing competencies in receptive, productive, and interactive skills, students improve their ability to comprehend straightforward written and spoken language and its cultural and contextual connotations; to write and speak Mandarin coherently and appropriate to context and purpose, to demonstrate the awareness of social context.  

    All three themes (individual and society, leisure and society, urban and rural environment) and twenty topics are introduced during the first year and reinforced during the senior year. Throughout the first year, students build up new vocabularies, grammatical structures, develop critical thinking, global mindedness, and get prepared to take the DP Mandarin exam with skills and confidence. (IB®, 2011) 

    IB DP Spanish SL/HL 

    Over the course of 2 years, the Spanish B student should: Understand recorded or spoken information on the topics studied. Appreciate literary works in the target language. (HL only) Understand authentic written texts related to the topics studied. Communicate orally in order to explain a point of view on a designated topic. Describe with some detail and accuracy experiences, events and concepts. Produce texts where the use of register, style, rhetorical devices and structural elements are generally appropriate to the audience and purpose.  Produce clear and convincing arguments in support of a point of view. (HL only) 3. Demonstrate interaction that usually flows coherently, but with occasional limitations. Engage in conversations on the topics studied, as well as related ideas. Demonstrate some intercultural engagement with the target language and culture(s). (IB®, 2011)
  • Group 3– Individuals & Societies

    IB DP Global Politics SL/HL is a course structured around contemporary events and the analysis of politics at the local, national, international and global scale. The structure centers on four units organized in a conceptual manner:  power, sovereignty, and international relations; human rights; development; and peace and conflict. The course allows for students to choose case studies within these units whose events are analyzed and contextualized in relationship to their local context.  The student identifies a political issue relevant to their community and undergo extensive research which unites service and academics. Each student engages in direct action around the issue and synthesizes their personal experience with research.  Through academic analysis, the student produces a report that proposes transformative and innovative political solutions. (IB®, 2016) 

    IB DP History SL/HL is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.  

    The six key concepts that have particular prominence throughout the DP history course are perspectives, change, continuity, causation, consequence, and significance. (IB®, 2015)
  • Group 4 – Sciences

    IB DP Biology SL/HL is a two-year course designed to help students understand the living world through different approaches and techniques. In the first year of the course, focus in on the study of ecology, classification and evolution, cells, the molecular biology, and biotechnology. In the second year of the course, focus is on genetics, photosynthesis and cellular respiration, the option, and human physiology. (HL expands on all of these topics in turn as well as adding plant science.) Emphasis is put not only on scientific knowledge related to Biology but also on practical laboratory skills and the Nature of Science. (IB®, 2014) 

    IB DP Chemistry SL/HL
    combines academic study of chemical principles with the acquisition of practical scientific investigational skills. The class provides opportunities to develop laboratory skills, design investigations, collect data, analyze results and evaluate and communicate findings over a broad breadth of chemical principles and content. The aims of the course are to enable students to: 1) appreciate science and creativity in a global context through inquiry and challenging hands-on learning opportunities, 2) synthesize and apply a breadth of practical chemical knowledge, methods and techniques that help students appreciate and become aware our world, 3) nurture and construct investigative scientific communication skills including technology, team-building and collaboration, and public discourse, 4) become aware of the ethical and moral and knowledge-based implications of science, 5) foster an understanding of the relationships between the sciences and their influences on areas of knowledge and how this knowledge impacts the world in which we live. (IB®, 2014) 
     
    IB DP Computer Science SL/HL 
    The IB computer science course is a rigorous and practical problem-solving discipline. Computational thinking lies at the heart of the course and is integrated with other topics. This objective is supported by practical activities including programming. (IB®, 2016) 

    IB DP Environmental Systems & Societies SL is an interdisciplinary course designed to combine the methodology, techniques and knowledge of the experimental sciences with those of the humanities. It requires a unique set of skills from students, as it is firmly grounded in two very different subjects. With that in mind, students are equipped to understand, analyze, and evaluate the complex systems of our society and the natural world. (IB®, 2015) 

    IB DP Physics SL 

    Physics SL combines academic study of physics principles with the acquisition of practical scientific investigational skills.  The class provides opportunities to develop laboratory skills, design investigations, collect data, analyze results and evaluate and communicate findings over a broad breadth of physics principles and content.   The aims of the course are to enable students to:1) appreciate science and creativity in a global context through inquiry and challenging hands-on learning opportunities, 2) synthesize and apply a breadth of practical physics practical knowledge, methods and techniques that help students appreciate and become aware our world, 3) nurture and construct investigative scientific communication skills including technology, team-building and collaboration, and public discourse, 4) become aware of the ethical and moral and knowledge-based implications of physics and science, 5) foster an understanding of the relationships between the sciences and their influences on areas of knowledge and how this knowledge impacts the world in which we live. (IB®, 2014)
  • Group 5– Mathematics

    IB DP Math Studies SL 
    The IB Diploma Programme mathematical studies course, available in standard level only, is for students with varied backgrounds and abilities. The course is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking this course, however, should be already equipped with fundamental skills and a rudimentary knowledge of basic processes. Course topics include: Utilizing a graphical calculator, Numbers and algebra, Financial mathematics, Descriptive statistics, Geometry & Trigonometry, Functions & modelling, 3D geometry, Sets and logic, Probability, Statistical Applications, Introduction to differential calculus, and Applications of calculus. (IB®, 2012) 

    IB DP Mathematics SL 

    Students build on their mastery of functions, trigonometry and algebra to tackle the more advanced topics of differential and integral calculus, probability and statistics, as well as 3D vectors. They continue to be challenged on a daily basis to think abstractly and constantly apply their knowledge to unfamiliar problems. All students complete guided notes in class and daily homework assignments to prepare them for regular end of unit tests comprised of past DP exam questions. These tests are broken up into a no calculator test and calculator test, so students are required to practice mental math throughout the course. (IB®, 2012) IB DP Mathematics HL 

    Students build on their knowledge of functions, trigonometry and vectors to tackle the more complex topics of differential and integral calculus, probability and statistics, as well as vector applications. They continue to be challenged on a daily basis to think abstractly and constantly apply their knowledge to unfamiliar problems. The workload for this course is significant and students entering into it should be aware of the large time commitment required to succeed. The material covered is highly advanced, extending into topics commonly taught in a college sophomore level Calculus II course. (IB®, 2012) 
  • Group 6 – Arts

    IB DP Film SL/HL   
    The Film course aims to develop an appreciation of film as an art form from the historical beginnings of filmed images to the special effects of the latest blockbuster, and to develop an understanding of the various techniques involved in criticism, analysis, and production of film. To promote an international perspective, students compare films from their own culture to those of other cultures. Throughout the course, students study films from a variety of genres with the aim to develop the ability to engage in independent analysis of film meaning and film language, and to examine technical skills needed in the film-making process.  

    This course strives to advance a command of the language appropriate for film studies with the emphasis on and an ability to express ideas with clarity of understanding, critical thinking, and reflective analysis.  Opportunities to develop the student’s effectiveness of expression, both in written and oral communication are provided through practice in writing, speaking, and producing in a variety of styles and situations. This process of instruction and assessment is intended to promote strong critical thinking and communication skills that produce competent, informed, and reflective world citizens who can appreciate diversity and value tolerance. Students are assessed with written essays over prescribed titles, creation of video essays comparing films from different cultures, assembling a film reel from their filmmaking labs, and creating a seven minute collaborative film with an extensive written portfolio. (IB®, 2008) 
     
    IB DP Music SL  
    This course provides students the opportunity to explore and enjoy the diversity of music throughout the world.  Students develop perceptual skills through a breadth of musical experiences and study, through which they learn to recognize, speculate, analyze, identify, discriminate, and form individual opinions about music and musical works.  Students have opportunities to creatively develop their knowledge, abilities, and understanding through performance and analysis.  IB Music strives to develop students to their full potential both as individual musicians and collaboratively. (IB®, 2014) 

    IB DP Visual Arts SL/HL  

    The IB Diploma Program Visual Arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is intended to be a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to further study of visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.  

    The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course. Students should be empowered to become autonomous, informed and skilled visual artists. (IB®, 2014)